A class conscious society Essay

Her lack of authority of her son makes us feel considerate for Sophy. We know that women had little or no influence over their sons, so she cannot retaliate towards her son. In a modern society, her son’s behaviour towards her would not be tolerated, this once again emphasizes that the Victorian era was much more male dominant. Sophy can be argued a victim because she cannot have a relationship with her son, they are in two worlds. Hardy uses the word ‘deficiency’ to describe Sophy’s grammar. The language employed by Hardy suggests that she lacks a certain qualities, qualities to fit into the upper class society. Already, we are aware that she cannot fit into an upper class society because of her incorrect grammar, but more sadly, she cannot have a relationship with her son. It is as if that Sophy can be taken out of the lower class society, but the lower class statue never leaves her. Her son vetos the idea of Sophy becoming married to Sam, because of this, Sophy declines to Sam’s proposal and obeys her son. Sophy is now part of an upper class society, if she married a lower class citizen, this would be frowned upon. However, Sophy listens to her son and not her heart, if she was to marry Sam, her son’s reputation would go down, and her son wouldn’t be respected in the upper class community. Hardy makes it clear that Sophy does love Randolph, but he has no love for her. Her son vetoing her marrying Sam highlights his lack of respect for his mother, showing he doesn’t give a damn for her and only worried of his eminence. Once again, we observe Sophy as a victim, because she will never be happy. Through her relationship with Sam, we see that Sophy is comfortable with being a lower class citizen. During her relationship with Sam, she pulled the strings in the relationship; she was the one to be pleased. In reversal, in the upper class society, she was the one who had to please, but because of her grammar, she was looked down upon. Hardy suggests what marriage to Sam would’ve been like for Sophy. Throughout the story, Sophy speaks a sentence at a time when she is talking to her son and her husband, Mr Twycott. When she is with Sam, we speaks freely, she had to reason to hide her true self, she is only truly herself and at ease when she is with same. She doesn’t have to try with Sam, however, with Mr Twycott, she has to try hard and speak properly and act like a ‘lady’. Her excitement when she is with Sam portrays her only care in life, this emphasizes that she may regret her decision of marrying Twycott. Sophy’s incapacitation is symbolic of her loss of control of her life. After Twycott’s death, she has no control over finance, she has no control of her own son, she has no control where to go and even marrying Sam, or she feels she cannot. This is a complete comparison to life in the countryside; she had control of life, including her relationship with Sam. After marrying Twycott, her only control was to say no to Sam, this highlights she lost all control of her life as soon a she married Twycott. Hardy creates sympathy for Sophy, we see that she may never be happy again in her life because of her son vetoing the idea of her marrying Sam, he only happiness. We see that Sophy is only living to die. A modern day reader would be angry towards her son as he uttlerly lacks compassion fir hid Mother although, during the Victorian period, this was common, The fact that son’s had no influence from their Mothers means that they could almost tell them was to do, a role reversal. Despite all this, we see Sophy accepts his son’s path because she loves her and understands his motives. Sophy accepts the situation, this results her being trapped between two worlds. We see that Hardy himself, favours lower class society. Hardy uses harsher words and illustrates a dark gloomy surrounding for upper class citizens such as ‘dirty’, ‘tortured’ & ‘dusty’. He uses friendlier words and colourful surroundings to illustrate a lower class citizen such as ‘pretty’ and ‘fine peal’. We can expect Hardy to favour lower class citizens because he himself was bought up in a working class family and experienced what it was like to be part of a lower class society. We can expect him to have harsh views on the Upper class Society because of their lack of understanding and lack of consideration towards the working class people. Despite this, we do not see a happy ending in the terms of a modern day reader. We would want Sophy to marry Sam despite the vetoing of her son, instead Sophy dies unhappy. Sophy doesn’t have a happy ending, she dies alone and unhappy, for the reason she cannot marry Sam. Either Sophy is a victim to a class conscious society or she simply made too many bad decisions. When Twycott proposed to Sophy, she didn’t have to accept, however, she felt that she couldn’t. This once again shows how the Victorian Society was class conscious, the lower class citizens felt that they couldn’t defy upper class citizens; therefore it shows how much that the class has bearing on her. She also didn’t have to listen to her son and go and marry Sam, but again, the class system would show and she made the decision no to go with Sam. On the other hand, Sophy can be declared a victim, she was forced to move away from her friends and families, her own wedding was a hushed up secret, people glance and gossip about her, she has no friends and her own son has no respect for her. My view on this is that Sophy is a victim of a class conscious society because of the decisions she made. Nikesh Patel 11B Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Miscellaneous section.

Employee empowerment Essay

With no particular list of practices and principles associated with t TQM, a culture, focuses on quality and what does quality constitute in an organization’s functions and it considers customer reaction the best measure of quality which depicts the chances of competitive advantage and higher gross profits. Employees having ideas about the improvement of quality and how to do a good Job should be asked to contribute and monitor quality in TQM programs. These programs lay emphasis on the use of technologies that support and aid quality measurement, improvement, issue identification and its solution. In order to ensure substantial commitment to making better decisions and Increase effectiveness and fficiency individuals or teams should be given the power, information and knowledge concerning their autonomous performance and management. Employee involvement programs emphasize changing Job designs and using team structures at the organization’s lowest level where as Employee involvement programs emphasize changing Job designs and using team structures at the organization’s lowest level. This comparison shows that they do overlap substantially In their major points but that employee Involvement argues for some different forms of organization and places more stress on practices such as self managing work teams. Employee nvolvement seems to fit well In rather small organizational units which are created to produce entire products and serve a particular customer base. Total quality management processes tend to fit situations where large numbers of employees are required to service a customer or produce a product. Depending upon the organization’s condition, strategic orientation, the kind of work It needs to do, and where It operates, the best management approach may be either one of these In Its pure form or an approach that modifies each to take advantage of certain elements In the other. Future research needs to focus on when and how specific practices ffect organizational performance. mployee empowerment By areebasaad27 substantial commitment to making better decisions and increase effectiveness and This comparison shows that they do overlap substantially in their major points but that employee involvement argues for some different forms of organization and involvement seems to fit well in rather small organizational units which are created organization’s condition, strategic orientation, the kind of work it needs to do, and wher e it operates, the best management approach may be either one of these in its in the other. Future research needs to focus on when and how specific practices

Critically discuss how one method in Media and Cultural Studies Essay

Critically discuss how one method in Media and Cultural Studies presented in term 2 of the module has been applied to an aspect of everyday life - Essay Example In terms of media-oriented cultural studies, and with the onslaught of various media brought about by post-globalization, ethnography have developed several methods that have departed itself from the traditional concept of qualitative research to a more reflexive approach that is more dependent in terms of interpretations, analysis, and assumptions of the researcher (Barker, p. 32-33). This paper is aimed at studying the application of various ethnographic methods through up-to-date, relevant examples of its usage and provides an analysis of each of the methods’ strengths and weaknesses. A classic ethnographic method that has undergone a postmodern approach is participant observation. Traditionally, participant observation involves empirical field work through participation in the day-to-day activities of the object of study with informal interviews towards better understanding of the meaning and reasoning behind the activities being performed. The time frame of study varies but has steadily declined over the years due to the cost and complexity of the method (as cited in Pickering, p. 107-108). With the proliferation of mass media such as television and internet, participant observations have become part of a pop cultural phenomenon not only dedicated in educating people about various cultures of isolated ethnic groups but creating a spectacle out of it. Take for instance National Geographic Channel’s Meet the Natives UK (2007) and Discovery Channel’s Adventures of Mark and Olly: Living with the Kombai (2007). Both television programs are aimed at documenting culture through the eyes of the observers—through their own interpretation of the culture. In Meet the Natives UK (2007), five tribesmen from Tanna in the South Pacific made the journey to Britain to observe and participate on various aspects of the English’ culture. With it, the tribesmen would constantly analyze and compare Britain’s culture [and technology] from their own thus

Epidemly and biostat Assignment Example | Topics and Well Written Essays - 1250 words - 1

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Bacteria, Viruses, and Health Case Study Example | Topics and Well Written Essays - 750 words

Bacteria, Viruses, and Health - Case Study Example In 1879 Albert Ludwig Sigesmund Neisser was the first person to describe the bacteria as the causative agent of gonorrhea and he was the one that officially named it Neisseria gonorrhoeae. The structure is a typical gram negative cell with thin peptidoglycan, cytoplasmic membrane and the outer membrane is covered with proteins, lipooligosaccharide and phospholipids (Ryan & Ray, 2004). Toxin lipopolysaccharide endotoxins are found in the cells of neisseria gonorrhoeae, it was first extracted by tauber and garson in 1959. The endotoxin is found to have at least two antigenic determinants reveled by haemagglutination inhibition and absorption experiment. Polysaccharide is another determinant besides other proteins (Ryan & Ray, 2004). The information in the patient’s symptoms that led to my conclusion is the discharge of yellow substance from the penis which is the symptom of the N. gonorrhoeae infection. Lab results that indicate the presence of gram-negative diplococci in the fluid sample taken from Mike’s penis confirmed the presence of bacteria’s and certainly it was a bacterial infection, and this directed me to rule out any other disease with similar symptoms that is not caused by bacteria (Ryan & Ray, 2004). Pain and burning sensation when urinating are other symptoms of which the patient displays. The report is also that mike recently broken up with her old time girlfriend and immediately started dating a new girl and given that the bacteria is sexually transmitted there is high chances that the patient was infected by her new girlfriend in a new relationship (Ryan & Ray, 2004). Mononucleosis was also ruled out because the symptoms differ from the ones the patient display, symptom of mononucleosis are, sore throat , swollen tonsils, headache skin rash and others which are very distinct from the gonorrhea infections. What make gonorrhea a perfectly sexual transmitted infection is the need for intimate contact with someone with the

