Importance Of Environment Pollution Essay - 1021 Words

Most.Wahida Nahid Id: 160260 (Topaz) Faculty: John Remarek. Subject: Lang and com (Expository essay) Date: 03-11-2017 â€Å"Environment pollution† Environment pollution is a much familiar topic in the present time. We are deeply related to environment pollution. It is the biggest problem in Bangladesh even the world. The environment is refers everything in our surroundings. It means air, water, soil, people, plants and animals etc and also the natural forces and climate make up the environment. All these thing are related together. The system is in a steady state of dynamic balance. If the relationship is disrupted, it†¦show more content†¦For example, we use to take birth, use for cows birth, for cleaning dishes and we use that water to drink. Sometime we through the waste and ointment in the water. As a result we are creating water pollution. According to the data compiled by the National Oceanic and Atmospheric Administration (NOAA), â€Å"approximately 1.4 billion lbs of trash is dumped in the oceans every year†. So, water is being polluted. If water is polluted it effects on our environment and make environment pollution as well. So we should not use same water for whole work. At least, our goal should be to avoid water pollution. Thirdly, we are familiar with sound pollution. Urban life is full of different type of machines, germents factories, metal works and different type of vehicles. Those are creating a lot amount of sound which is harmful for our ear, heart and health. As a result, People can be heart attck and deaf forever. Sometimes it inhance blood pressure and create headache and peptic ulcer (Alam, point3.4). However, Odor is a new major environmental problem. Due to rotten food, curry leaves, fruit peels, fish fibers and different type of waste creates smell. It causes of environmental pollution. Now a days, odor pollution is not only experience in our life but also it is one of the major issue in the environment pollution ( odor pollution, pg 1). Actually, we should not throu gh the trash here and there. We shouldShow MoreRelatedEnvironmental Issues Should Be Human Centered And Cost Beneficial968 Words   |  4 Pages In the essay the author, William F. Baxter, held the view that environmental issues should be human-centered and cost beneficial. In other words, his observations are that our effect on the environment is irrelevant except as it affects human interest. He also feels that we have no obligation to respect the balance of nature because no natural state of nature exists. 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Has Devolution worked Free Essays

string(39) " the priorities of another government\." Abstract The purpose of this essay will be to consider whether the process of devolution in the United Kingdom since 1999 has been successful and consider some of the points of convergence and divergence, which have occurred in terms of policy development in the region, as well the impact which the austerity measures introduced by the Coalition government have had on Scotland, Wales and Northern Ireland. Introduction The process of devolution is one that can be considered as a response to widespread processes of restructuring in the forms of governance in the Western world and also a part of a global phenomenon (Rodriguez-Pose and Gill, 2005; Williams and Mooney, 2008; Keating et al. 2009). We will write a custom essay sample on Has Devolution worked? or any similar topic only for you Order Now In the context of the UK, the process of devolution should be understood as the process of granting semi-autonomous legislative powers to the Scottish Parliament, the National Assembly of Wales and the Northern Ireland Assembly on behalf of the UK parliament (Gov.uk, 2013). Devolution in the UK specifically should be considered as a phenomenon of the political climate which existed in the second half of the 1990s. The process of devolution itself can be considered as an alternative to the policy adopted by successive Conservative governments in both Scotland and Wales (Trench, 2007). In addition, it was aimed to challenge the agenda set by more nationalist parties in the UK, whose political ideas and manifestos gained popularity at the time (ibid.). Even though the newly established governing institutions had their predecessors in the past, which exercised similar legislative functions, the fact that they were now recognised as autonomous and sovereign was a major historical precedent (Rose, 1982). As a result of referendums taking place in September 1997 in Scotland and Wales, the Scottish Parliament and the Welsh National Assembly were established. In Northern Ireland, as a result of the signing of the Good Friday Agreement and following a national re ferendum in May 1998, the Northern Ireland Assembly was established (Birrell, 2009). In line with these developments in UK governance, the following essay will examine the impact which the process of devolution has had in terms of successful policy implementation. The impact of Devolution In the UK specifically, there are four different models of devolution, all reflecting the asymmetrical nature of the process and the different politics which characterise the different regions (Hazell, 2000). The Scottish parliament, for example, has a responsibility of developing policy in tackling the majority of domestic affairs without interference on behalf of the UK parliament. The Northern Ireland Assembly, on the other hand, has the capacity of passing legislation related to a wide range of issues; and the Welsh National Assembly has an elected assembly, which has been granted legislative powers following a referendum in 2011 (Gov.uk, 2013). In the rest of England outside London, where an elected mayor and assembly were established, the changes in administration were quite marginal and were reflected in the creation of Regional Development Agencies and unelected Regional Assemblies which have subsequently been abolished by the Conservative–Liberal Democratic Coalition Government. As this indicates, UK devolution is a process rather than an event (Shaw and MacKinnon, 2011). As a result of the implementation of UK devolution acts, the legislative competence over devolved matters and democratic representation and authority was transferred to the newly established devolved parliaments. Basing devolution on the functions previously exercised by the territorial departments served to reduce conflict over the distribution of powers and resources in the short-term, but at the expense of any long-term resolution of territorial imbalances and tensions (Jeffery, 2007). While Scotland, Wales and Northern Ireland have their own devolved institutions, England is governed centrally by the UK parliament, meaning that UK and English political institutions have effectively become fused. One of the unique features of UK devolution is reflected in the limited autonomy of the regions to raise their own taxes and be responsible for their re-investment (Gov.uk, 2013). This contrasts with many other devolved or federal states in which the national and sub-national tiers share responsibility for both the raising and distribution of revenue (MacKinnon, 2013). Arguably, this could have a negative impact on the overall performance of the devolved regions, as it puts them in a subordinate position to the UK parliament in terms of financing and self-sufficiency, a policy problem which in the occurrence of the global recession has affected all three of the devolved regions. Devolution has important repercussions for public policy (Greer, 2007; Greer, 2009; Jeffery 2007; Keating, 2002; Keating 2009). In effect, the process of devolution has allowed the newly established governments to design and implement policies which take into consideration the specific economic and social conditions of the regions, thereby presenting localised solution to localised problems (Jeffery 2002). Despite the differences which exist among the regions, some commonalities in policy development can also be observed, namely in the provision of health care and tackling public health problems. The common economic challenges, combined with a tight fiscal policy means that the convergence of healthcare politics in all the devolved regions are likely to the preserved for some time (Smith and Hellowell, 2012). With the ongoing debates of more financial independence of the regions, however, it appears more likely than not that in the near future a more pronounced divergence in healthca re policy could happen in the nearby future (ibid.). To summarise this section, the process of devolution can be considered a success, as it has enabled the devolved regions to take the initiative of developing and implementing tailored policy decisions which take into consideration the specific conditions and challenges which exist in every one of the regions, despite the austerity measures and the impact of the economic recession. Devolution has also brought with itself a political reconsideration and reprioritization equality and human-rights in compulsory-phase education and how these are promoted, following the government’s commitment to mainstreaming (Chaney, 2011). With the different dimensions which devolution has in the UK, it appears plausible that the priorities of one government will not necessarily coincide with the priorities of another government. You read "Has Devolution worked?" in category "Essay examples" Moreover, within the different contextual settings, it is more than likely that different definitions of equality will be used (ibid.). Although there is still a long way to go in terms of promoting equality and human rights, devolution in the long-term could be the ground upon which more equal societies could be built. However, this is a fragile and slow process, and which, despite the progress achieved in the previous phase, largely associated with the policy of the New Labour, has c ome under threat by the politics of the Coalition Government, as the next few paragraphs will show. The process of devolution can be characterised by two distinct phases (MacKinnon, 2013). The first phase of UK devolution between 1999 and 2007 was characterised by common Labour Party government at the devolved and UK levels, stable inter-government relations and substantial increases in public expenditure (ibid). Over the period, the budgets of the devolved governments rose substantially between 2001/2002 and 2009/2010, (61.5% in Scotland, 60% in Wales and 62.6% in Northern Ireland) as a result of spending decisions taken by the Labour Government in London (HM Treasury 2007; 2011, as cited in MacKinnon, 2013). A new phase of devolution and constitutional politics has become apparent since 2007, defined by three distinguishing features (Danson et al., 2012). First, nationalist parties entered into government in Edinburgh, Cardiff and Belfast in 2007 as either minority governments or coalition partners. Second, there is the changed context of UK politics following the defeat of Labour in 2010 and the formation of a Coalition Government between the Conservatives and Liberal Democrats. Third, the economic context has changed radically following the financial crisis of 2007–2008 and the ensuing economic recession. In response, the Coalition Government adopted a programme for reducing public expenditure by ?81 billion by 2015–16, thereby eliminating the UK’s structural deficit (Lowndes and Pratchett, 2012: 23). This has meant that the introduction of austerity measures designed to address the UK’s budget deficit by the Coalition Government since 2010 has also had sign ificant implications for the devolved governments, reducing their budgets and requiring them to administer cuts locally, although they have been vocal in their opposition to austerity and support of alternative policy approaches such as increased capital expenditure (McEwen, 2013). In this climate, the devolved governments have reaffirmed their commitment to social justice and solidarity (Scott and Mooney, 2009), with the Scottish Government, for instance, arguing that the UK Coalition Government’s welfare reform agenda threatens the social democratic values of ‘civic Scotland’ (McEwen, 2013). In summary, despite the fact that the process of devolution has been successful in several aspects, all associated with granting a certain level of autonomy to Scotland, Wales and Northern Ireland, this could all prove in vain unless more revenue-raising responsibilities are given to the regions. Conclusion The aim of this essay was to review the impact which the process of devolution has had in the UK. As it was noted, the nature of UK devolution should be considered as a long-term evolving process, rather than a single even. Economic and political conditions have changed markedly since the establishment of the institutions in 1999, particularly in terms of changes of government at devolved and Westminster levels, the onset of recession from 2008 and the introduction of a new politics of austerity. The underlying asymmetries of UK devolution have become more pronounced with the tendency towards greater autonomy for Scotland and Wales contrasting with greater centralisation and the abolition of regional institutions in England. These contradictions raise some fundamental questions about the territorial integrity of the state and the possible dissolution of Britain (Nairn, 2003) in the context of the Scottish independence referendum which is to be held in September 2014. As this essay ha s demonstrated, the process of devolution has achieved some notable successes in terms of public health, education policy and promoting equality, though it is impossible to predict what the future might hold in terms of further developments. Bibliography Birrell, D. (2009). The impact of devolution on social policy. The Policy Press. Chaney, P. (2011). Education, equality and human rights: Exploring the impact of devolution in the UK. Critical Social Policy, 31(3), 431-453. Danson, M., MacLeod, G., Mooney, G. (2012). Devolution and the shifting political economic geographies of the United Kingdom. Environment and Planning C: Government and Policy, 30(1), 1-9. Greer, S. (2007) ‘The fragile divergence machine: citizenship, policy divergence, and intergovernmental relations’ (pp. 136-159), in Trench, A. (ed.), Devolution and power in the United Kingdom. Manchester University Press. Greer, S. (ed.) (2009). Devolution and Social Citizenship in the UK. The Policy Press. Gov.uk (2013) Devolution of powers to Scotland, Wales and Northern Ireland. Available at: https://www.gov.uk/devolution-of-powers-to-scotland-wales-and-northern-ireland Hazell, R. (Ed.). (2000). The state and the nations: the first year of devolution in the United Kingdom. Imprint Academic. HM Treasury (2007) Public expenditure statistical analyses 2007, Cm 7091. London: The Stationery Office. HM Treasury (2011) Public expenditure statistical analyses 2007, Cm 8104. London: The Stationery Office. Jeffery, C. (2002). Devolution: Challenging local government. Joseph Rowntree. Jeffery, C. (2007). The Unfinished Business of Devolution Seven Open Questions. Public policy and administration, 22(1), 92-108. Keating, M. (2002) ‘Devolution and public policy in the United Kingdom: Divergence or convergence’ (pp.3-21), in Adams, J., Robinson, P. (eds.), Devolution in practice: public policy differences within the UK. Institute for Public Policy Research. Keating, M. (2009) The independence of Scotland: Self-government and the shifting politics of union. Oxford University Press. Keating, M., Cairney, P., Hepburn, E. (2009) Territorial policy communities and devolution in the UK. Cambridge Journal of Regions, Economy and Society, 2(1), 51-66. Lowndes, V., Pratchett, L. (2012). Local governance under the Coalition government: austerity, localism and the ‘Big Society’. Local government studies, 38(1), 21-40. MacKinnon, D. (2013). Devolution, state restructuring and policy divergence in the UK. The Geographical Journal. doi: 10.1111/geoj.12057 McEwen, N. (2013) Independence and the territorial politics of welfare The David Hume Institute Research Paper No. 4/2013. Edinburgh: The David Hume Institute. Available at: http://www.scotlandfutureforum.org/assets/library/files/application/Research_Paper_4-McEwen.pdf Nairn, T. (2003). The break-up of Britain: crisis and neo-nationalism. Common Ground. Rodriguez?Pose, A., Gill, N. (2005). On the ‘economic dividend’of devolution. Regional Studies, 39(4), 405-420. Rose, R. (1982). The Territorial Dimension in Government: Understanding the United Kingdom. Chatham House. Scott, G., Mooney, G. (2009). Poverty and social justice in the devolved Scotland: neoliberalism meets social democracy. Social Policy and Society, 3(4), 379-389. Shaw, J., MacKinnon, D. (2011). Moving on with ‘filling in’Some thoughts on state restructuring after devolution. Area, 43(1), 23-30. Smith, K., Hellowell, M. (2012). Beyond Rhetorical Differences: A Cohesive Account of Post?devolution Developments in UK Health Policy. Social Policy Administration, 46(2), 178-198. Trench, A. (ed.). (2007). Devolution and power in the United Kingdom. Manchester University Press. Williams, C., Mooney, G. (2008) Decentring social policyDevolution and the discipline of social policy: A commentary. Journal of social policy, 37(3), 489. How to cite Has Devolution worked?, Essay examples

