Designing the Perfect State - 1174 Words

From the ancient to the modern, societies have always been striving to create the perfect state. Philosophers, such as Plato and Lao Tsu, have provided opinions for centuries as to what constitutes this state. The perfect state is one in which true cooperation exist, allowing the state to effectively overcome any problem. Although some argue absolute collaboration is unreachable, the reality is that with a set of fundamental elements this state is possible. To establish this society, there must exist an equal distribution of wealth, to eliminate the conflict caused by social stratification. There would be a strict division of labor based on each individual’s strengths, allowing the growth of interdependence. Additionally, there would exist censorship from unnecessary knowledge to eliminate distractions from collaboration. Furthermore, there must exist a shared leadership system, allowing for collaboration between multiple leaders and eliminating conflicts caused by dictatorshi p. Characterized by these four elements, the perfect state would be one capable of efficiently maintaining full collaboration, allowing for effective problem solving. The ideal state would have an equal distribution of wealth, because a state in which the populace is at constant competition with each other cannot remain truly cooperative. This would allow for detachment from wealth, decreasing conflict between individuals. Lao Tsu once said the claim of wealth and attachment to things will causeShow MoreRelatedThe Morality Of Genetic Enhancement884 Words   |  4 PagesEnhancement The morality of genetic enhancement (GE) differs from person to person. The stance Michael J. Sandel’s takes is that eugenics and GE has no morality. He states in his work, â€Å"The case against Perfection†, that manipulating ones genes makes one less human; since, humans are not perfect which is what makes one human and by designing a perfect person one is taking away their humanity. 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Analysis Of Mtv s Girl Code And Guy Code - 922 Words

Writing Assignment Hegemony is the term for how one group gains and maintains power over other groups of people, they accomplish this by using media as an agent to normalize their power, so even the subaltern groups deem it the norm (Hegemony, slide #). How groups are represented in mainstream media and even if and when they are represented shapes the way the viewers, and thus the public, view different groups (Critical Media Literacy part I, slide #). The way these groups are portrayed is for the most part a conscious choice on the part of the creators, each portrayal is carefully crafted to send the audience a certain message about ideology and societal norms (Kenner, 6). MTV’s Girl Code and Guy Code are set up very similarly and it would be easy to brush off their differences, but in comparison these texts say a great deal about the way contemporary culture perceives gender. Gender refers to the way society expects one to act depending on where they adhere to the gender bin ary, men or women (Categorical Thinking, #). Even with the very premise of the shows it say a great deal about gender as it implies a rigid and absolute correlation –or categorical way of thinking- that gender and sex are the same, while it also excludes those who do not fall into the categories laid out (Categorical Thinking, slide 3). Girl Code and Guy Code very much so are set up to reinforce the hegemonic views of gender in society. Both texts have a similar segment of how to â€Å"pick up† someone.Show MoreRelatedEssay Mtv And The Madonna Phenomenon2134 Words   |  9 Pages MTV and The Madonna Phenomenon quot;Madonnas intuitive grasp on the televisual world in which we live- of the mediums possibilities for engaging spectators in diverse ways- that in part accounts for her success. She is the supreme television heroine.quot; (E. 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Communication in the Organization-Free-Samples-Myassignmenthelp

Question: Discuss about the Communication in your Choosen Organisation. Answer: Introduction The communication event is taking place in a classroom where two participants are trying to construct an object. The instructions to the communication process are that the participants should be seated back to back. Only one participant is allowed to use verbal communication in describing the procedure, while the other participant tries to construct the object from the information provided and not allowed to use any form of verbal communication. As this happens, the rest of the students are observing the different communication techniques being employed by the participants. This paper will focus on the theories of communication and show how they were applied in that event to enhance the communication process Theories and concepts of communication observed in the event As the two participants were exchanging messages in limited communication forms, there was an observation of kinesics, where body movement was used to communicate. The participant with the instructions often tried to describe and illustrate the instructions to the other participants using body movement. Such as waving of hands and clapping. On the other hand, the participant with limited verbal communication would be seen making facial expressions depending on the clarity of the instructions. Eye movement, as well as eye contact, was another way that participants would communicate thus relaying their emotions. Moreover, during the event, communication emblems came in handy in passing messages across the participants. With the use of kinesics, the communication seemed lively. This shows that body movement plays a key role during communication whether verbal or non-verbal. Another thing that was observed during the communication in the event is that there was a lot of paralanguage being used. The participant reading the instructions would occasionally vary his tone to show emphasis on specific actions. The tonal variation would occasionally be coupled with body movements, eye contact, and hand movements. The other participant would then heed the message and respond by nodding the head or maintain eye contact when listening or in cases where the instructions were not clear. At times, the participant receiving the instructions would waive the hand to get the attention of the other participant (Golding and Murdock, 2014).The use of paralanguage at this event shows how effective it is in including it in a communication process as it helps to show emphasis on specific areas of the communication. Paralanguage can be very useful while giving a speech where one person talks while the audience listen. During the construction of the object, the participant would mostly giveincomprehensive instructions, which he also did not understand. However, as the construction progressed, the two participants would look at the available parts of the object and use their judgment to determine which piece would be used next or would fit the object. The way in which the two participants related with what they had around them to determine what would be the next step was is referred as aesthetics (McGraw-Hill, 2017). At the event, the participants would only determine the next step once they had encountered it and figure it out by relating what was around them. The skilled usage of aesthetics depends on how the individual is exposed to the world as well as the point of view of the individual. For instance, suppose the participant constructing the object had been exposed in the field of civil engineering, the construction of the object would be easier as he would be able to create the object virtuall y in his mind from the small number of instruction he could understand and figure out the rest of the steps. Another thing that was observed as the participant constructed the object is the occasional conflict of ideas. The conflict of ideas mainly came from the various point of views from each of the participant. The conflict would mostly be seen when the instructions failed to be clear, and the participant constructing the object had to decide which piece to use next. In other instances, the participant constructing the object would be steps ahead by using his judgment to figure out the next step; however, he was in most cases doing it wrong. The act of using oneself judgment to figure out the next step is referred to as internal attribution, which depends on the individuals experience and how he views the world. In such a case, it is an internal attribution (McLuhan and McLuhan, 2011). However, on the same case, the participant would respond to the cheers from the observing students and respond to them which in most cases helped to guide him when he was doing it wrong. This is referred a s external attribution Finally, despite external attribution contributing to the construction process, at times the cheers from the observing students would interfere with the communication process between the two participants. This interference from the surrounding is referred as noises (Cobley and Schulz, 2013). In this particular event, the kind of noises that had effect on the communication is known as physical noises. The noises did not just affect the communication at event, but also affected the construction of the object since the participant constructing the object was forced to listen to the observing students, as the participant reading the instructions was not loud enough. The noises depict how our normal communication process is occasionally distracted by noise leading to delivery of skewed messages. Conclusion Communication process takes place in different forms. However, the form of communication taken by the sender of the message will heavily rely on the kind of message to be sent as well as the type of audience the message should engage. The theories of communication are some of the tools that help us understand the communication process as well as provide platforms where one can relate a particular communication situation. However, these theories at times prove to be weak when applied individually, therefore using a combination of theories will help achieve the intended communication results. Just like in the event, where communication was taking place under limited circumstances, applying the theories mentioned above contributed to the communication of the two participants while constructing the object. References Berger, C. (2011). Communication theories and other curios.Communication Monographs, 58(1), pp.101-113. Cobley, P. and Schulz, P. (2013).Theories and models of communication. Berlin: De Gruyter Mouton. Golding, P. and Murdock, G. (2014). Theories of Communication and Theories of Society.Communication Research, 5(3), pp.339-356. Littlejohn, S., Foss, K. and Oetzel, J. (2013).Theories of Human Communication. Mattelart, A., Mattelart, M., Taponier, S. and Cohen, J. (2014).Theories of communication. London: Sage. McGraw-Hill (2017).Defining Communication Theories. [online] Mhhe.com. Available at: https://www.mhhe.com/mayfieldpub/westturner/student_resources/theories.htm [Accessed 4 Aug. 2017]. McLuhan, E. and McLuhan, M. (2011).Theories of communication. New York: Peter Lang. Werry, C. (2015). Rhetoric and reflexivity in cognitive theories of language.Language Communication, 25(4), pp.377-397.

