Case study Essay Example | Topics and Well Written Essays - 1500 words

Contextual analysis - Essay Example The potential for strife arses when the conditions under which the administration is given is poor. High Identify their changing needs and make the fundamental changes to encourage them Suppliers Interested in proceeded with business with the organization. Strife can emerge when they likewise contend with Garden City Ltd Moderate Ensure that more than one provider is utilized so deficiencies can be kept away from. Workers Interested in keeping up their employments Moderate Train them and guarantee that they are propelled so they can give quality client assistance Shareholders Interested in the benefit of the business and keeping up or improving their total assets. Moderate Ensure that the business keeps up or expands its worth with the goal that they can sell their offers without any problem. Oversee it so that individuals will put resources into the organization The Community Interested in the congruity of the business. Potential for clashes may emerge if the organization isn't obey ing government rules and guidelines Low to Moderate The organization needs to guarantee that it meets its commitments according to the earth and make commitments to the inspire the network. Advance Creditors Collecting obligations as they fall due. Acquiring in abundance of specific cutoff points and using assets on unrewarding ventures place them in danger and are probably going to cause clashes. Moderate Avoid clashes and guarantee business coherence by guaranteeing that understandings are clung to. The table shows six of the partners of Garden City Ltd - clients, providers, representatives, investors, the network where the business is worked and advance loan bosses. It shows their principle intrigue and matters that might cause struggle. It additionally shows their degree of impact, significance and net effect. In view of the data gave by Sally the clients are the partners with a significant level of intensity and impact, significance and net effect. It subsequently implies their necessities ought to be fulfilled if Garden City Ltd wishes to stay in business. Different partners are not as persuasive and significant as clients. Without clients the business stops to exist. In any case, note that advance banks can use a great deal of intensity, particularly when an organization is in budgetary trouble. A business’s capacity to stay in great kindness with advance loan bosses relies upon how its accounts are overseen and whether it releases its commitments when they are expected. Anything to the opposite may bring about advance leasers utilizing their forces to assume control over the advantages of the business. In spite of the fact that the investors are proprietors of the business the impact that they employ relies upon the level of offers that they own. The choices that administration makes are almost certain to agree with the enthusiasm of the clients. Keeping up investor esteem is of fundamental significance. The people group has the ability to tie t he organization to act as per government guidelines. It is through the network that organizations discover a flexibly of laborers to

William Shakespeare an Example of the Topic Personal Essays by

William Shakespeare by Expert Prof.Ashley | 23 Dec 2016 Presentation Generally viewed as the best author ever, William Shakespeare possesses a position special in world writing. Different artists, for example, Homer and Dante, and authors, for example, Leo Tolstoy and Charles Dickens, have risen above national obstructions; however no essayists living notoriety can genuinely contrast and that of Shakespeare, otherwise called The Bard of Avon. His plays, written in the late sixteenth and mid seventeenth hundreds of years fro a little repertory theater, are presently performed and perused more frequently and in a larger number of nations than any time in recent memory (L H Craig. Of Philosophers and Kings: Political Philosophy in Shakespeares Macbeth and King Lear). Need paper test on William Shakespeare subject? We will compose a custom paper test explicitly for you Continue College Students Usually Tell EssayLab specialists:I'm not in the state of mind to compose my exposition. Since I need to invest energy with my friendsEssay journalists suggest: We Write All Kinds Of PapersHelp To Write An Essay Online Professional Writer For Hire Pay To Get Essays Written Buy Essay The prescience of his extraordinary contemporary, the writer and producer Ben Jonson that Shakespeare isn't just the best of his age yet of the sum total of what time has been radiantly satisfied. It might be brassy even to endeavor a meaning of his significance, yet it isn't so hard to portray the assortment of blessings that empower him to make innovative dreams of sentiment and gaiety that, regardless of whether read in the book or observer in the theater, fill the mind and wait there, He is an essayist of extraordinary scholarly speed, perceptiveness, and idyllic force. Different essayists have had these characteristics. In any case, with Shakespeare the perception of psyche was applied not with cloud remote subjects however to individuals and their total scope of feelings and clashes. Different journalists have applied their perception of brain along these lines. However, Shakespeare is amazingly smart with words and pictures, so his psychological vitality, when applied to understandable human circumstances, discovers full and paramount articulation, persuading and inventively animating. As though this were insufficient, the artistic expression into which his innovative energies went was not remote and learned but rather included the distinctive stage pantomime of individuals, instructing compassion and welcoming vicarious support. Consequently a large number of Shakespeares incredible benefits can endure interpretation into different dialects and into societies remote from that of Elizabethan England (Shakespeare, William). Shakespeare the Man The date of Shakespeares birth isn't known. The most punctual historical record is a section of his immersion in Holy Trinity Church, Stratford-upon-Avon, Warwickshire, on April 26, 1564. His dad, John Shakespeare, first shows up in the town records in 1552, when he was fined for not expelling a dunghill from before his entryway in Henley Street. He got conspicuous around issues. He was chosen a chamberlain of the Stratford company in 1561, council member in 1565, and high bailiff (civic chairman) in 1568. He marked reports with an imprint, however this is not, at this point expected to demonstrate that he was unskilled. From 1577 to his demise in 1601, there are numerous signs in the records of money related difficulties. He is pardoned from a toll for poor people, he sells his wifes legacy, and he doesn't go to gatherings of the organization, with the goal that another is delegated councilman in his place. At long last, in 1592 he is remembered for a rundown of nine who don't comply with the law by going to chapel once every month, a note in the record meaning this is because of a paranoid fear of procedure for obligation. In 1596, nonetheless, he is depicted by the messenger who made a work in progress of an ensign for him as a man of riches and character. The artists mother was Mary, little girl of Robert Arden of Wilmcote, a well off landowner and relative of the noble Ardens of Park Hall. Eight kids were destined to her, of whom William was the third kid and most established child. She kicked the bucket in Stratford in 1608 (S. Schoenbaum. Shakespeares Lives). Early Years No records exist of Shakespeare in his initial years, yet something is thought about the Stratford Grammar School, which he probably joined in. The educational program of such a school would have been sufficient to furnish the artist with the reason for such old style learning as he had, albeit not as much as what some cutting edge analysts would propose. The two head legends about his life in the nation are that he was apprenticed to a butcher, for whom he was portrayed as working in high style - deliver an intricate discourse when after murdering a calf. Genuineness of such a story however, can't presently be followed back more distant than the late seventeenth century around 100 years after the occasions should have occurred. Marriage The main record of William Shakespeare after his dedicating is a permit for marriage, Nov. 27, 1581, in the Episcopal register of the see of Worcester. The ladies name is given as Anne Whateley of Temple Crafton. The following day an obligation of 40 was entered to make sure about the marriage, without inconvenience, of Shakespeare and Anne Hathway or Hathaway, of Stratford. The total was posted by two yeoman companions of the ladies father, Richard Hathway of Shottery, area of Old Stratford, whose will had been demonstrated in the previous July. Anne Whateley and Anne Hathway is presumably a similar individual, and since the last is detectable, the Whateley section is likely an assistants botch. The unique permit to which these records allude accommodated a marriage after just one asking of the banns. The typical three banns would have conveyed the wedding into a restricted period on the congregation schedule and deferred it for around two months. This deferral would have been unwanted on the grounds that Anne was at that point pregnant. The baptismal register at Stratford records the dedicating on May 26, 1583, of Susanna, girl of William Shakespeare. On Feb. 2, 1585, a similar register records the dedicating of twins, Hamnet (a variation of Hamlet) and Judith, obviously named for a Stratford dough puncher, Hamnet Sadler, a recipient and observer of the writers will, and his better half Judith. She lived until 1623, and the engraving on her grave records the way that she was then 67 years of age, which would make her around eight years more established than her better half. The Missing Years Nothing is known about Shakespeares life between the initiating of the twins and the primary record of his appearance in the performance center in London as entertainer and writer. Seven or eight years, from around 1584 to 1592, are clear so far as the records go. The on-screen character William Beeston, whose father was an individual from Shakespeares organization, numerous years after the fact told John Aubrey, the curator, that Shakespeare had been a schoolmaster in the nation. Due to the scholarly kind of such early plays as The Comedy of Errors and Loves Labors Lost, this custom has discovered kindness with present day biographers. There is no record of Anne Shakespeare in London during her spouses remain there, nor is there anything in Stratford until 1597, when Shakespeare, a set up man of the theater, purchased New Place. Private Life Shakespeare had little contact with officialdom, aside from strolling - wearing the illustrious uniform as an individual from the Kings Men - at the crowning celebration of King James I in 1604. He kept on taking care of his monetary intrigue. He purchased properties in London and in Stratford. In 1605 he bought an offer (around one-fifth) of the Stratford tithes - a reality that clarifies why he was inevitably covered in the chancel of its area church. For quite a while he stopped with a French Huguenot family called Mountjoy, who lived close St. Olaves Church, Cripplegate, London. The records of a claim in May 1612, because of a Mountjoy family squabble, show Shakespeare as giving proof in a warm manner, however incapable to recall certain significant realities that would have chosen the case) and as intriguing himself for the most part in the familys issues. No letters composed by Shakespeare have endure. In any case, a private letter to him got found some official exchanges of the town of Stratford by a Richard Quiney, who mentioned Shakespeare a 30 credit - an enormous total in Elizabethan cash. Nothing is additionally known about the exchange, then again, actually 18 years after the fact, Quineys child Thomas became Judiths spouse. He passed on April 23, 1616. No name was engraved on his tombstone in the chancel of the area church of Stratford-on Avon. Rather these lines, perhaps his own, showed up: Old buddy, for Jesus purpose refrain To burrow the residue encased here. Fortunate be the man that saves these stones, Also, curst be he that moves my bones. (Shakespeare) Sonnets Shakespeare composed sonnets, for example, Venus and Adonis and The Rape of Lucrece which had sexual subjects. A third story sonnet, A Lovers Complaint is presently credited to Shakespeare despite the fact that this received some uncertainty with regards to its creation. Pundits objection that the dull and miserable impact had put a stain to what could have been the sonnets unrivaled characteristics (M. Jackson. A Lovers Complaint Revisited). Another sonnet, The Phoenix and the Turtle was imprinted in 1601. References: Craig, L H. Of Philosophers and Kings: Political Philosophy in Shakespeares Macbeth and King Lear. 2003 Shakespeare, William. Reference book Britannica. Vol. 16. 1975 Schoenbaum, S. Shakespeares Lives. 1970 Shakespeare. The Encyclopedia Americana. Vol. 24. 1978 Jackson, M. A Lovers Complaint Revisited. In Shakespeare Studies. Susan Zimmermann (ed.). Cranbury, NJ: Associated University Press, 267-297. ISBN 0832641202

