Korea and Ted Talk Ted

â€Å"My escape from North Korea† Summary: Honesty Lee saw her first public execution at age 7. A child growing up In North Korea, the moment affected her, but she didn't understand the government repression going on around her. Lee was very scared on her roundels to save her family from being Jailed. She crossed them through the border but once they got there they got Jailed.Lee spent almost all of her money to free her family from Call but once that happened her family got Jailed again and she was at the lowest point of her life, she said. She was at a loss for what to do next to free her family again. She had no money, had no other options, and was scared for her entire family. Reflection: Lee's story is powerful and a good reminder that getting to freedom is only half the battle. She provided a human story of love, strength, and bravery.She also didn't Ochs the story completely on her, but on the plight of her people and gave thanks to â€Å"strangers† for their lov e and support. It's ironic, however, that we (most in the media and the uninformed demographic of outsiders) see her country as just that†¦ Strangers in a strange place in time. Think you're having a rough life†¦ This woman's journey – hunger, hiding from North Korean and Chinese police, facing death, passing bodies in the river. Eventually, she attempts to save her family ? so courageous.

My Trip to Pakistan Essay

It was a miserable rainy day in the middle of the summer and I was excited. I was going to Pakistan with my family. Everyone was getting ready to go to the airport. Clothes flying out of suitcases. Everyone kept on bumping into each other again, again and again. The cab was taking ages to come and I thought we will never arrive there on time but eventually it came. We put everything in the cab and I checked one last time to see if I have everything. We arrived at the airport with not a minute to spare. We ran to the counter and checked in. As we were boarding the plane we got the flight information. On the plane it seemed like months and months but it only took us 8 hours to arrive there. All my family and cousins were waiting there patiently for us to come out. After coming of the plain all are luggage got missed placed so we had to look for it but finally the luggage was found and returned to us. It starting as a good day but gradually it was getting worse and worse. As we good out the airport in Pakistan it was a hot sizzling day. I was so excited to see my cousins. I haven’t seen them in 2-3 years. They were all taller than me so I felt really short like an ant. Finally we got home I was too tired to talk so I fell asleep. The next morning I woke up and we went to the theme park and then we went to the mosque. We went to the mountains were my dad grew up. After staying there for 4 weeks I was sad and didn’t feel like coming to back to London. As we got to the airport I forgot to bring my passport so we had to go back and get it. I only had half an hour to get it. The good thing was I only lived 10 minutes away but if there was traffic I wouldn’t make it so me and my cousin ran to the car and went luckily there was no traffic so we made it on time and I was so relieved that I made it. We got back to London all miserable and sad. After a couple of days I started to get over the fact we are not in Pakistan and next day I had to go back to school which cheered me up because I haven’t seen my friends for ages.

Critical Writing Essay Example | Topics and Well Written Essays - 500 words - 1

Critical Writing - Essay Example According to the article, while normally the piracy of goods and services adversely affect the original promoters and creators, the imitation of the fashion products are known to facilitate creativity and popularity of the promoters through pirated lines of the current fashion trend. The author asserts that while the concept of copyrights and patents are important for businesses to maintain a competitive edge over their rivals, such criteria are irrelevant for the fashion industry which seems to thrive on imitations and piracy of fashion designs. Though fashion designers may be annoyed by the copying of their designs and would like to prevent the practice in the gray market, it cannot be denied that the pirated version of those designs make it affordable for the general public. This not only serves to make those designers more popular but the process also helps them indirectly to gain financially because their niche clientele is still more willing to pay premium prices for the original products! Another pertinent factor is that the cheap counterfeit promotes awareness of the changing habits and tastes of the public. The dissatisfaction of the public with the current trends, motivates the fashion designers to be more creative and original in their new fashion line and meet the expectation of the consumers. As the article says, it means ‘there is more innovation, more competition and probably more sales than there otherwise would be’. Again, fashion industry is the only field where the imitation has promoted brisk development of the industry instead of adversely affecting its revenues and imagination. It is a well known fact that designer fashion product line, basically caters to a select segment of the society who do not mind paying exorbitant prices for the original and unique products. Piracy of the designer fashion products brings the goods to the

Emerging Network Technologies Essay Example | Topics and Well Written Essays - 500 words

Emerging Network Technologies - Essay Example The answer was to use VPN over dial-up links, a cost-effective solution. The company did a pilot implementation with a VPN product from Cisco. Implementation: BPCL evaluated various options before selecting Cisco's VPN solution. They had to basically decide between two options, a software-based and an appliance-based VPN solution. Software based VPNs are offered by Computer Associates and CheckPoint and appliance-based solutions are offered by Nortel and Cisco. BPCL implemented Cisco's VPN 3030 Concentrator. It's a VPN platform for medium and large enterprises with bandwidth requirements from T1/E1 through fractional T3. The concentrator supports up to 1500 simultaneous sessions. It offers hardware acceleration and is field-upgradeable to the 3060. Benefits: BPCL has achieved faster deployment, lower cost of operations, and a scalable solution that supports up to 1500 concurrent VPN users and can be integrated with future security initiatives like digital signatures and secure ID cards. BPCL would have had to spend a substantial higher amount on VSAT links or leased lines at remote locations if it had not deployed a VPN solution. University of Minnesotta, is one of the premier universities of America offering a wide range of courses. The University of Minnesota is one of the most comprehensive public universities in the United States and ranks among the most prestigious. Product: University of Minnesota, which serves 60

Gay Marriage Research Paper Example | Topics and Well Written Essays - 1000 words

Gay Marriage - Research Paper Example The following are the approaches that have been used to attempt to solve the standoff. 1. Political Approach The gay community has been needlessly subjected to negative tagging by the ‘straight.’ This has left authorities with no choice but to adjust the law in order to protect this minority group from intolerant and homophobic treatments. But is it true that the gay are victims of homophobia and intolerance from the straight society? â€Å"Homophobia is the hatred or fear of homosexuals †¦ sometimes leading to acts of violence and expressions of hostility.† (Anti-Defamation League, 2001). Fear and hatred of homosexuals is something that should be condemned in bold letters. Supporting Proposition 8 therefore exposes the gay to unjust and unfair treatment. However, only extremist individuals and groups come to this extent of being out-rightly insolent against the gay-and this is totally unacceptable. If someone is peacefully expressing their opinion against ho mosexuality because they think it is wrong, should they be termed intolerant and homophobic? If a church-based organization says it cannot admit gay individuals because its value system does not allow such, is that intolerance? Not any more than than Tyson (Meat Company) can join the American Vegetarian Association! It is not intolerant, it is just plain unreasonable. Cost of Implementation Not everyone who opposes homosexuality hates or fears the gay: they are simply expressing their opinion and practicing their freedom of expression. Apparently, the gay are cushioned by the law, such that they can get away with something that other people don’t. For instance, is it not ‘freedom of expression’ to talk against religion and the religious, but not against homosexuality? Jennifer Roback says, â€Å"I’m voting ‘yes’ on 8, not because of my views of gays and lesbians, but because of my views about marriage. I view marriage as a gender-based instit ution that attaches mothers and fathers to each other and to their children.† (Jennifer Roback, November 1 2008). Is it fair and just to have children in a situation where they cannot utter ‘mum’ or ‘dad’, because we adults have disordered these roles? Would a child feel the same way if they were cuddled in the bosom of a ‘male mother’ as they would in that of a ‘real’ mother? No one has the right to abuse homosexuals, but opposing them does not amount to discriminating against them. Rejecting Proposition 8 amounts to giving the gay way too much liberty at the expense of others-especially children; and criminalizing rather honest and kind opinions. 2. Sociological Approach Maggie Gallagher and Joshua K. Baker seem to reject the proposition by positing that gay marriages have no negative implication on the society. They assert that â€Å"†¦ children raised by lesbian and gay parents†¦ do as well if not better than c hildren raised by heterosexual parents† emotionally, socially and educationally. (Gallagher, Maggie and Joshua K. Blake, Pg 2). They posit that the gender of the parents does not matter; provided love, care and protection thrive in the family unit. However, they point at the immense significance there is in a traditional family by admitting that marriage is more than a private emotional relationship. â€Å"It is also a social good; †¦

Teacher Leadership and Educational Reforms Research Paper

Teacher Leadership and Educational Reforms - Research Paper Example The cultural and contextual outlook of UAE provide an environment that is ideal for the propagation of academic leadership because, teaching is considered as a superior profession in Arab world thus, motivating teachers towards exercising leadership. In this kind of scenario, million-dollar investment in educational sector is a wise decision because; it will be able to change the prehistoric mindset of Arabs towards education. II. Problem Statement and Methodology The major problem that this study wants to study stems from the introduction of educational reforms in UAE educational system upon the due ability of teachers to demonstrate effective leadership. However, to analyze the problem, this paper will review the existing literature on the topic and register findings in coming stages. III. Purpose of the Study The fundamental purpose of this study is to provide a firm theoretical base for a detailed future empirical study that will quantify â€Å"the impact of educational reforms on teachers’ capacity for leadership†. IV. Literature Review At the same time, teacher also posses the duty to bless his students with confidence but, for the accomplishment of this responsibility teacher should be given job autonomy, so that he can plan his lectures and other related activities in a meaningful way. It is believed by management scholars that leadership can only be practiced in a decentralized chain of command. However, in Muslim countries, indigenous collectivist culture has made educational innovation a dream possible to achieve because; people readily form groups with each other in order to achieve some common objectives. Along with this, parents also want a bright future for their children in this fashion, supporting the teachers to bless the students with skills such as creativity that will differentiate them in an international environment. Nevertheless, UAE educational ministry has taken some notable steps recently in order to bring educational in dustry of the country in accordance with international standards. However, UAE and other modern Muslim nations are already on the path of true educational development. In these societies, individuals have been permitted to achieve their personal goals and are supposed to follow the modern social mechanism of individualism thus, inspiring the creativity of individuals, so that they can differentiate themselves in the society. In above-mentioned societies, however teachers can innovate with their teaching methodologies because of flexible cultural aspects, which permit people to think differently. Additionally, when people do think differently they are considered as leaders. So everybody listens to them, due to this supportive societal behavior, people feel encouraged towards thinking differently, therefore creativity always come from enlightened professors of various educational departments in UAE.. However, in developed nations, it is a well-preserved tradition to train teachers in art of advanced leadership, so that they can exercise it during practicing their profession (Coombe, 2009). These institutions are providing able teaching staff for world-renowned universities and institutions for number of centuries. Arab communities are turning towards educational activities and developed culture of collective learning in order to build up their viable human capital in educational sector for the future (Al-Taneiji, 2010).