The reflective and reflexive journal Term Paper

The reflective and reflexive journal - Term Paper Example This is essential in helping the students to understand what is being learnt. The teacher asked us to comment on his teaching on the above areas at the end of the session. I noted that he had fulfilled all the requirements except one; avoiding stacking. This involved reading three times; the first time we read headlines then scanned the text then read it in details. This made me to question Hading’s assertion that teachers should avoid stacking. I believe stacking is good as it made me understand the reading. This corresponded with my own experience of learning. I learn well when the teacher is moving around the class since I am able to hear what he/she is saying. We also learnt about using of varied interaction patterns. According to Ur (1996), this involves group work, individual work, pairing, and questioning. In the class we worked in pairs to match items. This gave the teacher time to monitor and for us to interact. We also learnt how to build rapport in classroom and the importance of doing so. Senior (2008) emphasizes the use of rapport for effective class management. This involves developing a respectful and trusting relationship with students so that they can be engaged and motivated. This entails knowing the names of students, reaching out to all students, noticing all that goes on in the class, and acknowledging students contributions. This changed my way of thinking as I always thought that making students to fear the teacher is the best way to make them work hard and respect you. I also thought interacting with students would make the teacher lose respect. However, previous experience has proved to me that engaging with the teacher and building trust is essential since the teacher is able to understand me and am able to connect well with the teacher hence improved understanding. I can ask questions without fear and the teacher is very supportive in helping me to get answers. This session is closely related to the previous lesson on how to mo tivate and engage students to learn effectively. References Harding da Rosa, J-M. (2012) ‘Managing your classes’ in  English Teaching Professional, issue 82, pp 22-24 Senior, R. (2008) 'Developing Rapport' in  English Teaching Professional, issue 54, pp 4-6. Ur, P. (1996)  A Course in Language Teaching.   Cambridge: Cambridge University Press Motivation for me is the inner drive to achieve a desired goal. People are motivated by different things. For some, the desire to get a reward either financial or non financial drives them. For others, having a good environment is motivating while others are motivated by perceived equity and fairness in the classroom (Miner, 2007). I remember when I was in high school we used to be given rewards for exemplary performance, this made me to put a lot of effort in my class work so as to get as may rewards as possible. Motivation leads to engagement which refers to commitment to an objective. This is supported by Thomas (2009, p .42) assertion that â€Å"engaged workers can self-manage, commit to a meaningful purpose, choose how best to accomplish the purpose, monitor their activities and make adjustments as needed.† Motivation and engagement have always been related to the work context but Williams (1999) and Harmer (2006) incorporate these terms into the learning environment. For Williams, motivation determines the rate and

Health promotion pressure sores among elderly clients in a nursing Essay

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Power and Politics at Work Literature review Example | Topics and Well Written Essays - 1250 words

Power and Politics at Work - Literature review Example As the paper outlines, employee motivation is indeed one of the major aspects of modern business. But this could be vitiated by several aspects like harassment and rough treatment in the work place. In their article entitled Human Resource Development Review- Towards a theoretical model of performance inhibiting work place dynamics, Brian A. Altman and Mesut Akbere argue and analyze that many situations could arise that could best be termed as â€Å"performance inhibiting work place dynamics.† Therefore it becomes very important that employees need to be positive minded and not cynical or caustic about the work or any other related matter. In the second article, its authors, James B. Avey, Tara S. Wernsing and Fred Luthans argue that while negative minded situations do present itself in business enterprises, at the end of the day it is the positive mindedness attitude of the employees that could help overcome difficult situations and bring about beneficial â€Å"organizationa l change.† (Avey., Wernsing & Luthans, second article). For instance, many may think in terms of downsizing in a negative sense but it could also increase efficiencies and streamline operations in a positive way. In the next article, its authors argue about the pros and cons of the merit payment schemes in the context of nonprofit organizations. The authors argue that under conventional methods, entitlements to incentives were taken for granted and not directly related to performance, but the new concept is that even in organizations requiring workforce to consider altruistic motives while performing, it is often the better performers who gain more merit payments rather than the poorer performers. However, the fairness of the schemes often determines its effectiveness and negative performance rating could serve to lower productivity and performance since if the â€Å" the organization does not reward their performance, but instead responds unfavorably to it by appraising perf ormance unfairly, an employee will perceive inequity.† (Cirka., & Deckop, Third article). That being said, now the argument moves from individual-based performance and motivational strategies to group based ones. In the next  article, the authors argue that team efficacy sometimes becomes more important than self-efficacy and thus while providing a greater degree of flexibility and leeway to operations, especially customer servicing, service teams are able to deliver better results, although they may be constrained about the optimum performance of each team constituent member. Thus â€Å"self-managing teams† are indeed very crucial in the overall organization performance index and are greatly valued, despite the argument that gaining optimum levels of performance from all members may be difficult propositions. (Royter., Wetzels., & Jong, Fourth article)  

Constitutional and Administrative Law (UK) Essay

Constitutional and Administrative Law (UK) - Essay Example The Cabinet is selected by the Prime Minister and is made up f between 20-24 government ministers who are responsible for running the departments of state and deciding government policy. The most senior members f the Cabinet are the Deputy Prime Minister, Foreign Secretary, Chancellor f the Exchequer and Home Secretary. Also, Members of parliament who are 'Parliamentary Private Secretaries' - unpaid assistants to ministers - there are about 110 members f the Government in all. With this in mind, the Cabinet represents about one-fifth f the whole Government. All Cabinet ministers must be members f parliament, either the Commons or the Lords. Most come from the Commons, but there must be some members from the Lords who can represent Cabinet there. Since the Lord Chancellor and Leader f the House f Lords are automatic members, there can be no fewer than two representatives from the Lords. The framework f the cabinet can be described as, " to take or review the major decisions (f Government), to consider (though not necessarily at the formative stage) any proposals which might affect the future of the Government, and to ensure that no departmental interests are overlooked, thus giving the work f the government a measure f unity" (Mackintosh, J.1977). The United Kingdom can be seen as a Cabinet government in that the Cabinet m

Bill Gates Versus Brussels- The European Union Action On The Microsoft Essay

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Influence of Music Essay Example for Free

Influence of Music Essay Music and radio has roots in American culture and the way society is today. The different types of music genres have shaped American culture and social behavior of Americans. Audio media has had a major affect and influence on the attitudes of Americans and especially today’s youth and young adults. Music and radio has given American culture its values, the way that jazz, blues, and RB created rock roll, music created American culture. Music appeals to young adults, and youth as an escape to the hard times of real life. Drawn by the explicit lyrics and beats, the youth always searches out for music to dance to and music to connect with. American culture has been steadily changing due to music and what is known as pop culture. The need to be accepted in a certain social group has a lot to do with music. Music brought a cultural shift in the race segregation, black artists playing music with white artists and for mixed audiences. American culture before the 50’s was a strict segregation culture and music allowed for the barrier to be broken. Artists using sexual innuendoes and other antics changed what was the norm of morals and values and put a more â€Å"lax† outlook on such things. Music has influenced the openness of sexuality and sexual orientation. More and more artists are open about their sexuality, making it more of a normal thing in American Culture. Being gay used to be shunned, and now it is openly celebrated. All of these things are because of music. The radio started playing what was known as â€Å"race† music on white stations and this made it so a lot of different Americans can hear and be exposed to a broad range of music. Becoming more acceptable rock and roll, punk, and hip hop have had an impact on the teens and young adults of American culture. The 80’s brought the rebelliousness out of teens with punk rock music, while the 90’s hip-hop has had a big effect on fashion and attitudes of people. Music has shaped American culture in many ways, a way of expressing one’s opinions and bringing groups of people together with similar ideals and opinions. A way of bringing what was different cultures together and making one culture, The American Culture. Rock and Roll is a genre of music that has forever changed the social behavior of Americans. Rock and roll has influenced American culture in the daily life, fashion and attitudes of most Americans. Rock and Roll broke the race barricade, forming in a time of a civil rights movement. Rock and roll was a new form of music that encouraged desegregation. Evolving black artists and white artists playing black music, rock and roll changed the way American culture accepts what was once taboo. Rock and roll put a perception of sex, drugs, and alcohol to be accepted and what is considered â€Å"cool†. Artists singing about doing drugs, or hooking up with random woman made it something to be idolized. Rock and roll influenced young adults to engage in risky behavior. Now is American culture, these things are almost considered normal. Rock and roll shaped fashion and is continuously changing fashion. Fans copy styles of their favorite artists as a way to express one’s self. From ripped up, tight, or baggy pants, long hair, colored hair, or shaved heads, the fashion is always changing. Some fashions coming back and making another appearance in American culture, a lot of fashion comes from Rock and roll. Piercings and tattoos once forbidden, is becoming more and more acceptable in American culture. It is not strange to see business people and stay at home moms with tattoos. Rock and roll has influenced this change in American culture and tattoos are â€Å"normal†. Rock and roll artists have changed the way sexuality and sexual orientation is looked at. Rock and roll has made it okay to be gay and okay to dress how someone wants. Rock and roll has given the care-free attitude to young adults. American culture has changed into a â€Å"screw society, morals and values† type of attitude, based on what rock and roll has made society. Rock and roll has given a sense of community to certain groups of people who share ideals and values, and brings them together into a certain setting. Rock and roll has had a major effect on social behavior of Americans and American culture. Music does affect social behavior and attitudes of Americans. Music gives people an outlet to express their opinions. Audio media has links to American cultures in every decade, changing and molding American into what it is today. Since the 1700’s even, people have sought out music as a way to connect to others. Audio media is an ever changing thing, which will always reflect on the social behavior and attitudes of Americans.