Is Britain a Meritocratic Society

It was determined by history that people need a belief based upon which they would build their present and future. Here is where the need for formulating various concepts of society derives from. One of the popular approaches to defining society is that of the meritocratic society.Advertising We will write a custom essay sample on Is Britain a Meritocratic Society? specifically for you for only $16.05 $11/page Learn More First coined by Michael Young in his 1958 book named The Rise of Meritocracy, this conception is a combination of merit and aristocracy. Merit, broadly speaking, is a prominent value distinguishing one between the others and a will and hard work to use them as a tool for achieving success in life, and aristocracy is the upper class of the society who are the most privileged. In general, meritocracy is an aristocracy based on merit and ignoring kinship1. That said, meritocracy or a meritocratic society is a type of society in which those who have talents and extraordinary intellectual abilities and skills will achieve success in life and, what is more, reach the leading and ruling positions in their community regardless of their family ties and background2. According to the postulates of this approach to defining society, those who are the brightest and the most hard-working and persistent will occupy the highest positions in the society whether it be ruling a little group of people, an organization or a whole country. Generally speaking, meritocracy is: A principle of allocation of people to positions in the socio-economic hierarchy, typically jobs. †¦ The theory is that meritocracy offers a ‘ladder of opportunity’, on which everyone has an equal chance to climb as far as their ‘merit’ permits.3 Meritocratic society operates based on several principles, as initially defined by Michael Young in his book. First of all, meritocracy requires administrative tool controlling the redistribut ion of human talent. That means that there should be specially authorised organization testing people’s unique abilities and skills before they occupy their positions in the society. Generally speaking, it means that there should be a special network of examinations and that certain position requires a certain set of skills, so prior to entering it, the potential occupant should be tested for having such skills. Second, the skills mentioned above should be fixed and unchangeable.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More It does not mean that they remain the same over centuries; instead, they change once in a while so that they correspond to the needs of certain historical epoch but what remains unchangeable is the high level of knowledge and talent required for taking up higher appointments. Third, there is no place for competition in a perfect meritocracy. This principle may soun d a little weird if thinking about the very essence of the meritocratic approach but it is believed that administrative procedures have no defects thus eradicating competition as such. It may be explained by the fact that people are redistributed according to their abilities and talents so that they believe that they are exactly where they deserve to be thus there is no need to compete with others and prove that they are better than others4. Such a conception of society is a source of particular problems. First and foremost, meritocracy as such leads to socio-economic inequality in the society. From the theoretical perspective, it is viewed as the path towards equal opportunities but the practice has proven that society cannot operate when based on merit. Instead, family ties and the background, not intellectual abilities or unique skills, are the criteria for determining chances for success. It may be easily explained by one simple fact – those who have already occupied high positions in the society do not want their children to hold lower ones thus blocking access to the talented people without the similar background5. The second challenge is the problem of defining the merit as such. As the times have changed, one new element was added to the concept of merit. It is that of kinship as it was already mentioned above. That said, as long as society values prestige and family ties instead of creative and intellectual potential, it cannot function and develop as a meritocracy in its traditional sense. The third problem of such a conception of the society is that living in the meritocratic conditions people are taught that inequality is justifiable. The reason for this belief lies in the definition of merit as such6. As long as people believe that they do not have the opportunity to obtain certain positions without certain skills or talents and that they deserve to be exactly where they are, they do not have the desire to change this reality, self-evolve, and reach new horizons. Many may believe that meritocracies are as dead as Julius Caesar but, in fact, they are not the tales of the past. Nowadays most developed societies consider themselves to be meritocratic, as they believe that there are equal opportunities to succeed in life for everyone who has talent and works hard.Advertising We will write a custom essay sample on Is Britain a Meritocratic Society? specifically for you for only $16.05 $11/page Learn More Moreover, they claim that the harder you work, the higher you get, and, of course, your talent and intellectual and creative potential are the only things that limit you in climbing the ladder. Together with that, people in the developed societies stress that they totally ignore the person’s background and family ties if he or she demonstrates yearning to succeed in life and has unique skills. Britain in this sense is not an exception, and it is a meritocratic society. In general, most people stick to a concept of merit. What is more, today, it almost does not matter what class you come from or what your ethnic background is because if you are talented and persistent, the possibility of achieving success is high. More than that, you are most likely to achieve the position your skills allow you to, so everyone in the society occupies exactly the right place. What is more prominent is that there have been many positive shifts in the movement towards perfect meritocratic society such as elevating a barrier of class. That means that birth in a working-class family, for example, does not preclude a talented person from gaining higher education and becoming a citizen of high-status. Regardless of the positive developments mentioned above class still matters in the overall setting of one’s life. It originates from the parents’ love and their desire to help their children find the best possible place in life not from stressing that class is a barrier to inte llectual and creative development. That said, parents might want to let their kids attend the most prestigious schools they can afford thus granting them certain merits in life7 as education has become one of them. What is more, they may help their children occupy particular positions thus inverting the natural course of meritocracy. Parents’ interference with their children’s lives is what is one of the main preclusions to perfect meritocracy. It should be said, however, that this statement is only fair in the case of high-status families, especially those occupying the highest ruling positions in the society. In most cases today, those who hold them cannot make a boast of their social status as they have it due to their background. It does not mean that they do not have any merits at all; it only means that, in the case they had not had the status of their family, they would not have been where they currently are since their skills and talents do not correspond to it . That said, the desire of the parents especially those who are involved in politics and ruling the country to prevent their children from falling is what keeps British society from achieving a state of perfect meritocracy.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Together with that, universal access to education including school and higher education is what is often viewed as a preclusion to build a perfect meritocratic society in its traditional sense. There is a point of view that the ability to obtain education should not be universal, as it inverts the natural course of the development of meritocracy because it is a primary source of inequality in the society8. The main argument in favour of this statement is that there is inequality in the ability of families to help their children with gaining the education and that the one with more prestigious education occupies better positions of higher status regardless of the level of knowledge, skills, and talent. I am strongly inclined to believe that even though there are many problems deriving from the meritocratic concept of society, there is one promising opportunity of the present times that can help return to the meritocratic society in its traditional sense. With the outburst of informat ion and communication technologies and the overall shift to the knowledge-driven world, those without family ties with the highest circles of the community have gotten their chance to succeed in life with the help of their skills and talents. Since higher education has become available to nearly anyone and is no longer a prerogative of the privileged ones, the educational system has become that administratively authorised unit that can control the redistribution of talent. I do believe in it because education leads to inequality in society not in the case of different level of the college prestige but in the case if some people had the opportunity to obtain the higher education because of their family’s status in the society, and others had not. When everyone is equal in access to education, even though the level of prestige differs, there emerges the possibility of equality because all that as the end results matters is not the name of the college indicated on the diploma bu t the level of knowledge and whether a person has skills needed for feeling the position. That said, the level of education has become one more merit. Of course, those enjoying the advantage of kinship will occupy most ruling positions but people with high intellectual abilities and robust creative potential will find their way to attaining a high place. One more argument in favour of the meritocracy of British society is the Queen’s Honour system9. It may be considered to be out in the left field but, in fact, meritocracy is about being rewarded for unique skills and persistent work. With this in mind, Queen’s system of Honours proves that there is some other way to reward people rather than the career, power, and money and that those who work for the good of their country should be titled and remembered. Together with the system of rewards, it also demonstrates the hierarchy in the society with being knighted as a symbol of reaching the highest ladder of it or the hi ghest rank possible. So, British society is just one little step away from becoming a perfect meritocracy. Since the end of World War II, there have been many positive shifts in achieving social justice and equality such as carrying out various reforms aimed at eradicating barriers keeping talented and skilled people away from becoming successful and obtaining high status in society. It should be said that taking one last step towards transforming in a perfectly meritocratic society may be even harder than all those previous ones that have already been taken, as it would mean that those occupying the highest ruling positions would let their children live their lives by means of their own unique character traits, knowledge, and persistence, i.e. their merits. Bearing in mind everything that was mentioned above building a society based on meritocratic approach is only possible in the case if every next generation forgets about the success and status of the current generation and start s its way from the very beginning with their intellectual and creative potential as the only criteria for achieving set objectives. It, to my mind, is impossible due to the human’s nature, as the parents always want their children to have the best conditions for living their lives. The only option that might be possible in such case is creating conditions for fair competition in the society even though it is contrary to the postulates of the meritocratic society. I can explain it by providing the statement that without the competition there is no opportunity for achieving equality, as there are people who might have similar skills and talents so there should be a way of choosing it. So, developing competitive atmosphere together with education may become that administrative tool for redistributing human talent that is necessary for meritocratic society in it traditional sense. Reference List Allen, Ansgar, ‘Michael Young’s The Rise of the Meritocracy: A Philosoph ical Critique’, British Journal of Educational Studies, vol. 59, no. 4, pp. 367-382. Bloodworth, James, ‘Meritocracy is a Myth‘, Independent (2014). Web. Duru-Bellat, Marie., Tenret, Elise., ‘Who’s for Meritocracy? Individual and Contextual Variations in the Faith’, Comparative Education Review, vol. 56, no. 2, p. 223-247. Gelman, Andrew, â€Å"Meritocracy Won’t Happen: The Problem with the ‘Ocracy’†, Washington Post (2014). Web. Lister, Ruth, ‘Ladder of Opportunity of Engine of Inequality?’, The Political Quarterly, vol. 77, no. 1, 2006, pp. 232-234. Saunders, Peter, ‘Meritocracy and Popular Legitimacy’, The Political Quarterly, vol. 77, no. 1, 2006, pp. 183-194. Strong, Roy, ‘England’s Class System is a Meritocracy‘, The Telegraph (2014). Web. Wooldridge, Adrian, Measuring the Mind: Education and Psychology in England C. 1860-c.1990 (Cambridge: Cambridge University Press, 2008). Footnotes 1 Adrian Wooldridge, Measuring the Mind: Education and Psychology in England C.1860-c.1990, p. 166. 2 Peter Saunders, ‘Meritocracy and Popular Legitimacy’, The Political Quarterly, vol. 77, no. 1, 2006, p. 183. 3 Ruth Lister, ‘Ladder of Opportunity of Engine of Inequality?’ The Political Quarterly, vol. 77, no. 1, 2006, p. 232. 4 Ansgar Allen, ‘Michael Young’s The Rise of the Meritocracy: A Philosophical Critique’, British Journal of Educational Studies, vol. 59, no. 4, pp. 370-374. 5 Andrew Gelman, †Meritocracy Won’t Happen: The Problem with the ‘Ocracy’†, Washington Post. 6 Marie Duru-Bellat Elise Tenret, ‘Who’s for Meritocracy? Individual and Contextual Variations in the Faith’, Comparative Education Review, vol. 56, no. 2, p. 223. 7 Peter Saunders, ‘Meritocracy and Popular Legitimacy’, p. 183. 8 James Bloodworth, ‘Meritocracy is a Myth’, Independent. 9 Roy Strong, ‘England’s Class System is a Meritocracy’, The Telegraph. This essay on Is Britain a Meritocratic Society? was written and submitted by user Brenna Rosario to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Archetypes in The Adventures of Huckleberry Finn Essay Essay Example