Leonardo da Vinci's painting, Annunciation Term Paper

Leonardo da Vinci's painting, Annunciation - Term Paper Example Leonardo is believed to have been merely twenty years when he did this painting that today stands as one major artwork done in the olden days. The major influence he received from artists such as Sandro Botticelli made him become a better painter by relating and modifying his artwork with ideas borrowed from the renaissance period. How the painting on the annunciation was done is somehow composed of a number of styles that are borrowed from the early renaissance period meaning that Leonardo was still learning from previous works done by past artists. The Annunciation simply means announcement and in this painting done by Da Vinci angel Gabriel is simply announcing to Mary the good news that she will be the mother Jesus. The story of Mary being visited by angel Gabriel is evident in the annunciation painting. Gabriel kneels in the garden of Mary the virgin to inform him that she would bear a son and the son will be named â€Å"son of man†. Gabriel holds a lily to show how pure Mary was. The background depicts a beautiful environment. The kneeling angel is seen youthful, stylish wings, rich clothing, and having a lily at his right hand. The virgin on the other hand shows astonishment probably due to the news she has received from angel Gabriel. Her pose gives her a monumental character and defines the kind of person Mary is, some say he is cold as per what they see in the image. Da Vinci painted the most imaginary wings of an angel that somehow seemed alive in his painting, the annunciation painting.

Sensory responses Essay Example | Topics and Well Written Essays - 500 words

Sensory responses - Essay Example It is capable of detecting even the smallest visual and auditory changes. Seeing and hearing are senses which does not require physical contact, but tells us about distant objects with help of electromagnetic waves present in air. . If the sense of touch is considered, the brain could detect within no time, which part of the body was touched. Such is the response and reflex actions. The brain in turn, is composed of two hemispheres and shares the information sensed by the organs equally among the two parts For the complete sensation in visual and hearing, both halves are equally important. The visual and aural senses strongly depend upon the differences between its neighboring senses. Visual perception consists of perceiving the image of outside objects and then, processing them into an interpretation that can be understood by the brain. The human eye does this mechanism of converting light into electrical energy. Here, the sense of hearing is done by an excellent auditory system which perceives the sound produced rather than the source that produces it. The sound is received by the ear through the vibrations in air and transmits them to the brain. Just imagine a ball being thrown on a wall coming back to u again. That's what happens in our sensory system.

A critical analysis of nursing care for Gina Essay

A critical analysis of nursing care for Gina - Essay Example In1860,Florence Nightingale recognized the importance of theory and process in health care,and her message has gotten stronger as the years have progressed.Nurses in the UK today are trained in clinical practice and the importance of following defined methods and practices. Regardless of the specific practice model they follow, first and foremost nurses must adhere to the Nursing and Midwifery Council (NMC, 2004) code of professional conduct: standards for conduct, performance and ethics. The code sets the standards on matters such as patient respect, consent, teamwork, confidentiality, professional competence, trustworthiness, and risk mitigation. However, the NMC does not specify how a nurse is to embody these standards.Most nurses and health facilities utilise nursing models to guide nursing practice, for example, Roper-Logan-Tierney (1996); Neuman, as cited in Ume-Nwagbo, DeWan, & Lowry (2006); and multiple theories/models as cited in Aggleton & Chalmers (2000). In addition to sp ecific author-developed models, nursing models are delineated as a function of patient care: total patient care, functional, team, and primary (Tiedman & Lookinland, 2004). The nursing field has long recognized the importance of "innovative practice models" or "structural approaches to nursing practice" (Weisman, 1991).One particular model, the Roper-Logan-Tierney (RLT) model, originally published in 1980 with revisions in 1985, 1990, and 1996, is a commonly used model in the United Kingdom particular at National Health Service hospitals. ... 1. Maintaining a safe environment 2. Communicating 3. Breathing 4. Eating & dressing 5. Eliminating 6. Personal cleansing & dressing 7. Controlling body temperature 8. Mobilizing 9. Working & playing 10. Expressing sexuality 11. Sleeping 12. Dying Upon admission to hospital, most patients in an acute care setting have physical problems that impact their ability to satisfactorily complete these tasks, thus the model can be used in multiple clinical settings (Walsh, 1998). The authors (1996) indicate they recognize the influence of non-medical factors including psychological, socio-cultural, environmental, and politico-economic on resources supporting satisfactory completion of AL, however he model is not without its criticisms, which shall be discussed as applied to and following the Case Description. A nursing model alone is necessary, but not sufficient, to provide nursing care to a patient. The nurse must act, carry out the steps of the model in an organized manner, to provide care meeting the standards of not only the NWC, the hospital, but most importantly, the patient. The National Health Service emphasizes this in its circular model of health care, which places patients and the public in the center of the circle and the providers surrounding them. This organized action involves following the nursing process. The nursing process generally includes four phases: assessment, planning, implementation, and evaluation. While generally performed sequentially, given the myriad of problems and matters a nurse must monitor for just one patient, let alone a dozen patients, it is not uncommon for a nurse to simultaneously be supporting tasks in each of the four

Legal Underpinnings of Business Law Essay Example for Free

Legal Underpinnings of Business Law Essay The key to limiting liability exposure is to realize where your company might be vulnerable. It is important to be able to recognize possible situations that make a company vulnerable. Knowing all possible significant aspects of any liability associated to the type of business an owner wants to participate in is vital. A business owner should always understand and have working knowledge of all laws that apply to your business to prevent liabilities. Personal Business Venture My future personal business venture would a clothing line for curvy women. As a curvy woman, it is very difficult to find non-geometric, non-tent like, flower patterned, ugly business and casual clothing. The best business organizational form for this business would be an LLC. LLC’s are easy to set up. Chose a business name that incorporates LLC, file an article of organization, create an operating agreement, obtain licenses and permits, hire employees, and finally open the doors. I would have variety of partners from textiles, designers, clothing producers, managers, and finally marketing specialists. The personal liability exposure would be minimal. With an LLC if I messed up the partners would not be responsible. The consequences are not as bad is if I was in a corporation. The LLC is more flexible. The positives are less record keeping and more profit sharing. The state would have some say into my company so I would have to keep up with guidance regularly. The negative of this company is that once a member leaves, the entire company must complete their duties and responsibilities and then dissolve. Another down fall is that self-employment tax contributions towards Medicare and Social Security. â€Å"The net income of the LLC is subject to this tax. The federal government does not recognize LLC as a business entity for taxation purposes, all LLCs must file as a corporation, partnership, or sole proprietorship tax return. Certain LLCs are automatically classified and taxed as a corporation by federal tax law. †