The Changing Nature Of Public Diplomacy Media Essay

The Changing Nature Of Public Diplomacy Media Essay In this study I will attempt to respond to several questions. The first: Is Public Diplomacy is the right tool to change world opinion toward Iraq. If the finding that it will be possible which will lead to the second question which: What the ideal action plan for Iraq Public diplomacy? The third question will be: How can government policy makers apply this strategic tool? Certainly, the initial stages of this process will be complex. The objective of this paper to be presented on later stage as policy proposal for the Iraqi government. The study begins by exploring the concept of PD and why Iraq should consider establishing PD in the foreign ministry, and its impact on Iraq foreign policy. It then and introduces the diverse methods of national reputation building. In doing so, this dissertation suggests to consider a way of understanding international relations, which is foundation of national image building through public diplomacy. Finally, based on the findings of a pilot study and online survey focusing on the national image of Iraq, this study proposes establishing a PD department (PDD) within the foreign ministry and suggestion on how to deploy public with a case study Introduction Motivation Although reputation management has historically been restricted to companies or other organisational entities, countries are also increasingly concerned with their reputation relative to other countries and have started to actively measure and manage that reputation. For an entity to achieve a certain desired reputation outcome, it has to manage as much of its exposure to various target groups. That would mean, for example, steering media coverage by closely supervising what information is made public. Iraqs reputation abroad has dramatically deteriorated. Iraq is the only nation in the Arab world whose new-formed democratic system is constantly being challenged, and constantly been projected as country with no national identity, Iraqi leaders are often compared to Saddam and Iraqi actions against the terrorist and insurgent are often described as politically motivated policies. Conditions in Iraq are often compared with those that existed in Vietnam. Why national reputation matters? National reputation is unquestionably an instrument of power. Managing national reputation and nation-states relationship with stakeholders overseas has been an integral part of foreign-policy making and public diplomacy, national reputation has a direct impact on international relations of a nation and its national policies, ranging from political, economic to cultural (Gilboa, 2006) Yet the Iraqi government has failed to prevent the deterioration of Iraqs image and reputation in the world. The main reason is the lack of awareness and understanding of the critical role PD plays in contemporary international relations. In the information age, national reputation has become a critical asset and soft power has become a major instrument of foreign policy  [1]  . Communication, education and persuasion are the principal techniques of foreign relations, not military force. Even the US, the sole superpower, is slowly learning this hard lesson in the Iraq war. National reputation is what peoples around the world think about a states conduct and behaviour. Therefore, a grand strategy in international conflict requires the integration and application of three fundamental components: force, diplomacy and communication. The last component, communication, may even be the decisive factor Purpose My interest in the area rose from an awareness that the level and volume of coverage on Iraq had grown enormously in the past eight years and as such, my awareness of the subject itself had grown too. After a period of widely reading about and studying PD and analysing Public diplomacy strategy in country like South Africa, Colombia, Denmark and Israel and how those countries where able to improve there image abroad, it was my belief that this area need to be explore for the benefit of new Iraq and that a by writing a dissertation I could carry out may contribute little or nothing to the sheer quantity and wealth of studies, debates and articles that already existed on these topics. By contrast, it was my understanding that Iraq reputation and the foreign audience perception on Iraq in the media was a relatively misrepresented and the area of PD hast been explored and researched by the Iraqi policy makers and as such, it was my belief that if I undertook an examination of the topic I could contribute something on how the national image can be restored. What is more, my growing interest about PD concept, coupled with a doubt bout how Iraq been presented on the media and abroad led me to question various things about why Iraq reputation and national image has been deteriorated abroad  [2]  and why the Iraqi government dont a strategy in restoring the national image. Is what is being reported fact or conjecture? How accurate is people perception on Iraq? The fact that Iraq has been for so much time in the news since the regime change has placed Iraq in the centre of the world map, a privilege most third-world countries will never have. After hitting headlines for years, people know very well what Iraq is and where it is, this pre-existing knowledge is a valuable asset, and as such an asset any PD campaign for Iraq should capitalise on. Are the news and image reported precise and helpful or misleading and distorting? Why does there appear to be more reporting on the effects of war on Iraq than the improvement since the regime change? Why are there so many reports about how hopeless Iraq is becoming and that Iraq cant survive without the support of the US? Objectives These questions, among some more specific ones which I will detail later, are some of the reasons that I began to be interested in the way how PD can help the Iraqi government in communicating with foreign publics in an attempt to bring the foreign public closer to home and educate them about the New Iraq, its nations ideas and ideals, its institutions and culture, as well as its national goals and current policies. My concern was about the level of information people gain from the news then I studied the news and its role as a system of information. As such, the focus of this study, examining how informative the print press was during my chosen sample and the themes that were of predominant focus of debate. The questions I would like to address are: How Iraq been reported and represented in the media; what were the media interests on Iraq? In exploring the core themes and topics in the sample I will be able to distinguish what the public perception and therefore what audiences and policy makers will understand of the messages in the press. By dealing with these questions I will be able to conclude why Iraq government should aggrievedly peruse on forming a PD department at the MFA and that strategy of PD that the department can take to deploy the PD policy and how can be benefited prior to hosting the gulf cup in 2013 Literature Study In this I will be iinvestigating the domain of literature currently available on the fields of Nation image and PD has shown to be rather problematic, with both disciplines being still vastly understudied. While the empirical section of this study deals exclusively with those concepts, there are a few surrounding disciplines which at least fall into the margins of the relevant field and thus should also be discussed Images of Nations One school of thought investigates a concept similar to country reputation, namely the images of nations, or countries. Perhaps the most exhaustive study conducted in this field is the book Images of nations and international public relations by Michael Kunczik written in 1990. Here, Kunczik discusses the idea that the world is a large and complex communication network (1990:17) in which the mass media cannot be treated in isolation. He points out that although practically anything can contribute to forming an image of another nation (Kunczik, 1990:18), there are ways for public relations to remove prejudices between peoples. In the old days one could win over an empire by marrying, today you can win over peoples by a leading article. But according to Kunczik, is because the mass media is continuously feeding people images of nations (1990:20). Another observation he makes (1990:21) is the large amount of money that is fed into international image cultivation. This, according to Kunczik, shows how important governments rate the kind of an image their country, government or policies project abroad. One of the first times the term national public relations was used explicitly was in 1978 when Herzog, Israels ambassador to the United Nations, commented that  ´from the point of view of national public relations the Israeli policy of settling the occupied territories won in wars with the Arabs had done more damage than anything else (Koschowitz 1984 as cited in Kunczik 1990:21). For purposes of this literature study, it is important also to point out the observation Kunczik makes about the then-current state of research in the area of image cultivation by states. According to him, the book published in 1965, International behaviour. A social-psychological analysis by Kelman still ranked the definitive study in that field when Kunczik wrote his work in 1990. After pointing out very few other publications dealing with Image cultivation of nations, Kunczik concludes that Fundamentallyà ¢Ã¢â€š ¬Ã‚ ¦the literature situation on the subject area addressed here is poor [because] public relations activities tend to be especially successful the less they are recognisable as such. Very often, therefore, scientifically non-serious sources have to be resorted to such as newspaper reports, personal statements etc. (Kunczik, 1990:24). Since this publication, Kunczik has done a number of studies following up on his idea of images of nations, focussing often on the international image of crisis countries. In his most recent study, Images of Nations and Transnational Public Relations of Governments with Special reference to the Kosovo, presented at a symposium in 2004, Kunczik points out in the introduction that the mass medias reality is not factual reality and very often does not correspond to real happenings. Mass media constructs a separate reality. That criteria used to construct this reality are the so called news values. But for the recipients, who have no primary access to most things reported on, this constructed world becomes factual reality. Even in this, Kuncziks latest study, he points out the relationship between news media and images of nations is not well researched. One study that could be particular relevant to the topic of this study was Is the Media Being Fair in Iraq? by The Center for Strategic and International Studies and the Massachusetts Institute of Technology  [i]   In this study it was found that the Iraq image was still suffering under coups and earthquakes style of coverage, and that histographic cultural perceptions continued to affect the trend of international news coverage of Iraq by the foreign press (which include Arabic Media). This study is not only served to provide raw data that to could help to understand how Iraq been portrayed abroad in both Arab and western world. But also to assess the degree to which typical tones of stories might reflect the political agendas of publisher, owners, editors and news anchors and other key media figures. While the above-mentioned study and those laying the ground-work of images of nations appear to provide a foundation to a dissertation on Will PD fix Iraq reputation can, it is of crucial importance to highlight that the theory to be followed is that of country reputation, not images of a country. While the two concepts of reputation and image are often confused as having the same meaning, they are in fact two distinguishable terms whose differences should be realised. Image versus Reputation Reputation, as opposed to image, is seen as a strategic concept developed around long-term impressions of an organisation built around a number of corporate images and actions (Fombrun Shanley, 1990). Already then, the idea crystallised that there was a difference between the two concepts: while images were regarded as having a stationary nature, reputations were seen as dynamic. In their recent book Reputation in Artificial Societies: Social Beliefs for Social Order, Conte and Paolucci develop the core of their reputation theory upon this difference between image and reputation. The authors point out that reputation cannot be seen as a static attribute, rigidly codified as footprints of social hierarchy. Reputation rather consists of dynamic properties because reputation attribution is a mental process that takes place within communication processes. According to the authors, image is conceived as a set of evaluative beliefs about a given target and reputation as the process and effect of transmission of the image. Image is seen as an evaluative belief and is said to be a static system, while reputation is a meta belief that carries no reference to the acceptance of established beliefs (Conte Paolucci, 2002). Public Relation The public relations practice also sees vast differences between Image and Reputation two misunderstood siblings that need better management (PR influences, 2003). While image on the one hand is built, costs money, is fast and opportunistic, reputation is earned, is an asset, is careful and industrious. In the words of Brown in A Sound Reputation, Reputationà ¢Ã¢â€š ¬Ã‚ ¦is a dynamic, not static, quality; it changes as individual opinions change. And there are two drivers of opinion change direct experience and indirect experience (2005:1). Brown also points out that the most common form of indirect experience is media coverage, which is an important finding for this study (2003:1). In a paper titled Reputation and the Corporate Brand (Argenti Druckenmiller, 2004:369), image is defined as a reflection of an organisations identity and its corporate brand, or more specifically, the organisation as seen from one stakeholder groups point of view. Depending on which stakeholder is involved, an organisation can have many different images. Reputation, on the other hand, is defined in that study as the collective representation of multiple constituencies [stakeholder groups] images of a company, built up over time and based on a companys identity programmes, its performance and how constituencies have perceived its behaviour. In short, images are seen as multiple, stationary reflections of an organisations identity and its corporate brands while reputation is the dynamic, collective representation of the various images of a corporation as perceived by different stakeholders. While an image is a fixed set of beliefs about a corporation, reputation changes as individual opinions change. Considering the large body of literature that highlights the differences between image and reputation, it is indeed questionable if the studies that fall under images of nations are in fact relevant to a study on Iraq reputation. While image, as the above definitions point out, is indeed a part of reputation, it is not reputation per se. ` Most literature dealing explicitly with the concepts of country reputation measurement and management today, are derived from the school of corporate reputation measurement and management, however, I will be only discussing the country reputation which relevant to this study should next be discussed. Country Reputation Country Reputation Management Already in 1999, Olins compiled a pamphlet titled Trading Identities: Why Countries and Companies are becoming more alike. Here, Olins puts forward the idea: As countries develop their national brands to compete for investment, trade and tourism, mega-merged global companies are using nation-building techniques to achieve internal cohesion across cultures and are becoming ever more involved in providing public services like education and health (1999:1). Pharoah writes in Building and Managing Reputation for Countries that Countries are increasingly realising that reputation matters and if reputation matters, then reputation needs to be managed. According to Pharoah, the governments of today are Increasingly becoming the brand managers of their country (Pharoah, 2004:1). These findings lead to the idea that instruments used to manage and measure companies could be argued to apply to countries as well. Country Reputation Measurement Applying reputation measurement theories to countries was adopted on through a research survey which was conducted by The Media Tenor on behalf of the South African government, with the results being published in 2000. The studys mission  [ii]  was to establish a framework for South Africa to effectively manage its Public diplomacy and its vision to To further strengthen confidence in South Africas ability to host a successful FIFA 2010 World Cup In cooperation with International marketing council (IMC),  [iii]  developed a tool according to which South Africa reputation was measured and the findings used to devise a framework for the active management of South Africas reputation and perception prior to the world cup 2010. The tool applied was an adapted version of Media Tenor used to measure the media coverage for ogranisations and countries. The method is composed of opinion leading media, along this method, a Analysis of all texts in opinion leading media  then questionnaire was designed, using Media Tenor reputation, measuring foreign public perceptions of South Africa and its competitive set, the same questionnaire was used to determine the perception of South Africa residents. That allowed the researchers to identify the similarity between internal and external perceptions of the country, or, between identity and reputation. This allowed the team to make recommendations about South Africa future reputation management efforts. The results of the study assisted the IMC team with their communication plan on how to further strengthen confidence in South Africas ability to host a successful FIFA 2010 World Cup. This approach and the instrument developed could be used for the reputation measurement o f any country They did however, highlight that in order to validate this, further research and more comparable studies would be needed. According to the authors, that tool allows governments to gain insights into which aspects in the perception of the general public drive the overall reputation of their country and how can we improved, what are the tools that can implemented, one of the method that south Africa launched was their Brand South Africa program, which also was part of the PD strategy towards improving the foreign public perception. The core of the Brand South Africa is a three-step framework whereby the first step incorporates a diagnosis of the current state of the countrys reputation, the second designing a future state thereof and thirdly managing the PD strategy.