This is Jeopardy! [UPDATE]

This… is… Jeopardy! [UPDATE] Jeans Final Jeopardy Category: European Place Names Clue: This countrys name comes from the Greek meaning a single house, perhaps because there was only one temple in the area The answer (question) is at the bottom of this blog entry. You may have caught this news item earlier this week: Computer Program to Take On Jeopardy! YORKTOWN HEIGHTS, N.Y. â€" This highly successful television quiz show is the latest challenge for artificial intelligence. What is Jeopardy? That is correct. I.B.M. plans to announce Monday that it is in the final stages of completing a computer program to compete against human Jeopardy! contestants. If the program beats the humans, the field of artificial intelligence will have made a leap forward. [read more] About the same time, I got a call from an MIT senior who is going to be on Jeopardy! tonight. Pretty cool. Tonight, Jiaqi (Jean) Cui 09 will appear on Jeopardy. Heres more about Jean from an email she sent me, explicitly for blogging purposes: About me: I am a senior who is majoring in 21E: Humanities and Engineering (History and Computer Science). ¬â€ For this major, I have to take 7 classes in a 21-Humanities field (History also requires a thesis, which for me is on American Foreign Policy) and 6 classes in an Engineering field. ¬â€ I am a member of MITs Quiz Bowl team (I have done Quiz Bowl since ninth grade, and I was Captain of my high school varsity team.) ¬â€ I am heavily involved in MITs Association of International Relations and Model United Nations (AIRMUN), whose newly elected President is Chris Su, an MIT blogger. ¬â€ I have won an award at a Model United Nations conference, and in AIRMUN, I have been a Head Delegate, Publicity Chair, and Secretary. ¬â€ Last year, as Head Delegate, I led the MIT team to the World Model United Nations Conference (WorldMUN) in Puebla, Mexico. On a different note, I have taught Latin at Splash! since sophomore year at MIT. ¬â€ On April 30, you can watch the interview with Al ex Trebek to hear me talk about teaching Latin. ¬â€ I have also been involved in other activities that I havent listed. About my Jeopardy! experience: The Jeopardy! audition process first involves an on-line test. ¬â€ There are 50 questions, and you have I think 15 seconds to answer each question. ¬â€ If you pass the on-line test, you might be invited to an in-person audition. ¬â€ At the audition, you take a written 50 question test, play a short mock game against two other people auditioning, and get interviewed. ¬â€ If you are selected to be on Jeopardy!, you will receive a phone call. ¬â€ For the adult show, you usually given about 3-4 weeks notice before your tape date. ¬â€ I got The Call in January and taped in February. Taping happens at Sony Pictures Studios in Culver City, California. The day of taping, I congregated in the first floor lobby of the hotel Jeopardy! recommended and waited with other contestants for the shuttle to the studio. ¬â€ When everyone got to the studio, Maggie Speak, the very friendly, energetic, and awesome Contestant Producer, went over the rules and whats going to happen that day. ¬â€ We also had our make-up done and went over our Hometown Howdies. Then, we did some rehearsal play on the actual set. ¬â€ We practised our buzzing. On Jeopardy!, you cant buzz until Alex Trebek is done reading or you get locked out for a part of a second. ¬â€ There are lights on the left and right sides of the gameboard that go on when Alex finishes. ¬â€ We also practised with practice questions. After rehearsals, it was time to play for real! ¬â€ The returning champion got podium number 1, and one of the Contestant Coordinators randomly drew the names of the two opponents who would face the champion. ¬â€ These three players got their make-up retouched and had microphones attached. ¬â€ After that, all three taped their Hometown Howdies. ¬â€ Soon, the taping of the game began. Everyone who was still waiting to play watched. ¬â€ After the first show is finished, the champion went back to the Green Room, changed clothes, and he/she and two new contestants get their make-up retouched for game two. ¬â€ Jeopardy! usually tapes five games a day, three before lunch and two after lunch. Jean told me that she could answer any question I had about her experience, except for the result. For that, I have to wait until tonight, where shell be facing a returning champion whose 6-day winnings total $121,302. Good luck, Jean! [UPDATE: Jean knocked off the returning champion, thanks to a thrilling last-minute Daily Double!] As I was preparing to blog this, I actually felt a little bad. Not because Jean isnt awesome (she is!) but because one of my friends on campus actually appeared on Jeopardy! earlier this year, and I knew about it, and didnt blog it. Of course, this was at a time when I was preparing to be out of the country for a month and was too busy to eat, let alone properly blog. But I felt guilty for a long time after (to this day!). So, to (hopefully) make it up to Anjali, heres a much-belated blog mention. Senior Gets A Second Shot at Jeopardy! On September 9, 1999, a nine-year-old Anjali Tripathi 09 appeared on the children’s edition of Jeopardy! She had been featured in a promotion for the show saying, I studied all my life for this. Then, in second place at the end of the second round of this famous quiz show, she lost the show after incorrectly answering the final Jeopardy! question. Tripathi won a consolation prize of a computer and a trip to Universal Studios in Orlando, Florida. Flash forward nine years to September 17, 2008: Tripathi appeared on the show again in a reunion episode and stood, once again, in second place heading into the final round. She faced the prompt, It’s 277 miles long, it’s up to 18 miles wide, it’s 6 million years old at a given time temps. within it can vary by 25 degrees. Her answer, What is the Grand Canyon, won her both first place and $25,000. [read more] Anjali was also named a Marshall Scholar this year, and shes involved with the awesome new MIT Solar Car, so Im not actually sure being on Jeopardy! even cracks her top three coolest things of 2008-09. Now that Ive made it up to Anjali, and talked about Jean, Im feeling a bit better, but the blog entry wouldnt be complete yet without mention of Vibin 11 (from The Tech): THIS IS JEOPARDY! â€" Vibin A. Kundukulam 11 (bottom-right) watches himself on Jeopardy! while dozens of other students cheer him on in the packed Burton 5 floor lounge in Burton-Conner House on Thursday evening. Kundukulam ended the show in second place, taking home the standard prize of $2000. So, that about does it Enjoy tonights episode of Jeopardy! Jiaqi (Jean) Cui 09 Anjali Tripathi 09 Vibin Kundukulam 11 Jeans Final Jeopardy Category: European Place Names Clue: This countrys name comes from the Greek meaning a single house, perhaps because there was only one temple in the area Correct question: What is Monaco?