Process of Self-evaluation and Reflection upon Learning

Process of Self-evaluation and Reflection upon Learning Self Evaluation Upon Learning This paper describes a process of self-evaluation, reflection upon learning, and planning for future developments. As well as considering the learning points which have been successfully internalized over the course of the semester, it will incorporate reflection on strengths and weaknesses, and begin to outline future communication with putative employers. In addition to presenting some analysis of the formal and academic aspects of the experience, it will discuss the interpersonal aspects of learning, and the development of those capacities which may have professional and vocational applications. As Stenhouse points out, ‘A curriculum is an attempt to communicate the essential principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice. (1), However, negotiating the formal structures and requirements of the curriculum is only one aspect of the learning process. A perceptible process of transformation has begun in education, away from a lecture based didactic approach and towards adaptable, flexible modes of learning and teaching. Accordingly, this record of reflective learning will discuss the use of oral, listening and communication skills, considering self-management in group situations. In conclusion, it will present a flexible plan for the future, outlining the skills which need to be developed and providing some indicative targets and points for action. This piece presents my own reflections, and where appropriate, makes reference to appropriate research and analysis by published authorities. From a purely personal perspective, undertaking the module involved a reconsideration of my own identity and purpose, and the sorting through of the multiple dimensions and preoccupations of my life. As Hall points out, ‘†¦no one has one identity; and indeed those identities may be in tension (one example would be the ways in which â€Å"mother† and â€Å"worker† are often understood as existing in tension. (2) Consequently, it was important to reconfigure ones self-identity and direction in the light of new knowledge and perspectives. In this respect, it is important to be aware that personality and self-image are often key determinants in setting personal objectives, defining outcomes, and constructing the parameters within which any one of us can grow and interact with their environment. As Elliot puts it, ‘We often think of the self as primarily a private domain, an inner realm of personal thoughts, values, strivings, emotions and desires. Yet this view, which seems largely self-evident, is in contrast to the way in which sociologists study the framing of personal identity and the self. (3) Therefore, locating oneself within a social continuum, in some ways a necessary social skill and a pre-requisite of social/group orientation, can be both limiting and damaging. It is also important to consider cultural identity and the way national, regional, chronological and even familial micro cultures are profoundly constructive of our own life politics. It has become a truism in life-politics that emotional awareness – or emotional intelligence – is a fundamental determinant of how individuals will approach, engage with, and function with regard to social structures, whether the latter are in the public or private sphere. As Goleman explains, ‘self-awareness – recognizing a feeling as it happens – is the keystone of emotional intelligence†¦.the ability to monitor feelings from moment to moment is crucial to psychological insight and self-understanding. (4) Some individuals may have this capacity through innate cognitive ability, whilst others must attempt to construct it using deliberately reflective techniques. However, the experience of the module has illustrated to me that it is not an option: interpersonal effectiveness basically demands that individuals exercise this facility, or develop it, as appropriate. As Bolton explains, ‘Reflective practice and reflexivity are not subjects but a pedagogical approach which should pervade the curriculum. (5) This is not say that formally defined subject knowledge, academic skills, or the didactic position, itself, are in any way less relevant or marginal in the curriculum process. It does indicate however that the ability to manage the dynamics of learning, and to demonstrate it through interpersonal growth, has become more prominent. It is fair to argue then, as Fraser and Bosanquet have done, that ‘†¦Students are the receptors of the curriculum and their impact upon it varies†¦ (6) I found that, in the interactive learning environment, the effectiveness of the curriculum was determined and defined to a significant degree by us as learners, and in particular by our willingness to contribute new knowledge as perceptions. In this respect, the module was As Fraser and Bosanquet point out, ‘The changing nature of knowledge relevant to the discipline, and research in the discipline area, also influence the structure and learning goals of the programme†¦. (7). I consider that one of the key aspects of the module was its capacity to develop interpersonal working and the ability to work within a group dynamic. The resolution of issues, coordination of effort, and maximisation of individual skills through delegation are all highly transferable skills, which added to the developmental strengths of the formal curriculum. As Davis observes, ‘Whilst there is demand for the traditional ability to analyse, think critically an work independently†¦, there is also a growing demand for ‘†¦transferable skills†¦.communication, team working,†¦and problem solving. This requires ‘careful curriculum planning, support mechanisms, teaching methodologies and assessment strategies†¦ (8). As discussed above, there are a range of factors which form the individuals attitudes and effectiveness within this dynamic, in terms of what they deem acceptable or effective approaches. Many of these are culturally formed, and may be interpreted within frameworks such Hofstedes Cultural Dimensions Index. Within this, Hofestede projects, each culture has tolerances and behavioural norms which dictate group behaviour, as well as strategic thinking within organisations. He defines these criteria as uncertainty avoidance, power distance, long/short term orientation, gender, i.e. masculinity and femininity, and individualism/collectivism. (9). Perhaps more revealing than this scheme of wide cultural sub-groups, however, is the related idea that these are just one component in tripartite scheme which includes universal human traits, ‘learned behaviour and values, and individual personality traits. (10) I consider that the recognition of individual strengths and weaknesses is a key factor, not only in the recognition of individual contributions, but in effective team building. I have definitely learned that assembling a team is a skill in itself. Simply pushing together a random group of individuals is not team-b uilding. Correspondingly, one learning point which I can take from team working on the module, is that different individuals place value upon different aspects of interpersonal dealings, and that this has to recognised, despite personal preferences. For example, some co-learners on the module – and through logical extension, some colleagues in a professional situation – placed a high value on directness within relationships, and preferred immediate action to a deferred approach. Conversely, some personalities felt far more secure with an incremental approach to issues, preferring to delay action until the maximum possible information and analysis was assembled. Some individuals placed a high premium on relationship building through personal interaction, and took this as the inception of a trust network, before moving on to the specifics of a problem or issue. Meanwhile, some individuals were comfortable with the exact reverse of this; they wanted to stay focused on the dimension s of the issue, and preferred to leave the interpersonal dimensions of team building to take their natural course. The main learning point which emerged from this for me, was that such characteristics needed to be recognised, accepted, and factored  into  team building, as well as its functioning dynamic. No one individual conforms absolutely to a specific personality or behavioural type: however, their dominant personality traits are likely to be those which emerge at key decision making moments. To get the best out of people and teams, the nature of their contribution needs to be taken into account. As Sonnetag observes, ‘There is relatively consistent empirical evidence for a positive relationship between specific aspects of individual well-being and.performance. (11) The ability to ensure this well-being and secure the related performance – in myself as well as in other learners – and eventually co-workers – is one of the key developmental points that I will take from the module as a whole. . As Murphy and Riggio indicate, ‘†¦complexity provides the resources (cognitive, social, behavioural) for generating numerous possible responses to a given situation. Individuals as well as organizations are healthy and thrive when they are capable of many responses to a given situation, and become brittle and vulnerable to changing conditions when they are uniform and specialized. (12). I prefer to think of this as understanding the personal, interpersonal, and strategic implications of the psychological contract. As Williams indicates regarding this phenomenon, ‘this interpersonal aspect to fairness reminds us that there is a social basis to the exchange relationship between employer and employee and we might expect thi s to be part of the psychological contract. (13) One of the key objectives that I will take away from the module is the ability to understand – through use of a reflective cycle the development of psychological contracts between individuals, within groups, across stakeholders, and between employees and management. I recognise that this, in itself, is an objective which relies heavily on the capacity to use ones own emotional intelligence, and that this in itself is an on-going task. As Goleman has observed, , ‘†¦unlike the familiar tests for IQ, there is, as yet, no single paper and pencil test that yields an emotional intelligence score, and there may never be one. ‘ (14) In fact it could be argued that those with emotional intelligence as a dominant aspect of their skills set, tend to eschew formal learning situations altogether, relying on their reading of situations and interpersonal skills rather than credentialism to get where they want to be. The impo rtant point for me here is to recognize that these skills are increasingly important in the socialized workforce, and central to achievement of common goals. As Guest and Conway have indicated, ‘†¦built on the three pillars of fairness, trust and delivery of the deal between organizations and employees, a positive psychological contract is the best guarantee of good performance outcomes. (15) Here are some key points for my development, around which specific targets may be developed. Have I planned and managed my own workload effectively: have I consistently met deadlines, without suspending working routines, or the absorption of resources of time from other projects or priorities? In team working situations, was I effective in determining the roles allocated to myself and others, using prior knowledge about myself and them? Did I retain effective control over my role, and did my input have a discernible and measurable impact on the project as a whole? How will I assess whether or not I have consistently managed work relationships in an effective way? Assuming I can assemble such an assessment, would my co-learners or colleagues evaluations be likely to support this? Is my role – or the role of others – clear to everyone concerned? In my estimation, and with regard to the insights I have obtained about interpersonal effectiveness from the module, achievement of these objectives would go a considerable way towards making me an effective learner. They are also principles which could be deemed constructive of a learning organization as a whole, something which, in my view, we should all regard as the worthwhile outcome of our individual contributions. As Hyam and Mason point out, ‘The learning organization, argue its advocates, is one in which managers perceive their position in the organization, and their relationship with subordinates, in a radically new way, utilizing new metaphors and ways of understanding. (16). One way to measure individual progress towards this outcome would be through the use of a reflective scheme such as Gibbs Reflective Cycle.: Within this, the learner or practitioner can use description to visualize developments or events, subsequently evaluating their own emotional response in t he ‘feelings stage of the process. From there you progress on to the evaluation and analysis stages, seeking out any wider implications or perceptible patterns from the situation, before proceeding onto the conclusion and action plan. I consider this skill-set to be of huge importance, because wherever you go in the contemporary employment scene, you will encounter an appraisal and system, and some form of target setting regime. Being aware of ones own real situation in relation to the requirements of a professional situation, is therefore just as important as finding out about the perceptions of others. In my opinion, this is the difference between merely transactional or genuinely transformational management. As Fincham and Rhodes express it, the transactional model is ‘†¦simply a mutual exchange for economic or political reasons between leader or follower. In transformational leadership a deeper, more powerful process is present. Here one or more persons engage w ith others in such a way that leaders and followers raise each other up to higher levels of motivation and morality. (17). It can be argued therefore that worthwhile transactional management begins in the personal sphere. Footnotes 1.) Stenhouse, L (1975, .An Introduction to Curriculum Research and Development  .London: Heinemann, p.4. 2 ) Hall, S., ‘Who Needs Identity? in Hall, S., and du Gay, P., (1996), (eds),  Questions of Cultural Identity,  Sage, London. p.5. 3.) Elliot, A., (2001),  Concepts of the Self,  Polity Press, Cambridge p.24. 4.) Goleman, (1996),  Emotional Intelligence: Why It Can Matter More Than IQ,  Bloomsbury, London. p.43. 5.) Bolton, G., (2005),  Reflective Practice: Writing and Professional Development,  2nd Edition, Sage, London, p.3. 6.) Fraser, S., and Bosanquet, A., (2006), ‘The curriculum? That is just a unit outline, isnt it?,  Studies in Higher Education, 31, pp.269-284, p.274 7.)  ibid. 8.) Davis, M., (2003), ‘Barriers to reflective practice: the changing nature of higher education in  Active learning in higher education  4 (3) pp. 243-255, p.247. 9.) Hofstede, G., (2003),  Cultures and Organizations: Intercultural Cooperation and its Importance for Survival,  Profile Business, London. p.9 10.)  ibid.,  p.6. 11.) Sonnetag, S., (ed), (2002)  Psychological Management of Individual Performance,  John Wiley and Sons, Chichester, p.4110. 12.) Murphy, S.E., Riggio, R.E., (2003), The Future of Leadership Development,  Lawrence Erlbaum Associates, Mahwah NJ, p.13. 13.) Williams, R.S., (1998)  Performance Management: Perspectives on Employee Performance,  International Thomson Business Press, St.Ives, p.183. 14.) Goleman, (1996),  Emotional Intelligence: Why It Can Matter More Than IQ,  Bloomsbury, London p.44. 15.) Guest, D.E., and Conway, N., (2004),  Employee Well-being and the Psychological Contract: A Report for the CIPD,  Chartered Institute of Personnel and Development, London, p.vii. 16.) Hyam, J., and Mason, B., (1995),  Managing Employee Involvement and Participation,  Sage, London, p.145. 17.) Fincham, R., Rhodes, P., (2005),  Principles of Organizational Behaviour, Oxford University Press, Oxford p.345. Bibliography Armstrong, A., and Baron, A.,(2005),  Managing Performance: Performance Management in Action,  CIPD, London. Armstrong, A., (1994),  Performance Management,  Kogan Page, London. Arthur, M.B., (1996),  The Boundaryless Career: A New Employment Principle for a New Organizational Era  Oxford University Press. Baker, J., (1988),  Causes of Failure in Performance Appraisal and Supervision: A Guide to Analysis and Evaluation for Human Resources Professionals,  Quorum Books, New York. Barrow, G., and Newton, T., (2004),  Walking the Talk: How Transactional Analysis is Improving Behaviour and Raising Self-Esteem,  David Fulton, London. Bolton, G., (2005),  Reflective Practice: Writing and Professional Development,  2nd Edition, Sage, London. Davis, M., (2003), ‘Barriers to reflective practice: the changing nature of higher education in  Active learning in higher education  4 (3) pp. 243-255 Fincham, R., Rhodes, P., (2005),  Principles of Organizational Behaviour, Oxford University Press, Oxford. Forster, M., (2005)  Maximum Performance: A Practical Guide to Leading and Managing People at Work,  Edward Elgar, Cheltenham. Fraser, S., and Bosanquet, A., (2006), ‘The curriculum? That is just a unit outline, isnt it?,  Studies in Higher Education, 31, pp.269-284. Goleman, D., (1996),  Emotional Intelligence: Why It Can Matter More Than IQ,  Bloomsbury, London. Guest, D.E., and Conway, N., (2004),  Employee Well-being and the Psychological Contract: A Report for the CIPD,  Chartered Institute of Personnel and Development, London. Hall, S., ‘Who Needs Identity? in Hall, S., and du Gay, P., (1996), (eds),  Questions of Cultural Identity,  Sage, London. Hiser, S., ‘e-Recruitment: Tools help staff see the effects of effort.  Financial Times , Published: November 7 2007. INTERNET, available at http://www.ft.com/cms/s/0/c8757344-8c95-11dc-b887-0000779fd2ac.html, [viewed 12.4.08] n.p. Gerte Hofstede Cultural Dimensions  Website, INTERNET, available at http://www.geert-hofstede.com/hofstede_dimensions.php?culture1=95culture2=18#compare [viewed 20.8.08] n.p. Hofstede, G., (2003),  Cultures and Organizations: Intercultural Cooperation and its Importance for Survival,  Profile Business, London.   Holland, J.L., (1997),  Making Vocational Choices: A Theory of Vocational Personalities and Work Environments,  London. Hyam, J., and Mason, B., (1995),  Managing Employee Involvement and Participation,  Sage, London. Maslow, A.H., (1970)  Motivation and Personality,  3rd Edition, Harper Collins, New York. Murphy, S.E., Riggio, R.E., (2003), The Future of Leadership Development,  Lawrence Erlbaum Associates, Mahwah NJ. Sonnetag, S., (ed), (2002)  Psychological Management of Individual Performance,  John Wiley and Sons, Chichester. Stenhouse, L (1975, .An Introduction to Curriculum Research and Development  .London: Heinemann. Walters, M., (1995),  The Performance Management Handbook,  Institute of Personnel and Development, London. Warmington, A., Lupton, C., and Gribbin, C., (1977),  Organisational Behaviour and Performance: an Open Systems Approach to Change,  MacMillan, London. Williams, R.S., (1998)  Performance Management: Perspectives on Employee Performance,  International Thomson Business Press, St.Ives.