Effects Of Cyber Bullying Criminology Essay

Effects Of Cyber Bullying Criminology Essay Cyber bullying is known to have some similar effects on victims as traditional bullying. Long term exposure to cyber bullying could lead to a decrease of a persons self-concept, an increased depression/anxiety level and more absence from school (Hines, 2011). Over the years the cyber bullying has received a lot of attention from the media and administration in school settings. Although existing research suggests that new form of bullying have similar negative effects as traditional bullying, additional research is needed to determine the extent of the effects it has on the victims (Hass, 2001). According to Kiriakidis and Kavoura (2010), 42.5% of victims surveyed said they were frustrated after being cyber bullied, 27% said they felt sad, 40% said they felt angry, 26.5% said they were affected at home and 22.1% of victims said it affected them at school (Hass, 2001). Cyber bullying also make some victims feel hopeless and scared to go to school. A number of victims who get cyber bull ied do nothing about it. It pushed some to stay offline more often and other reported it to their parents and siblings. The emotional damage of cyber bullying can be very severe and in some cases it makes victims to isolate themselves due to fear of being bullied again. Over 16,000 students miss school on a daily basis due to fear of bullies, and this diminishes their ability to learn at school (Mason, 2008). There have been cases where victims of cyber bullying have been besieged by chronic illness, suicidal thoughts, eating diasorders and some even ran away from home (Mason, 2008). The negative effects suffered from constant exposure to cyberbullying during school years may result in long term/chronic effects after the school years. Young adults who were former victims of cyber bullying tend to have poorer self esteem and show signs of depression when compared to peers who werent victimized (Mason, 2008). Research suggested that persistent cyber bullying at an early age leaves a n umber of scars that could be carried into adulthood. Hence, it is necessary to control/legislate cyber bullying at schools to help prevent the long and short term negative effects it could have on victims. The actual bullies may also suffer from some chronic negative effects that are related to cyber bullying. For instance, a number of adults who betrothed in anti-social activities later on in life were found to be bullies at school while younger (Mason, 2008). Accoding to Mason (2008), a survey revealed that sixty percent of boys who were bullies between grade six to grade nine have been convicted of one or more crimes by the age of twenty four, compared to twenty three percent of those who werent bullies between grade six to grade nine. Given the facts stated above, it is evident that both victims and buliies are at risk of developmental problems that could carry on into early adulthood and beyond (Mason, 2008). Some existing research on the effects of cyberbullying rely on correlational research which lack standardized measures of measuring the distress that stems from cyber bullying. Therefore, it is important for a more standardized measure to be implemented in future research (Hines, 2011). Age and Gender Differences According to Mason (2008), Girls (58%) are more likely to be the targets of online harassment than boys (42%). Also girls were found to more likely experience distressing harassment than boys (68% compares to 32%). However, 50% of the bullies or harassers were males while only 35% were females. This finding is in contrast with a another study by Kowalski et al. (2005) that found that girls are twice as likely as boys to be victims and culprits of cyber bullying (Mason, 2008). Two different studies by Olweus (1993) found that females are more likely to experience social bullying than males who are more susceptible to physical and direct forms of bullying (Hines, 2011). Health and Human Development sustained a survey that contained a sample of 15,686 students. The results indicated that girls reported to be victims of verbal bullying such as sexual comments and rumours more often than boys (Hines, 2011). Patronizing an individuals speech or looks was common among both sexes, along with negative comments about their race or religion (Hines, 2011). Cyber bullying is perceived to be more harmful to girls than it is to boys because adolescent girls perceive their social status to be of higher importance to their self-concept than adolescent boys do. Studies also reveal that the amount of girls that report bullying is higher than the amount of boys (Hines, 2011). Existing laws/bills Regulating Cyber bullying In criminal Law, Cyber bullying can be addressed under Defamatory Libel or Harassment. Defamatory Libel is considered a crime under the criminal code (section 300 of criminal code) and is punishable for up to five years in prison (Canadian Bar Association, (CBA), 2012). It occurs when a matter is published without lawful justification and it is likely to injure the reputation of another person, exposing them to hate and ridicule. Harassment is considered a crime under the criminal code and can be punished for up to 10 years in prison (CBA, 2012). Harassment occurs when something a person says or does create fear for his or her safety and/or the safety of others. There are cases where the suspect might not have intentions of harassing others but if someone else feels threatened by their actions they could be charged. Back in 2009, The Canadian Liberal government introduced bill C-273 which made it to the second hearing but was not passed into a law. This will be further discussed late r on in the paper. In regards to cyber bullying, there are only two Canadian provinces have developed statues that addresses school bullying. Which are: The Ontario Education Act and the Manitoba Public school Act Part III (Stanton Beran, 2009). Other provinces in Canada address issues related to bullying under their Workplace Acts. Even though it is not specifically designed for schools, these workplace acts do have legislations that govern or pertains to school bullying (Stanton Beran, 2009). Education Act (Ontario) The Ontario Education Act speaks to misbehaviours that may presumably include bullying under section 306 (1), 306 (2) and 306 (3) (Stanton Beran, 2009). Section 306 (1) instructs on mandatory suspension of individuals who commits one of six infractions while at school or while participating in school related activities. These infractions include expressing a threat to inflict serious bodily harm on other individuals, engaging in an act of vandalism that damages school properties, swearing at people in position of authority or a teacher, or partaking in another activity, under policy of the board, is one that calls for a mandatory suspension. Section 306 (2) describes the duration of mandatory suspensions, which could range from one to twenty days. Section 306 (3) outlines that teachers may suspend such individual or refer the issue to the principal (Stanton Beran, 2009). Other section of the Ontario Education Act also touches on appropriate code of conduct while on school premises. Section 301 (2) discusses six main goals of the Code of Conduct. One goal is to ensure that all school members, especially those in authority positions, are treated with respect and dignity. The second goal is to promote responsible citizenship by encouraging appropriate participation in the civic life of school community. The third goal is to maintain an environment where conflict and differences will be addressed in a manner that is characterized by civility and respect. The fourth goal is to encourage the use non-violent means to resolve conflicts. The fifth goal is to promote the safety of the school members. Lastly, the sixth goal discourages the use of illegal drugs and alcohol (Education Act, section 301(2)) (Stanton Beran, 2009). Public School Act Part III (Manitoba) The Manitoba Public School Act Part III has three different sections that are specific or relate to anti bullying policies. The first section is section 47.1 (1), codes of conduct and Emergency response plans. This section instructs school principals in alliance with school advisory committees to establish a code of conduct for pupils/staffs and an emergency response plan which is reviewed annually at bare minimum. Section 47.1 (2) further stated that the Code of Conduct should include five components. Frist, it must include a statement that pupils and the staffs will behave in a respectable manner and comply with the code (Stanton Beran, 2009). Secondly, it must include a statement indicating that bullying, or abusing any person orally, physically, psychologically, sexually, in writing or by other means is unacceptable. Additionally, unreasonable discrimination on the basis of any characteristic set out in Subsection 9(2) of the Human rights code, as well as possessing, using or be ing under influence of Alcohol or illegal drugs at school is unacceptable (Stanton Beran, 2009). The third component of the Code of Conduct requires that a statement regarding the intolerance of weapon possession and gang involvement should be included. The fourth component is a statement indicating pupils and staffs will abide by school policies and also adhere to appropriate use of electronic materials and the internet, including prohibition of accessing, uploading and/or distributing materials that the school has determined to be unacceptable. The fifth and last component of the code of conduct is a statement outlining the disciplinary consequences, with as much details as reasonably possible, of violating the code and it must also outline the process of appealing the disciplinary decisions. Furthermore, the code of conduct must meet all other regulatory requirements that are prescribed under The Education Administration Act (Stanton Beran, 2009). Section 47.1(3), content of em ergency of response plans, outlines the responsibility of schools to respond to threats that might be posed to them. The three sections list above indirectly touched upon the inappropriateness of bullying at schools by requiring a code of conducts, stating its content and finally, managing emergencies (Stanton Beran, 2009). The Ontario Ministry of Education recently proposed changes to the Education act in attempted to stop cyber bullies from posting online attacks against fellow students and teachers (Stanton Beran, 2009). The minister of education, Kathleen Wayne, explained in a press conference at Queens Park that cyber bullying has been added to the list of offences in the Education Act (Stanton Beran, 2009). The amendments as proposed will implement reconciliatory programs to help re-integrate students back into the classrooms, and that there will be strong consequences for inappropriate behaviours. With the new amendment to the act, the zero tolerance provisions of the act will be eliminated. The elimination resulted from a complaint by the Ontario Human Rights Commission on behalf of students, claiming that the zero tolerance policy was having disproportionate impacts on students with disability and minority students. Even though the government has proposed such changes to the Education Act, Se ction 306(1) discussed above is still in place and applicable on the court of law. Hence, students can still receive mandatory suspension if they choose to violate the Code of Conduct as stated in the Act. During the press conference, the Minister of Education made it known that the government of Ontario allocates approximately over 20 million dollars a year to provide programs for expelled and suspended students. The funds were provided by the government to help develop training programs for both vice principals and principals to effectively discipline students in a non-punitive manner, with the intention of decreasing the amount of expulsion and suspensions. These amendments seem to recognize that punishments such as, expulsion and suspension do not deal with the source of cyber bullying. Therefore, more resources may be allocated in an attempt to resolve/control cyber bullying (Stanton Beran, 2009). In other provinces like Quebec and Saskatchewan, The Occupational Health and Safety Act speak to work place bullying but it can be extended to school jurisdictions. In Quebec, the Act classified bullying as psychological harassment. This can be defined as aggravating behaviour in the form of verbal comments, hostile or unwanted, actions or gestures that affect an employees psychological or physical integrity and that could result in harmful work environment for employees (Stanton Beran, 2009). This act can be to bullying incidents at school because schools are also considered as occupational environments. In Saskatchewan, the Occupational Health and safety act was amended 2006 /2007, to include section 2(1b) which speaks to harassment. The amendment re-defined harass as any inappropriate conduct, action, comment, display or gesture by a person that either (I) race, colour, sex, creed, marital status, disability, family status, physical size or weight, nationality, ancestry, age, and place of origin, or (II) adversely affects workers psychological and/or physical well-being that the person knows or ought to know would cause intimidation or humiliation of the worker, or (III) Constitute a threat to the safety and health of other workers (Bill 66, 2007) (Stanton Beran, 2009). Based on these amendments, it can be inferred that bullies who affect the psychological or physical well-being of other students or teachers by humiliating or intimidate them can be punished under the law or found guilty of a criminal offense (Stanton Beran, 2009). Thus the Occupational Health and Safety Act in Quebec and Saskatchewan can be applicable to individuals who engage in bullying at school. Other provinces in Canada such as Alberta have specified safety and respect measures outlined in their school Act. Bylaws governing bullying According to Stanton and Beran (2009), Edmonton and Regina are the only two big cities in Canada with Bylaws that fines individuals for engaging in bullying. The town council of Rocky Mountain House recently passed an anti-bullying bylaw that targets youths, bystanders and adults (Stanton Beran, 2009). Edmonton (Alberta) was the first big city in Canada to give authority to police officers to fine bullies a minimum of $250. Bylaw fines varies depending on the municipality and jurisdiction. The fines can range from 125 dollars in North Battleford to 1000 dollars for second offence in Rocky Mountain House (Stanton Beran, 2009). According to the bylaws, bullying is perceived as behavious that threaten and intimidate others. The bylaws were implemented to prevent individuals from engaging in bullying and other harmful behaviours (like assault, harrassment and gand violence). Those who support the bylaws argue that the ability to fine those who intimidate, threathen or humiliate others will deter them and possibly make them abstain from the behaviour. In Regina, the Anti-Bullying and Public fighting bylaw is quite different from the bylaws in Edomonton. It outlines that bullying someone else in a public place or written through electronic devices is illegal. Moreover, recording videos or taking pictures of people fighting and posting online for the public to see is illegal. Bylaw fines in Regina is higher than in Edmonton; it ranges from $100 to $2000. The fines/tickets are issued to parents if the perpetrator is between the ages of 12 and 16. The Anti-Bullying and Public Fighting Bylaw is applicable to bullying incidents in both the community and online (cyber bullying), and as well as to physical fights (Stanton Beran, 2009). This bylaw was implemented to help reduce bullying and the tolerance level for such behaviours. Bylaws give recognition to to psychological and emotional suffering of victims. The thought of having to pay a fine might also serves as a dete rrent for some bullies (Stanton Beran, 2009). Interventions of Cyber bullying In recent years researchers and policy makers have come up with a number of interventions and prevention methods for cyber bullying but some of these proposed interventions are not fully effective or have failed to deter the behaviour (cyber bullying). As such, bullying prevention programs that are incorporated into school curriculums specifically address cyber bullying instead of only traditional bullying. Moreover, Parents and educators should intervene in bullying incidents, because a failure to do so may negatively affect students ability to be successful and happy at school and at home (Hines, 2011). People in position of authority should work in a program/solution that provides the ability to block and monitor slanderous and malicious instant messages and filter online networking comments before they are posted. It should intelligently find threats, categorize them and take the appropriate action as pre-defined by the school or district policy. The program/solution should ensur e that web protection is extended beyond anti-malware, URL filtering, and anti-spam, with integrated ability to scan all outbound and inbound contents and attachments by using granular content controls, such as objectionable content filtering (Hines, 2011). By filtering out or blocking harmful messages or comments, schools can reduce cyber bullying. It is important that the technology being used allows for clear definition and enforcement of acceptable content policies. Slanderous and harmful contents should be rerouted or quarantined. The best solution should be a unified one that enables access control to some websites, provide notification of policy violations, provide consolidated reporting for holistic visibility of cyber bullying actions, monitor webmail traffic, block offensive contents from being uploaded to websites, monitor email usage, and help identify the breaches through which students may try to bypass the system (Hines, 2011). It is evident that incorporation of cybe r bullying laws is failing to keep up with the pace at which incidence of cyber bullying is rising. One may ask, if there are any precautionary methods that could be implemented to protect children before becoming victims of cyber bullying.