Archetypes in The Adventures of Huckleberry Finn Essay Essay Example Archetypes in The Adventures of Huckleberry Finn Essay Paper Archetypes in The Adventures of Huckleberry Finn Essay Paper Essay Topic: The Adventures Of Huckleberry Finn In the novel The Adventures of Huckleberry Finn. Mark Twain utilizes the originals of the Unwilling Hero. the Shape Shifter. and Haven vs. Wilderness to demo that Huck Finn and Jim can happen freedom wholly along the Bankss of the Mississippi River. Huck portrays the unwilling hero because he puts a batch of idea into something before he does it. even though it will profit everybody. He is besides really hesitating to execute epic Acts of the Apostless. The King and Duke show the original of the form shifter because they are invariably lying about their individualities and lead oning everybody. The Mississippi represents the characters â€Å"haven† . and Huck and Jim’s place represents the â€Å"wilderness† . Huckleberry Finn portrays the original of the unwilling hero. Huck is really loath to make the right thing. and ever experience guilty about everything he does. The challenges Huck had to get the better of about caused Huck and Jim to free their opportunity at happening freedom. but he ever built up his bravery and was pushed to contend for what he thought was right. After Tom and Huck spooked Jim. Tom wanted to take it farther and â€Å"tie Jim to a tree for fun† ( page 5 ) . Huck had felt guilty for frightening Jim and didn’t want to make any longer injury. so Huck said â€Å"no ; he might wake and do a disturbance† ( page 5 ) . This relates to him being an unwilling hero because you can see that Huck felt bad for making the incorrect thing and his scruples pushed him to make the right thing the 2nd clip about. Another clip when Huck did something to acquire Jim and himself farther down the river was when he said â€Å"I won’t Lashkar-e-Taiba no runaway niggas get by me if I can assist it. † ( page 91 ) . Huck so went on seeking to convert himself that what he did was right. â€Å"They went off and I got aboard the raft. experiencing bad and low ; because I knowed really good I had done incorrect. and I see if warn ; t no usage for me to seek to larn to make right†¦then I thought a minute. and says to myself. keep on ; s’pose you’d ‘a’ done right and giver Jim up. would you felt better than what you do now? No says I. I’d experience bad-I’d feel merely the same manner I do now. Well. so. says I. what’s the usage you ain’t no problem to make incorrect. † ( page 91 ) . Huck felt guilty for lying approximately holding Jim aboard with him. he knew that what he was making was illegal and had problem seeing the good in what he did. As the reader. you know that Jim is really a good adult male and doesn’t deserve to be treated as a slave. But for Huck. it was a truly difficult battle for him to convert himself that lying about Jim and making the immoral thing was really moving as the hero. Even Huck didn’t think of himself as a hero after he did this. he felt bad about what he did. but the fact that it took a batch to carry him to experience comfy about his determination shows that he is suited for the unwilling hero. In the quotation mark â€Å"I says to myself. this is another 1 that I’m allowing his rob her of her money. And when she got through they all jest laid theirselves out to do me experience at place and know I was amongst friends. I felt so cantankerous and low down and intend that I says to myself. my mind’s made up ; I’ll hive that money for them or break. † ( page 175 ) . Huck had merely allowed con creative person to steal money from many different people and had felt guilty about it because he knew of them being form shifters all along. When the con creative persons made their effort to steal these three guiltless misss heritage. Huck felt so bad that he decided to intrigue against them and steal their money back. It took a batch of bravery for Huck to make this. The reader and Huck portion the cognition of cognizing the King and Dukes existent individuality as con creative persons. But with Huck being inside the state of affairs. opposed to the reader being able to see the clear determination. Huck did non desire people to cognize that he had done this title. This shows that he was still hesitating on desiring to make this heroic act. This is showed when Huck says â€Å"I got to make it in a manner that they won’t intuition that I done it† ( page 175 ) . Once once more it takes a batch of Huck converting himself to make this heroic act and is still diffident about it after he does this. This clearly shows Huck in the original of the unwilling hero. Having Huck measure out of his comfort zone lead himself and Jim to freedom. but Huck would non hold been able to demo every bit much bravery if it weren’t for the original of the shapeshifter portrayed by the King and Duke. The Duke and King are ever lying about their individuality and altering their narrative. they deceive many people including Jim. endangering Huck and Jim’s opportunity at freedom. The Duke and King began their function as form shifters when they were foremost introduced in the novel. Huck and Jim were fooled by them for a spot. but it didn’t take long for Huck to calculate out that these were con creative persons. Having two form shifters aboard with them besides got Huck to research his function as the unwilling hero more. You can see this by the manner he doesn’t want to state he knows who they truly are. â€Å"It didn’t take me long to do up my head that these prevaricators warn’t no Kings nor Dukes at all. but merely low down baloneies and frauds. But I neer said nil. neer allow on ; kept it to myself ; it’s the best manner ; so you don’t have no wrangles. and don’t get into no problem. † ( page 125 ) . The King and Duke scammed a whole town out of $ 87. 75 by doing up a make narrative merely to do some speedy money. â€Å"He told them he was a pirate-been a plagiarist for 30 years†¦he’d been robbed last dark and put ashore off of a steamboat without a cent†¦and put in the remainder of his life seeking to turn the plagiarists into the true path† ( page 131 ) Because the town people thought that their narrative was so bosom touching they decided to give them a batch of money even though they didn’t need it at all. This shows how pitiless these characters really are even thought they come across as sort people. The King and Dukes concluding illustration of being form shifters was when they sold Jim back as a slave. By making this Huck and Jim eventually recognize how barbarous and rotten these people are. They wholly betrayed the people who had helped these con artists escape down the river buy selling Jim back into bondage for a really little monetary value. This shows their true character and makes Huck so angry. that he eventually decides to step up and go Jim’s hero. It was really common for the Duke and King to make this. but it took a batch of bravery for Huck to eventually make up ones mind to deliver Jim. This was Huck’s major act that can be seen as the unwilling hero and the concluding measure into procuring Jim’s freedom. All of that can be seen when Huck says â€Å"After all we had done for those villains. here it was all come to nil. everything was all busted up and ruined. because they could hold the bosom to break up Jim suck a fast one as that. and do him a slave once more all his life. and amongst aliens. excessively. for 40 dirty dollars† ( page 211 ) . Even though the King and Duke where really deceiving form shifters. they help Huck recognize that the Mississippi River was where he could happen his freedom and that the river was his â€Å"haven† . Haven vs. Wilderness is another original that is outstanding in the novel. Huck and Jim spend about all of the narrative out on the Mississippi River. but merely because it is in the Wilderness doesn’t mean that that is their â€Å"Wilderness† . The narrative starts off with Huck explicating that he has a bad place life. His male parent is ever intoxicated and doesn’t return attention of him. so he lives with the widow. The widow is in full control of Huck and he hates it. He is the sort of individual who loves to hold freedom and is ever endeavoring for it. That is the same for Jim. he is a slave that about gets sold for money. but all he wants is freedom. Both Huck and Jim’s place lives are non what either of them are looking for. This shows that this portion of their lives is really the Wilderness because to them they are unhappy and non comfy. This is showed when Huck says â€Å"Pretty shortly I wanted to smoke. and asked the widow to allow me. but she wouldn’t. † ( page 2 ) . Huck and Jim end up running off and passing their lives out on the Mississippi River. trusting that finally they will traverse the boundary line and Huck will hold the freedom he wanted and Jim will no longer be a slave. Throughout the narrative the reader starts to recognize that the Mississippi River represents freedom and Huck and Jim have really found their haven out on the river with each other. Both of them achieve the freedom they want and have a good clip researching and run intoing new people ( and smoking baccy ) . This life is exciting and thrilling for them and is really what they aspired from the beginning. This is why the Mississippi River is their Haven. You know when Huck gets off when you read â€Å"I fooled pablum and got away† ( page 30 ) . You can besides see how Jim was treated when he says â€Å"I hear old missis Tell de wider she gwyne to sell me down to Orleans. but she didn’t want to. but she could git eight hund’d dollars for me. en it ‘uz sich a large stack o’ money she couldn’ resis’ . † ( page 43 ) . By the terminal of the book Huck is stating that he is traveling to hold to remain with his Aunt because his male parent died and his Aunt couldn’t merely allow him travel. When Huck says â€Å"Aunt Sally she’s traveling to follow me and educate me. and I can’t stand it. I been there earlier. † ( page 293 ) . Huck is upset about being adopted because you can see that he loved being on the raft with all of the exhilaration and freedom. Huck is put back into the â€Å"Wilderness† and eventually realizes that what he wants ( what his oasis is ) . is to be out researching the universe with his brothers Tom and Jim. Even though this is opposite from what you would anticipate a oasis and a wilderness to be it is what made Huck happy and kept the fresh interesting. These topographic points are where Huck eventually realized that for the first clip in his life he had the freedom that he had ever wanted. Through all the illustration you can see how Mark Twain used the originals of the Unwilling Hero. the Shape Shifter. and Haven vs. Wilderness to show a battle to freedom in the book The Adventures of Huckleberry Finn. Huck Finn is the Unwilling hero because it takes a batch of carrying for him to make the right thing. but in the terminal he ever does. The King and Duke display the Shape Shifter original because of how deceiving and two faced they are around everybody. Finally the Mississippi River represents the characters â€Å"Haven† and Huck and Jim’s place represent â€Å"Wilderness† because of how unhappy they are at place opposed to the river where they are both happy. The Adventures of Huckleberry Finn is a really inspirational narrative of Huck executing altruistic heroic Acts of the Apostless and will go forth you experiencing good and hopeful for the characters in their hereafter.