Unemployment: Keynesian Ideas and Fiscal Policy Essay -- Economics, Un

Fiscal policy, as we know it today, is meant to mitigate unemployment and stabilize the economy through aggregate demand. Despite dismal unemployment numbers, politicians and policy-makers continue to use and be optimistic about the effectiveness of fiscal policy in this regard. Policy as we have seen over the past five years has had dismal effect on the unemployment numbers we are seeing today. It seems we need a policy that will tackle lagging aggregate demand as well as the employment problems. A direct-job creation effort will work to create the differences in aggregate demand and effective demand creating equilibrium and filling the void that the current Keynesian fiscal policy leaves. Keynesian Ideas The origins of many ideas seen in fiscal policy come from John Maynard Keynes a revolutionary economist who tackled the idea of aggregated demand through Keynesian economics. Aggregate demand is the demand for gross domestic product or goods and services that the country has to offer. It is represented by the formula GDP=AD= C + I + GS+ X or (C) Consumption, (I) Investment, (GS) Government Spending, (X) Net exports. Fiscal policy in essence is using tactics such as government spending and tax cuts in order to affect the right side of this equation and increase aggregate demand. The general agreement across Keynesian theory is that boosting aggregate demand is the precise thing to do when facing an economy with lackluster growth and on the shores of recession. Leading up to most recessions there is a significant reduction in demand for goods and services offered in the country. This lower demand leads to inventory reductions, lower production levels, layoffs and increased unemployment. In order to stabilize the economy, th... ...y/jobless-rate-rose-to-73percent-during-government-shutdown-economy-added-204k-jobs/2013/11/08/f51fa1de-481f-11e3-b6f8-3782ff6cb769_story.html) National Economic Council. 2010, â€Å"Jobs and Economic Security For America’s Women.† October. Available at http://www.whitehouse.gov/sites/default/files/Jobs-and-Economic-Security-for-Americas-Women.pdf Plumer, Brad (2013). The U.S. labor force is still shrinking. Here’s why. Retreived from Tcherneva, P. 2011. â€Å"Permanent on-the-spot job creation—the missing Keynes Plan for full employment and economic transformation.† Review of Social Economics, forthcoming. Tcherneva, Paulina. 2011. â€Å"Fiscal Policy Effectiveness: Lessons from the Great Recession.† Levy Economics Institute of Bard College. Unemployment: Keynesian Ideas and Fiscal Policy Essay -- Economics, Un Fiscal policy, as we know it today, is meant to mitigate unemployment and stabilize the economy through aggregate demand. Despite dismal unemployment numbers, politicians and policy-makers continue to use and be optimistic about the effectiveness of fiscal policy in this regard. Policy as we have seen over the past five years has had dismal effect on the unemployment numbers we are seeing today. It seems we need a policy that will tackle lagging aggregate demand as well as the employment problems. A direct-job creation effort will work to create the differences in aggregate demand and effective demand creating equilibrium and filling the void that the current Keynesian fiscal policy leaves. Keynesian Ideas The origins of many ideas seen in fiscal policy come from John Maynard Keynes a revolutionary economist who tackled the idea of aggregated demand through Keynesian economics. Aggregate demand is the demand for gross domestic product or goods and services that the country has to offer. It is represented by the formula GDP=AD= C + I + GS+ X or (C) Consumption, (I) Investment, (GS) Government Spending, (X) Net exports. Fiscal policy in essence is using tactics such as government spending and tax cuts in order to affect the right side of this equation and increase aggregate demand. The general agreement across Keynesian theory is that boosting aggregate demand is the precise thing to do when facing an economy with lackluster growth and on the shores of recession. Leading up to most recessions there is a significant reduction in demand for goods and services offered in the country. This lower demand leads to inventory reductions, lower production levels, layoffs and increased unemployment. In order to stabilize the economy, th... ...y/jobless-rate-rose-to-73percent-during-government-shutdown-economy-added-204k-jobs/2013/11/08/f51fa1de-481f-11e3-b6f8-3782ff6cb769_story.html) National Economic Council. 2010, â€Å"Jobs and Economic Security For America’s Women.† October. Available at http://www.whitehouse.gov/sites/default/files/Jobs-and-Economic-Security-for-Americas-Women.pdf Plumer, Brad (2013). The U.S. labor force is still shrinking. Here’s why. Retreived from Tcherneva, P. 2011. â€Å"Permanent on-the-spot job creation—the missing Keynes Plan for full employment and economic transformation.† Review of Social Economics, forthcoming. Tcherneva, Paulina. 2011. â€Å"Fiscal Policy Effectiveness: Lessons from the Great Recession.† Levy Economics Institute of Bard College.

Steps in building a shed :: essays papers

Steps in building a shed What ever the look or shape of your property it can probably be improved in some way by building a shed. Wether its purely for decoration or a specific function there are many reasons for building a shed. If you construct the shed yourself it can save you money because you don’t have to pay for labor. Another benefit is that you get to add your own character to it and have it just the way you want it. You don’t have to settle for a prefabricated average shed. you get the chance to tailor it to your needs and preferences. Not only can you save money by building it your self, you get the satisfaction of knowing that you made it . The first step in building a shed is deciding its intended purpose. Its purpose will probably determine the size, shape and cost of the shed. If its for improving the image of your landscape it will probably be a medium size shed but with lots of detail, which will increase the cost of construction. You might want to add windows to make the shed more appealing. A nice paint finished exterior gives you an opportunity to make the color match its surroundings such as the color of your house. If the shed is for tool storage and working area its going to need to be large enough to accommodate both you and you’re equipment. The increase in size means an increase in cost. Since it’s a storage, or work shed there is no real need to make it all that elaborate. Which will save a lot of money. If you will be spending a lot of time out in the shed it would be a good idea to make it a comfortable environment to work in. Adding insulation in the walls will keep out the cold and maint ain cool in the heat. Since there will probably be power tools that need electricity to run the shed should have some sort of electric source. You can simply run an extension cord from your house to the shed as a cheap alternative. If you are looking for something more professional and permanent, electric outlets can be installed inside the shed. most people are not electricians this should not be attempted by any novice do-it your selfer. Shelves are a good idea to increase interior storage space and incorporate the whole shed into usable space.