Classification of Beer :: Classification Essays Beer Alcohol Essays

Classification of Beer What's more refreshing on a hot summer day than a nice cold beer? Or how about drinking a nice cold one with some buddies after work at a local bar, sound nice doesn?t it? Beer has been around for many years and will probably be around for many more. A beer is any variety of alcoholic beverages produced by the fermentation of starchy material derived from grains or other plant sources. The production of beer and some other alcoholic beverages is often called brewing. Most every culture has there own tradition and the own take on beer, thus producing many different styles and variations. Simply put, a beer style is a label given to a beer that describes its overall character and often times its origin. It's a name badge that has been achieved over many centuries of brewing, trial and error, marketing, and consumer acceptance. There are many different types of beer, each of which is said to belong to a particular style. A beer's style is a label that describes the overall flavour and often the origin of a beer, according to a system that has evolved by trial and error over many centuries. According to the type of yeast that is used in the beer's fermentation process, most beer styles fall into one of two large families: ale or lager. Beers that blend the characteristics of ales and lagers are referred to as hybrids. An ale is any beer that is brewed using only top-fermenting yeasts, and typically at higher temperatures than lager yeast. Because ale yeasts cannot fully ferment some sugars, they produce esters in addition to alcohol, and the result is a more flavourful beer with a slightly "flowery" or "fruity" aroma resembling but not limited to apple, pear, pineapple, grass, hay, plum or prune. Stylistic differences among ales are more varied than those found among lagers, and many ale styles are difficult to categorize. Top-fermented beers, particularly popular in the British Isles, include barley wine, bitter, pale ale, porter, and stout. Stylistic differences among top-fermented beers are decidedly more varied than those found among bottom-fermented beers and many beer styles are difficult to categorize. California Common beer, for example, is produced using a lager yeast at ale temperatures. Wheat beers are often produced using an ale yeast and then lagered, sometimes with a lager yeast. Lam bics employ wild yeasts and bacteria, naturally-occurring in the Payottenland region of Belgium.

Understanding Indigenism: Building A Different Future for Us All :: Essays Papers

Understanding Indigenism: Building A Different Future for Us All â€Å"Defining one’s ‘culture’ is a life long process,† according to Indian rights activist Norman DesCampe of the Grand Portage Chippewa Tribe. â€Å"You have to live it.† Today, the life long process of understanding indigenous cultures is limited by terms of â€Å"cultural survival.† The ability of future generations to define themselves as Inuit or Kayapo is threatened as their natural environments and social integrity is hurt by government negligence: indigenous cultures must be protected under a political structure that allows the people to live as they choose to live, outside of the transformative power of established nation-states, and the assumptions of these powers. Thus, international organizations must actively ensure the rights of impoverished indigenous â€Å"states within states†: The right to â€Å"exchange equitably† (Rose 234) as autonomous states with nation states is the basis for the new politically explosive global phenomenon (Neisen 1) of indigenous sovereignty and cultural autonomy. However, in Western government, â€Å"native peoples are in the way because they are thought to undermine the state- whichever state they find themselves in- because of their struggle to maintain their own ways of life† (Wolfe, â€Å"Tribes†). Because they present economic challenges to land use and resource exploitation, indigenous peoples share sufferings under political oppression, deracination and racism and are, as in the case of Australian Aborigines, the â€Å"poorest of the poor.† Destroyed by a â€Å"rhetoric of hate,† genocide and mass murder are the tools of nation states to control the unwanted obstacles in economic development (Niezen 55). Colonialism transformed the indigenous life of the Yanomami, the Maasai, the Hawai’ians, the Aborigines and hundreds of other indigenous peoples. Industrialization moved humanity beyond the â€Å"world in which people mattered to a world in which they are expendable† (Wolfe). Today, still entrenched in the imperialistic ideology of colonialism by modern forms of globalization, nation states noisily quarrel over the rights to exploit both land and people for economic power without regard to indigenous existence. Non-Hawaiian haoles crudely render false historical interpretations of their â€Å"settler society† as a blessed yoke of â€Å"civilization† to the pitiful â€Å"feudal† Hawaiians (Trask). Some indigenous people attempt to assimilate, as â€Å"for years [one Aboriginal man] had ‘sweetened’ himself up just like tea, trying to make himself and others understood [to invading Western cultures]’† but â€Å"‘nothin g been come back. Just nothing’† (Rose 195). Without political muscle, indigenous people are forced to promote ecologically harmful projects, such as hydroelectric dam proposals, to survive within the paradigm of the Western world.

The Origin Of Basketball And I Essay -- essays research papers

Over the years since basketball was invented, its popularity has gotten very big. The game is played all over the world and has made a lot of people rich through its many professional leagues. The National Basketball Association is, by far, the most popular league in the world, but a lot of people like to watch college, high school, and recreational basketball as much. The game of basketball is one of the most popular and exciting games to watch or play on any skill level. In December of 1891, Dr. James Naismith was a teacher at the Young Men's Christian Association Training School in Springfield, Massachusetts. It was winter and one of his superiors, Dr. Luther Gulick, asked of Dr. Naismith to come up with a game that could be played during the winter months ("History"). Dr. Naismith had played rugby and he didn't like the roughness of that game. He wanted a team game which would get rid of most physical contact ("Basketball"). The game contained elements from American football, soccer, and hockey ("History"). Dr. Naismith contemplated the way the game should be played and what should be used for a goal. His original idea was to have a vertical goal. When he consulted some of his students, they brought to his attention that people would be able to block an attempt to score by simply raising their hand in front of the ball. He then came up with the idea of a horizontal goal in which the players would have to throw the ball in an arc. This would mean less force would be needed to get the ball in and it also meant that the opposing players wouldn't be able to block a shot so easily (Anderson, 5). He then asked a custodian to hang to boxes from the balcony in the gym. The custodian came back and said that he only had to peach baskets. That would have to do. The first ball used was a soccer ball. Since there was eighteen kids in his class, each team consisted of nine players (Vancil). Since the baskets were placed on the balconies, which happened to be ten feet high, the players needed a ladder to get the ball out after each score. By 1897, the size of teams had reduced to only five players and the ball was replaced with a slightly larger leather ball, very similar to what is used today ("Basketball"). As the popularity grew, more people began to go and watch th... ...it still does. The first great pro team was the Original Celtics of 1915 ("History"). It survived the NBL and dominated the NBA. The Celtics also changed the game into a future. The Celtics proved to be the best team in history. They were the first dynasty. Under some of the best coaches every to coach, they won an average of 57.6 wins out of 80 per season (Vancil, 12). They won eight championships in a row, and have a total of sixteen which is five more than any other team. The other great team throughout the ages was the Lakers. They won five championships in Minneapolis and six more after they moved to Los Angeles, for a total of eleven (Vancil, 26). The turning point for the NBA was the 1966-67 season. The Celtics were dominating and Bill Russell, the center for Boston, made $100,000 for that year (Vancil, 13). The fan interest was at an all-time high. In 1951 the first All-Star Game was held. The east had five of the leagues top nine scorers and beat the west easily. Eight years later, the Basketball Hall of Fame was built in Springfield, MA. It hold the names of great players, referees, coaches, and people of importance to the development of the game of basketball.