Describing Non-Disabled Children as Typical

Describing Non-Disabled Children as Typical Typical, or Typically Developing is the most appropriate way to describe children who are not receiving special education services. Normal is frankly offensive since it implies that a special education child is abnormal.  It also implies that there is a single norm for children.  Instead, it is preferred to refer to children without disabilities as typical because they have the behavior, intellectual ability and functional skills we would typically see in children of their age. How Mental Disability Used to be Defined At one time, the only measure of whether a child was disabled was how he or she performed on a measure of Intelligence, known as an IQ Test. Describing the intellectual disability of a child was defined by the number of IQ points below the mean of 100 a child would fall.  20 points was mildly retarded, 40 Points was severely retarded.  Now, a child is to be considered disabled if her or she fails to respond to intervention, or RTI.  Instead of performance on an intelligence test, the childs disability is defined by his or her difficulty with grade appropriate academic material. How to Define Typical A Typical child would perform within a standard deviation of the mean of all childrens performance.  In other words, the distance on either side of the mean that represents the largest part of the curve of the population. We also can benchmark the social behavior of typical children as well.  The ability to talk in complete sentences, the ability to initiation and maintain conversational exchange are behaviors, behaviors for which speech language pathologists have created norms.  Oppositional defiant behavior can also be compared to the behavior expected of a child of the same age without disruptive or aggressive behavior. Finally, there are functional skills which children typically acquire at certain ages, such as dressing themselves, feeding themselves and typing their own shoes.  These can also be bench marked for typical children.  At what age, does a child child tie his or her shoes?  At what age does a child typically cut his or her own food, using both hemispheres. Typical is especially appropriate when comparing a typically developing child with a child on the autism spectrum.  Children with autism spectrum disorders have a great many language, social, physical and cognitive deficits.  In many cases they are related to developmental delays that children with autism experience.  It is often in contrast to typically developing children that we can best describe the needs of special education children. These students are sometimes referred to as Regular Education Students or General Education Students. Example of How to Use the Word   Ms. Johnson looks for as many opportunities as possible for her students with severe cognitive challenges to engage their typical peers.  Typical children encouraged the children with disabilities while at the same time modeling age appropriate behavior.

Human Resources Policies and Management Research Paper

Human Resources Policies and Management - Research Paper Example The problem, however, is that most MNCs still view the two factors as competing and therefore end up sacrificing one for the other instead of using one to enhance the other. Investigations into the HR policies of American MNCs like GE have shown that most of them are still caught up between using systems and going with people (Brewster, Wood, and Brookes, 2008:329). As a result, they suppress one – most often people – and create systems that end up failing due to poor staff development in regional units. Based on past and current research, it is safe to infer that MNCs should approach glocalisation with seriousness because it is a major challenge. The process is time and labour intensive, and a majority of MNCs are still not ready to plunge in the uncertain area of replication. More studies show that MNCs should take their time to plan the whole process discretely because the concept tends to be different from the practical aspect of it. HR experts argue that while some HR policies are not fit across different regions, some are (Kaynak and Fulmer, 2013:23). If successfully replicated, they can help exploit economies of scope and scale – providing uniform platforms, increased knowledge sharing among staff, informal beliefs and lower redundancies. An example of such practices is official job orientation for new workers or salary surveys employed in determining external equity. Although they may need to be adapted to suit each culture, such policies are a replication of a particular practice if the central principles are still applied.

Interpret the law of secured transactions Essay Example | Topics and Well Written Essays - 500 words - 1

Interpret the law of secured transactions - Essay Example According to common jurisdictions, the lender in this case who is the First Savings Bank can accept intangibles as security for loans borrowed. This mostly applies where the accounts receivable are traded to the creditor just like in the case of Money Games Incorporation. According to the scenario, the accounts receivable acts as collateral whether the financial statement is filed or not (Miller, 2011). A security interest arises in exchange of the loan whereby the debtor agrees that the secured party may take collateral owned by the debtor if he or she defaults in the payment of the loan (Miller, 2011). Security agreements are contracts according to the law of business (Legal Information Institute, 2000). The collateral interest of the bank vests upon the signing of the guarantee contract. In this case, the bank security is attached. However, it has not perfected its collateral interest. In most situations, perfection can be easily achieved through filing of a financial statement. This document should include the signature of the debtor, a brief description of the collateral item and addresses of both the creditor and the debtor (Cheeseman, 2009). In normal circumstances, when the debtor delivers the note and executes the security agreement, the bank swiftly authorizes for liberation of the funds that are being borrowed. When the money is released to the debtor, then the bank’s security is attached since, it has executed a security agreement that describes the collateral and has also offered valuable security that applies to the loan. The bank is required to perfect its security interest and its claim against the accounts receivable which subordinates to the claims against the accounts receivable. This is because the bank’s security interest attaches from the agreement that secures the payment of the debt. For instance, the beneficiary of the security interest has certain rights in