Lord of the Flies Chapter 9

Lord of the Flies: Chapter 9-12 Notes Essay 1. After Simon is killed, the next paragraph begins, The clouds open and let the rain down like a waterfall When the boys kill Simon they not only kill him and spirituality, but what they perceive to be the beast. Because the beast was created by them and embodied all of their evils, one of its interpretations can be as mankinds sin. Simon is very similar to Jesus in this book. The Romans ruled the world during Jesus life, and now a similar bloodthirsty society rules the island during Simons life. Both are killed by such a society, and both sacrifice themselves so that mankinds sin can be forgiven. When Simon dies, the rain washes away not only spirituality, but also the beast and all of the sins that accompany it. Golding writes that the water bounded from the mountaintop. Because the mountain top represented the peak of society, this could be interpreted to state that all of society carries sin, even the glorious moments of it, and that Simons sacrifice was extended to the boys ent ire stay on the island and the sin that was committed during that period of time. This is also similar to Jesus sacrifice that was for all of mankinds sins, not just the sins of the Roman society that killed him. After Simon has been killed, the figures stagger away. By referring to the boys as figures, they are no longer individuals, but the nameless men who are the vehicle that society uses to carry out its evil deeds. It is no longer of relevance who did what because it was the entire society that killed Simon. This can be related to other societies, such as Nazi Germany. Today Hitler is credited with most of the responsibility for World War II. We do not like to blame German society for it because that would mean that we are also capable of this if we had to endure the circumstances of 1940s Germany. We cannot blame the German race for these problems, as they are a characteristic of humanity. We fought World War II against the forces of racism, but we ourselves treated the Japan ese very poorly while all of this was going on. Although we too went through the depression, we did not have the conditions of the Treaty of Versailles against us. When any society has such horrible circumstances, they tend to look for a scapegoat, such as a race of people. If Hitler did not enjoy such great public support he would not have come to power. It is also very difficult for a nation to declare war without public support. It is therefore significant that figures staggered away because it was the whole society, and not just Jack who killed Simon. It is also interesting to note that during the course of this book the boys civilization falls from glory. They then create a beast as a scapegoat, claiming that they can no longer climb the mountain, and therefore return to the glory of their civilization because of it. When Simon dies Golding refers to him as the beast. This not only can be interpreted by the Jesus theory as stated above, but by a new theory that establishes Simo n as societys scapegoat. It can also be interpreted to state that the beast is all of mankinds gifts such as spirituality, when they are suppressed and murdered by society, crippling its ability to function. When Simon is killed he lays still only a few yards from sea. It is important to know that all life originates from the sea, where it arose in primitive form. This is significant for two reasons; it tells us that spirituality is an ancient and instinctive trait of man, and that the boys society, that came away from the mountain (peak of society) and towards the ocean to kill Simon, had returned from civilization to a more primitive and savage form in doing so. Because the beast (Simon) is small, societys problem is not the beast itself, but the way it is dealt with. When Simons blood stains the sand, his death and the savage society that killed him forever taint the island. No matter what might happen in the future, Simon will always be dead and because of the blood in the sand this cannot be forgotten. The sand and ultimately the island being stained with blood also have meaning. Because the society as inhabits the island, the island can be used to represent society as a whole, which is has been stained by its own atrocities. During the storm the parachute is filled with rain and swept off the island. The parachute is a symbol of Ralph, Simon, and Piggys attempt to prevent the old ways of society and civility from dying. Piggy and Ralph were part of the savage murder; therefore this society has assimilated them and destroyed their efforts to maintain a civilized society. Simon has now been killed and therefore their efforts and civility can no longer be maintained. The parachute then, tells us that civility has not only been destroyed, but all attempts to salvage what old society values remain, have ceased and that the entire society has become completely savage. Shakespeare and the Movies Essay4. Fable- A brief tale embodying a moral and using persons, animals, or inanimate things as characters. Parable- A short narrative making a moral or religious point by comparison with natural or homely things. Myth- A traditional story, usually focusing on the deeds of gods and heroes, often in explanation of some natural phenomenon, as the origin of the sun, etc. It purports to be historical, but is useful to historians principally for what it reveals of the culture of the peoples it describes or among whom it is current. Allegory- A story or narrative, as a fable, in which a moral principle or abstract truth is represented by means of fictional characters, events, etc. When categorizing this story as a fable, parable, myth, or allegory, one could make a good case for either of these. Golding prefers myth. I believe that it could be categorized as a myth because a myth creates characters and deifies them. These characters represent all aspects of humanity and how they interact with each other. Because the characters of this story represent these aspects of humanity and how they interact with each other, they are not so much individuals, but the ideologies that a myth incorporates into its gods. As a myth this story can also be useful by revealing the peoples it describes. However, I believe that this story is best categorized as an allegory. It carries an abstract truth represented by fictional characters and events. Without scratching the surface, the story is about a group of boys lost on an island. When you dig deeper for abstract truth, you find that the story is about the behavior society and the fictional characters that represent this are act ually personified human characteristics. The events that represent the abstract truth of this society are less significant as events than as symbols. I believe that categorizing this story as an allegory is more appropriate than doing so as a myth because a myth is defined as explaining natural phenomenon. It could be argued that the behavior of society is governed by nature and that its bizarre results are a natural phenomenon. I would probably have to agree with this, but the no section in the definition of an allegory can be questioned for being less than an integral part of Goldings writing strategy. 5. The three boys that die over the course of the story are; the boy with the birthmark, Simon and Piggy. Simon was killed by the group of boys when he returned to tell them about the beast. Simon was killed at night, and perhaps he was not recognizable. The boys thought that he was the beast, but they surely must have known that it was not a beast when they heard human screams. The entire society had therefore murdered Simon. Piggy was murdered by Jacks militaristic state. It was Roger that dropped the rock on Piggys head, so he is technically responsible, but this does not matter. What does matter is that Jacks new society fostered an atmosphere that made it acceptable to kill without cause. This new society was founded by Jack, but also by public support. It was this society that killed Piggy. The boy with the birthmark was killed by the forest fire. The was a result of society neglecting the its responsibility for its technology and the power it has over nature. The boy then, is not murdered, but killed by neglect. We also know very little about this boy. Society did not care that it set the forest on fire. This tells us that when society neglects and abuses technology, it often kills something mysterious and unknown without caring for what potential it might have.