Similarities And Differences Between Minos And Mycenaean...

From the beginning of this world, they had to build amazing construction to describe their culture and their empire. There are two cultures can prove to the world the strong military and rich economy on the sea by trade. Minos and Mycenaean have some similar and different. The similar is they are both into building palaces. Palace of Minos at Knossos is one of evidence. It built between 1700 and 1300 B.C.E. Also enormous, once covering six acres and including 1,300 rooms, built around a central courtyard and several smaller courtyard. The builder saw like unknown from today but people still impresses and honor to this masterpiece. The Minoan built an unusual and distinctive type of column. It referred to as an â€Å"inverted column because unlike the later Greek column, it tapers downward, the diameter being smaller at the bottom than at the top. And the columns were made of wood rather than stone and were painted bright red. Minoan civilization that developed on the island of Crete around 3000 B.C.E. â€Å"According to later Greek myth, the Minoan civilization was created by an off scoring god Zeus, the chief deity in Greek pantheon of the gods. Zeus’s main characteristics include his ability to change his physical form and his attraction to mortal women. On once occasion, Zeus is said to have fallen in love with Europa, a Phoenician princess. He, therefore, transformed himself into a beautiful white bull and approached Europa who, entranced by the creature, climbed onto its back.

How Income Inequality Affects The Health Of The American...

Fusco (2015), interviewed a random sample of 336 women who were currently low income and receiving some welfare assistance. Of the 336 mothers interviewed, Forty-two percent reported a story of family welfare involvement (Fusco, 2015). The forty-two percent that had a childhood history of welfare involvement were more likely to have depression and anxiety than those who were not raised in a low-income family, who relied on some form of government assistance (Fusco, 2015). In the article, Squeezing Blood From a Stone: How Income Inequality Affects the Health of the American Workforce. The researchers presented the new role that the term poverty has brought within the United States, who submits that â€Å"poverty now has deleterious effects on†¦show more content†¦Another study has shown workers who held positions where they lacked job control, and high demanding low reward positions were more likely to gain weight, and live in an unhealthy body weight, including unhealthy body mass index, and waist circumference. The researchers concluded that the effects of the adult workers have a tremendous impact on the children in the household and that addressing income gap could show an increase in the health of the low-income workers. In the article Does a Higher Income Have Positive Health Effects? Using the Earned Income Tax Credit to Explore the Income-Health Gradient. The researcher relied on using several reports and surveys to gather information. The researcher used self-reported health status and the functional limitations indicated on the Survey of Income and Program Participation (SIPP), as well as the self-reported health status shown on the March Current Population Survey (CPS), the researcher focused on the low-income population, with an income below 200 percent of the federal poverty line.The purpose of the research had been to further investigate the already shown existence of a positive relationship between income and morbidity. The researcher wanted to explore the relationship of increased health in higher-wage workers and wanted to see if the increase was due because of the ability to purchase more health inputs, or if higher wage workers were moreShow MoreRelatedAmerican Upper Class Vs. American Lower Class1743 Words   |  7 Pages American upper class vs. American lower class Income inequality has been seen throughout different societies. It has always been separated with the poor on bottom and the rich on top. Most societies in past and present have had little to no movement between the separations of classes. The reality for the poor in most of those societies is that they can almost never get to the level and quality of life of the rich. America compared to other societies in our past and present is a society that stronglyRead MoreEconomic Inequality And Its Effects On Economic Growth1709 Words   |  7 Pagesâ€Å"The rich get richer, and the poor get poorer† is an aphorism elicited from the topic of economic inequality. Over the past decades, economic inequality has been rising and at an increasing rate, expanding the gap between the rich and the poor. The direct relationship between inequality and poverty has shown that while inequality increases, so too does poverty. Increased inequality is harmful for economic growth and its effects als o bear social implications. Although there are arguments on theRead MoreThe Education and Healthcare Gap1686 Words   |  7 Pagesthe relative equality or inequality in America. Over the past one hundred years, we have seen a sizable shift toward equality in the legal rights of minorities. However, this legal equality is undermined by a pervasive and broadening socioeconomic inequality, especially in regards to healthcare and education. These issues disproportionately affect minorities. This paper will first touch on two other types of inequality: civic and income. Then it will move into how healthcare and educationRead MoreThe Perspective On Income And Privilege Essay985 Words   |  4 Pagesobtaining power and privilege. For example, White households have a higher income than non-White Hispanics or Blacks. The data provided on page 82 illustrates the income gap, â€Å"Black household had the lowest median income in 2013 ($34,598), non- Hispanic White households ($58,270). Median income for Hispanic households was $40,963† (Leon-Guerrero 2016). This data obtained from the U.S. Census reveals there are differences in income and wealth depending on race. Employment is also important when discussingRead MoreIncome Inequality in the United States Essay788 Words   |  4 Pagesof all income, while the richest earned 88.9% of all wealth. A big gap between the rich and poor is often associated with low social mobility, which contradicts the American ideal of equal opportunity. Levels of income inequality are higher than they have been in al most a century, the top one percent has a share of the national income of over 20 percent (Wilhelm). There are a variety of factors that influence income inequality, a few of which will be discussed in this paper. Rising income inequalityRead MoreHigh Rates Among Various Ethnic Backgrounds1060 Words   |  5 Pagesdeterminants such as poor education, low income, limited access to quality care, as well as environmental factors have contributed to healthcare disparities. If society could improve barriers like health education, communication, and healthcare cost, quality healthcare could be successfully provided to every person. Different levels of wellness, the underutilization of available care, and outcomes of illnesses and injuries are all concepts that define health disparities, (Buchbinder Shanks, 2012)Read MoreThe Issue Of Gender Inequality947 Words   |  4 PagesConstitution and passed the Nineteenth Amendment, allowing women to vote. This sparked a wildfire for women’s rights and equality seemed to be on the horizon. Now, in the 21st century, the issue of gender inequality is still being discussed. 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With little success withRead MoreEssay on wealth inequality in america1518 Words   |  7 PagesClosing the Income Gap In today’s capitalist economy, where economic transactions and business in general is centered on self-interest, there is a natural tendency for some people to make more than others. That is the basis for the â€Å"American Dream,† where people, if they worked hard, could make money proportional to their effort. However, what happens when this natural occurrence grows disproportional in its allocation of wealth within a society? The resulting issue becomes income inequality. WhereRead MoreIncome Inequality : The American Economy Essay1735 Words   |  7 PagesIncome Inequality in the Workplace The American economy has been in a constant rise since the economic decline earlier this decade and keeps on being the vigorous beast it was amid the twentieth century. The Center on Budget and Policy Priorities and the Economic Policy Institute concluded that the income wage hole between the wealthiest and the poorest one fifth of families is altogether more extensive than it was two decades prior. The middle class has not seen the advantages of this powerful American