Different Views on Affirmative Action Essay Example for Free

Different Views on Affirmative Action Essay This paper will discuss the different views on affirmative action. I will go over both views of this issue, and will explain which side my personal views fall on. I will also discuss the pros and cons of affirmative actions, and the effects it has on the workplace. â€Å"In its tumultuous 45-year history, affirmative action has been both praised and pilloried as an answer to racial inequality. The â€Å"affirmative action† was first introduced by President Kennedy in 1961 as a method of redressing discrimination that had persisted in spite of civil rights laws and constitutional guarantees† (Brunner, 2008). Affirmative action is a highly controversial policy that is designed to help minorities gain access to jobs and schools, etc. that they normally would not be able to enter into. â€Å"Affirmative action generally means giving preferential treatment to minorities in admission to universities or employment in government and businesses. The policies were originally developed to correct decades of discrimination and to give disadvantaged minorities a boost. The diversity of our current society as opposed to that of 50 years ago seem to indicate the programs have been a success. But now, many think the policies are no longer needed and that they lead to more problems than they solve† (Messerh, 2008). The benefits were very great for minorities at one time. There was a time when minorities and women faced an uphill battle for equality in the workplace and in education. The majority of people believed that the better paying jobs should not only go to white men; but that they were the better qualified candidates. â€Å"Keep in mind that all people have more shared than different characteristics, and no group is biologically superior to another. Nevertheless, racism, the belief that some racial groups are inherently inferior to others, has been common and is used to justify discrimination and equality† (Lauer Lauer, 2006, p. 225). This belief was spurred on by racism and sexism in the past. â€Å"Focusing in particular on education and jobs, affirmative action policies required that measures be taken to ensure that blacks and other minorities enjoyed the same opportunities for promotions, salary increases, career advancement, school admissions, scholarships, and financial aid that had been the nearly xclusive province of whites. From the outset, affirmative action was envisioned as a temporary remedy that would end once there was a â€Å"level playing field† for all Americans† (Brunner, 2008). I think that this policy was a good idea to begin with. There were many people back in the 50’s who would go out of their way to make sure that blacks were not able to raise above their â€Å"born into roles†. At the time, a law like this was needed very bad. It was very important at that time in our history to include every one of all races and sexes. I believe that we have now reached a time in our history, where inclusion is at an all time high nationwide. This brings us to the problems that affirmative action has caused in our society. The biggest problem is reverse discrimination. â€Å"Affirmative action leads to reverse discrimination. Affirmative action is designed to end discrimination and unfair treatment of employees/students based on color, but it in effect does the opposite. Whites who work harder and/or more qualified can be passed over strictly because they are white. Contrary to many stereotypes, many minorities fall into the middle or upper class, and many whites live in poverty. Unfortunately, the way things are set up now, a poverty-stricken white student who uses discipline and hard work to become the best he can be can be passed over by a rich minority student who doesn’t put in much effort at all† (Messerh, 2008). Many people do not want to admit to this problem; however, affirmative action has created discrimination of the majority. If a person is a white male, they may actually be looked over for the simple fact that a university or company does not have enough minority employees. This is a discriminatory practice in the process. â€Å"By the late 70’s, however flaws in the policy began to show up amid its good intentions. Reverse discrimination became an issue, epitomized by the famous Blakke case in 1978. Allan Blakke, a white male, had been rejected two years by a medical school that had accepted less qualified applicants – the school had a separate admissions policy for minorities and reserved 16 out of 100 places for minority students. The Supreme Court outlawed inflexible quota systems in affirmative action programs, which in this case had unfairly discriminated against a white applicant. In the same ruling, however, the Court upheld the legality of affirmative action per se† (Brunner, 2008). I personally feel like affirmative action has also lowered the quality within the universities and in the workplace. â€Å"Affirmative action lowers standards of accountability needed to push students or employees to perform better. If a minority student can get into Harvard with a 3. 2 grade-point average, why should she push herself to get a 4. 0? Although some students or employees are self-motivated, most people need an extra push or incentive to do their best, by setting lower standards for admission or hiring, we are lowering the level of accountability. We should reward hard work, discipline and achievement, we shouldn’t reward a student simply because he or she is a certain race, nor punished because he or she isn’t† (Messerh, 2008). All positions regardless of what it is, is better filled by filling it with the best and most qualified applicant. The best tool against discrimination and unfair hiring practices, would be to make sure all of our lower, middle, and high schools are up to par in order to create the best applicants overall.

Accounting Essay -- essays research papers

Accounting   Ã‚  Ã‚  Ã‚  Ã‚  The nature of work of accountants and auditors is to prepare, analyze, and verify financial reports and taxes, and monitor information systems that furnish this information to managers in business, industry, and government. The major fields of accounting are Public accountants who have their own business or work for public accounting firms. They perform a large range of responsibilities such as doing taxes, numerous accounting and auditing, consulting activities for their clients, who may be corporations, governments, nonprofit organizations, or individuals. Management accountants also called industrial, corporate, or private accountants record and analyze the financial information of the companies for which they work with. Other responsibilities include budgeting, cost management, and asset management. These accountants analyze and interpret the financial information corporate executives use to make sound business decisions. Internal auditors are very important t o our system. When companies make information more timely, top management base their decisions on actual data, rather than their personal opinion. So these auditors verify the accuracy of their organization’s records and check for mismanagement, waste or fraud. Government accountants maintain and examine the records of government agencies, and audit private business and individuals whose activities are subject to government regulations or taxation. All ranks of government accounting sees that revenues are received and expenditures are made in accordance to laws and regulations. Many who have a background in accounting work for the federal government as Internal Revenue Service Agents. Within each field, accountants often concentrate on one aspect of accounting. Jonda Dunn who I interviewed works for B. Lee Hubbard and Company in Jackson, Ohio. She has worked there for six years and enjoys her job. She has received a bachelor’s degree in accounting and minored in Comput er Science. She chose this career because she loves math and numbers. Mrs. Dunn deals with payrolls, bank reconciliation’s, and financial statements.   Ã‚  Ã‚  Ã‚  Ã‚  In accountants working conditions they are usually placed in an office setting. Self employed accountants are able to do part of their work at home instead of the office. Those who may be employed by public firms and... .... With more than 90,000 people in over 130 countries, the members of Deloitte Touchà © Tohmatsu are dedicated to delivering world-class service to their world-class clients. They are located 10 Westport Road, Wilton, CT 06897, (203) 761-3000 but they also have numerous offices throughout the United States. Their worldwide revenue: $4.2 billion. CPA employees: 8,600. My last choice to be employed is at BDO Seidman, which is a national organization, focused on serving clients through business lines: Tax; Assurance; Financial Advisory Services and Wave Bend Solutions. Through leadership in Tax consulting, clients benefit from an unparalleled approach to tax planning, consulting and compliance and experience in transaction structuring to help reduce tax consequences. The practice employs a service philosophy of extensive partner involvement to provide insightful and constructive suggestions for improving clients' business strategies, management information, operating and accounting procedures and controls. They are located 15 Columbus Circle 1, New York, NY 10023, and (212) 765-7500. With worldwide revenue: $181 million. CPA employees: 840.   Ã‚  Ã‚  Ã‚  Ã‚  

How Does Steinbeck Use Setting to Present Key Ideas in ‘of Mice and Men’? Essay

When the enemy reached the trench, they soon realized that they could not break through the line that the trench provided. They also realized that the trench provided the Germans with shelter from their fire. Soon after, the allies began to dig their own trenches and, therefore, trench warfare began. Not very long after the first trenches of the war were dug, a network of trenches came up. This network spread across France and Belgium for many miles. Within the network, there were three different types of trenches: front line trenches, support trenches, and reserve trenches. The first line of trenches was called front line trenches. These were usually two meters deep and had a zigzag pattern to prevent enemy fire from sweeping the entire length of the trench. In order to prevent the trench form caving in, sandbags were stacked against the trench walls. Between the trenches of opposing forces laid no man’s land. This area between the opposing front line trenches was filled with barbwire and mines to prevent enemy crossing. If a soldier was ever injured in no man’s land, he usually was killed because of his vulnerability to enemy fire. The second and third types of trenches were the support and reserve trenches, respectively. These trenches were constructed to easily move supplies and troops to the front trenches. All of the trenches were linked to each other by other trenches, underground tunnels, or telephone communications networks. Barbwire was also stretched across the line to protect from enemy attack. While the design of the trenches and the network of trenches seemed like a great tactic, the reality of the life in the trenches was a different story. Life in the trenches took its toll on the soldiers involved in the war. 2. Trenches were built by the soldiers who had to fight in them. They had to dig these out with spades and other equipment. There was a very clever layout for the trenches. They were built in zigzags to prevent major loss of soldiers if enemy forces breached the trench, also if they were bombed this would prevent lots of loss of life. v