Personal space in children an Example of the Topic Psychology Essays by

Personal space in children by Expert Writer_Jennie | 02 Dec 2016 The term "personal space" is an important social rule. To define it in simple terms, each of us has a virtual circle around us where we feel safe, and if someone crosses into it we become uncomfortable and feel inconvenient. Most children implicitly sense when they enter someone else's personal space and when theirs is crossed. The child might forcefully invade its peer's space, oblivious to how it makes them feel. And this could cause the child to be rejected by peers and have difficulty making friends. Or the child's inability to recognize when its own personal space has been invaded could potentially make him vulnerable to inappropriate conduct. Need essay sample on "Personal space in children" topic? We will write a custom essay sample specifically for you Proceed On recognizing their own personal space children also acquire a sense of property. Within their personal space, children recognize certain objects as theirs, and they defend them from others. This sense of property is natural and only through training do they learn that they cannot have all the things they want even though they belong to someone else, and that many things must be shared. Learning to respect other peoples property means, for children, growing up to be social animals, who accept certain rules in order to be able to live in a group, whether it is the family, the street, school, or the village. Data from approximately 500 children in grades 3-10 on a personal space task were integrated into 4 sex-age groups and separately analyzed depending on certain factors. Findings were that girls have similar personal space schemata across grade level but that patterns were more highly schematized for older girls. These spatial patterns were obviously more determined by the emotional tone of the interaction than the sex of the stimulus figures. Boys evidenced development of spatial schemata across age. Older boys had more clear-cut personal space patterns, whereas younger boys apparently responded to situation-specific cues. Males were more likely to have schemata based on the stimulus figure's sex. Findings were consonant with knowledge of social development and appropriate sex-role identification. Works Cited Bass, M.H. Personal Space in Children a Developmental Study(microfilm). Ottawa: National Library of Canada, 1971. Print. "Personal Space: A Social Skill Children Need and Adults Can Teach." MSU Extension. N.p., n.d. Web. 02 Dec. 2016. Vranic, Andrea. "Personal Space in Physically Abused Children." Environment & Behavior 35.4 (2003): 550-65. Web.

Free Essays on Bergamot Station Arts Center

The Bergamot Station Arts Center at Santa Monica constantly displays art works to those who wishes to be exposed to art. This makes Bergamot Station a perfect place for art students to gain a slice of the contemporary art scene. The collective works by the artist Laura Lasworth titled, â€Å"The Gray†, was on display in the Hunsaker/Schlesinger Fine Art Gallery on March 25th. The gallery is located at one of the corners of the plaza and seems rather distant and alienated to the rest of the displays. Interestingly, this alienation and perhaps loneliness was echoed by Lasworth’s works inside the gallery. The Hunsaker/Schlesinger gallery itself, even compared to other galleries in the plaza, is rather small, and the display area conveys a sense of closeness. The size of the displaying area made the personal touch in the works even more pronounced. The gallery was quiet, with few audiences, perhaps a result of being distant to the main cluster. The gallerists worked quietly in the back room leaving the viewing area undisturbed. The main entrance to the gallery remained closed after each guest entered, thus separates the gallery from the rest of the world. Perhaps this is intentional as to create an overall artistic experience. In the gallery, the viewers emerge themselves to the surreal world that Lasworth created. The works exhibited by Lasworth were mostly paintings consist of very dull and desaturated colors. Black, white and gray, were used heavily, and worked fittingly to the winter sceneries found in many of the paintings. Some of the works were almost grayscale. The painterly bush strokes and the use of few, but soft colors reflected a feminine impression on all of the works. The subject matters were presented through a surrealistic manner and mostly consist of large areas of emptiness. With the exception of a few, most of the works are small, easel-sized paintings, bordered in simple, black framings. The dimens... Free Essays on Bergamot Station Arts Center Free Essays on Bergamot Station Arts Center The Bergamot Station Arts Center at Santa Monica constantly displays art works to those who wishes to be exposed to art. This makes Bergamot Station a perfect place for art students to gain a slice of the contemporary art scene. The collective works by the artist Laura Lasworth titled, â€Å"The Gray†, was on display in the Hunsaker/Schlesinger Fine Art Gallery on March 25th. The gallery is located at one of the corners of the plaza and seems rather distant and alienated to the rest of the displays. Interestingly, this alienation and perhaps loneliness was echoed by Lasworth’s works inside the gallery. The Hunsaker/Schlesinger gallery itself, even compared to other galleries in the plaza, is rather small, and the display area conveys a sense of closeness. The size of the displaying area made the personal touch in the works even more pronounced. The gallery was quiet, with few audiences, perhaps a result of being distant to the main cluster. The gallerists worked quietly in the back room leaving the viewing area undisturbed. The main entrance to the gallery remained closed after each guest entered, thus separates the gallery from the rest of the world. Perhaps this is intentional as to create an overall artistic experience. In the gallery, the viewers emerge themselves to the surreal world that Lasworth created. The works exhibited by Lasworth were mostly paintings consist of very dull and desaturated colors. Black, white and gray, were used heavily, and worked fittingly to the winter sceneries found in many of the paintings. Some of the works were almost grayscale. The painterly bush strokes and the use of few, but soft colors reflected a feminine impression on all of the works. The subject matters were presented through a surrealistic manner and mostly consist of large areas of emptiness. With the exception of a few, most of the works are small, easel-sized paintings, bordered in simple, black framings. The dimens...

Langue - Definition and Discussion

Langue - Definition and Discussion In linguistics, language as an abstract system of signs (the underlying structure of a language), in contrast to parole, the individual expressions of language (speech acts that are the products of langue). This distinction between langue and parole was first made by Swiss linguist Ferdinand de Saussure in his Course in General Linguistics (1916). See more observations below. Also see: Linguistic CompetenceParoleSemioticsSignWhat Is Language?What Is Linguistics? Etymology:  From the French, language Pronunciation:  lahng Observations on Langue Saussure distinguished between; langue, the rules of sign system (which might be grammar) and- parole, the articulation of signs (for example, speech or writing), the sum of which is language:language langue parole While langue could be the rules of, say, English grammar, it does not mean parole always has to conform to the rules of standard English (what some people erroneously call proper English). Langue is less rigid than the phrase set of rules implies, it is more a guideline and is inferred from the parole. Language is often likened to an iceberg: the parole is visible, but the rules, the supporting structure, are hidden.(Nick Lacey, Image and Representation: Key Concepts in Media Studies. Palgrave, 1998) The language system [langue] is not a function of the speaking subject, it is the product which the individual registers passively; it never presupposes premeditation, and reflection only comes into it for the activity of classification which will be discussed later.(Ferdinand de Saussure, Course in General Linguistics, 1916; translated by Wade Baskin, 1959) Langue and Parole Langue/ParoleThe reference here is to the distinction made by the Swiss linguist Saussure. Where parole is the realm of the individual moments of language use, of particular utterances or messages, whether spoken or written, langue is the system or code (le code de la langue) which allows the realization of the individual messages. As the language-system, object of linguistics, langue is thus totally to be differentiated from language, the heterogeneous totality with which the linguist is initially faced and which may be studied from a variety of points of view, partaking as it does of the physical, the physiological, the mental, the individual and the social. It is precisely by delimiting its specific object (that is, of the langue, the system of the language) that Saussure founds linguistics as a science.(Stephen Heath, Translators Note in Image-Music-Text by Roland Barthes. Macmillan, 1988) Interdependency of Langue and Parole​Saussures Cours does not overlook the importance of reciprocal conditioning between langue and parole. If it is true that langue is implied by parole, parole, on the other hand, takes priority on two levels, namely that of learning and that of development: it is in hearing others that we learn our mother tongue; it manages to settle in our brain only after countless experiences. Finally, it is parole that makes langue develop: it is the impressions received by hearing others that alter our linguistic habits. Thus langue and parole are interdependent; the former is both the instrument and the product of the latter (1952, 27).(Claude Hagà ¨ge, On the Death and Life of Languages. Yale Univ. Press, 2009)