Reflection Paper on Descartes Free Essays

Joe Niro History 113 Descartes Reflection Paper Descartes was a very intelligent man and was knowledgeable in many subjects. One of which was his understanding of reason. One might ask themselves, â€Å"What is Reason? † According to Descartes, the ability to reason is a human trait that does not differ from person to person. We will write a custom essay sample on Reflection Paper on Descartes or any similar topic only for you Order Now He believed that everyone had the same ability to reason rationally. It is one’s prior opinions, knowledge, and teachings of a subject that causes a difference in our reactions and results. 1 Descartes discussed that in order for him to reason, he would first clear his mind of all past knowledge. He believed that this would rid him of any bias and prior opinions he might have on a matter to better understand and reason. He would base his reason solely on facts provided as evidence. Descartes also did not force his thought on reasoning upon anyone else. He would merely write his own approach in which he would follow to reason. 2 He set four rules to be followed. 3 His first rule was that he would not accept anything to be true unless presented with evidence to support the claim, whatever that claims may be. His second rule was that he would divide the two sides of an argument or claim in as many ways as possible to sufficiently reason. Descartes would then, as his third rule states, view each claim step by step, starting with the easiest thought to comprehend, then progressively and chronologically view more of each claim. His final rule was to not omit anything or any view. Instead he would view everything as plausible and, by following all prior steps, would then be able to reason and make a definite conclusion. The real key statement Descartes was making about reason is that it is of the human’s decision as to what the logical reasoning is for something. It is our own past experiences and views that cause a difference in opinion and reason. In order to view reason as Descartes had, one must open one’s mind to many possibilities. In comparison to a glass of water; one cannot possibly fill an already full glass, and one can only fill a half full glass so much. To fill said glass, the glass must be empty. Same is to Descartes’ definition of reason. One must first empty their mind in order to understand and reason. Nothing is concrete and all is plausible. This is Descartes’ definition of reason. Hume’s is another philosopher who made a stand on the definition of reason. He saw that there was a distinct different between a â€Å"relation of ideas† and a â€Å"matter of fact. † If viewing with an open mind as Descartes would support, ones’ claims may not be supported with sufficient evidence, but that alone does not disprove that claim, however, is therefore an idea. A matter of fact would be a claim that is supported by sufficient evidence that can support that claim legitimately. How to cite Reflection Paper on Descartes, Essay examples

Int Business Chocalte Slavetrade vs Fair Trade free essay sample

According to Statistics Canada, Canadians purchase 6. 7 kilograms of chocolate per person each year. An article by the London Daily Telegraphs Rachel Bird warns, Up to 40 percent of the chocolate we eat may be contaminated by slavery. Ivory Coast is the worlds biggest producer of cocoa beans with over a million cocoa farms and plantations. A British TV documentary, Slavery, claims 90 percent of Ivory Coast cocoa plantations use slave labor. Most are young men and boys from impoverished areas inBenign, Togo and Mali are enticed by traffickers who promise them paid work, housing and an education. Instead, they are sold to Ivory Coast cocoa plantation owners who beat them into submission and offer no pay for grueling, 18-hour days. What does the fair trade label mean? Organizations like the U. K. s Fair Trade Foundation and Transfix Canada certify products which meet the principles of the fair trade system. Fair trade means products are purchased directly and at a fair price from small family growers and co operatives that do not rely on hired or illegal forced labor. We will write a custom essay sample on Int Business Chocalte Slavetrade vs Fair Trade or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Growers receive a minimum guaranteed price that covers real production costs, regardless of how low world market prices fall. Fair trade also promotes sustainable agricultural practices which use minimal or no pesticides. On small, family- owned farms, cocoa plants are usually inter-cropped. In contrast, Ivory Coast plantations utilize intensive farming techniques which boosted cocoa production by 95 percent in the 1 9805. More and bigger plantations have caused Ivory Coast rainforests to be literally slashed from 12 million hectares in 1 960 to 2. 6 million hectares today, devastating the areas biodiversity.Every time a chocolate bar is sold, low-income cocoa farmers in Ghana not only receive a fair price for their cocoa beans, but as part owners of the Day Chocolate Company, they receive their share of the profits. To the cocoa growers a fair trade means making the most amount of profit disregarding the conditions of which that profit was made from.