How Can the Uncertainty Map Help Managers Essay

1. How can the uncertainty map help managers? Pearson’s uncertainty map provides a framework for analyzing and understanding uncertainty in the innovation process. It addresses the nature of the uncertainty and the way it changes over time, and provides managers with knowledge to make a decision and transform ideas into innovation. It also determines the type of management skills needed for different degrees of uncertainty. The framework separates uncertainty into four quadrants based on basic characterizations: a. uncertainty about ends – the eventual target of the project b. uncertainty about means – how to achieve the target Drawn on two axes, uncertainty about ends appears on the vertical axis, about means on the horizontal. The axes then divide producing four quadrants, namely: – Quadrant 1, also known as exploratory or Blue Sky Research is where there is no clear definition of the target or the means. Here, the organization is experimenting with unfamiliar technologies, and unidentified markets or products. Depending on the manager, ideas and developments may be immediately recognizable as possible commercial products. A technical manager may understand a technology but a commercial manager might see a wide range of commercial opportunities. – Quadrant 2 bears the label, Developmental Engineering. It contains ongoing activity within say, manufacturing companies that continually examine production processes looking for inefficiencies and ways to reduce costs. Here the target is clear but means are unidentified. The company may start several different projects centered on different technologies or approaches along the way so there is considerable uncertainty about how to reach the target. A manager will require special project management skills here to ensure either project delivery within budget, or cancellation to avoid escalating costs. – Quadrant 3 is the Applications Engineering dimension in which there is somewhat more certainty about how the business will achieve the target, but less certainty regarding the ends. Here they explore the potential uses of known technology, and management efforts center on which markets to enter, as well as discovering how to use the technology most effectively. – Quadrant 4 is the dimension with the most certainty. Activities here center mostly on improving existing products or creating new products through a combination of market opportunity and technical capability. This is where companies use innovation to develop new product designs that use minimal and new technology, but dramatically improve appearance and performance. Managers have to make timely decisions because while certainty is highest for them, so it is for the competition. This is where a company can win or lose the race to be first to market, and commercial managers become excited because the project is close t o market with minimal technical newness.

Sacred Heart University Admissions and Acceptance Rate

Sacred Heart University Admissions and Acceptance Rate Sacred Heart University in Fairfield, Connecticut admits over half of the  applicants each year. Those interested in applying to the school will need to submit an application, letters of recommendation, and official high school transcripts. While SAT or ACT scores are not required, prospective students can submit them if they would like. Calculate your chances of getting in with this free tool from Cappex. Admissions Data (2016) Sacred Heart University Acceptance Rate: 57  percentGPA, SAT and ACT Graph for Sacred Heart Admissions: Sacred Heart University does not require applicants to submit standardized test scores with their application. You are welcome to do so if you want them to be considered.Northeast Conference SAT score comparisonNortheast Conference ACT score comparisonCompare SAT scores for Connecticut collegesCompare ACT scores for Connecticut colleges Sacred Heart University Description Founded in 1963, Sacred Heart is a relatively young Catholic university. The 69-acre campus is located in Fairfield, Connecticut, 90 minutes from Manhattan. The university has a 13 to 1  student/faculty  ratio  and an average class size of about 22. Sacred Heart has  45 degree  programs. Among undergraduates, business and psychology are the most popular. The school frequently ranks well among northeastern colleges. On the athletic front, the Sacred Heart University Pioneers compete in the NCAA Division I  Northeast Conference. The school fields 31 Division I teams, and students can also participate in 28 club sports. Enrollment (2015) Total Enrollment: 8,532  (5,428 undergraduates)Gender Breakdown: 36 percent male / 64 percent female88  percent full-time Costs (2016 -17) Tuition and Fees: $38,300Books: $1,200 (why so much?)Room and Board: $14,450Other Expenses: $2,650Total Cost: $56,600 Sacred Heart University Financial Aid (2015 -16) Percentage of New Students Receiving Aid: 100 percentPercentage of New Students Receiving Types of AidGrants: 99 percentLoans: 68  percentAverage Amount of AidGrants: $15,033Loans: $11,047 Academic Programs Most Popular Majors:  Accounting, Athletic Training, Biology, Business Administration, Communication Studies, Criminal Justice, English, Finance, Nursing, Political Science, Psychology What major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Graduation and Retention Rates First Year Student Retention (full-time students): 83 percent4-Year Graduation Rate: 58 percent6-Year Graduation Rate: 64 percent Intercollegiate Athletic Programs Mens Sports:  Fencing, Football, Wrestling, Volleyball, Basketball, Golf, Soccer, Ice Hockey, Lacrosse, BaseballWomens Sports:  Rowing, Rugby, Fencing, Golf, Softball, Tennis, Volleyball, Bowling, Basketball, Cross Country If You Like Sacred Heart, You May Also Like These Schools Boston University: Profile | GPA-SAT-ACT GraphSouthern Connecticut State University: Profile  Yale University: Profile | GPA-SAT-ACT GraphNew York University: Profile | GPA-SAT-ACT GraphQuinnipiac University: Profile | GPA-SAT-ACT GraphAlbertus Magnus College: Profile  Hofstra University: Profile | GPA-SAT-ACT GraphBrown University: Profile | GPA-SAT-ACT GraphWesleyan University: Profile | GPA-SAT-ACT GraphProvidence College: Profile | GPA-SAT-ACT GraphUniversity of Connecticut: Profile | GPA-SAT-ACT GraphUniversity of New Haven: Profile | GPA-SAT-ACT Graph Sacred Heart University Mission Statement Read the complete mission statement at sacredheart.edu/pages/115_mission_statement.cfm Sacred Heart University is a coeducational, independent, comprehensive institution of higher learning in the Catholic intellectual tradition whose primary objective is to prepare men and women to live in and make their contributions to the human community. Data Source: National Center for Educational Statistics

Classic education and universities. A road to survival

Classic education and universities. A road to survival Is traditional university losing its grip? The idea of a research university became obvious when Prussian college professor, Wilhelm von Humboldt, proposed a new system, which had to deal with student’s personal experience rather than boring lectures. In the meantime, empirical learning grew to be popular among his younger colleagues, causing Humboldt to expand his strategy and place all his hopes and dreams on the role of research in an institution. Instead of usual academic writing, students were given the task to develop their own approach to educational methods and choose what’s best for them, based on the system of simple observation. Individual projects were presented weekly, and Humboldt could witness an increasing progress in the student’s thinking. Apart from that, he revolutionized the understanding of a university as a public institution. Before that, teachers were mainly focused on the works of ancient authors and considered tradition to be the best learning method and source. Copying the canon was a usual practice, and students summarized what was previously said with the help of their professors. Nothing was left to the learners and their experimental values. Later, in the 1950s, universities in the UK and North America were largely influenced by the teaching models, borrowed from Humboldt. Research centers opened across the country, and students flooded colleges to establish their own projects and become educated academically. With the enhancement of the typical teaching-only model of learning, though, these tendencies vanished into thin air, and lecture theatres became popular once again. There are institutions where face-to-face delivery still remains the norm, while other forms of interaction between a teacher and a student are considered to be ineffective, but generally, online communication wins the hearts of students as the time goes. Campus-less establishments So, what do all these tendencies mean at the end of the day? Will classic universities close and give way to a more modernized system of education, involving online delivery and campus-less teaching? We cannot say for sure, but there have been numerous expressions of gratitude from students, who had an experience in online learning. They were allowed to equal educational facilities and high class diplomas, whereas in other cases the tuition fees would be too unaffordable to handle. Some teachers claim, however, that you should pay your price for using online resources and neglecting the traditional, overcrowded lecture room. With the development of digital learning, we start to forget the empirical experience seminars provides on a daily basis, and regular news updates keep us away from vital information, necessary for successful learning. In the meantime, blog writers and students, who are too focused on using apps for their classes instead of actual listening, are in great danger. They may lose their connection with reality and an ability to evaluate material, based on the source and structure. This is a tendency that is not uncommon among younger learners with their dedication to tweeting and scrolling through the news on Facebook. One may wonder whether the same students will comprehend given information and analyze it according to the teacher’s learning scheme. Unfortunately, most of them have a short attention span, which does not help in case one needs to use a clear and focused approach. Tweeting a sentence differs greatly from making notes on your own, and teacher-student communication cannot be replaced by online resources, no matter how good or mind-blowing the strategy is. The truth about colleges and universities remains the same these days: you have to combine online communication with the real one, and develop a strong sense of academic-led dialogue, where digital sources act as background information. The main values of the traditional institutions have not changed, and we cherish research and analytical thinking as core principles of learning in college.