Critical Analysis of Two Ways a Woman Can Get Hurt by Jean Kilbourne Article

Critical Analysis of Two Ways a Woman Can Get Hurt by Jean Kilbourne - Article Example Portraying women as seductive and helpless reaffirms the notion that men are superior to women in an already male-dominated culture. This does not help the cause of women fighting for equal rights, opportunities, wages and representation in the real world. Jean Kilbourne’s main hypothesis is that using women as objects of sex appeal in advertisements to promote consumer products objectifies them, shows them as commodities that are easily available, makes their position vulnerable and exposes them to aggression. She has used several examples of advertisements that expose women to near pornographic depiction and shows women as having little resistance towards male attraction. She claims that using woman’s body as an object to enhance sales of commodities like perfumes, some companies use women in erotic, fantasy settings which in reality have no bearing with the product they are endorsing. However, the advertisements leave images of nude women in the minds of customers who start to associate perfumes with these models and in a bid to be like them, buy more perfume. So what is meant to be a delicate olfactory experience is converted into a visual stimulant quite disassociated from the product. For an advertisement meant to promote a tender and light perfume, the use of nude women is quite unnecessary. According to Kilbourne, images of this kind use women’s bodies as objects of desire rather than the product. It is not surprising then, that women are used as symbols of sex which leads to crimes and harassment against women. These pictures are suggestive and when put up for public display may be taken literally, demeaning the image of women and create confusion in people’s minds about women’s right to say no to unwanted attention.  Ã‚  

Describe the cycle view of supply chain processes and explain why Essay

Describe the cycle view of supply chain processes and explain why organizations need to integrate their processes - Essay Example Supply chain activities make up processes, which may be described as cycles because it involves constant flow of information, goods, services, and funds between different stages. The processes in a supply chain involve service providers and manufactures, who produce goods and services for customers. The customers transfer funds to the manufacturers, who then convey point of sales data as well as replenishment orders via trucks back to the stores (Sinha, 2009). The manufacturer transfers funds to the distributor after the products are replenished. The distributors provide pricing information and offer delivery schedules to the manufacturers. All these processes show that the supply chain activities are cycles that are interlinked and work hand in hand. The supply chain stages consist of various players who include; customers, retailers, distributors, manufacturers and the components, which are the raw materials suppliers. Each stage sometime may not be represented in the supply chain because the chain would depend on the customer’s needs and the roles of the stages involved (Sinha 2009). Schniederjans and LeGrand (2012) stated that the customer order cycle occurs at the customer and retailer level and this is where all processes are directly involved in receiving and filling the customer’s order. The customer starts the cycle at the retailers’ shop by ordering what goods they need and the retailer works on fulfilling the customer’s demand. This interaction between the retailer and customer ends when the customer receives the order. The replenishment cycle occurs at the retailer and distributor level and includes all the processes involved in replenishing the retailer’s inventory/ stock. The retailer is the customer in this case, and places an order to replenish inventories to meet his and her customers’ needs or to make sure he or she has enough stock of the good quality of products available in the market (Fredendall,

Globalization of Impact in Society Essay Example for Free

Globalization of Impact in Society Essay The technique and fundamentals used within different parts of the world vary significantly, for modern values prevail. The vastness of globalization has impacted a majority of nations across the world. One way of looking at Globalization through the advantages and disadvantages of its nature is to overlook society’s changes from generation to generation. The complexities of convergence through trade and social processes establish a variety of commodities between cultures. In part of sharing heritages of different cultures the experience of new found goods in intellect and materialistic sources take our interest in influencing positive or negative reactions. W. J. Perry a cultural anthropologist leader wrote a Journal over culture. In the journal he talks about the diversity among cultures and the meaning behind civilizations. He states, â€Å"that various peoples, in different parts of the earth, had, independently of one another, elaborated the fundamentals of arts and crafts† (Perry 105). He describes an interesting point specifying of how the process of these experiences occur, â€Å"independently†. The exposure to foreign cultural goods frequently brings about changes in local cultures, values, and traditions. For instance, local farmers who have traditionally earned a living by working their small plots of family-owned land and selling their goods locally may find reason to be concerned by globalization because new availability of foreign foods in a market- often at cheaper prices- can displace local farmers. Such causes make local residents to hate some variations of globalization. Lieber and Weisberg in â€Å"Globalization, Culture, and Identities in Crisis† give an example of why some hate globalization. â€Å"Others, however, have treated globalization of culture as an evil because of their fears of the pervasive power and duplicity of multinational corporations or international institutions such as the International Monetary Fund (IMF) (Globalization Crisis, Lieber, Weisberg). On the other hand, there are others whom appreciate the resources that globalization brings from foreign places because there is a sympathetic relation to the arts and crafts available and produced by someone who is thousands of miles away for their unique work in particular subjects, like sculptures, food, clothing, books, jewelry, music, and so much more. Lieber and Weisberg also provide an example of the good side of globalization. â€Å"One observer has asserted that, ‘†¦globalization promotes integration and the removal not only of cultural barriers but many of the negative dimensions of culture. Globalization is a vital step toward both a more stable world and better lives for the people within it’† (Globalization Crisis, Lieber, Weisberg). This is a good point because for some regions in part of the world there are some cultures where such kind of integration can improve or further an interest towards one’s well being; for all human beings share a common notion of intellect. A great revolution occurred through technology, The Information Revolution. Many fundamentalist challenge their skills in competing with this new stream of information such as the computer systems, Ethernet, music, movies, and advertising media. This has created a new movement for individuals not only to work within the field and have a source of income and opportunity to grow in the ambition one seeks but it opens a far more modern aspect of enabling a growing culture all over the world. Since technology and computer systems are relevant in many places around the world today this challenges a new generation with new resources to obtain and fit-in as a means of their culture something that did not exist generations before. It allows for prosperity, however, in some areas there still exists a culture that decide to not be influenced by other cultures instead they are enduring a traditional way of living a society that has carried on from generation to generation without technological growth, they are contemporary hunter-gatherer peoples who, after contact with other societies, continue their ways of life with very little external influence. The nature of the hunter-gatherer persisted in technological techniques to specialize in the domain of survival, using techniques that enable men to use resources in creative measures. As Perry states as well in his journal Tradition, talking about hunter gatherer societies; â€Å"Who still persist in outlying parts of the world† (Perry 106). The level of advancement of a civilization is often measured by its progress in agriculture, trade, performance and abilities of oneself/occupation, and ranking within community distinguish the natural rights of oneself. There is a theory called â€Å"Tabula rasa,† that individuals are born without built-in mental content and that their knowledge comes from ones experience and perception† (Locke, John). Locke’s ability to understand this quality of human intellect is very profound. Tradition is an inherited, established, or customary pattern of thought, action, or behavior with cultural continuity in social attitudes, customs, and institutions. Characterizing an individual towards a manner, method, or style such as in America the way of living is much different especially during the midcentury where access to safe, inexpensive electricity was available and made at times simple. Having toasters to house lights to refrigeration, the effects were significant for many Americans. However, not all people benefited from the technological advances that America was attaining. In India and Latin America people did not have the ease access to electricity or technological equipment for the resources a typical American home would have such as the toaster or refrigerator (Jetsetcitizen). The differences between the resources available for a particular society measure considerably in the lack of or more of such customs. Michael Kaye in his journal Tradition condenses the means of this difference very well.