Enhancing Creativity: Enriching the Organization and Workplace Essay

1. Risk taking is acceptable to management: a. Management must recognize the risk/reward relationship and find organizational mechanisms for handling it. And it must communicate a clear understanding that reasonable risks are acceptable, since they are the handmaidens of progress. On the innovative front, two methods are available for dealing with risk: diversification and cheap failures. They can and should be used in concert. i. Diversification- allows companies to spread risk over many rolls of the dice, as opposed to betting the company on a single roll. Because one can never know in advance which ideas will be winners and which will be losers, having a diversified â€Å"portfolio† of ideas in play makes sense. ii. Cheap Failures- project or experiment that is terminated with the least possible outlay of resources—just enough to tell managers that â€Å"This isn’t going to work.† They back promising ideas with small budgets and look for ways to test th em with the least input of resources. Like card players, they quickly fold when they recognize that they have a weak hand. Conversely, they increase backing for strong ideas. 2. New ideas and new ways of doing things are welcomed b. The worst environment for creativity is one that is unwelcoming to new ideas. â€Å"We’ve been successful over the years by doing things this way, so why should we change?† An organization with this attitude is heading for trouble. In fairness, management is compelled to shoot down good ideas when (1) those ideas lack a strategic fit with the business, or (2) the organization lacks the resources to pursue them. In these cases, how- ever, management has a responsibility to communicate its reasoning to employees. Beyond welcoming new ideas, the organization should view innovation as a normal part of business—not a special activity practiced by a handful of employees. 3. Information is free flowing c. Information can stimulate thinking, which leads to idea generation. Many creative ideas are formed at the intersection of different lines of thought or technology. When people communicate and share information, they get ideas that haven’t been considered yet. In hierarchical firms, information is often hoarded as a source of organizational power. Information flows are controlled and channeled through the chain of command. People must demonstrate a â€Å"need to know† to have access to certain information. This control impedes the catalytic function of communication and limits opportunities for different pieces of information to intersect and combine in people’s minds. Managers can encourage the free flow of information in many ways: through e-mail, the physical co-location of team members, joint work sessions, and regular brown-bag lunches. 4. Employees have access to knowledge sources d. Knowledge is often the raw material of creative thought. Some companies have developed elaborate knowledge management systems to capture knowledge, store it, and make it easily avail- able for reuse. These systems help ensure that what was learned by someone in Unit A doesn’t have to be learned anew by someone in Unit B. iii. Another way to help employees tap sources of internal knowledge is through the creation of communities of interest. A community of interest is an informal group whose members share an interest in some technology or application. Whatever the interest may be, newsletters and periodic meetings held by these communities provide opportunities to share knowledge and spark the imagination. iv. External knowledge is equally important as a stimulant to innovation. External knowledge invigorates and adds vitality to organizations. Employees access that knowledge when they have opportunities to attend professional and scientific meetings and to visit customers and benchmarking partners, and when outside experts are brought in to share their know-how via lectures and workshops. 5. Good ideas are supported by executive patrons e. Organizations need people in high places who will champion good ideas and provide them with moral support and protection as they travel the bumpy road toward commercialization. Although executive patronage is often necessary for radical innovation, such support is not always well directed. Senior executives are not necessarily more clairvoyant than other managers, and they sometimes place their bets on the wrong ponies. Nevertheless, research points to executive patronage as an important contributor to radical innovation. 6. Innovators are rewarded f. Creativity will not flourish in the absence of a reward system that encourages individuals to stretch beyond the bounds of normal work. Creative energy is quickly dissipated and must be replenished some- how. Rewards serve this purpose. v. Recognition  vi. Control vii. Celebration viii. Rejuvenation g. Motivating reward can either be intrinsic or extrinsic. An intrinsic reward appeals to a person’s desire for self-actualization, curiosity, enjoyment, or interest in the work itself. An extrinsic reward appeals to a person’s desire for attainment distinct from the work itself: a cash bonus, a promotion, or stock options. Enriching the Physical Workplace a. Physical surroundings can also have an impact on creativity. Like the organizational environment, the physical environment can be engineered in ways that encourage higher creative output. For example, when an environment is filled with many types of stimuli and when it provides physical and electronic links between individuals, it encourages people to see new connections and to think more broadly. Workspace design and work effectiveness are linked. b. Organizational researchers have known for a long time that the frequency of communication between co-workers decreases dramatically as the physical distance between them increases. Workspace design and the physical location of project team members have a major impact on the depth of communication and knowledge sharing. c. The idea to improve the physical environment is to encourage the interactions that lead to information sharing and creative ideas. What is the nature of this article? The nature of this article is to provide with guidelines and examples of information regarding making the organization’s culture and physical workplace more supportive of creativity and innovation. How does the article relate to business, management and leadership, and what is its significance to the field of business? This article relates to business, management and leadership because it provides for guidelines and the sharing of information so that after you have put together a really hot team of creative people, the organization will no be condemned to having a team produce disappointing results due to an unfriendly environment to new ideas. The purpose of this article is to provide will the implementation of a system within the organization, both physically and culturally, to create a more supportive workplace that enhances creativity and innovation. What are the objectives of the article? The objectives of the articles are to provide an organization with useful information to create organizational enrichment through characteristics that support creativity and innovation. And to create an enriched physical workplace that allows having a positive impact on creativity. Examine the author’s position within the article, what assumptions do they make? Through the information and examples provided by the author, the reader is to believe that the implementation of such guidelines and useful information will create an organization whose environment is welcoming and friendly to creativity and innovation. That this implementation will create for a physical and cultural workplace that enriches the follow of generating new ideas and the share of vital information between employees and managers of the organization.