The Chinese Economy and the MNCs

It is factual that China is one of the world’s emerging economies. It is categorized as one of the Asian tigers. This implies that its influence in the international system is felt even by developed states.Advertising We will write a custom essay sample on The Chinese Economy and the MNCs specifically for you for only $16.05 $11/page Learn More Chinese economy is growing at a fastest rate, which has made other players in the international financial system to review their economic policies. This paper analyzes the causes and effects of this new trend. Financial Times Report It is evident that Chinese economic and political policies are rapidly shaping the current world financial market. The recent significant step made by Chinese financial system is posing a threat to the World Bank and other global financial systems. According to the Financial Times, the Chinese Development Bank single handedly gave out $65 billion to governments and companies of the developing countries in the year 2009 and 2010. In the same period, the Chinese Export-Import Bank managed to lend out similar amount to African states and other developing countries in the Caribbean. Between mid 2008 and 2010, World Bank was able to assign a loan of $ 100.3 billion to borrowers from developing countries. This was aimed at responding to the financial crisis that occurred between mid 2008 and 2010. However, in the same period China managed to offer loans to Chinese and overseas energy producing companies at affordable interest rates, which ensured consistent production of energy even at times of financial hardships. For instance, it is notable that China issued huge loans to oil producing countries such as Russia, Brazil and Venezuela. It furthermore lent out considerable amount to the Indian company for the purchase of power equipments. Countries approached Chinese government and companies for loans to finance important projects such as railway construction in A rgentina.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This move threatened the position of developed states in the international system, which forced the world financial regimes to engage China in discussions. China was further requested to take an action in order to end the financial crisis witnessed in the years. This proves that China is a force to reckon with in the international financial market (Cheng Zhou 2007, p. 21). The issue of financing oil-producing companies in particular threatened the U.S. economy. The US government on the other hand interpreted China’s move to finance oil-processing countries as an attempt to cut it from the world oil market. Although, in the real sense states and individuals from developing countries preferred Chinese financial assistance because of its terms. The interest charged is affordable to many and some are given preferential treatment. The Chinese lending institutions charge 10% of the total amount borrowed at a period of six months while the IMF demands 20% of the total amount in the same period (Bach, Newman Weber 2006, p. 501). Most importantly, Chinese assistance is not tied to political and social values such as democracy and transparency. Chinese government engages in trade with any kind of government or leader. Western aid has conditionality that cannot be met by many. For instance, Iran cannot qualify for aid from the western powers mainly because of witnessed cases of violations against human rights (Naughton 1993, p. 495). Causes of Chinese Success in the International System It is uncontestable that the Chinese economy is expanding at a very high rate as compared to other economies. Its rampant growth is largely attributed to the large volumes of exports. However, the country also imports high volumes of raw materials from other countries. What puts China in an advantaged position is the production of cheap goods that have dominated many foreign markets. The cheap products have given other foreign products stiff competition. The Chinese economy is greatly endowed with cheap labor, which enables most Chinese companies to run their operations at affordable costs. As a result, China has been able to achieve strong competitive advantage at the global market. The purchase of foreign businesses and government bonds has also placed the Chinese economy in an influential position worldwide. For instance, the Chinese government was able to purchase the U.S (Pettis 2005, p. 28). Treasury bond after the U.S. government found itself in a large budget deficit. Similarly, China purchased the Greek bonds after the government encountered hiccups in the economy.Advertising We will write a custom essay sample on The Chinese Economy and the MNCs specifically for you for only $16.05 $11/page Learn More Europe is said to be the largest market for the Chinese products. Ho wever, many countries saw it wise to collaborate with both developing countries and fastest growing economies with an ultimate goal of mutual benefit. The recent economical policies put forward by Chinese officials are alleged to focus on furthering Chinese businesses in other countries. In addition, the Chinese government is looking forward to stabilize its currency as well as internationalizing it. This will definitely have negative effects to the U.S. currency and economy (Cai 2006, p. 627). The government decided to hedge its currency to reduce the influence of international financial crisis to the economy (Clarke 2003, p. 498). Hedging implies reducing or managing danger. This is carried out through taking a stand in the upcoming market that is contrary to the one in the existing market with the aim of reducing or preventing hazards linked to price variations. This guarantees stability to both borrowers and international businesspersons. In the beginning of 1990s, China was rel ying heavily on agricultural sector for its economic improvement. However, large portion of workforce left the rural areas in search of employment in urban centers (Wu 2005, p. 441). Today China is gradually leaving the industrial based economy towards manufacturing and service based economy. This has largely been influenced by the fact that China is strongly embracing modern technology as well as value chain. This has consequently led to production of high quality products similar to those ones from superior economies. Recent researches indicate that China is the third largest trading nation in the world. China relies heavily on exports of manufactured goods for growth of the economy. Through this, the state has experienced a 25% rise in GDP in the last twenty years. Of the total GDP, sixty percent comes from exports. China has co-opted even the most powerful states in its development agenda, especially those from the EU. Chinese trading terms have attracted the western powers forc ing them to welcome Chinese MNCs in their financial systems. In the recent arguments, it is claimed that China is growing first because of the soaring levels of exports. In fact, China has been accused of dumping goods low quality to other countries (Wu Chen 2001, p. 1246). Often, the growth of general economy through exports undervalues the wellbeing of the domestic economy. China is now embracing consumer consumption, which is an advantage to its domestic economic growth.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More China is also blamed for its high level of investment in consumer goods. The data acknowledges that about 40 percent of GDP has been made by investing in finished goods (Taylor 2002, p. 211). This kind of investment is not safe to the economy since many people prefer saving their finances to spending them in unnecessary goods. The government understood this trend and acted accordingly by restricting private and public companies from manufacturing for local markets (Ye 1992, p. 127). This encouraged many companies to produce goods that would meet international standards. The only option for local companies was to produce for goods for export Effects of Chinese Domination Although China is doing very well in the export market, the country currently imports raw materials, expertise, capital goods as well as intermediate goods from a number of trading partners (Xiao Sun 2005, p. 45). The trading partners enjoy doing business with China because of excellent prices to their raw materials . Consequently, China does not earn substantial profits in its imports and exports trade. Nevertheless, China is not only regarded as having much exports in the world but also has a high level of imports, which puts it in fourth position worldwide (Tseng Mak 1996, p. 153). China faces this consequence as result of engaging in trade with many states. As it has happened in the past, China continues to experience steady flow of Foreign Direct Investment to its economy. According to statistics, it is approximated that non-financial FDI increased from US $60.3 billion in the year 2005 to US$ 63 billion in the year 2006 (Meyer Nguyen 2005, p. 73). This represented an increase of four and a half percent within two years. The state has capitalized on this increase to build up more financial relations with other states. Japan is alleged to be the largest investor in Chinese economy followed closely by Taiwan while EU ranks in the third position, with its heavy investment being in the techn ology sector (Zhu 2001, p. 31). However, China has significantly invested in other countries mostly in ICT, telecommunication, oil and industrial sector. Accordingly, the percentage of investment in Latin America is much higher as compared to that in Asian region. In particular, the largest investment of Chinese FDI stock is in Germany followed by Spain, UK and Denmark. Generally, the GDP of China stands at US$ 3 trillion, which is large though less as compared to sixteen trillion of the entire Europe (Chow 1993, p. 123). Conversely, China buys some products from Europe. This means that in case the Euro is to stabilize, Europe has to monitor the movement of the Chinese economy. Certainly, China is shaping the world economy. Comparatively, the Chinese companies are making imperative investment in Africa. For instance, the Wu Yi Company from China has invested in infrastructural development, specifically in the construction of superhighways Kenya. In exchange, the Chinese government a nd its multinational companies get an opportunity of operating businesses within the Kenyan territory without many obstructions such as imposition of quotas, payment of high tariffs and taxes mostly imposed on foreign commodities. In most cases, the U.S. economy as well as the European financial system fails to do well. In such an event, China seems to drive the economy through its share increase at the global market. In fact, economic analysts predict that in the next 10 or 20 years China will be one of the feared world economies. Chinese MNCs The Chinese market is growing rapidly with a lot of promising restructuring going on in the financial sector. This has no doubt attracted a number of multinational corporations to the economy (Ding 2000, p. 133). These emerging firms in the Chinese market are tagged as second-generation MMCs. In most cases, these businesses come up with several objectives that improve Chinese financial system. For instance, some target to build a dominant pos ition in the market while others focus on nationwide market and establishment of excellent businesses. However, in this country several MNCs find themselves in great problems of dealing with large number of public entities. Such agencies are set up to regulate the activities of firms. Through