Strategy Essay Example | Topics and Well Written Essays - 1000 words - 1

Strategy - Essay Example Donald Hambrick and James Frederickson present a framework for strategy design insisting that a strategy has five distinct elements (Hambrick & Fredrickson, 2005, p 51). Providing the answers to five questions will distinguish these five elements allowing them to form a unified whole. Loblaw Companies Limited is the largest food retailer in Canada and also a leading provider among general merchandise, financial products, pharmacies and financial services. They have over 1000 corporate and franchised stores and they employ more than 135,000 employees, both full time and part time. As such they are one of Canada’s largest private sector employers (Loblaw Companies Limited, 2011). Strategies of a company should contain the answers to pertinent questions as to how the company will be a leader among their competitors, where will they base their activity, what is outlined in the company’s business and marketing plans to assist the company in reaching goals, how fast and in wh at order should our actions be planned to get where we want to be and in what economic ways will we realize our returns (Hambrick & Frederickson, 2005, p 3). Deciding the arena, or where the company will be active should not be a generalized decision but as specific as possible in order to focus strongly in implementing successful strategy that will allow them to expand and consider the possibility of one day reaching the status of a product, service, or company that could be considered general by the population. There are very few of these we consider to be general, meaning they are obviously the leader and most often thought of in a particular industry with little competition; the fact is that they just are and there aren’t many decisions to be made or choices when a product, service or company reaches the status of being general. Though there are many general products, such as bread, shoes, cars , etc. there are actually very few that when we think of the general word ther e is only one choice that comes to mind. This would also be considered defining the scope of the business (Collis, Rukstad, 2008, p2). While Loblaw’s mission is to be ‘Canada’s best food, health and home retailer their mission also includes innovative products at great prices (LobLaw Companies Limited.-2, 2008)’. Loblaw’s chose as it’s arena restoring innovation by making their brands and assortment of products worth changing supermarkets for and targeting consumers with specific brands and assorted product specialties that are hard to find in other supermarkets. Their brands wanted to strengthen and also revitalize product development, to simplify and also to grow. These areas are considered the arena the company has chosen to be active in. Core priorities of the company also describe strategy the company will use to achieve goals and reach milestones. LobLaw operations planned to focus on achieving greater performance and increasing engagem ent among colleagues, strengthening the customer experience, simplifying assortments and improving price perceptions (LobLaw Companies Limited.-2, 2008) Enhanced decision making support, an improvement in company infrastructure, along with better talent retention, motivation and development are also vehicles the company’s strategy includes in order to reach the goals their plans have outlined. Various vehicles are less effective than those which are concentrated and strong efforts utilizing only a few strategies at once in order to focus efforts. Differentiator’s used by LobLaw are those factors and attributes that LobLaw will use to differentiate itself among competitors; while not necessarily having one product that is used as differentiator among competitors companies can also have the best combination of differentiators can allow an

Science and Religion Essay Example | Topics and Well Written Essays - 1250 words

Science and Religion - Essay Example According to him, personal interpretations should be given the benefit of the doubt and should not be immediately accepted or taught. As an example, Boyle cites those who, out of intense devotion and blinded by faith, tend to â€Å"increase the number, and the wonderfulness of mysteries,† and think that â€Å"things are fittest to be believed, when they are not clearly to be proved or understood.† Upon making an assumption that a supreme being exists, Boyle then proceeded to point out that as humans, there are things which we simply could not understand about God’s existence and his works. Boyle explains that, â€Å"†¦if his attributes and perfections be not fully comprehensible to our reason, we can have but inadequate conceptions of them and †¦ there may be some things in his nature, and in the manner of his existence, which is without all example, or perfect analogy, in inferior beings.† From this statement, Boyle has carefully established the limits of human reason and on the basis of the scientific context at the time, this may have successfully answered or silenced further inquiry or doubts about the Christian religion. Boyle further adds that when such a point is reached where reason would no longer suffice in bringing answers, we should rather turn to God and not to our own conclusions for, says Boyle, â€Å"whatever he tells us is infallibly true.† He also points out that even such brilliant minds as Galileo and Descartes have, like him, kept their faith intact despite being scientists themselves.

Case Study Phase 1 Example | Topics and Well Written Essays - 500 words

Phase 1 - Case Study Example In terms of business and management, the possibility of an investment’s actual return usually differs from the expected and risks include the probabilities of losing part of or the entire original investment. On the other hand, risk assessment involves determining both quantitative and qualitative risks associated with a situation and recognizing threats (Hussain, 2013). A risk assessment of quantitative nature needs calculations of two aspects of risk including the degree of the possible loss and the possibility that the loss take place. Additionally, acceptable risk is the risk that may be understood as a consequence of the cost or difficulty in the implementation of an efficient countermeasure for the related vulnerability that surpasses the expected loss. Apple is an international company whose head office is in California, that is involved in designing, developing and selling consumer electronics (Young, 2009). Even though Apple develops its own products and comes up with the software which is run on its devices, it manufactured and assembles its devices through outsourcing operations. Since the company has a heavy dependence on its partners on the delivery of the final product, it is faced with the threat of not having the full ability to control its supply operation. Apple also has a heavy dependence on numerous other organizations to develop components that constitute its final products. Even though this kind of partnerships is advantageous in the production of high quality devices, they also underscore the technological dependency of Apple on external companies. Additionally, any form of disruption suffered by the companies, which manufacture its components will directly influence the ability of Apple to produce products for the market on a timely basis. Regardless of the fact that this form of partnerships are advantageous in the production of devices of superior quality, they underscore the