Substances and Mixture

A pure substance: †¢ contains atoms of only one kind. †¢ It has fixed  physical and chemical properties  like boiling point, melting point, valency, density   †¢ contains only one chemical identity, e. g. one element or one compound. †¢ cannot be separated into 2 or more substances by physical or mechanical means †¢ is homogeneous, ie, has uniform composition throughout the whole sample †¢ its properties are constant throughout the whole sample †¢ its properties do not depend on how it is prepared or purified †¢ has constant chemical compositionPure Substances Elements and compounds  are both examples of pure substances. Pure substances cannot be separated into simpler substances by physical or mechanical means such as sifting, filtering, crystallization, distillation, etc. eg, distilling pure water (H2O) does not separate water into hydrogen and oxygen, it only produces water vapour. Pure substances display a sharp melting and boiling point. On a graph of temperature vs time, this is shown as flat line where the temperature does not change over time until all the pure substance has melted or boiled.A mixture: †¢ can be separated into 2 or more substances by physical or mechanical means †¢ contain more than one chemical substance †¢ displays the properties of the pure substances making it up †¢ its composition can be varied by changing the proportion of pure substances making it up †¢ they do not have a fixed composition †¢ heterogeneous substances, ones with non-uniform composition throughout the sample, are always mixtures Mixtures Some examples of mixtures are given below: Type of Mixture |Example | |gas in gas |The atmosphere is a mixture of gases, mostly nitrogen and oxygen. | |[pic] | |liquid in liquid |Wine is a mixture of mostly ethanol and water. | |[pic] | |solid in solid |Alloys, such as brass, are made up of a mixture of metals. |[pic] | |gas in liquid |Soft drinks, su ch as cola, are mixtures of mainly carbon dioxide gas and water. | |[pic] | |solid in liquid |Sea Water is a mixture of salts dissolved in water. | |[pic] | |solid in gas |Smoke is mixture of tiny solid particles in atmospheric gases. |Homogeneous mixtures do not display a sharp melting point, they melt over a range of temperatures. Sharpness of the melting point is often used to determine whether a substance is pure or impure (mixture) On a temperature vs time graph there is no flat line during which the temperature remains constant over time. Instead, there will be a slope indicating that the components of the mixture are melting Mixtures can be separated into the pure substances making them up by physical or mechanical means because each pure substance retains its own properties.Separating the Components of a Mixture Most laboratory work in biology requires the use of techniques to separate the components of mixtures. This is done by exploiting some property that distinguishes the components, such as their relative †¢ size †¢ density †¢ solubility †¢ electrical charge Dialysis Dialysis is the separation of small  solute  molecules or ions (e. g. , glucose, Na+, Cl-) from macromolecules (e. g. , starch) by virtue of their differing rates of  diffusion  through a differentially permeable membrane. An example:Cellophane is perforated with tiny pores that permit ions and small molecules to pass through but exclude molecules with  molecular weights  greater than about 12,000. If we fill a piece of cellophane tubing with a mixture of starch and sugar and place it in pure water, the sugar molecules (red dots) will diffuse out into the water until equilibrium  is reached; that is, until their concentration is equal on both sides of the membrane. Because of their large size, all the starch (blue disks) will be retained within the tubing. Chromatography Chromatography is the term used for several techniques for separating the compo nents of a mixture.Follow the links below for examples. Electrophoresis Electrophoresis uses a direct electric current to separate the components of a mixture by the differing  electrical charge. Some methods for separating the components of a mixture include: |separation technique |property used for separation |example | |Sifting (sieving) |particle size |alluvial gold is separating from smaller soil particles using a sieve | |[pic] |Visual Sorting |colour, shape or size |gold nuggets can be separated from crushed rock on the basis of colour | |[pic] | |Magnetic Attraction |magnetism |magnetic iron can be separated from non-magnetic sulfur using a magnet | |[pic] | |Decanting |density or solubility |liquid water can be poured off (decanted) insoluble sand sediment | | | |less dense oil can be poured off (decanted) more dense water | |[pic] | |Separating Funnel |density of liquids |in a separating funnel, less dense oil floats on top of more dense water, when | | | |the valve i s open the water can be poured out from under the oil | |[pic] | |Filtration |solubility |insoluble calcium carbonate can be separated from soluble sodium chloride in | | | |water by filtration | |[pic] | |Evaporation |solubility and boiling point |soluble sodium chloride can be separated from water by evaporation | |[pic] | |Crystallization |solubility |slightly soluble copper sulfate can be separated from water by crystallization | |[pic] | |Distillation |boiling point |ethanol (ethyl alcohol) can be separated from water by distillation because | | | |ethanol has a lower boiling point than water | Element ? Any substance that contains only one kind of an atom ? Elements are made up of  atoms, the smallest particle that has any of the properties of the element. John Dalton, in 1803, proposed a modern theory of the atom based on the following assumptions. |1. Matter is made up of atoms that are indivisible and indestructible. | |2. All atoms of an element are identical. | |3.A toms of different elements have different weights and different chemical properties. | |4. Atoms of different elements combine in simple whole numbers to form compounds. | |5. Atoms cannot be created or destroyed. When a compound decomposes, the atoms are recovered unchanged | ? cannot be broken down into simpler substances ? is a chemical substance that is made up of a particular kind of atoms and hence cannot be broken down or transformed by a chemical reaction into a different element, though it can be transmitted into another element through a  nuclear reaction. ? all of the atoms in a sample of an element have the same number of protons, though they may be different  isotopes, with differing numbers of neutrons. elements can be divided into three categories that have characteristic properties: metals, nonmetals, and semimetals ? Some properties of an element can be observed only in a collection of atoms or molecules of the element. These properties include color, density, m elting point, boiling point, and thermal and electrical conductivity. ? While some of these properties are due chiefly to the electronic structure of the element, others are more closely related to properties of the nucleus, e. g. , mass number. Compounds †¢ The relative proportions of the elements in a compound are fixed. †¢ . Two or more elements combined into one substance through a  chemical reaction form a  chemical compound.All compounds are substances, but not all substances are compounds. †¢ The components of a compound do  not  retain their individual properties. Both sodium and chlorine are poisonous; their compound, table salt (NaCl) is absolutely essential to life. †¢ Properties of compound is different from the elements that made it up †¢ The mass of the compound is determined by the mass of the elements that made it up. †¢ Compounds cannot be separated by physical means: using magnet, filtration, etc. It takes large inputs of energ y to separate the components of a compound Compounds can be broken back into elements by chemical reaction, exposure to light, etc. When compounds are formed heat and light is given out or absorbed. †¢ Compounds  are homogeneous forms of matter. Their constituent  elements  (atoms and/or ions) are always present in fixed proportions (1:1 depicted here). The elements can be divided into three categories that have characteristic properties: 1. Metals 2. Nonmetals 3. Metalloids Most elements are metals, which are found on the left and toward the bottom of the periodic table. A handful of nonmetals are clustered in the upper right corner of the periodic table. The semimetals can be found along the dividing line between the metals and the nonmetals Properties of an element are sometimes classed as either chemical or physical.Chemical properties are usually observed in the course of a chemical reaction, while physical properties are observed by examining a sample of the pure el ement. The chemical properties of an element are due to the distribution of electrons around the atom's nucleus, particularly the outer, or valence, electrons; it is these electrons that are involved in chemical reactions. A chemical reaction does not affect the atomic nucleus; the atomic number therefore remains unchanged in a chemical reaction. Some properties of an element can be observed only in a collection of atoms or molecules of the element. These properties include color, density, melting point, boiling point, and thermal and electrical