Essays --

 The Civil War lasted for four years, three weeks, and six days. The Civil War caused a numerous amount of good and bad things. Along with the union coming out victorious, slavery was abolished, territorial integrity was gained, the reconstruction era began, and Abraham Lincoln was assassinated. Although, many people were involved in the process leading up to the civil war. Abolitionists played a huge role in the progression in civil rights. They fought for the freedom of slaves and the ceasing of slave trade from Africa. There were many activists involved in this movement, including Harriet Tubman and Sojourner Truth. These two women abolitionists are two of the most dynamic woman and well known abolitionists. Although Harriet Tubman and Sojourner Truth have many similarities, they have certain aspects that allow them to differ from each other. Despite their slight differences, Tubman and Truth were seemingly the most efficient and effective in their duties as abolitionists. Consequently, Harriet Tubman was born a slave into a slave family. As a slave, at five years old, Tubman was "rented" to families where she was put to work winding yarn, checking animal traps, cleaning the houses and nursing children among many more laborious tasks. When she was older, she decided she prefered to work outside of the house as opposed to laboring inside the house with domestic chores. As a teenager, she would upset her owners and often was reprimanded and sent home because of her rebellious attitude. Later on in Tubman’s life, she married a free man and also found out that her mother was freed by her owner, but her mother was never informed of her freedom. This directly affected Tubman because her mother’s freedom also meant that Tubman was b... ...ght her battles and was often victorious. According to Sandra Johnson, in her article Truth and Tubman: Women who fought against slavery, in the Austin Weekly News, 2005, Tubman did not feel Lincoln was working hard enough to free slaves, yet when Truth met with Lincoln she praised him for his efforts. One more difference between the two women is that Tubman worked to free slaves, but Truth fought for women’s rights in addition to ending slavery. In summation, Tubman and Truth were exceptionally brave women who fought for ideals in which they strongly believed. While Tubman’s courage was founded in a rebellious nature, Truth’s courage was based in her faith in a Higher Power. Both women, despite their differences in opposing their foes, have rightfully earned their positions as heroines in American history with their efficient and effective duties as abolitionists.

The present situation in iraq

The Iraq's general condition, including economic and political condition is bad[1]. During the years Saddam Hussein's dictatorship, there was a great dramatic fall of its economy. It was mainly due to the war Hussein aggressively started against Kuwait.   When US and British troops motivated in invading Iraq, which soon caused his defeat, its economic condition became even poorer. Sending powerful armed forces to fully disarm the Iraqi President Hussein was a big historical success but its remnants were a nightmare. The damage caused by the war made the entire population suffer. Everyone faced the same very difficult conditions. Lots of resources, agricultural and other land areas have been damaged.Recently, it appeared on the news[2] that there is a vague clue of reconciliation in Iraq. It says, â€Å"Leaders of the main factions have haggled over issues behind closed doors and urged Parliament to pass some conciliatory measures.† Although there is a temporary ceasefire, st ill the Iraqi leaders, as well as their supporters in the greater Middle East, have so many unfinished settlements on peace agreement.Seeing the present situation in Iraq, the answer to the question regarding new opportunities in the country is indistinguishable.By year 2006, Iraq is fourth[3] on the rank of the greatest oil reserves in the world. While, the current state of DWI is in Syria and in China, having oil reserves of 2.5 billion barrels and 18.3 billion barrels, respectively.[4] In comparison, Iraq has 115 billion barrels of oil deposit. With this much amount of difference, it is very tempting to venture any oil business in the area. It’s clear to have a predictable rise on the DWI revenue if it would have its development in Iraq. This would also give out opportunities to workers to have better compensation. However attempting to expand market share in Iraq would be too risky. Sending groups of people to work for the company in a particular chaotic place is very une thical.This is the primary reason United States law and U.N Sanctions barred any entry of business in Iraq. If DWI would insist to put in their business in the country, they would have to seek support from the US government first. Another option would be to have dealings with country’s parliament. Even if DWI would have settled with the US government or the parliament issues of Iraq, there is still no guarantee of a long-term settlement because the situation among them is even not fixed yet. Lots of deliberation is still going on among Iraqi leaders, and also between the Iraqi leaders and the US government as well. Thus any business dealings with the country these days are still unreliable. The best suggestion would be to wait for the time when there would be a secured peace in Iraq.References:Kjeilen, Tore. (Copyright 1996-2008). Looklex Encyclopedia. â€Å"Iraq: The Iraqi Republic†.Retrieved April 07, 2008 fromhttp://i-cias.com/e.o/iraq.htm.Mahdi, Kamil A. (2003). Ir aq's Economic Predicament. United Kingdom: Ithaca Press.Nafzinger, Wayne E., Frances Stewart, and Raimo Vayrynen.(2002).War, Hunger, andDisplacement: The Origins of Humanitarian Emergencies  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   New York: Oxford Press.[1] Kjeilen, Tore, â€Å"Iraq: The Iraqi Republic†, Looklex Encyclopedia,http://i-cias.com/e.o/iraq.htm, Accessed 07 April 2008. [2] Taken from â€Å"Overview: The Iraq War† The New York Times, http://www.nytimes.com/ref/timestopics/topics_iraq.html#1, Accessed 08 April 2008. [3] Based from â€Å"Greatest Oil Reserves by Country, 2006†, HighBeam Research, LLC.  © Copyright 2005, http://www.infoplease.com/ipa/A0872964.html, Accessed 08 April 2008. [4] Mentioned in â€Å"Syria:Energy and power†, http://www.nationsencyclopedia.com/Asia-and-Oceania/Syria-ENERGY-AND-POWER.html, Accessed 08 April 2008.

Business Communications Essay

* Interim deadlines may be set by individual tutors * You must choose at least one of the two presentations referred to below in Tasks 2 and 6. It is expected that the presentations will take place the week beginning 21st January. A summary of the Assessment and Grading Criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the level of achievement required to pass this unit. Summary of the Edexcel Assessment and Grading Criteria| To achieve a pass grade the evidence must show that the learner is able to:| To achieve a merit the evidence must show that, in addition to the pass criteria, the learner is able to:| To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to:| P1 Explain different types of business information their sources and purpose.| M1 Analyse the content of P1| D1 Evaluate the appropriateness of business information used to make strategic decisions.| P2 Present complex internal business information using three different methods| M2 Expand on P5 and offer an analysis of the legal and ethical issues| D2 Evaluate the effectiveness of business information and its communication as key contributors to the success of an organisation, using examples to illustrate your points. Unit 4: Business Communications learning outcomes:- 1. Understand different types of business information 2. Be able to present business information effectively 3. Understand the issues and constraints in relation to the use of business information in organisations 4. Know how to communicate business information using appropriate methods. Assignment Task 1 Scenario – You have applied for a job in marketing communications working for Next plc (or another organisation of your choice). Prepare a paper entitled, â€Å"An explanation, analysis and evaluation of different types of information sources and purpose.† (P1, M1, D1). Please note that if you are aiming for a pass, you only need to write an explanation. If you are aiming for the merit you need to offer a detailed analysis and for a distinction you will need to demonstrate that you have evaluated your analysis e.g. look at the advantages and disadvantages of using various types of information sources. Task 2 Scenario You have been successful in your interview and you have been offered the job of assistant marketing communications advisor. Working with another member of the team, your first job is to prepare and deliver a 10 minute presentation on the subject of marketing research. This is to take place the week beginning the 21st January. Continuing to work with your partner, prepare a memorandum report for your supervisor, Jayne Koweleski, explaining the importance of competitor analysis, and design a press release for the general public, informing them of the benefits of on-line shopping with Next. (P2) Task 3 In a memorandum report to your supervisor write up an evaluation examining advantages and disadvantages of various types of business communications, in helping an organisation to improve its performance and be successful. Use a variety of examples to support your evaluation (D2). Task 4 Working with someone else in your marketing communications team, produce two different examples of corporate communications. One must be an advertisement for the press and the other a story board for a TV advertisement. This could be for NEXT plc or an organisation of your choice (P3). Task 5 Prepare an evaluation of two different types of external business communication. One could be a TV advert and another could be a press release. Examine the communication methods and assess their strengths and weaknesses. In the conclusion of your evaluation suggest ways in which the different forms of communication could be improved (P4). Task 6 Working with another member of the team, prepare and deliver a 10 minute presentation, the week beginning 21st January, entitled, â€Å"Understanding the legal, ethical and operational aspects of using business information†. In your presentation include reference to the Data Protection Act 1998, Freedom of Information Act 2000, The Computer Misuse Act 1990, backing up stored information, security of information, health and safety and organisational policies. (P5, P6). Task 7 Write an essay entitled, â€Å"An analysis of legal and ethical issues facing modern business.† (M2) Task 8 Prepare a training session for your colleagues on how to effectively communicate business information. Include in the session: understanding the audience (e.g. gender, expected attentiveness), the use of body language, verbal communication, listening, formal and informal communications (e.g. Meetings) written communication (memorandum), visual (e.g. the use of flow charts, graphs and pictures) electronic communications (e.g. e-mail) (P7).