this, the government benefits from improved trade in the country. Apparently, many MNCs always endeavor to manage different business units in different parts in order to ensure value maximization and reduction of costs (Child Tse 2001, p. 12). This strengthens Chinese economy by diversifying it. The country does not face serious financial crisis in case of recession. In dealing with local partners, managers are sometimes faced with the challenge of being new in the market. This implies that local partners fail to understand the new commodity, the market and the best mode of distribution channel. Local partners also suffer from sourcing that is, they do not know where to get finances for sustai ning business (Delios Henisz 2003, p. 1158). Another problem that faces foreign investors in China is inadequate and unskilled personnel. It is near to impossibility to get a trained manager who is willing to be employed by a foreigner in China. Although a number of challenges exist in respect to MNCs investment in China, the government came up with a few organizational policies to ensure good performance of MNCs (Guo Han 2004, p. 96). MNCs have collaborated with government to strengthen the country’s global market. The third idea was to ensure that an efficient external relationship is established among MNCs by coming up with a powerful Chinese corporate center whose responsibility would be formulation of policies and eventual implementation. Finally, the MNCs were to have close and strong control on the perceived weak joint ventures. The MNCs were to have shares in weak businesses and have a right to propose good members of staff to such investments, as well as offering e xternal support. Most of the MNCs investing in China have to follow the Chinese corporate values in order to flourish. For the past few years, it was commended that majority of MNCs with investments in China did very well partly due to good performance of Chinese economy. Specifically, China contributed about 10 percent of the global revenues mostly derived from the 180 multinational corporations (Fernando 2007, p. 367). The government decided that almost the entire MNCs in China would have to reform their businesses by coming up with rules that are more favorable to issues pertaining to investment and reposition themselves in the market by employing a global strategy (Cushman 1985, p. 306). The country benefited from MNCs’ efforts because many investors were willing to enter the market. Chinese products are no longer facing stiff competition from other products in the world. China is no longer focusing on producing cheap products but also paying much attention on producing q uality products through employment of advanced technology in the production processes. Hardly will an organization flourish in its domestic market without having the corporation of the Chinese multinational corporation. It is however fascinating to note that several companies in china are state owned. If a company is not owned by the state then most probably, the government influences its operations through regulations and legal systems (Bach, Newman Weber 2006, p. 507). The unique feature that characterizes Chinese multinational corporations is its concentration of ownership. Family members own most of the Chinese MNCs. This has been assumed to have great effect on the performance of the Chinese corporations. For instance, the Chinese companies such as the Chinese Development Bank in which family members own majority shares outperform other companies in the world due to strong corporation among shareholders. This in turn transforms the company’s performance to new heights o f success (Child Rodrigues 2005, p. 390). In addition, Chinese companies generally employ the Japanese corporate governance style in their management. This kind of corporate governance always looks on the benefits of the organization to its stakeholders. The stakeholders comprise of shareholders, managers, employees, customers and the government itself. The idea behind this is to encourage each partner to work hard towards the overall performance of the organization. Certainly, value maximization does not encourage managers to pursue a goal of maximizing profit. This automatically prevents managers from fulfilling their selfish interest and consequently increases share value maximization on the side of shareholders. Therefore, Chinese companies encourage both profit maximization and share value maximization. This guarantees cooperation between shareholders and managers, which further ensures the wellbeing of customers and employees. There is no doubt that this has been the driving force behind the success of Chinese MNCs (Deschandol Luckock 2005, p. 32). It is obvious that great deal of issues should have automatically attracted MNCs in China while at the same time promoting Chinese firms elsewhere in the world. It is certain that the high level of population assures any firm of the large size of the product market. A large market ensures that manufactured products are easily disposed off (Zhan 1995, p. 89). On the other hand, the Chinese financial institutions are preferred by most MNCs as far as capital financing is concerned. Perhaps the low interest rates offered by Chinese lending institutions as well as the long-term basis for full repayment of loans could have attracted large number of MNCs in China. In addition, most MNCs find it impossible to operate in a country, which have political policies that interfere with their smooth operations (Boisot Child 1996, p. 620). Conclusion Diverse policies have promoted investments of Chinese firms in other coun tries. For instance, the â€Å"Go Global† policy has strengthened interactions between China and other trading partners. In particular, within the African continent China was able to form the Forum for China Cooperation. This has consequently improved the style in with which China is doing business with its African partners. The connection between Africa and China is furthermore strengthened by the established investment fund which is has a budget of approximately five billion US dollars. This simply promotes more Chinese investment in the African continent. Similarly, the National Development and Reform Commission (NDRC) that was set up to regulate and harmonize Chinese economy and its subsequent industrial policy has successfully come up with strategies that enable domestic firms to easily access loans. This is interpreted as an attempt to finance â€Å"Going Global† strategy. Transparency, liberalization and technological advancement shown by Chinese government and its investment firms have significantly led to soaring rate of outward investment. Finally, it is evident that liberalization of trade as well as government support continues to promote MNCs operations in the domestic market while promoting domestic firms’ investment abroad. It is therefore evident that China is re-shaping the world financial market through several means. Many developed countries have come up with policies aimed at countering the influence of China in the world market. Chinese corporate governance is attributable to its popularity. It should be noted that even though China is powerful economically; it remains a third world country. Many resources in the country belong to the state implying that many are languishing in poverty. List of references Bach, D, Newman, AL Weber, S 2006, â€Å"The international implications of China’s fledgling regulatory state: from product maker to rule maker†, New Political Economy, Vol. 11, no. 4, pp. 499-518. Bois ot, M Child, J 1996, â€Å"From fiefs to clans and network capitalism: explaining China’s emerging economic order†, Administrative Science Quarterly, Vol. 41, no. 4, pp 600-628. Cai, C 2006, â€Å"Outward foreign direct investment protection and the effectiveness of Chinese BIT Practise†, Journal of World Investment and Trade, Vol. 7, no. 5, pp 621-652. Cheng, LR Zhou, X 2007, â€Å"Characteristics of the new policy system of Chinese foreign direct investment†, China-USA Business Review, Vol. 6, no. 3, pp 19-21. Child, J Rodrigues, SB 2005, â€Å"The internationalization of Chinese firms: a case for theoretical extension?† Management and Organization Review, Vol. 1, no. 3, pp 381-410. Child, J Tse, DK 2001, â€Å"China’s transition and its implications for international business†, Journal of International Business Studies, Vol. 32, no. 1, pp 5-21. Chow, GC 1993, â€Å"How and why China succeeded in her economic reform†, Chi na Economic Review, Vol. 4, no. 2, pp 117-128. Clarke, DC 2003, â€Å"Corporate governance in China: an overview†, China Economic Review, Vol. 14, no. 3, pp 494-507. Cushman, DO 1985, â€Å"Real exchange rate risk, expectations, and the level of foreign direct investment†, The Review of Economics and Statistics, Vol. 67, no. 2, pp 297-308. Delios, A Henisz, WJ 2003, â€Å"Political hazards, experience, and sequential entry strategies: the international expansion of Japanese firms, 1980–1988†, Strategic Management Journal, Vol. 24, no. 1, pp 1153–1164. Deschandol, JM Luckock, T 2005, â€Å"Tips for foreign vendors in Chinese M A†, International Financial Law Review, Vol. 24, no. 1, pp 31-32. Ding, XL 2000, â€Å"Informal privatization through internationalization: the rise of nomenklatura capitalism in China’s offshore business†, British Journal of Political Science, Vol. 30, no. 1, pp 121-146. Fernando, S 2007, â€Å"Chrono logy of China-Africa Relations†, China Report, Vol. 43, no. 1, pp 363-373. Guo, J Han, S 2004, â€Å"Reforms of China’s foreign exchange regime and RMB exchange rate behaviour†, The Chinese Economy, Vol. 37, no. 2, pp 76-101. Meyer, KE Nguyen, HV 2005, â€Å"Foreign Investment Strategies and Sub-national Institutions in Emerging Markets: Evidence from Vietnam†, Journal of Management Studies, Vol. 42, no. 1, pp 63–93. Naughton, B 1993, â€Å"Deng Xiaoping: the economist†, China Quarterly, Vol. 135, no. 1, pp 491-514. Pettis, M 2005, â€Å"Buy abroad, benefit at home†, Far Eastern Economic Review, Vol. 168, no. 7, pp 27-29. Taylor, R 2002, â€Å"Globalization strategies of Chinese companies: current developments and future prospects†, Asian Business and Management, Vol. 1, no. 2, pp 209-225. Tseng, CS Mak, SKM 1996, â€Å"Strategy and motivation for PRC outward direct investments with particular reference to enterprises from t he Pearl River Delta†, in Macpherson, JYS Cheng, Y (eds.) Economic and Social Development in South China, Edward Elgar, London, pp 140-161. Wu, HL Chen, CH 2001, â€Å"An assessment of outward foreign direct investment from China’s transitional economy†, Europe-Asia Studies, Vol. 53, no. 8, pp 1235-1254. Wu, X 2005, â€Å"General Situation of the implementation of â€Å"Going Global† strategy in 2005†, in MOFCOM (ed.), China Commerce Yearbook 2006, MOFCOM, Beijing, pp 440-443. Xiao, J Sun, F 2005, â€Å"The challenges facing outbound Chinese MA†, International Financial Law Review, Vol. 24, no. 12, pp 44-46. Ye, G 1992, â€Å"Chinese transnational corporations†, Transnational Corporations, Vol. 1, no. 2, pp 125-133. Zhan, JX 1995, â€Å"Trans-nationalization and outward investment: the case of Chinese firms†, Transnational Corporations, Vol. 4, no. 3, pp 67-100. Zhu, R 2001, â€Å"Report on the outline of the Tenth Five-Year Plan for National Economic and Social Development (Excerpts)†, in Shi Guangsheng (ed.) Almanac of China’s Foreign Economic Relations and Trade 2001, MOFCOM, Beijing, pp 31-44. This essay on The Chinese Economy and the MNCs was written and submitted by user Ray Wolfe to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Amir and Baba Essays