North Korea’s Nuclear Weapons Program

North Korea’s Nuclear Weapons Program North Korea has been in the forefront of the news as of late due in part to their Nuclear Weapons program. Their efforts to develop nuclear weapons has been an ongoing concern worldwide for some time now and tensions increased internationally after they conducted multiple tests in the recent years. What is North Korea’s real intentions in regard to their nuclear weapons program? In order for us to better understand North Korea’s intentions, it is important to take a look at the timeline of their nuclear weapons programs progression and the negotiations known as the six party talks; from this one can see that their intentions are based off of their financial hardships and famine.   North Korea’s attempt toward the acquisition of nuclear technology dates back as early as 1959. It was at this time that they signed a nuclear cooperation agreement with the Soviet Union. This agreement was aimed at the development of nuclear energy technology and by 1983 the North Korean nuclear weapons program had been started (Ahn Web). In 1968, the Nuclear Nonproliferation Treaty (NTP) was drafted by the USSR and the United States and submitted for United Nations members to sign (Clemens Jr. Web). During the late 1980’s North Korea had developed a state of economic decline. This was due in part to the Soviet Union’s economic and political changes, in which they had stopped providing financial aid to North Korea (Ahn Web). Do to this economic hardship North Korea decided to sign the Nuclear Non-Proliferation Treaty (NPT) in 1985 (North Korea Nuclear Timeline Web). However, between 1989 and 1991, it had become suspect that North Korea had been pursuing nuclear activities by extracting plutonium from its research reactor at Yongbyon. These suspected activities led to the first North Korean nuclear crisis which lasted from 1993–1994† (Ahn Web). The International Atomic Energy Agency (IAEA) was sent in to investigate what was believed to be unregistered nuclear waste dumping facilities, but North Korea was not cooperative with that request. However, when the West agreed to assist North Korea through economic aid and the lifting of economic sanctions it seemed that the crisis had come to an end (Ahn Web). Just another example of how North Korea intentions stem around the economic hardships that the country faces. In 1994, North Korea and the United States had come to an agreement that North Korea would freeze and eventually dismantle its old nuclear reactors. In exchange, they would be provided international aid to build two new light-water nuclear reactors (North Korea Nuclear Timeline Web). North Korea was in dire need of the e xtensive economic aid that the West would provide. During the 1990’s North Korea’s economic recession continued its downward spiral. By May of 1994, famine had become wide spread throughout the country. Many believed that the nuclear program was a tool used by North Korea’s leader to divert the public’s focus away from the economic problems and famine and refocus it on the United States and the IAEA (Ahn Web). This way the North Korean leader could point the blame for the hardships of the people toward one enemy and away from himself. In January of 2003, North Korea withdrew from the Nuclear Non-Proliferation Treaty (NPT) (North Korea Nuclear Timeline Web). This withdrawal is what lead to negotiations that are known as the Six Party Talk. These talks involved six states, the United States, North Korea, China, South Korea, Japan and Russia. The purpose of these talks was to try to persuade North Korea to dismantle its nuclear capabilities. It was believed that with the right amount of pressure and incentives that North Korea would cease their nuclear proliferation endeavors and be convinced to dismantle its nuclear capabilities (Habib Web).   North Korea was continuing to have economic issues and their primary intent seemed to steam around the need for economic aid. These negotiations would take place from 2003 until 2009 and were comprised of six rounds of talks. In the first round of talks which occurred in August 2003, North Korea called for normalization of relations. They wanted a non-aggression pact from the United States otherwise they would not dismantle their nuclear program. However, the United States declined this request (Liang Web). When the second rounds of talks began in February 2004, they appeared to be off to a good start. North Korea put a deal on the tale to destroy its nuclear weapons program if they could continue to develop peaceful nuclear energy programs. This was an agreeable compromise for China and Russia. However, the United States, Japan, and South Korea were not in agreement. They did not want North Korea to have access to nuclear capabilities (Liang Web). Looking back on North Korea’s past it is understandable that this would be a concern, because they have not kept deals that they had made in the past. For instance, when they had signed the nonproliferation treaty then secretly continued to pursue nuclear weapons development. In the third round of talks, in June of 2004, the United States stepped up with a proposal. In this proposal, they called for North Korea’s to dismantle its nuclear program. It stated that North Korea would be given a three month period to prepare to freeze its program, after which they would be required to provide record of activities proving that activities had stopped and that the program had been dismantled (Liang Web). This proposal did not go anywhere. The fourth round of talks did not get off to a good start. The United States Presidential election put negotiations on hold for a while followed by North Korea declared that they were now in possession of nuclear weapons. North Korea then declared that they were no longer interested in continuing the six party talks. But, they would eventually be convinced to return to negotiations when the US agreed to recognized them as a sovereign state. The turning point for North Korea to rejoin the talks would be when the US stated that they did not have any intentions of invading North Korea (Liang Web). On September 19, 2005, there appeared to be headway on the negotiations front with North Korea’s agreement to abandon their quest for nuclear weapons program and allow the IAEA back in for inspections in exchange for the normalization of relations with the US and Japan as well as economic aid (Bajoria Web). Again, we see that economic aid has made its appearance once again. However, North Korea wanted to continue their nuclear energy program. They agreed to rejoin the NPT, as well as to allow inspections from the IAEA (Liang Web). By the time the fifth rounds of talks began, in November of 2005, tensions were high and the climate of negotiations had deteriorated. The US had placed sanctions against North Korea and the froze the assets the state held in the Banco Delta Asia of Macau (Liang Web). North Korea had again boycotted the six party talks. They decided to do a show of power in an attempt to send a to the US to unfreeze North Korea’s assets. This is when North Korea begun to conducting missile and nuclear testing (Habib Web). The United Nation passed resolution 1718 in October of 2006 on North Korea calling for an immediate stop to their testing and the nuclear program to be abandoned. They urged North Korea to return to the six party talks. Talks resumed in February 2007 and there appeared to be an agreement amongst the six parties. North Korea would dismantle its nuclear program and the Us and Japan would to work toward normalization with North Korea. The agreement included the that all parties would work toward providing north Korea with the acquisition of heavy fuel (Liang Web). The sixth round of talks did not start off well. The US had not released the funds in the Banco Delta Asia of Macau and the North Korean delegate walked out of negotiations. Although talks would continue in September and October of 2007 after the IAEA confirmed that the nuclear facility at Yongbyon and the parties continued their talks about supplying heavy oil (Liang Web). Just as talks were looking like there was progress they began to falter yet again. North Korea was not happy with samples being collected at their Yongbyon facility and claimed that no such agreement had been made. In April 2009, North Korea test launched a modified Taepo Dong-2 three-stage rocket. An obvious disregard to the agreements made in other rounds of talks. On April 14th 2009, North Korea announced that they would no longer be part of the six party talks and that any agreement that had been made in previous talks were null and void. Many have called for the talks to continue, but to no avail (Liang Web). There seems to be a stalemate at this time. We can see that North Korea has no intentions to dismantle their Nuclear weapons program any time soon. For them it is their bargaining chip. The use of fear of attack as a means of getting what they want, what they need. It is apparent that North Korea has been in search of Nuclear technology for many years. Their motives behind this search come to light when one takes a look at the history behind it. A deeper look into time line of North Korea’s nuclear weapons and the event that occurred during the six party talks, shows that North Korea’s declining economic situation has been a key player in their quest for nuclear weapons capabilities. There desperate need for economic aid has led them toward a road where they believe the fear of a nuclear attack is the only way for them to obtain the much needed assistance that they need. Works Cited Ahn, Mun Suk. What Is the Root Cause of the North Korean Nuclear Program?. Asian Affairs: An American Review, vol. 38, no. 4, Oct. 2011, pp. 175-187. EBSCOhost, doi:10.1080/00927678.2011.604287. Bajoria, Jayshree, and Beina Xu. â€Å"The Six Party Talks on North Koreas Nuclear Program.† Council on Foreign Relations, Council on Foreign Relations, 30 Sept. 2013, www.cfr.org/backgrounder/six-party-talks-north-koreas-nuclear-program. Habib, Benjamin. North Koreas Nuclear Weapons Programme and the Maintenance of the Songun System. Pacific Review, vol. 24, no. 1, Mar. 2011, pp. 43-64. EBSCOhost, doi:10.1080/09512748.2011.554992. Clemens Jr., Walter C. North Koreas Quest for Nuclear Weapons: New Historical Evidence. Journal of East Asian Studies, vol. 10, no. 1, Jan-Apr2010, pp. 127-154. EBSCOhost, ccco.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=48647386&site=ehost-live&scope=site. â€Å"North Korea Nuclear Timeline Fast Facts.† CNN, Cable News Network, 4 Sept. 2017, www.cnn.com/2013/10/29/world/asia/north-korea-nuclear-timelinefast-facts/index.html. Liang, Xiaodon. â€Å"Fact Sheets & Briefs.† The Six-Party Talks at a Glance, Arms Control Association, 18 July 2017, www.armscontrol.org/factsheets/6partytalks.

Growing Up in a Violent World Essay -- childhood, child development, v

Childhood, according to wordnetweb, is the time of a person's life when they are a child or the state of a child between infancy and adolescence. The period defined as childhood might not change, because it will always be between infancy and adolescence, but the activities and development acquired in that time changes from generation to generation. If you ask an adult how was their childhood they might tell you thousands of different stories regarding their friends, the games they used to play, the lives they used to live and the simplicity of life they had. They might tell you about how they used to run through the neighborhoods with their friends, kill bugs, eat soil and â€Å"discover† new territories. They might tell you about the time the broke their arm when they fell off a tree they were climbing or how fun it was to swim at the lake with their friends. Now, if you ask a kid born on the new millennium, the new generation, he might give you a completely different scene f or what childhood is for him. For him, childhood might mean staying up late watching TV series regarding sex and drugs, or playing Play Station, X-Box or Wii for 5 or even 6 straight hours. They might also tell you about the time they accidentally found porn on the internet or when they were grounded for using obscene language that they previously had learned from a movie. Life as we used to know it has changed, drastically. This world has become a very hostile world, were advertisement owns the streets and all the means of communication. The kids of this new â€Å"technology† era are the ones who suffer the most with his hostility, and we have to do something about it. Children are being bombarded with explicit material all the time by the media. What are all the la... ... different concept and hostility is a common environment. Bringing children to life in this era is far much more complicated than what it used to be, and parenting has become an exhausting and tough job. Being a parent in this time means having to be EXTRA-careful with what your child is exposed to these days, means taking the time to explain and correct them from all the wrong concepts of values they have learned from TV. It is in our hand to change this world for the better, we have to raise our voices and fight against the media and all these things they are causing in our children. The hostility of our world not only affects children, because adults are affected too, but our children are the men and women of tomorrow, and for that we have the responsibility to guide them, to teach them, and to make their learning and development environment as safe as it can be.