Do Not Judge A Book By Its Cover Essays - Virtue, Knowledge

Do Not Judge A Book By Its Cover Essays - Virtue, Knowledge Do Not Judge a Book by Its Cover We as teenagers are often defined as shallow, naive, and sometimes uncompassionate youngsters. Most of this recognition comes from our common failure to take social risks and possess an open mind. We are all one student body, yet we are so separated in many aspects. Much of the segregation exists because we are unable to look past appearances. What gives designer clothes, thick lensed glasses, or different hairstyles the authority to determine if we are people who are worth knowing? Would you feel hurt if people rejected you because you had a few pimples on your face? Would it be fair? These days, there is too much emphasis on looks. If everyone would take a brief moment to see the shining wit or loving personality in a person instead of his or her body, then the world would unmistakably be a better place. There are many truly great and natural differences among people. ?Nerds? are not ?football players.? Their talents, skills, and capacities are not the same. An unalterable condition in human society is that the lowest cannot be made equal with the highest. Nature is vain. However, these conditions are adapted to benefit both individuals as well as the community. Life requires varied aptitudes, diverse services, and miscellaneous types of people to carry on its affairs as life as a whole. Drawn by our natural tendencies to fall into peer pressure, in our feelings of inadequacy, we constantly seek to form exclusive associations or ?cliques.? Within these groups, we should discourage any exclusion based on the wrong reasons such as appearances, which many people cannot drastically change. It is important to remember that our harmony depends on our effort and ability to accept others in whatever form they come, even if they are different in ethnicity, religion, or appeara! nce. All forms of conformity are self sacrilege. We are in a state of many changes, a chance to try new things, and to discover who we really are. One?s struggle to be their own person inside as well as out is an admirable task that calls for courage. Do not ridicule those who walk down the hall with mismatched socks pulled up to their knees, or those who wear bright, patterned clothing. They are only expressing themselves and sharing their uniqueness. Our inability to individualize people is a weakness that we must not dismiss. The recognition of our rights, individual and collective, include our most basic obligation: respect for our peers. Next time, think about what is in a hairstyle, or what is in make-up. Sadly, they both have too much significance in our superficial expectations. Man is a person endowed by our Creator with gifts of body and mind. We are all created in His image and likeness. We, as imperfect sinners, do not have the right to judge or question His wisdom. Rather we are obliged to regard our bodies as good and honorable. Mankind is not wrong when he regards himself superior to bodily concerns. For by interior qualities, he can overcome the whole sum of mere things. The intellectual nature of the human person needs to be perfected by wisdom, for wisdom gently attracts the minds of mankind in a quest for love of what is true and good. It is important to remember when wisdom and understanding is present, man can pass through visible realities to discover the real person within. Never judge a book by its cover. Appearances can be deceiving. Within the most unattractive people can lie the most caring hearts. They are able to give to uncaring people, like ourselves, the gifts of forgiveness and friendship. Just imagine that each gift is wrapped with unconditional love and delivered with the most genuine smile. Let there be no more victims of discrimination. Ignore the false perceptions of beauty that society has imposed on us. Remember, true beauty lies within. As soon as one realizes that in their heart, everyone may be better known, better loved, and better served.

30 tips to negotiate the salary you want

30 tips to negotiate the salary you want No matter who you are, no matter what you do as a job, there is one skill that will always (always!) come in handy: negotiation. Whether you’re a newbie just starting out on your career path or a seasoned professional, being able to negotiate salary or raises helps ensure that you’re getting the most out of your career. Before You StartBefore you even get in the room and start negotiating (or crack open your email), there are some tips you should follow first.1. Know your worth.The absolute baseline for any negotiation is knowing what you’re worth. This isn’t some existential exercise- this is knowing the dollar value of your professional skills and experience in the current market, in your current industry. Sites like Salary.com, Glassdoor, and PayScale provide valuable real-time information about what people in your position are making at different companies, in different regions, at different experience levels. Using that kind of data you can get a pret ty solid sense of what you’re worth in the employment marketplace.2. Keep your mindset realistic.Chances are, you’re not going to get everything you want. So before you even start it’s good to steel yourself for an outcome that may be a little less than you were picturing. After all, when you’re done you want to be able to enjoy what you did win here, rather than focus on what you lost.3. Don’t limit your research to salary.If you’re negotiating a job offer, make sure you know everything you can find out about your prospective new company. If their stock is tanking, or there’s a general sense of upheaval, you might not be able to negotiate all that much above an initial offer. If the company is flush and doing well, there might be greater leeway for negotiation.4. Get your plan together.This is not the time to wing it, no matter how confident you feel. Go into this with a specific plan for what exactly what you’re going to ask for, what information you’re going to use to support that ask, and what you’ll say when met with different responses.5. Look at the calendar.Believe it or not, studies have shown that you’re more likely to get a raise if you ask on a Thursday. Maybe it’s pre-weekend goodwill, or it’s that the Monday-related grumpiness has dissipated. Whatever it is, it’s a psychological advantage that could help you, without the other person realizing it.Getting StartedOkay, so you have your numbers in mind (and written down), and you have a realistic sense of where this negotiation can go. How do you kick off the next phase?6. Get pumped.What gets you awake and ready to act decisively and confidently? If that’s a #treatyoself latte, do it. If morning yoga or a run helps energize you and make you feel centered, go for the Zen. Basically, whatever helps you feel focused and confident, make sure you allow yourself time to do that before any negotiation. 7. Exude confidence.You know how baseball players have special walk-up music playing when they come up to bat? Find your walk-up song. Don’t blare it as you enter the room (that’s a bit too extra), but definitely have it in your head as you walk into the room with your head held high. Or if you’re negotiating remotely via email, have your power song(s) playing on repeat in the background.8. Rock your body (language).Body language is one of the most important factors in an in-person negotiation. Strong, confident posture and body language show that you’re comfortable advocating for yourself and aren’t likely to accept whatever they throw your way first. They also show that you’re engaged and approaching this in a calm, friendly-but-businesslike way. Make sure you’re not being too aggressive in your body language, though, because that can backfire as much as being too weak or nervous.9. Remember, you’re not here to make enemies.N egotiation is something done in good faith, assuming that both parties are trying to come to an agreement that works. If you go full-on aggro, you ruin that element of good faith. It’s not going to make your negotiation partner want to give you more- and it much more likely to have the opposite effect. And it’s crucial to remember that this is someone you’ll have to deal with at work after the negotiation is over, so don’t say or do anything you’d regret later.10. Start with the right questions.It can be tempting to jump in with â€Å"here’s what I want,† but this is your chance to get more info about the other party. You can start the conversation about asking about priorities and the other party’s goals for the negotiation. Sure, it’s small talk, but it can help you measure your next step.The Big NegotiationOnce you’re in it (either in the same room or locked in an email exchange), it’s important to keep up your confidence and your momentum.11. Move first.Be the first one to put out a number. There’s an old saying that you don’t want to be the one who blinks first, but that’s not really valid here. By putting your own highest number out first, you’re setting the bar for the conversation.12. Go a little higher than you want.Again, keep it realistic, but if you inflate your upper range a bit the other party will feel like they’re getting a â€Å"deal† when they talk you down from that initial number. Assuming the number is somewhat realistic based on your research, you likely won’t be laughed out of the negotiation room.13. Don’t talk about ranges.In your prep work, you came up with a range of numbers you’d accept. Keep that in your head (or in your notes in front of you), but don’t throw out a target range to the negotiator. Your negotiating partner will automatically zoom in on the lower end of the range, so itâ⠂¬â„¢s better to stick to specific numbers rather than ranges while you’re talking.14. Focus on value.Remember all that background research you did on your professional worth? Here’s where that comes into play. Use industry stats to support your number, and emphasize the qualities that make you a good deal for that price.15. Keep it professional.Don’t bring any personal motivations or justifications into it. This is about negotiating professional compensation. Your cat’s need for expensive liposuction surgery just doesn’t (and shouldn’t) register as a valid reason why you should get a raise or a higher starting salary.16. Keep asking questions.If your negotiating partner seems resistant to any of the requests or information you’re putting out, it’s okay to ask why they seem hesitant or why they are surprised/unhappy/unwilling to move in the direction you’re trying to move.17. Listen actively.It can be easy to focus on th e offers being made and ignore everything else but the numbers flying back and forth. Make sure you listen to everything the other person is saying and how they’re saying it.Counter-negotiatingThe whole point of this is haggling, right? So you shouldn’t be surprised if your opening offer is rejected. Here’s what to do next.18. Don’t fear the counteroffer.If your number is rejected or met with skepticism, you aren’t obligated to accept whatever they offer in return. Come up with a counteroffer that is as specific and realistic as the last number.19. Stall a little.Even if you know you’re likely to accept the counteroffer they make, don’t agree right away. Take some deliberation time as you review (or at least pretend to) their counteroffer. Feel free to throw in some thoughtful â€Å"hmm†s along the way.20. Consider taking it offline.Negotiations are often done in person or on the phone, but if you primarily correspond with your negotiating partner via email, use that medium. It gives you more flexibility on timing and can help you bluff a bit if you feel your confidence failing.21. Don’t make threats.People don’t respond well to ultimatums. They just don’t. So if your big nuclear option is â€Å"well, then I quit,† don’t use that as a negotiation tactic in the middle. It’s not likely to make the other person willing to hand over exactly what you want and can end up hurting your negotiation in the long run. Similarly, don’t use other job offers as bait in a negotiation- it can sound like a threat.22. Have non-money options in mind.If you suspect that salary negotiations aren’t going to go far, consider including benefits like flex time, a better title, or other workplace concessions as part of your counteroffer.Accepting (Or Walking Away)At a certain point, you’ll have budged as far as you’re willing to go, and so will have your negotiat ion partner. It’s time to start thinking about your negotiation exit strategy.23. Know your limit.Before you start, you should know what your dealbreaker point is. If it’s a new job, maybe that’s your current salary. If you’re trying for a raise, maybe that’s a 3% increase. Whatever your personal limit is, know it and stick to it.24. Accept graciously.If you’re on board with the negotiated salary, be a good winner. Don’t act begrudging, like you’re doing a favor by taking this offer. And don’t gloat if you ended up getting a better deal than you expected. Be a good winner.25. Don’t take it personally.Whatever happens, you shouldn’t take it as a personal slight that you’re not being offered top dollar. You have your priorities, but your negotiating partner has them as well. Those interests are not necessarily a dig at you or a suggestion that you’re not valuable.26. Have an exit plan if necessa ry.If you know that you want to leave if the negotiations don’t go a certain way, don’t stomp out of the room and quit in a huff. But do start preparing for a job search. The knowledge you have about your market value and the feedback you get during this negotiation can help you prepare for whatever professional opportunity comes next.27. Be firm about your limit.If you know you have a certain point that you’re not willing to drop below, stick to it. Try not to panic and take a subpar offer if it’s truly not going to work for you.28. Don’t drag it out.This can get particularly long if you’re doing it via email, but don’t let much time lapse between their offer(s) and your counteroffer(s). Radio silence for more than a day is not going to be met with much enthusiasm.29. Don’t get hung up on mistakes.Maybe you jumped too soon on an offer and regret it. But if you do find yourself making little mistakes along the way, don’t beat yourself up- make a note for next time.30. Live to negotiate another day.Regardless of the outcome, every negotiation becomes a useful tool for Future You. Maybe certain arguments weren’t met with the kind of response you were hoping to get. Maybe their starting offer was way lower than you expected and threw off your game. Whatever happens, you’re getting valuable tools for the next time you do this- and there will be a next time.