John Locke Research Paper Essay

Throughout history there have been many philosophers that impacted the world. Philosophers such as John Locke have shaped today’s society in a number of ways. John Locke was extremely influential and has had some of the most lasting impacts on the ideas still to this day. John Locke has inspired a many of people throughout his lifetime and shaped the way for philosophers and great minds of the generations to come. John Locke was an English philosopher, born on August 29 1632, in Somerset, England. He was born into a Protestant family (Faiella 24). Locke’s mother died when he was an infant and he was raised by his father John, who is said to have had an influence on Locke’s views (24). In 1652, Locke attended Christ Church College to study medicine (25). However, Locke found the ideals and theories of modern philosophers of his time more interesting than the material he studied while at Christ Church, which led to Locke never pursuing a career as a doctor (25). Lord Anthony Ashley Cooper sought out Locke’s assistance to treat a liver cyst; Cooper soon became impressed with Locke and appointed Locke to be his advisor (28). Locke then joined the Royal. Society where he met individuals with whom he discussed mortality and religion, which resulted in the creation of An Essay Concerning Human Understanding (Powell, Jim Locke: Natural Right to Life, Liberty, and Property). Locke wanted to learn more and pursued a position in which he could examine toleration, education and trade, leading to Locke and Anthony Ashley Cooper working closely together (Powell, Jim John Locke: Natural Right to Life, Liberty, and Property). Anthony Cooper was the 1st Earl of Shaftesbury, and it was in the Shaftesbury household where some of Locke’s most influential ideas came alive. Cooper assisted in forming Locke’s ideas; it was within the Shaftesbury household during 1671 that the meeting, which resulted in the making of An Essay Concerning Human Understanding, took place (25). Locke’s friendship with Cooper became complicated, causing Locke to move to Holland where he became connected with the English Rebels (Faiella 29). Eventually, Locke was placed on a list of 85 traitors who were wanted by the English government as a result of his works (29). During 1683, Locke used an alias, Dr. Van Der Linden, to sign letters being sent to his peers (Powell, Jim John Locke Natural Right to Life, Liberty and Property). Locke was offered a pardon offered by William Penn but, Locke wouldn’t accept the pardon because he believed he didn’t do anything to deserve his criminal status and he stood by his beliefs (Faiella 30). In 1686 while in Holland Locke was meeting with peers to discuss philosophical ideals and plot to overthrow King James II. Locke was later removed from the list of traitors (31). After the Glorious Revolution Locke returned to England and helped draft the Toleration Act of 1689 (31). Locke believed in many things as a philosopher, one of Locke’s most known ideals was Natural Law. Locke strongly believed in Natural Law, which stated men have natural rights which cannot be given to you by rulers (Stephens, George M. John Locke: His American and Carolinian Legacy). Locke also believed in the Social Contract, which stated that, a persons moral or political obligations should rely on an agreement in order to form a society (John Locke: His American Carolinian Legacy). Locke strongly believed that people lived in a certain State of Nature before there was society. Locke stated that the State of Nature was when people lived with no judge, no laws and no punishment for their crimes (Treatises on Government). Locke thought that laws of society existed for the common good of the population as a whole (Treatises on Government). People could not break the social contract because it would result in chaos (Treatises on Government). Locke also believed that the government existed to assist the needs of the people and if it should not fulfill its job to the people, people had the right to overthrow the government (John Locke: Natural Right to Life, Liberty and Property). Locke believed that without a majority rule the social contract wouldn’t work (John Locke: His American and Carolinian Legacy). Therefore, Locke wrote An Essay Concerning Human Understanding which was based on his beliefs and experiences (Powell, Jim. John Locke: Natural Right to Life, Liberty and Property). Locke also wrote a Letter Concerning Toleration, which discussed an idea of religious toleration for everyone except Atheists and Catholics. (John Locke: Natural Right to Life, Liberty and Property). Locke believed education is for liberty and that people learn by examples and that this is the way society should learn (John Locke: Natural Right to Life, Liberty and Property). Locke also fought for freedom of the press and opposed the renewal of the act for regulation of printing (John Locke: Natural Right to Life, Liberty and Property). Clearly, John Locke had a very big impact throughout the world, even though during his time he was viewed as a criminal for some of his ideas. Locke provoked revolutions in Europe, Latin America, and in Asia (Powell, Jim. John Locke: Natural Right to Life, Liberty and Property). John Locke influenced the Declaration of the Rights of Men, in 1789 while in France, which recognized property rights. (Stephens, George M. John Locke: His American and Carolinian Legacy). Locke also influenced Montesquieu’s beliefs regarding the separation of powers (Powell, Jim. John Locke: Natural Right to Life, Liberty and Property). Also one of Locke’s greatest influences was his assistance in inspiring the French Revolution (John Locke: Natural Right to Life, Liberty and Property). John Locke influenced the United States in a number of different ways. For example, Locke’s Second Treatise Concerning Civil Government inspired the American Revolution (Powell, Jim. John Locke: Natural Right to Life, Liberty, and Property). Also, In the Declaration of Independence it states how King George violated his contract with the colonist, which was influenced by Locke’s ideas (Stephens, George M. John Locke: His American and Carolinian Legacy). The Fifth Amendment of the United States Constitution discusses property rights, which was also inspired by John Locke (John Locke: His American and Carolinian Legacy). In the constitution the legislative branch has more power than a single official but has no veto power, another ideal of Locke (John Locke: His American and Carolinian Legacy). In conclusion, John Locke inspired many people throughout history with his strong beliefs and ideals. Locke was criminalized and wanted for his beliefs. Locke’s ideas have influenced not only England or the United States of America, but have resulted in a change in the world. Locke inspired people of his time, and implemented lasting ideas and changes in the government, and Locke inspired other philosophers. Philosophers similar to Locke have used Locke’s ideas as a foundation to further mold the world we live in, and shape societies. John Locke has made a lasting impact and his ideas will continue to impact the world. Works Cited Faiella, Graham. †John Locke: His Life† John Locke:Champion of Modern Democracy New York: Rosen Group, 2005. 24-31. Print. Locke, John. Two Treatises on Government. 1690. Print. Powell,Jim â€Å"Jim Locke: Natural Right to Life, Liberty, and Property† The Freeman. Foundation for Economic Education. 1 August 1996. Web. 6 October 2014. Stephens, George M. â€Å"John Locke: His American and Carolinian legacy. † John Locke Foundation. N. D. Web. 2 October 2014.

Person I Admire

I could say there was one person that I admire the most, but truth us there are more than one. One person that comes to mind the most beleive it or not is Angelina Jolie. A celebirty is a funny one to admire†¦ But what i admire of her is the dedication that she has to the causes that are true to her. Now that can mean anything and some people might say that she is just another celebirty in search of recognition. But what I see is someone that has used her celebirty for the betterment of others in ways that are more than superficial.Unlike Madonna and others she has worked hard and has spent days at a time if not weeks in places like afganistan and Leone for her cause. She has given without condition and as a result of it has given a home to children that otherwise would not have another chance. So I admire her as a true humanitarian. If fame follows her it is truely because we cannot get enough of her and not because she invites it. But the one person that I admire the most my g randmother.She was a great woman and one that held on in times of turmoil, she taught me to be strong and if I have to cry go ahead. But to keep focused and when I was done feeling sorry for myself get to work on fixing the problem and not dwelling on it. She taught me that no one said life was fair so quit acting like some one said it was and then took it away. Be a woman, and being a woman is expecting respect as well as demanding it. Funny thing, she always said a man's world is always easier than a womans. So if all you have to do is get through a mans world you are home free!!

Ethical Issues for School Counselors

The Ethical Issues for School Counselors Ethical issues arise more often for school counselors than for those who work in other settings. The challenge of working not only with minors but also with other stakeholders including parents, teachers, school administrators, and community members sets the stage for potential legal and ethical dilemmas. Awareness and adherence to ethical codes, therefore, is critical if school counselors are to make appropriate, ethical decisions. This article enhances school counselors' knowledge of ethical codes by using actual cases as submitted by school counselors.The issues are presented in a quiz format for further discussion and relate each scenario to particular ethical codes. The school counselor's primary obligation is to the student. This includes advocating for students, defining the role of the counselor, and adjusting work assignments so student’s needs are met. Regular meetings between school counselors and school principals have been touted as effective catalysts towards redirecting assignments that are counterproductive to student needs. It seems apparent that school counselors need viable methods to educate themselves about ethical conduct as well as to educate other stakeholders.Realistic scenarios are often difficult to encounter and might assist in the aforementioned tasks. This article was written to aid school counselors as they seek solutions to ethical dilemmas as well as to provide a nonthreatening format in which to enlighten principals and parents about appropriate responses. This article utilized the American Counseling Association (ACA) Code of Ethics (2005) and American School Counselors' Association (ASCA) Ethical Standards for School Counselors (2004) to arrive at answers at the ensuring discussions.While conclusive answers follow scenarios in the cases, the quiz was written to offer an opportunity to evaluate knowledge of current ACA and ASCA codes of ethics and facilitate discussions concernin g other appropriate alternatives. Answers were provided to help school counselors take a proactive rather than reactive stance when similar events occur. The ethical issues described in the article were submitted anonymously by school counselors practicing in the panhandle of Texas. These cases were not solicited; rather, counselors sent them to counselor educators at a local university so they might receive consultation.It is hoped this examination aids school counselors in the creation of proactive future plans when faced with ethical situations. Because no written quiz can offer indisputable answers, additional strategies are need to overcome difficult ethical dilemmas. The quiz can aid counselor educators as they strive to deepen ethical discussions in school counseling courses. As stated in class each person has the right to receive the information and support needed to move toward self-direction and self-development.Each person has the right to understand the full magnitude an d meaning of his/her educational choices and how those choices will affect future opportunities. Special care should be given to students who have historically not received adequate educational services: students of color, low socio-economic students, students with disabilities and student with non-dominant language backgrounds. The Standard G. Maintenance of Standards states that, professional school counselors are obligated to take appropriate action when they see the standards are not being followed.That being said, counselors must have knowledge of codes of ethics as well as local, state, and federal laws; school policies; seek consultation; and stay informed of changes in order to make ethical decisions. Being fully informed helps school counselors be prepared in situations that demand careful judgment and protect the welfare of the children within the school. This quiz and the strategies mentioned previously can be a useful tool in achieving this goal. Reference Froeschle, J. F. Crews, C. C. (2010). An ethics challenge for school counselors. EbscoHosthttp://www. ebsohost. com