Amir and Baba Essays Amir and Baba Essay Amir and Baba Essay Amir and Babas relationship changes throughout the novel. The novel starts out with Amir doing whatever he could to win his fathers attention, which includes betraying his best friend, Hassan. He betrayed Hassan for his fathers full attention. He then earns it when Hassan and Ali move out and Baba and Amir move to America. Here are the examples. 1. Amir and Babas relationship is fake. Amir is pretending to be someone he is not by pretending to enjoy the soccer games Baba always takes him to see. 2. Amir and Babas relationship becomes real when Baba is diagnosed with cancer. Amir cares for him and stays with him until he dies. They become very close. 3. Amir and Baba are very alike. They both betrayed their best friends. Baba betrayed Ali by sleeping with his wife, and Amir betrayed Hassan by not standing up for him while getting assaulted. Then they both try to redeem themselves with doing other good deeds. Baba, running an orphanage, and Amir going back to Kabul to save Sohrab, Hassans son. I hope these work for you 🙂 ONE DECISION CHANGED EVERYTHING Too late we learn, a man must hold his friend unjudged, accepted, trusted to the end (John Boyle OReilly). Khaled Hosseini’s story of The Kite Runner showed a vast amount of love, trust, and betrayal towards two completely different people. Amir, the son of a wealthy and well-known man in the northern area of Kabul, develops a friendship with one of his servants named Hassan. As years progressed, Amir had a chance to save Hassan but the way he acted affected their lives which led them to follow two separate paths in life. Looking into his past, an aged and wise Amir struggled with the choices that he made as a young child that ultimately altered the friendship with Hassan. As young boys becoming adolescents, Amir and Hassan enjoyed doing everything together. However, Amir never considered Hassan and him friends. Amir felt this way because he knew that neither history nor religion changed who they were. In the end, Amir was a Pashtun and Hassan was a Hazara. But, they were kids; they fed from the same breast and they learned to crawl together. Nothing was going to change that either. Amir spent most of the first twelve years of his life with Hassan. They used to play hide-and-seek, cops and robbers, cowboys and Indians, and they loved insect torture (Hosseini 25). They took strolls together through the parks and saw many movies together. One of the most memorable times that Amir and Hassan shared together was underneath their pomegranate tree on top of a hill. They climbed the tree and Amir read many stories to Hassan. Hassan was uneducated and Amir made fun of him because he could not read. One summer day, Amir and Hassan took knives to the top of the hill and carved their names in the tree. It read, â€Å"Amir and Hassan, the sultans of Kabul†. No matter what would happen to these two in the future, this saying was permanent and the story of the lives of these two individuals never left this tree. Those words made it formal: the tree was theirs (Hosseini 27). Hassan was the one who helped Amir choose the path of his future career. Amir had taken advantage of the friendship between Hassan and him. He made fun of him whenever he had the chance, but Hassan never took it to heart and still perceived Amir as his best friend. One day while he read to Hassan, Amir made up the ending of the story and Hassan loved it. He said, â€Å"That was the best story you’ve read me in a long time† (Hosseini 30). That same night, he wrote his first story. In The Kite Runner, Hassan was both physically and mentally stronger than Amir. According to Baba, Amir’s father, there was something wrong with Amir since his birth. Amir never stood up for himself and he was different for the fact that he liked poetry, something that Baba believed was not normal for a young boy. One day while Hassan and Amir were walking towards their tree, they came upon Assef and his friends. Assef was the son of one of Baba’s friends, an airline pilot. He was known for his brass knuckles and wanted to start an argument with Hassan and Amir. Right before he was going to hurt them, Hassan grabbed his slingshot and aimed it right at Assef’s left eye. He let the boys go but said he was going to get revenge. This part of the story foreshadowed an event that occurred later in the story in which Amir and Hassan’s lives were changed forever. Throughout the entire story, Amir felt that Baba was not giving him the attention he needed. Anytime Amir wanted to be alone with his father, Baba asked Hassan to join him. Many examples were written in the book, but the general idea was that Amir was never left to be with his father alone. This presented another foreshadowing scene that was resolved at the end of the book. This was a large twist to the story that many people never saw coming. Kite flying was a major event that took place every year. The object of the game was to be the last kite flying in the air. After all the other kites were cut down, a person chased the kite to redeem their pride and glory. During the tournament, Amir cut down the last kite and Hassan ran to get the kite for Amir. Amir went looking for Hassan after he did not arrived home. This is when the devastating incident occurred that changed the friendship of Amir and Hassan. â€Å"I opened my mouth, almost said something. Almost. The rest of my life might have turned out differently if I had. But I did not. I just watched paralyzed† (Hosseini 73). Trying to find Hassan, Amir walked through the streets of his home town as he looked and asked others if they saw a Hazara running for/with a blue kite. All of a sudden, Amir heard voices and he found Hassan. Amir saw the blue kite behind the back of Hassan; he protected the kite from the one person that he hated the most. It was Assef. Hassan did not give up the kite and was given two options: He either gave the blue kite to Assef or expected something bad to happen to him. Hassan refused to give up the kite and was molested. Amir caught a glimpse of Hassan’s face and ran away. He betrayed the person that once stood up for him; the one person who was willing to do anything to be loyal to Amir. He was a coward. At that instant in time when Amir decided to run, life was no longer what it used to be. â€Å"I lifted Hassan’s mattress and planted my new watch and a handful of Afghani bills under it. I waited another thirty minutes. Then I knocked on Baba’s door and told what I hoped would be the last in a long line of shameful lies† (Hosseini 104). Amir could not stand living with Hassan any more. He tried to make it seem as if Hassan stole money from Amir. After Baba was notified about this incident, he made everyone sit in a room. Hassan took the blame for the stealing because he wanted to save Amir. Amir was surprised when Baba had forgiven Hassan for the stealing, but Asi told Baba that they could not stand living there anymore and they decided to leave. As Hassan and his father loaded their belongings into Baba’s vehicle, Amir realized that this was the last time he saw Hassan in person. Forever. Due to the war going on, Amir and Baba were forced to move to America. Here, Amir started a whole new life and began a family. Amir and his wife tried to have a child, but they were unlucky. Baba later died in the story and Amir had to live life on his own. He kept thinking back to the old times in Kabul where he grew up. However, no matter how hard Amir tried to forget about the rape of Hassan, the dreams kept coming. The phone call. Amir received a phone call from a past friend that wanted him to return to his home country. Amir did not want to leave his life in America, but he went anyway. After he arrived, Amir received the shocking news; from this moment on everything in his past now made sense! Rahim Khan, the friend of Amir who told him to come back to Pakistan, said that Hassan was not just their servant; Amir and Hassan were brothers. Asi, the man who raised Hassan, was sterile and Baba was his true father. The secret had been kept between Baba and Rahim Khan throughout the lives of Amir and Hassan. Amir was very upset and yelled, â€Å"I’m thirty eight years old and I’ve just found out my whole life is one big fucking lie! † (Hosseini 222). The main reason that Rahim Khan brought Amir back to Pakistan was not for the sake of telling him that Hassan was his brother. Amir found out that while he was living a life in America, Hassan started his own as well. They had a child named Sohrab; however, this child was now sought to be found because Hassan and his wife were killed during the war. In the end, Amir decided to stand up for himself and knew that he had to find this child. He was not going to be the same coward that was back as a child; those days were over. Amir had found Sohrab and took him back to America. As time progressed, Amir saw many similarities in Sohrab that he had once seen in Hassan. Through the long journey of finding and rescuing Sohrab, Amir finally began to see who he really was. There is a way to be good again (Hosseini 226). Rahim Khan was one of the few men that knew everything that occurred in Amir’s life. He knew about the raping. He knew that Amir had been a coward and ran away. He knew Amir was suffering and he wanted to relieve him of his guilt; the only way to do this was to have Amir come back to Pakistan and care for Hassan’s only child. After saving Sohrab, Amir no longer felt like a coward. Amir realized that the past could not be changed or altered to how he wanted his life to end up. He now understood his goal in life and that was to take care of Sohrab. He needed to repay Hassan back for all the good that he has done for him, even though he knew that nobody could live up to the loyalty and trust that Hassan gave him. Amir loved Hassan and wanted to repay him in as many ways as possible; he would have done anything for him if he was still alive today†¦a thousand times over.