Innovation and Entrepreneurship - Case Synopses - KAPAI NEW ZEALAND Essay

Innovation and Entrepreneurship - Case Synopses - KAPAI NEW ZEALAND - Essay Example And the products should not be similar to those that are available in the other restaurants. The interior of the restaurants also was clearly describing that how much the founders are in touch with an eco-friendly environment. In case of the interiors also, James and Justin had a different opinion. And their prices were such that even a single item will not cost more than that of the present minimum wages. The menu choices were like DIY (Do It Yourself). That means the restaurant will provide the different items to the customer and they themselves have to mix the items and fill it to eat. Through this the customers can understand the items used in the salad and can also have a choice in the ingredients. A wide variety of foods are available such as soup, honey, hot cakes, juice etc. The staffs got a shift of 2 to 4 hours per day. So the university students were also working as staff on part time basis. The growth of Kapai is resulted from the local support; this is because they depen ded mostly on the local suppliers. The extraordinary performance leads them to a high profit and thus, James started drawing a salary as an office staff. Since, the demand for the fast food was very high and a number of competitors such as Mc Donald’s, Domino’s, and Pizza Hut already existed, Kapai had to boost up their business. The more usage of fast food led to an over-weighted society and people started behaving very health conscious. All the restaurants tried to balance the fast food and salad items. But the health parts were ignored. The main competitor is a salad store called Reload. The urge to open the franchise increased in their minds. But the competition was very stiff. So the decision was taken to reduce the overhead costs and other expenses. And they planned to start the franchise at their preferred location. Kapai always had the first mover advantage and they wanted the people to accept it as their own. ENTREPRENEURSHIP CHALLENGES Every entrepreneur had to face some sort of challenge during their business life. This is because risk is inherent in each business. From the very stage, where the idea was generated for the venture to be closed down the challenge had to be faced. The possible challenge is â€Å"Finance, management† (Richter Meyer, 2003) for the firm i.e., naming of the firm, staff selection etc. In this case, the challenge is more like when they were running the business rather than in the start-up stage. A number of players were existing in the fast food industry in New Zealand and all of them were having a number of outlets and they were very successful entrepreneurs such as KFC, Mc Donald’s, Domino’s Pizza, Pizza Hut etc. Even though there were a lot of competitors who existed, Kapai could succeed only because they have studied the eating habit of the people and accordingly started their business and earned relatively a good profit. The next thing is that about the location for the next two stores . Their prices for each food were lower than the minimum wage rate of the country and thus the revenue-expense part was a challenge. This is because they had to pay the rent for the building, employee’s salary, purchasing of vegetables etc. Moreover, they were mostly depended on the local suppliers and tried to serve bio-degradable packaged salads and the availability

Harvard Business Review Coursework Example | Topics and Well Written Essays - 500 words

Harvard Business Review - Coursework Example The study found that 85 percent of the executives did not actively involve themselves with an innovation as they only played a facilitation role. Only 15 percent of the executives did the creative work themselves. The executives who did not delegate the creative work applied five skills that resulted in brilliant and industry changing ideas. The five skills that the study identified are discussed below in detail. The associating skill is an ability that allows the innovative leaders or executives to make a connection between ideas, questions, or problems, which are unrelated. These innovators connect dots of seemingly unrelated occurrences to generate new and creative ideas that can be recombined in new ways. The second discovery skill is questioning. Creative and innovative entrepreneurs challenge the standard method of undertaking processes and wisdom. They ask provocative questions that challenge common ideals and assumptions to understand them and see if better ways can be concocted. Under questioning, the innovative entrepreneurs use different techniques such as embracing constraints, imagining opposites and asked why, what if and why not questions. The observation skill is the third discovery skill that the study by (Jeffrey, Hal & Clayton, 2009) found to be common with the innovative entrepreneurs was observation. The some of the creative executives came up with business ideas, which were conceived through observation. Some of the most useful observations were those made of the potential customers. The innovators were keen on behavioral details that would give insights to a new approach to various things. By experimenting, innovative executives and entrepreneurs were able to test and fine-tune their ideas in order to understand and find new ways of doing a certain task or a certain approach. Not only is experimentation a means of coming up with new ways of

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Work for an 8 week semester - Lab Report Example This is inertia because the sudden change of speed alters the state of the water inside the glass, which was in motion. d) After walking in a straight line with a constant speed then making an abrupt stop, the water experience turbulence. This turbulence is caused by inertia Questions 1) The observations of the behavior of water inside the container (turbulence) conform to Newton’s law of inertia. While moving with the container, water inside the glass also moves at the same speed. When an abrupt stop or left or right hand turn is made, the speed of the water inside the container is suddenly changed and water resists this change of motion (Nardo, Don, and Ashlee 16). 2) While the container is accelerated towards the left, water moves in the same direction of acceleration and resists the forces that compel it to stop. 3) Another similar example to this experiment is when one is driving a car. The body of the driver will be moving at a speed that is equal to the speed of the car . When the driver makes a sudden stop, his body will continue moving at the speed and he will resist the sudden change of speed. Therefore, the driver’s body will experience inertia, which is the reluctance to sudden change of motion or speed The washers with the larger mass and weight pull the washers on the other side of the pulley. The lighter washers move up the pulley while the heavier washers move down the pulley. Trial M1 M2 Change of M2 Time (s) Acceleration 1 1.4 3.0 1.6 0.51 12.1 2 1.4 3.2 1.8 0.56 11.5 3 1.6 3.5 1.9 0.66 8.6 4 1.5 3.6 2.1 0.68 9.1 5 1.6 3.8 2.2 0.66 10.2 Trial M1 M2 Change of M2 Time (s) Acceleration 1 0.9 3.0 2.1 0.68 9.1 2 1.9 3.5 1.6 0.58 9.6 3 1.2 3.8 2.6 0.81 8.0 4 0.9 3.9 3.0 0.77 10.2 5 0.7 3.2 2.5 0.71 10.0 Newton’s third Law of motion In this experiment, the balloon is tied to a straw in which a string passes through. Both ends of the string are attached to two chairs that are separated ten meters away from each other. The balloon i s inflated with air and placed next to one end of a chair. Observation: On releasing the balloon, it moves instantaneously in the opposite direction while it pools the straw towards the other end of the chair. This observation can be used to explain Newton’s third law of motion that states that for every action there is an equal and opposite reaction. 1. Explanation of observation: The air that was filled inside the balloon was under pressure. When the balloon is released, the air shoots out of the balloon in an opposite direction. The force exerted by the air that moves out of the balloon has another equal and opposite force (the balloon) that causes the balloon to move in the opposite d