After You, My Dear Alphone (Mrs Wilson) Essay

Mrs Wilson seems, to me at least, to be a bit old fashioned – something that isn’t quite so odd, considering the story was written in the 1940’s. I can imagine her being the typical housewife, struggling in the kitchen, gossiping and worrying with the neighbourhood women and fussing over minor details concerning her precious son, Johnny. However, her temper can get the best of her, creating tension and thus leaving a situation next to unbearable. In the story’s situation I know I would find it unbearable – by sheer awkwardness! As soon as little black Boyd enters her house, the assumptions pile up in Mrs Wilson’s head. Instantly feeling sorry for him and wanting to take care of him, she makes sure Johnny doesn’t take advantage of him and starts feeding the new boy. As kind hearted as it may seem, it took a nasty turn towards the end. When she talks about Boyd’s parents and how he needs to eat enough to work hard, she assumes he comes from a poor black family, struggling to make ends meet. There’s nothing about Boyd that would lead her to think so, except that he’s black and smaller than Johnny. She just immediately builds up this whole idea of this poor little boy. That really is a vague estimate of a book-cover’s content (†judging a book by it’s cover†), that she nonetheless is sure of. And doing so makes her prejudiced. She hardly listens to Boyd’s explanation of his family’s situation, and certainly doesn’t accept it. Not even when he tells her, that his father is a foreman. Later on, she pretty much forces their own unwanted clothes on the boy, expecting gratitude in return. When Boyd’s response was wonder, not understanding why he would be needing them, she becomes aggressive. Her reaction makes her seem arrogant, almost as if she needs the boy to be inferior. This makes her very unlikeable and shows her true colour. In today’s Denmark, there are people of all colours, ethnicities and and religions. Over the years this has become more and more accepted, but still there are Danes who look at them with distrust or just distaste. This can be a result of the criminal doings, that are caused by the immigrants. It can also be because these immigrants come bringing foreign culture to Denmark, which some Danes find hard to understand. And it’s an old habit, that what you don’t know, you fear. When talking only about prejudice towards different races, it instantly becomes more difficult to explain. Racists can have many different reasons as to why they feel a certain way or even resentment towards another race. Some have got their opinions in childhood from their parents and some from experience. Whatever the reason, it is generalisation of a whole bunch of people and doing so is always wrong.