conductivity. While some of hese properties are due chiefly to the electronic structure of the element, others are more closely related to properties of the nucleus, e. g. , mass number. The elements are sometimes grouped according to their properties. One major classification of the elements is as  metals,  nonmetals, and metalloids. Elements with very similar chemical properties are often referred to as families; some families of eleme nts include the halogens, the inert gases, and the alkali metals. In the  periodic table  the elements are arranged in order of increasing atomic weight in such a way that the elements in any column have similar properties. Chemical properties Chemical properties of elements and compounds Atomic number  Ã¢â‚¬â€œÃ‚  Atomic mass  Ã¢â‚¬â€œÃ‚  Electronegativity according to Pauling  Ã¢â‚¬â€œÃ‚  Density  Ã¢â‚¬â€œÃ‚  Melting point  Ã¢â‚¬â€œÃ‚  Boiling point  Ã¢â‚¬â€œÃ‚  Vanderwaals radius  Ã¢â‚¬â€œÃ‚  Ionic | |radius  Ã¢â‚¬â€œÃ‚  Isotopes  Ã¢â‚¬â€œÃ‚  Electronic schell  Ã¢â‚¬â€œÃ‚  Energy of first ionisation  Ã¢â‚¬â€œÃ‚  Energy of second ionisation  Ã¢â‚¬â€œÃ‚  Standard potential | |Atomic number | | | |The atomic number indicates the number of protons within the core of an atom. The atomic number is an important concept of chemistry and | |quantum mechanics. An element and its place within the  periodic table  are derived from this concept. |When an atom is generally electrically neutral, the atomic number will equal the number of electrons in the atom, which can be found around | |the core. These electrons mainly determine the chemical behaviour of an atom. Atoms that carry electric charges are called ions. Ions either| |have a number of electrons larger (negatively charged) or smaller (positively charged) than the atomic number. | |Atomic mass | | | |The name indicates the mass of an atom, expressed in atomic mass units (amu). Most of the mass of an atom is concentrated in the protons and| |neutrons contained in the nucleus.Each proton or neutron weighs about 1 amu, and thus the atomic mass in always very close to the  mass (or | |nucleon) number, which indicates the number of particles within the core of an atom; this means the protons and neutrons. Each isotope of a | |chemical element can vary in mass. The atomic mass of an isotope indicates the number of neutrons that are present within the core of the | |atoms. The total atomic mass of an element is an equivalent of the mass units of its isotopes. The relative occurrence of the isotopes in | |nature is an important factor in the determination of the overall atomic mass of an element. In reference to a certain chemical element, the| |atomic mass as shown in the periodic table is the average atomic mass of all the chemical element's stable isotopes.The average is weighted| |by the relative natural abundances of the element's isotopes. | |Electronegativity according to Pauling | | | |Electro negativity measures the inclination of an atom to pull the electronic cloud in its direction during chemical bonding with another | |atom. | |Pauling's scale is a widely used method to order chemical elements according to their electro negativity. Nobel prize winner Linus Pauling | |developed this scale in 1932. | |The values of electro negativity are not calculated, based on mathematical formula or a measurement.It is more like a pragmatic range. | |Pauling gave the element with the highest possible electro negativity,  fluorine, a value of 4,0. Francium, the element with the lowest | |possible electro negativity, was given a value of 0,7. All of the remaining elements are given a value of somewhere between these two | |extremes. | |Density | | | |The density of an element indicates the number of units of mass of the element that are present in a certain volume of a medium. | |Traditionally, density is expressed through the Greek letter ro (written as r).Within the SI system of units density is expressed in | |kilograms per cubic meter (kg/m3). The density of an element is usually expressed graphically with temperatures and air pressures, because | |these two properties influence density. | |Melting point | | | |The melting point of an element or compound means the temperatures at which the solid form of the element or compound is at equilibrium with| |the liquid form. We usually presume the air pressure to be 1 atmosphere. | |For exa mple: the melting point of  water  is 0  oC, or 273 K. |Boiling point | | | |The boiling point of an element or compound means the temperature at which the liquid form of an element or compound is at equilibrium with | |the gaseous form. We usually presume the air pressure to be 1 atmosphere. | |For example: the boiling point of water is 100  oC, or 373 K. | |At the boiling point the vapor pressure of an element or compound is 1 atmosphere. | |Vanderwaals radius | | | |Even when two atoms that are near one another will not bind, they will still attract one another. This phenomenon is known as the | |Vanderwaals interaction. |The Vanderwaals forces cause a force between the two atoms. This force becomes stronger, as the atoms come closer together. However, when | |the two atoms draw too near each other a rejecting force will take action, as a consequence of the exceeding rejection between the | |negatively charged electrons of both atoms. As a result, a certain distance wil l develop between the two atoms, which is commonly known as | |the Vanderwaals radius. | |Through comparison of Vanderwaals radiuses of several different pairs of atoms, we have developed a system of Vanderwaals radiuses, through | |which we can predict the Vanderwaals radius between two atoms, through addition. |Ionic radius | | | |Ionic radius is the radius that an ion has in an ionic crystal, where the ions are packed together to a point where their outermost | |electronic orbitals are in contact with each other. An orbital is the area around an atom where, according to orbital theory, the | |probability of finding an electron is the greatest. | |Isotopes | | | |The atomic number does not determine the number of neutrons in an atomic core. As a result, the number of neutrons within an atom can vary. | |Then atoms that have the same atomic number may differ in atomic mass.Atoms of the same element that differ in atomic mass are called | |isotopes. | |Mainly with the heavier at oms that have a higher atomic number, the number of neutrons within the core may exceed the number of protons. | |Isotopes of the same element are often found in nature alternately or in mixtures. | |An example: chlorine has an atomic number of 17, which basically means that all chlorine atoms contain 17 protons within their core. There | |are two isotopes. Three-quarters of the chlorine atoms found in nature contain 18 neutrons and one quarter contains 20 neutrons. The mass | |numbers of these isotopes are 17 + 18 = 35 and 17 + 20 = 37. The isotopes are written as follows: 35Cl and 37Cl. |When isotopes are noted this way the number of protons and neutrons does not have to be mentioned separately, because the symbol | |of  chlorine  within the periodic chart (Cl) is set on the seventeenth place. This already indicates the number of protons, so that one can | |always calculate the number of neutrons easily by means of the mass number. | | | |A great number of isotopes is not sta ble. They will fall apart during radioactive decay processes. Isotopes that are radioactive are called | |radioisotopes. | |Electronic shell | | | |The electronic configuration of an atom is a description of the arrangement of electrons in circles around the core.These circles are not | |exactly round; they contain a wave-like pattern. For each circle the probability of an electron to be present on a certain location is | |described by a mathematic formula. Each one of the circles has a certain level of energy, compared to the core. Commonly the energy levels | |of electrons are higher when they are further away from the core, but because of their charges, electrons can also influence each another's | |energy levels. Usually the middle circles are filled up first, but there may be exceptions due to rejections. | |The circles are divided up in shells and sub shells, which can be numbered by means of quantities. |Energy of first ionisation | | | |The ionisation energy means the ene rgy that is required to make a free atom or molecule lose an electron in a vacuum. In other words; the | |energy of ionisation is a measure for the strength of electron bonds to molecules. This concerns only the electrons in the outer circle. | |Energy of second ionisation | | | |Besides the energy of the first ionisation, which indicates how difficult it is to remove the first electron from an atom, there is also an | |energy measure for second ionisation. This energy of second ionisation indicates the degree of difficulty to remove the second atom. | | |As such, there is also the energy of a third ionisation, and sometimes even the energy of a fourth or fifth ionisation. | |Standard potential | | | |The standard potential means the potential of a redox reaction, when it is at equilibrium, in relation to zero. When the standard potential | |exceeds zero, we are dealing with an oxidation reaction. When the standard potential is below zero, we are dealing with a reduction | |reacti on. The standard potenti |