Learning Disability: Barriers to Effective Communication

Learning Disability: Barriers to Effective Communication Communication is the act or process of using words, sounds, or behaviours to express ideas, thoughts feelings, or exchange information (Merriam – Webster, 2014). People with learning disabilities die younger than other people (Heslop et al, 2013). The Independent Inquiry into Access to Healthcare for People with Learning Disabilities (Michael, 2008) followed the Mencap report Death by Indifference (2007). The report concluded that there are inherent risks in the care system that result in high levels of health needs not being met. The inquiry found that people with learning disabilities appear to receive less effective care and that there are many shortcomings in the way treatment is delivered, with avoidable suffering caused by untreated ill health. Effective communication is essential in ensuring high quality health care (Balandin Hemsley, 2008) and is an essential skill for nurses (Nursing Midwifery Council (NMC), 2007). Because communication difficulties are characteristic of people with learning disabilities, the nurse needs strategies that can be used to promote communication and understanding by removing barriers, and developing their skills and knowledge. Why ? Effective communication is a recurring and pervasive theme in government policies, reports and best practice guidelines (Turner, 2014). Good practice guidance on working with parents with a Learning Disability (Department of Health, 2007), the survey of the human rights of adults with learning disabilities, A life like any other? (Joint Committee on Human Rights, 2008) and valuing people now (Department of Health, 2009). In particular, A Life Any Other? highlights the ways in which barriers to communication can all too easily result in the human rights of people with learning disabilities being breached, unmet communication needs can restrict access to public services. For example, research commissioned by Mencap showed that, of 215 GPs interviewed, 75% had received no training to help them treat people with a learning disability (Taylor Nelson Sofres, 2004, cited in Mencap, 2004). Children with LD Regnard et al. (2007) found more than twenty changes in behaviour in children with learning disability when they encountered distress, and it is likely those who have no verbal language are likely to be more receptive to non-verbal communication (Tuffrey –Wijne McEnhill, 2008). It is therefore vitally important for professionals working directly with children to engage with them however possible. Adults with LD Difficulties with communication have been consistently reported as a barrier in supporting adults with learning disabilities at the end of life . HEALTH NEEDS A high People with learning disabilities are likely to need assistance in communication. It has estimated that there are 1.5 million people in the United Kingdom (UK) with learning disabilities and between 50% and 90% suffer from sensory loss (Eric et al, 2012). Most people with learning disabilities have greater health needs than those with no disabilities. They are also likely to die at a younger age (Mencap, 2007). A number of reports in recent years have shown that there are failings in accessing services and in providing appropriate treatment for people with learning disabilities( Equal Treatment: Closing the Gap(2006); Death by Indifference (2007)). A life like no other (2007), a report into services for people with a learning disability in England, found that adults with a learning disability are particularly vulnerable to breaches of their human rights in healthcare services. There is considerable evidence that people with learning disabilities are not receiving the same level of health care as other people. In the UK, there have been many documented examples of secondary health services causing te preventable death of people with learning disabilities, with contributory factors reported to include poor communication, a failure of heath service staff to recognise pain, delays in diagnosis and treatment, a lack of basic care, and the use of Do Not Resuscitate orders (Heslop et al., 2013; Mencap, 2012a). A UK based Confidential Inquiry into premature deaths of people with learning disabilities (Heslop et al., 2013) estimated that 37% of deaths were potentially avoidable. When people with learning disabilities use health services, staff may have difficulty in meeting their needs because they are unable to communicate effectively with them. A number of reports (Department of Health, 2008; Mencap, 2012; Royal College of Nursing, 2010) highlighted the communication complexity between patient and the staff which have resulted in some cases of deaths and poor quality hospital care. HISTORY A report from Mencap (2007), entitles Death by Indifference, highlights the poor treatment received by six people with learning disabilities admitted to acute adult and mental health service. This poor treatment ultimately led to these peoples’ deaths. The report goes as far to say that institutional discrimination exists within the National Health Service (NHS) towards people who have a learning disability with them getting worse health care than non-disables people. One of the major concerns raised by Mencap was the notion of diagnostic overshadowing. This is neglecting to recognise signs and symptoms of ill health assuming them to be characteristic of a person’s learning disability. Death by indifference In 2004, Mencap published Treat me Right, a report which highlighted the inequities of NHS healthcare provision to people with learning disabilities. This also highlighted that that healthcare professional should not depend on carers or family to communicate with service users with learning disabilities and hospitals must perform their legal duty of care. Healthcare providers are accountable to make sure that these service users have their needs met and this include an easy-read information in place. In 2006, the Disability Right Commission further emphasised concerns that people with learning disabilities were not afforded equitable access to healthcare services and treatment and as a consequence suffered more ill health and were more likely to die. In 2007, Mencap published Death by Indifference, a report which told the shocking stories of six people with learning disabilities who suffered potentially avoidable deaths while in various NHS healthcare service by improving communicati on. A subsequent independent inquiry (Micheal, 2008) and port by the Local Government Ombudsmen and Parliamentary and Health Service Ombudsmen (2009) both confirmed that people with learning disabilities were consistently being placed at risk within primary and secondary healthcare services due to lack of and staff –patient communication http://www.ombudsman.org.uk/__data/assets/pdf_file/0013/1408/six-lives-part1-overview.pdf Death by Indifference (Mencap, 2007) attributed the unacceptable standards if care largely to an ignorance or apathy by nurses and other health professionals to understand and listen to their clients with learning disabilities. It is important that the individual is continually consulted about their care regardless of the extent of their learning disability. 74 deaths and counting (2012) The report by Mencap, 2012 relayed details of more potentially avoidable deaths of people with learning disabilities within NHS services. Reasonable adjustments The failure of public services to make reasonable adjustments regarding communication not only makes it extremely difficult for people with learning disabilities to access services, but it may also breach the Equality Act (2010) and Article 8 pf the European Convention on Human Rights (Micheal, 2008, p24). Poor communication with people who have learning disabilities has consequences that range from the relatively insignificant. For example a service user is given coffee when they would prefer tea. NON VERBAL COMMUNICATION Non-verbal communication is as important as verbal in interactions that influence dignity. For example, in a study of older people’s transitions (include older people with learning disabilities) between care service, Ellins et al. (2012) noted the following: ‘one of the most striking findings was that even the smallest gestures by providers to connect with somebody as a human being, such as a smile or a hug could make MAKATON The Makaton language programme is commonly used by people with learning disabilities. Many people with learning disabilities use speech, there are also a range of altranative methods of communication which can be used in conjunction with speech. Sign systems are used widely among people with learning disabilities, either alone or in conjunction with speech. One of the common systems is Makaton(Williams, 2009). However, Hannon (2003) found that no one at the hospital had heard of it. One of the people with a learning disability involved in the study said any of the health care professionals did not understand him. EASY READ Some people can benefit from written information being into an easy-read format. This involves the use of simple sentences and language and the use of photos or pictures to support the meaning of the written words. When producing written information for patients, it may be worth considering accessibility for patients who may be non-verbal or have a learning disability. An easy –to –read, information resource with picture and images and dew words can support people with learning disabilities to have a greater understanding of information and support their decision making. Talking Mats is ‘a visual framework that uses picture symbols to help people with a communication difficulty communicate more effectively’ (Murphy and Cameron 2005, p.3). Using pictures to represent topics and options and a visual scale with people with little or no speech and people who have difficulty in understanding speech can assist them to express their wishes about what will occur in their own life. Service providers, including case managers, can use this tool to help the person with disability consider and discuss a variety of options. The pictures are placed on a mat so that the person with disability can look at the options and choices available and then move them using the visual scale to indicate how they feel about each option. The visual scale might include symbols for liking something, for being unsure and for definitely not liking or wanting something. More complex visual scales can be created, depending on the person’s needs and abilities. Many people with a variety of disabilities use Talking Mats successfully. Nevertheless, there are some people for whom this system is not suitable. Murphy and Cameron (2005) suggested that to use Talking Mats successfully, the person using the mat must be able to recognise picture symbols and must be able to understand at least two keywords at a time. The person must also have a reliable way of confirming his or her views so that the case manager or service provider can be sure that the placement of pictures on the mat does in fact reflect the person’s views PERSON-CENTRED APPROCH Patient- or person- centred approaches to health are increasingly seen as more effi cient as they promote good communication between the clinician and patient but research to support this is lacking (Lewin et al., 2009). The Mental Capacity Act (2005) is based on person- centred principles and gives legal backing to previous guidelines for good practice (Mencap, 2010). It gives responsibility to all healthcare professionals to follow person- centred guidance in addressing issues of choice and consent in healthcare with the learning disabled. The key principles of this include the person being at the centre of any planning and discussion. This does not mean decisions are simply taken in their best interests but ways are sought to actively involve them in decision- making using accessible communication systems when necessary. McCaffery et al. (2010) argues that although there have been major advances in way to increase patient involvement in health decisions, with the benefits of greater involvement and shared decision-making now widely accepted, there has been little attention given to the development of tools and strategies to support participation of adults with lower literacy, who are members of a group with poor health knowledge, limited involvement in health decisions and poor health outcomes. McCaffery et al. (2010) proposed a framework to consider the different stages of shred health decision making and the tasks and skills required to achieve each stage. The 6cs In 2012, the Department of Health carried out a widespread consultation exercise on values for nurses, which were published in ‘Compassion in Practice: Nursing, Midwifery and Care staff: Our Vision and Strategy’. The vision is based around six values: care, compassion, competence, communication, courage and commitment. The vision aims to embed these values (the 6Cs) in all nursing, midwifery and caregiving settings throughout the NHS and social care to improve care for patients. Conclusion In conclusion, the author highlighted the importance and the barriers of communication when working with people with a learning disability, and the some communication methods that a learning disability nurses can use to work effectively with this client group. Good communication is the basis of effective care provision, and the value of developing a relationship and getting to know the individual demonstrates how this enables effective communication to take place. Health care professionals need to develop competencies in identifying individual communication needs, and developing creative ideas for how to overcome these, using a range of tools to aid communication. Person-centred approaches provide a framework to do this on an individual basis, enable and support people to make choices.