Hume and Kant on Free Will Essay

Abstract This paper is an attempt to show how Kant’s ideas concerning practical and transcendental freedom of the will was a significant correction to the parallel theories of Hume. It starts out by clarifying Hume’s critique of free will, especially as it appears in An Enquiry Concerning Human Understanding. It draws the conclusion that Hume’s philosophy is espousing skepticism, and that Kant’s effort is to overcome this skepticism and restore trust in reason. The philosophy of Kant is outlined in order to make the last point. It is generally agreed that Kant supplied the definitive stamp to philosophy that ushered in the modern age. Hume, though enormously influential in his time, and a favorite in the French salons of philosophy, fell into disrepute in the Victorian era, and only since has become a subject of restored interest. Yet Hume is the philosopher cited by Kant as having stirred him from his â€Å"dogmatic slumbers’. He had espoused a philosophy of empirical skepticism, so thorough and devastating in its scope that it became impossible for Kant to remain in his settled certainties of Newtonian science. It was the spur that carried him on to compose the Critique of Pure Reason (1781), where reason is restored, and man is once more vindicated as a rational being. Just because he refuted and answered Hume’s skepticism does not imply that the latter philosophy is nullified. We must keep this in mind, that Hume’s skepticism is completely valid as far as sense experience is concerned, and Kant does not refute any part of this philosophy. What he does is posit a further dimension to human understanding, specifically, the synthetic a priori faculty of the mind, the existence of which Hume did not suspect. Only after this addition is the primacy of reason restored. So we cannot say that Kant has destroyed Hume’s philosophy, rather he has added to it. Central to Hume’s skepticism is his critique of â€Å"cause and effect†, which is spelled out to its most profound depths in chapter VII of the An Enquiry Concerning Human Understanding (1748). The preliminary task is to outline the copy principle. The premise to this is that all knowledge begins from sense experience. Among such we are able to distinguish between primary and secondary sensations. The primary sensations are extension, motion, inertia etc, which are indeed the concepts that physics tackles. Color, taste, smell etc are said to be secondary sensations, composed or derived from the primary ones. The copy principle says that the primary sensations, though not delivering complete information from the material object – which is more poignantly described as â€Å"the object in itself – nevertheless is a faithful copy of it. This is why primary sensations are distinct and forceful presences in our mind. Secondary sensations are in turn copies of the original copy, and due to this derivative nature they lose distinctness to us. We will examine the copy principle of Hume in a moment. For the time being we accept it as such and consider the consequences. For Hume’s purposes, it has allowed him to refer to objects and their motions with confidence, and not to be held back by the validity of these concepts. For without the principle we don’t know as yet that objects are objects, and motion is motion, and we would have had to deal with a chaos of sense experience, and nothing meaningful to refer to it against (1993, p. 12). So now, with the copy principle of Hume as foundation, we proceed to talk about objects in motion. Next, we observe interdependence between objects, carried out in space and time. We â€Å"know† that motion in one object is â€Å"cause† to motion in another. A billiard ball in motion strikes another, and after impact the second acquires a velocity too, and the faculty of our understanding tells us, without the least inkling of doubt, that the impact imparted by the first ball is the cause of the second ball gaining motion. This understanding is so refined that we can, with a little help from Newton’s mechanics, predict the exact trajectory of the second ball by analyzing the trajectory of the first. We know it, but how do we know it? This is the crucial question for Hume. For if we do not have the answer we are left with skepticism. After impact with the first ball the second could have taken any one of an infinite number of trajectories. But it takes only one, and indeed we expect it to take only that one. A physicist may come along and try to convince us that it could not have taken any other trajectory because the laws of motion stipulates that, with the initial conditions given, the path it takes is the only possible one. But this is not an answer to the observer of the billiard ball, because he doesn’t care what the laws of physics are. If nature had followed another mathematical law then another outcome would have been just as valid. The observer could then have framed his conundrum differently: Of the infinite possible mathematical laws why just that one? There is nothing in the inner logic of the situation that dictates that the first ball should produce exactly the prescribed trajectory in the second. Hume said this about the experimental set-up, that we may try an experiment ten times, and may arrive at the exact same result ten times. But this does not prove that the specific outcome is inevitable. Not even if we confirmed the outcome a million times, because we would still only have a statistical probability and not a proof. Hume’s conclusion is that there is no rational link between cause and effect. Yet we expect effect to follow cause, immediately and irrevocably. If this is so then, explains Hume, it is a feeling transmitted to us by custom. What exactly he means by custom is left vague. He could not have meant anything other than â€Å"observing over and over again†, even though this fails to take into account new experience. He himself supplies a famous counterexample in the Enquiry. Some one who has experienced all the shades of blue, except for a tiny strip of the spectrum, is expected to report a gap when looking at the full spectrum of blue. But the fact is that he does not observe a gap at all, and recognizes at once the full spectrum of blue, even though he is experiencing a particular shade on blue for the first time. The recognition was instantaneous, and the eye did require â€Å"accustoming† beforehand. This readily disposes the theory of â€Å"custom†. Hume, however, continues to insist that our convictions regarding cause and effect can have no other source than custom. That the inference to custom is a vague one is made clear when he comes to consider free will. The very act of consciousness, he says, testifies to the existence of free will. But coming to reflect on how it is possible that we are able to willingly set our limbs into motion, and to move and external object thereby, it appears nothing less than miraculous. The mystery in nothing less than how one immaterial body imparts momentum to another: For first: Is there any principle in all nature more mysterious than the union of soul with body; by which a supposed spiritual substance acquires such an influence over a material one, that the most refined thought is able to actuate the grossest matter? (Hume, 1993, p. 43) The upshot is that we cannot explain free will, just as surely as we cannot explain cause and effect. ‘Custom’ was hesitantly introduced to explain cause and effect, and the same comes to the rescue of free will. As constant observers of nature we come to expect an effect to always follow a cause, and the same analysis ought to be applied to the orbit of human will. In all times and in all places humans have shown a constancy in their day to day affairs, which points to a constancy in human nature. The speculation concerning the scope of free will is overdone by the philosophers, maintains Hume. The exercise of free will, when looked at through the vista of human history, does not display divergence as much as it displays constancy. Hume broaches on the distinction between freedom and necessity to make this point clear. Inanimate objects convey to us most clearly the quality of freedom. We may describe an inanimate object as indifferent to the rest of the material universe, and in that sense free. But this freedom also entails necessity. The object is subject to the necessary laws of causation, and indeed is bound entirely by them. This is the relationship that binds cause and effect to inanimate objects, and is a relationship that is composed of both freedom and necessity. Hume transposes the same analysis to the relationship between human beings and free will. The will is indeed free, but being so implies that it conforms to human nature. He proposes the following definition: By liberty, then, we can only mean a power of acting or not acting, according to the determinations of the will; this is, if we choose to remain at rest, we may; if we choose to move, we also may. (1993, p. 63) The notion of free will advanced here bears a crucial difference to the popular one, and begs to be spelt out. What Hume describes as free will is not a choice between course ‘A’ and ‘B’. Rather the choice is between ‘A’ and ‘not A’, the latter implying stagnation, not an alternative course. This is the entire extent of our free will. We choose either to move forward, or else to stand still. This is what Hume would describe as freedom to act. Free will, however, is in complete accordance with human nature, and therefore follows the laws of necessity, just as everything else in contingent reality. Free will urges us to act â€Å"freely†. With freedom to act we may respond to this urge, or we may desist. In the final analysis our understanding of free will hinges on custom, in the same way as does our understanding of cause and effect. The past is guide to the future in the probabilistic sense. Beyond probabilities we have no understanding of either, contends Hume. In order to enforce this skepticism he proceeds to dismantle the Cartesian theories that pretended to explain mind and matter interaction, especially the theory of occasionalism advanced by Father Nicholas Malebranche. In this theory God is made both motivator and executor of every act or incident that seems to be â€Å"cause†, while the circumstances which we call a cause are only occasions for God to act in such a manner. Hume complained that this not only made God a slave to his own creation, but it also eradicated free will, making everything â€Å"full of God† (1993, p. 47). By disposing summarily the Cartesian explanations of cause and effect Hume makes his skepticism complete. Kant overcomes this skepticism by revising the premise of Hume. The correction is made most forcefully in the opening to the Critique: Although all our knowledge begins with experience, it does not follow that it arises entirely from experience.   For it is quite possible that our empirical knowledge is a compound of that which we receive through impressions and that which our own faculty of knowing (incited by impressions) supplies from itself†¦ (1999, p. 1) To be fair to Hume, he does consider this possibility, and ponders whether there is a blueprint in the mind where all ‘causes’ and all ‘effects’ can be referred back. (1993, p. 44). But he dismisses this idea when he realizes that a static blueprint can never account for the dynamic reality. However, the faculty that Kant is suggesting is not static, rather dynamic and creative, and here lies the crucial difference. In the technical terms of Kant it is the synthetic a priori faculty of the mind. This is distinguished from the analytic a priori faculty, such as logic. The rules of logic are extant in the mind (a priori), but form a self-consistent system (analytical), and therefore do not depend on sense experience. On the first instance it seems impossible that the mind can have a faculty that is synthetic a priori, where synthetic implies that it is creative. It entails that order is created out of the chaos of sense experience, and order that was not there before. But Kant also provides proof that the mind is capable of synthesis. Mathematical propositions are synthetic a priori, he contended. The proposition â€Å"3 + 5 = 8† may sound like self-consistent logic, but it is not really so. â€Å"8† is a completely new concept, and is not contained in either â€Å"3†, â€Å"5† or â€Å"+†. If we know that â€Å"3 + 5 = 8†, it is due to a synthetic a priori faculty in the mind. As Kant relates in the Prolegomena, when he realized that mathematical propositions are indeed synthetic a priori, it led him to ponder on what other such concepts the mind uses to facilitate understanding, and it appeared to him, in due course, that â€Å"cause and effect† was a concept of understanding that derives from the same faculty. He does not at all concern himself with material reality as a â€Å"thing in itself†, that which the materialist philosophers were after in order to provide a foundation to Newtonian science. Like Hume he maintains throughout that an absolute material reality is beyond knowledge, and to speculate on its existence was futile. We only need to consider what we perceive and what we do. He also shows that Hume falters at exactly those points where he cannot dismiss material existence in itself. The copy principle is slavish to a material object in itself. The object does not deliver copies to our mind; rather the mind provides the concepts of space in which we are able to conjure up material objects from sensory data. Both â€Å"space† and â€Å"time† are pure concepts of the mind, contends Kant, and like â€Å"cause and effect† are the tools by which we come to understand contingent reality (Prolegomena, 2005, p. 26). As soon as it is made out that we are the responsible architects of our own reality, and are not passive bystanders to an absolute material reality beyond our control, we suddenly discover ourselves as moral beings. Therefore the subsequent direction of Kant’s philosophy, after the metaphysics of understanding has been established, is towards a metaphysics of morals. And so emerges the crucial distinction that Kant makes between practical and transcendental freedom. To say that we have practical freedom implies we are able to understand the world, and by doing so we direct the will accordingly. We will do so of course for practical purposes – survival, utility, convenience, happiness etc. this would seem to cover the entire orbit of freedom. But Kant went on to demonstrate, in his Groundwork for the Metaphysics of Morals (1785), that such freedom is not actually freedom at all, and indeed is a binding. Thus far Kant is in concord with Hume. Now, the metaphysics of understanding, as spelt out in the Critique, is not the entire picture. The synthetic a priori faculty of the mind fashions understanding out of sensory experience. But such understanding does not lead to truth. As pure concepts of understanding space and time are both necessarily infinite. But because they emanate from the finite mind they are also finite. So in their very make-up space and time lead to contradictions. The same end must necessarily meet anything that takes place within space and time. So that matter is both infinitely divisible and also made up of concrete building blocks. As another example, we have free will, but at the same time everything is caused, so we don’t have free will. Such examples are put forward by Kant as pairs of â€Å"antinomies†. According to our understanding both consequences are valid, and yet they mutually contradict each other. All practical reasoning necessarily leads to pairs of antinomies. This must be so, because we reason by means of subject and predicate, where the subject is the cause of the predicate. But this subject is in turn predicate to another subject, and so on in an infinite chain of causation. If there was an ultimate subject at the beginning of this chain, we could have claimed to have discovered the final cause, and thereby have at hand a pronouncement of truth. But in contingent reality there is no such final cause. So whenever we try to make pronouncements of truth we must face contradiction. We cannot say that practical reason is false for this reason. Life is ruled by contingencies, and practical reason is to explain the contingent, or to facilitate such understanding. Absolute truth lies beyond all contingencies, and this is ruled by â€Å"pure† reason, explains Kant. It is not within the grasp of the human mind, yet it is the underpinning of the mind, and is the source of all innate faculties. The same analysis applies to practical freedom, which is but the corollary to practical reason. With practical freedom we choose our course according to practical reason, i.e. we are motivated by self-serving motives – happiness, honor, respectability, and so on. But in doing so we bind ourselves to those endless chains of contingencies, so that we are not really free. We chase material acquisition in order to be happy, and yet it always eludes us. The definition of freedom is to escape all contingencies, and yet by the application of practical reason we are mired more and more into contingent reality. Therefore we are not free. This is indeed a contradiction, one which Hume does not pay heed to. The very act of consciousness tells us that we are free, that out will is free. If practical reason does not embody this freedom, then surely pure reason must do so. By the same token, we are in possession of a transcendental freedom, which is a path that overcomes all contingencies, and is dictated by pure reason. Kant describes this path as the moral one. We recognize and follow this path from a sense of duty. To clarify what it is, duty is done for its own sake. There is no material motive whatsoever attached to it. Not for any particular good, it is done for the universal good. It is a categorical imperative, meaning that the very make-up of our being, or pure reason, dictates that we follow it. As an aid to identifying one’s duty Kant devised the following wording for the categorical imperative: â€Å"I ought never to act except in such a way that I could also will that my maxim should become a universal law† (Moral Law, 2005, p. 74). Kant is described as overcoming Hume’s skepticism. But it is questionable whether the latter is a skeptic at all. According to a contemporary, Hume’s philosophical paradoxes are delivered with a confidence that belies skepticism: â€Å"Never has there been a Pyrrhonian more dogmatic† (qtd. in Mossner, 1936, p. 129). A more recent reassessment of Hume is carried out by the German Neo-Kantian philosopher Ernst Cassirer, who opines, â€Å"Hume’s doctrine is not to be understood as an end, but as a new beginning† (1951, p. 59). The nature of this new beginning is well articulated by Hume himself. â€Å"Indulge your passion for science,† nature tells us, according to Hume, â€Å"but let your science be human, and such as may have a direct reference to action and society† (Hume, 1993, p. 3). If we listen carefully, the moral note that Hume is sounding is hardly different from that of the categorical imperative of Kant. Not for the person’s sake, but for humanity’s sake. Not for the particular good but for the universal good. This is the essence of Hume’s projected â€Å"science of man†, as it is also the heart of Kant’s metaphysics of morals. References Cassirer, E. (1951). The Philosophy of the Enlightenment. Trans. Fritz C. A. Koelln and James P. Pettegrove. Boston: Beacon Press. Hume, D. (1993). An Enquiry Concerning Human Understanding. E. Steinberg (Ed.) Boston: Hackett Publishing. Kant, I. (1999). Critique of Pure Reason. W. S. Pluhar (Trans.), E. Watkins (Ed.) Boston: Hackett Publishing. Kant, I. (2005). Kant’s Prolegomena to Any Future Metaphysics. Whitefish, MT: Kessinger Publishing. Kant, I. (2005). The Moral Law: Groundwork of the Metaphysic of Morals. Translated by H. J. Paton. New York: Routledge. Mossner, E. C. (1936). Bishop Butler and the Age of Reason: A Study in the History Of Thought. New York: Macmillan.   

How well Durex is managing their product line and make recommendations Essay

How well Durex is managing their product line and make recommendations for the future - Essay Example The same set of benefits from more products lead to ambiguity and consumer choose one on the cost of other, which often decline the market share for one product in favor of other. The onion is designed from the philosophy and commitment of business for providing aid maintaining health of people while allowing living happily. Company is maintaining product’s life with augmented product line and that’s strategy seems viable increase product life. Product life cycle refers to the actual position of the brand and its product line the market (Grieves, 2005a). Four phases of the time shows the future potential of growth for making investments (Terzi et al., 2010). These four phases include (Grieves, 2005b): Maturity where brand successfully achieved its potential growth and generating high revenues while moving towards expectancy by loosing essence by the time. Here investment is made to operate and reinforce the brand. The product life cycle is derived from the fact that Durex is earning high revenues and expanding the maturity phase by continuous extensions in product and communications as the blue line in the given graphic shows the extensions of brand to survive in long-run. Griffin (2012) described BCG (Boston Consulting Group) matrix as the evaluation tool for the relative to other brand present in the market. BCG technique is utilized to plot the potential of the product in the market and make investments accordingly (Schawel & Billing, 2014; Johnson et al., 2011). Four quarters of the matrix presents following categories (Doherty & Lu, 2012): The matrix shows evidence that brand is in the phase of moving from Stars to cash cows and relatively occupy a very large market share, so the competition level for the brand is not very vital in short-term. By looking at the market growth, Dettol is at the top position, which give the idea that in long-run brand will have to face competition also for investment decisions of

Gun Control Essay Example | Topics and Well Written Essays - 1000 words - 2

Gun Control - Essay Example â€Å"In 2005, 11,346 persons were killed by firearm violence and 477,040 persons were victims of a crime committed with a firearm. Most murders in the United States are committed with firearms, especially handguns.† (Gun Violence) These statistics are very alarming and it is more of a national issue, the recent statistics are even worse. It is really easy to get weapons and especially guns. It is very important to bring about a change and it should be done soon. It is important to ensure that people do not get their hands on these guns easily, it is sure to bring down the crime rate and especially gun violence. There must be stricter laws in place to ensure that people do not get easy access to arms, this is a certain way of bringing down gun violence. Gun control has always been a very debatable and a complex topic, law-abiding citizens are expected to follow the law but these days law has become a donkey on which the rich people ride. In several Asian countries people get away with gun crimes because of their influence and authority, there have been several cases in the US also wherein the guilty have gotten away with heinous crimes. It is also a fact that firearms can be used for protection and guns can be useful provided they are in the hands of right individuals but it is very difficult to determine who is right and who is not became many a time the so called right people end up doing wrong things. This is exactly why this topic is very debatable and complex. Mental illness is also a very big factor when it comes to gun control, mentally ill people can easily go and purchase guns and run riot in the street, the very same happened in Norway a few months ago, a mentally ill person had easy access to firearms and the same resulted in a massacre. It is extremely important to place restrictions but this is something which is implausible, there are hardly any laws when it comes to purchasing a firearm, yes, one needs a

Which ethnic groups claimed to have discovered the new world Essay

Which ethnic groups claimed to have discovered the new world - Essay Example Columbus is given credit probably because it was a well-communicated, planned and documented voyage. These may not have been possible for the earlier explorers. There are not enough records that add substance to their claim and except the Phoenicians who documented their travels in useful inscriptions; very few left any written records for their efforts. In 1872, on a plantation in Brazil, a stone, covered with strange carvings, was found in a field. The carvings were later identified as Phoenician writing, telling of a ship blown off course and landing in a strange, new land, some 2500 years earlier, after returning from a trip to the Middle East. The Phoenicians were well known as enthusiastic sailors and were one of the foremost to document their travels. They have been known to travel around the coast of Africa to the Arab lands. Also, historians agree that, in 1872, of Phoenician writing was not of a state to which the stone could have been a fake. The term Phoenician refers to the inhabitants of the ancient cities of Tyre and Sidon and also included the Israelite tribes of Dan, Asher and Zebulon who resided near these cities along the east Mediterranean shore. These people also traded frequently along the northern African and Spanish coasts as well as the British Isles and navigated the Straits of Gibraltar called the "Pillars of Hercules". Diodorus of Sicily wrote, in the first century BCE, that the Phoenicians, while sailing along the west coast of Africa, were blown off course into the ocean by a "furious storm" and after many days being blown about, "arrived at the island and so they were the first to discover it." The only places, west of Europe that has navigable rivers are Cuba, Haiti and North and South America. (Pohl, 21). Also the early explorers tended to call even extremely large landmasses islands. (Boland, 28). As long ago as 1913, author T. C. Johnston in his book "Did The Phoenicians Discover America" claimed that the American continent was discovered and settled by Phoenicians and Hebrews who kept in contact with the Middle East for some three hundred years. He claimed that North America was the Biblical Ophir, visited by the fleets of King Solomon, and he outlined some twenty-six points of comparison between the civilization of the Eastern Mediterranean homelands of the Phoenicians and Hebrews and the Mayan, Inca and Aztec civilizations in the New World. More research by Professor Barry Fells points to Punic or Phoenician inscriptions found in New England, Ohio and West Virginia, and also the discovery of coinage and trade goods in the United States which had come from the Phoenician city of Carthage in North Africa. Numerous archaeological vestiges of Phoenician settlement have been found all the way down the Atlantic coast of Morocco dating back 3,000 years. A tablet found in New Mexico is inscribed in what appears to be early Hebrew in a Phoenician alphabet of a form used about 1000 B.C.E. in the eastern Mediterranea

Take two states and compare their juvenile justice systems Research Paper

Take two states and compare their juvenile justice systems - Research Paper Example When they enter the system it’s a totally new ballgame for them. They come in proximity of those adults who have already committed crime. This can exert a negative effect on the young. Juvenile justice system has also criticized on the grounds of less interactive, lack of respect for the defaulter, lack of inputs which could persuade or give a fair chance to the defaulter to correct his or her fault encouraging them to take a right course of action (Glass, 2012, pp. 1-5). Juvenile justice, as mentioned, varies from state to state and each state has its own jurisdiction for such system. It has been said by the authors that the juvenile justice system in California is not racially neutral. This was one of the worst drawbacks which the California juvenile justice system suffered. The decision points suffered from the effect of race. The authors emphasized that, â€Å"Minority youth are more likely than the majority youth to become involved in the system†. There were severa l issues that needed to be directed based on this system. In comparison with the adult criminal justice, the juvenile justice lacked supervision and review. On the contrary it had also been found that in the juvenile justice system there had been cases which witnessed no disparity amongst the young defaulter. But when inequalities prevailed it involved either large differentiation at some point of stage in the system or else followed a sequence of accumulations of comparatively minor divergences in processing with a moderately hefty net effect. Moreover the system prevailed in California was volatile in nature which allowed the disparity in the system. The system lacked an analytical model which desirably would simplify the problems existed within the system (Pope & William, July 1995, pp. 1-15). However in the light of the above mentioned critic, the juvenile justice system in California was subjected to some recommendation which, if implemented, would help it to become a system wi th more fluidity. It lacked a systematic monitoring which if developed would facilitate the processing at each stage of the juvenile justice. Introduction of research program was suggested. Consideration in training and development of the staffs of the system was highly suggested which would make improvement in dealing with minor offenders. Critical examination at local stages, if implemented, would lower the gap between the minority and majority youth. Restructuring of laws in the juvenile justice was advised where problems of inequalities prevailed. Workshop for the youth psychoanalysis might help them to come out of mental disorder if any. The jurisdiction itself was suggested to be strengthened enough to carefully evaluate the decision making at every stage and should make a note of the thing that their dealings were with the minors with an derailed mindset, but not with the criminals (Pope & William, July 1995, pp. 19-20). In this contrast author Muncie, 2008, said, â€Å"Juve nile justice systems throughout America now give greater weight to punishment as an end in itself† (Muncie, 2008, pp. 3). A comparative analysis can be done by comparing the juvenile justice laws prevailing in Florida. In contrast with California juvenile justice law the Florida law was less flexible and followed extreme consequences. In many cases it was noted that the victims were tried in adult court and received imprisonment for life. The psychoanalysis part was not at all strengthened in the Florida law, rather

The effect of modern culture on managerial behavior in Egypt Research Proposal

The effect of modern culture on managerial behavior in Egypt - Research Proposal Example Though this is a general definition, we can see some important aspects that translate to organizational behavior (Deal and Kennedy, 1982). Behavior in any culture of an organization, a nation, or a family is educated to its members so that the patterns of behavior, thought, speech, action, etc. are developed and restricted to what the overall society considers as acceptable. In specific, the proposal will discuss some of the aspects related to abovementioned terms in context of modern Egyptian culture (Reidy, 2010) that will be part of the major research. Literature Review The study of Egyptian culture and its impact in terms of knowledge, values, and manners that are shared by the Egyptian society (Bari, 2004) on managerial behavior and functions is very vital to define the positive and negative impact that it has on an organization and how it can contribute to the success or failure of the organization itself. The Egyptian organizations are centralized and hierarchical in structure and culture, also known as a ‘hydraulic’ society.

Multi-professional Support of Learning and Assessment in Practice Essay

Multi-professional Support of Learning and Assessment in Practice - Essay Example Urine dipstick as an innovation and its usefulness in practice Urinalysis is a preferred method of testing because of its ease of administration, relevance to many diseases, and its relative inexpensiveness (Hedin et. al., 2002). Nursing students who intend on becoming serious professionals cannot brush through the study of this test. It is done by immersing a test strip into urine, where a reaction will occur and the results will be interpreted on the basis of that reaction. Nurses use the test to detect diabetes, urinary infections, renal failure, pregnancy, and several other ailments (Juthani-Mehta et. al., 2007). The following diseases are evident in the test strip. Once a practitioner finds glucose, then this could be a sign of diabetes mellitus. However, confirmatory tests need to be done in order to make conclusive diagnoses. Renal malfunctions may also be found when proteins are in the test strip. However, this should apply to hypertensive patients. Urinary infections can be diagnosed if the strip contains blood. The latter may also be indicative of urological cancer. Other diseases that could be diagnosed include obstructive jaundice, and diabetes mellitus if leucocytes, and billirubin are found, respectively. When conducting the test, nurses must perform go through a series of precautions prior to actual administration of the tests. They must confirm that the sample was collected no less than four hours after storage in the bladder (Deville et. al., 2004). It is always preferable to use fresh samples for the tests. Professionals must exercise caution when storing and timing the tests. A nurse must then immerse the reagent strip into the urine and remove it immediately. Thereafter, the dipstick should be placed horizontally and the subsequent colour should be compared with a colour chart in the lab. Abnormalities should be noted and recorded. Source: http://learn.parallax.com/reference/urinalysis-test-strip-color-chart Nurses need to take into account a number of things that might interfere with the accuracy of results. First, they must consider the possibility of false positives and negatives caused by smoking, taking vitamin C and other drugs or conditions. This implies that they ought to consider the background of the patient’s illness. Sometimes the possibility of wrong test diagnosis may be true if the patient continues to report similar complaints. The practitioner may need to repeat the test for confirmation. Result interpretation ought not to be taken at face value. For instance, the presence of bacteria may not always be indicative of an infection. This is only confirmed once the nurse determines the quantity of the pathogens. Once the threshold has been reached, then conclusive assertions can be made. White blood cells may seem abnormal but such a condition may not immediately mean that the patient has a disease related to their immunity. Sometimes cervical and vaginal white cells may contaminate samples. Additio nally, the presence of epithelial cells should immediately be assumed to indicate the presence of a malignancy.