The Country Overview of The Iceland Essay Example | Topics and Well Written Essays - 2500 words

The Country Overview of The Iceland - Essay Example Transportation: Railways: 0 km. Highways: total: 13,004 km paved: 4,331 km unpaved: 8,673 km (2004). Ports and harbors: Grundartangi, Hafnarfjordur, Reykjavik, Seydhisfjordhur. Airports: 98 (2004 est.) Vegetation: 23,805km (9,191mi) Lakes: 2,757km (1,065mi) Glaciers: 11,922km (4,603mi) Wasteland: 64,538km (24,918mi) Weather: Despite its name and latitude, warm Gulf Streams keep southern Iceland snugger than many central European countries. Summers are pleasant with average July temperatures around 12C (53F). Winters, however, are significantly blunted and while fresh enough to put some rose in the cheeks, it will not be freezing them solid. The higher altitudes and northern coast face early year Arctic winds so are naturally colder. Snow turns to rain around spring but is never too heavy. Climate is cool, temperate and oceanic, influenced by the country's location where the polar front separates air currents of polar and tropical origin. Fluctuations in average annual temperature are more pronounced in Iceland than most other places. In Reykjavik, the average temperature is 11C (52F) in July and -1C (30F) in January. For two to three months in summer there is continuous daylight in Iceland, and early spring and late autumn enjoy long twilights. The really dark period that is three to four hours of daylight lasts from about mid-November until the end of January. Iceland is located on both a geological hot spot caused by a mantle plume, and the Mid-Atlantic Ridge. This combined location means that the island is extremely geologically active, having many volcanoes, notably Hekla, Eldgja, and Eldfell. There are also geysers a word derived from the name of one in Iceland, Geysir. Glaciers: The most distinctive features of... Iceland is located on both a geological hot spot caused by a mantle plume and the Mid-Atlantic Ridge. This combined location means that the island is extremely geologically active, having many volcanoes, notably Hekla, Eldgja, and Eldfell. There are also geysers a word derived from the name of one in Iceland, Geysir. The most distinctive features of Iceland are its glaciers, which cover over 4,500 square miles (11,800 km ²) or 11.5% of the total area of the country. The largest of the glacier caps is Vatna glacier in southeast Iceland with an area of 3,240 square miles (8,400 km ²), equal in size to all the glaciers on the European mainland put together. Avalanches are common in the northwest, north and east, where the steep mountain slopes, covered with deep snow.Iceland is richer in hot springs and high-temperature activity than any other country in the world. Steam vents, mud pools and precipitation of sulfur characterize high-temperature activity. The main high-temperature ar eas are Torfa glacier east of Hekla and Grim's lakes in the Vatna glacier. Hengill near Reykjavik is utilized to provide hot water for space heating in the capital. The widespread availability of geothermal power because of the numerous rivers and waterfalls are harnessed for hydropower. The total power output of the Torfa glacier area is estimated to be equivalent to 1,500 megawatts. Hot springs are found all over Iceland. There are about 250 low-temperature geothermal areas with a total of about 800 hot springs.

Professional international business law Essay Example | Topics and Well Written Essays - 2500 words

Professional international business law - Essay Example Wally Solar Manufacturer hereinafter referred to as â€Å"Principal†; a corporation organized and registered in accordance with the laws of _________, having a registered address at ____________ and herein represented by ___________. Japan Sun Power Ltd., herein after referred to as â€Å"Agent†; a corporation organized and registered under the laws of Japan, having a registered address at ____________ and herein represented by ______________;† There are many ways of arranging the sections of an agreement to make in understandable and coherent. I propose that this agreement will be divided into sections with headings and subtitles for easy references. Statement of Purpose. The draft agreement you provided me has no statement of purpose. This provision is important as it will define the whole document and will guide the reader as what purpose it will serve. This should appear as section 1 in the agreement. Definition of Terms. In an agreement, as well as any other contracts, it is highly desirable to define the terms we use in the provisions thereof. There are words, which may have dual meanings or connotes a deferent interpretation when conjunct with another word or phrase. My recommendation is that we include a definition of terms in the agreement and put it as Section 3. Appointment and Territorial Coverage. A clear provision appointing the Agent and defining the territory upon which the agent shall have authority to operate should be included. This should be included as Section 4. I would like to suggest that provisions for this section should read as follows: The Principal hereby appoints the Agent to serve as its exclusive sales agent and representative in Japan and shall act in accordance with the terms of this agreement. The appointment should limit the coverage of the Agent within the Japanese territory as you already mentioned that the Agent is a small company with no capability of handling transactions outside Japan. Non-Transferability

Poor Behaviour To Manage Education Essay

Poor Behaviour To Manage Education Essay An unfortunate term, perhaps, behaviour management, it implies that from the outset there will be poor behaviour to manage, and that we have precluded much about a student or cohort by considering management of behaviour from the outset. 1.0The truth though is that if we have not considered it at all, we will cause problems and noise between ourselves and our students. Much of that which we never would want to occur will occur if we do not, at the very outset, seek to understand; to provide frameworks of behaviour to follow for both the learner and the tutor to build trust and respect on both sides. We must examine what is meant by behaviour management, the factors involved in broad terms, and what we seek to achieve by it. 1.0 No learner comes to us as a blank sheet. No person is a blank sheet. We are not a blank sheet. We will have previous experience, and based on that previous experience we make a prediction of what will happen next. It will affect how we react, and how our students react. 4.1 Knowing this makes the tutor the most influential part of the learning experience. 3.1Adopting the correct stance and strategy for the psychodynamics at work within a classroom is crucial if we are to provide a positive and effective learning environment and learning experience. 1.0 Getting the dynamics wrong will lead to learners disengaging, becoming restless, attending badly and breaking rules of conduct and discipline agreed at the outset. 3.1 Careful attention to behaviourism in structure, policy and in recognition of it in the learners is fundamentally important for developing an environment that will be behaviourally stable. 2.0/ 3.1 Rules, that need to be agreed with learners if they are to be effective, will include organisational policy rules. These are likely to be rules over which there is little latitude for movement and provide the framework around which the agreements are structured. 3.1 2.0Attendance, for example, rules on bullying and respect, inclusivity and diversity. Assessment methods, professional standards and personal behaviour, roles and responsibilities. 3.1 2.0 They will also include disciplinary procedures that are clear and fair, structured to promote re-engagement and identify causes for varying from the code of conduct so that clear targets can be set to regain good behaviour. 2.0/3.1Without the framework of policy rules would appear unilateral and therefore polarising. 2.0/ 3.1 Understanding that the student and the tutor are bound under the same rules is a unifying experience, and helps 3.1learners build a rapport with their tutor without the interference of an unnecessarily polarised relationship. 3.1Yet the benefit of clear lines and boundaries exist for each party to rely on. Christine Richmond (Rogers, August 2002) (page 58) 3.1 1.0 As I have said, no learner comes as blank sheet. Most will have experienced positive experiences in education, along with negative ones at times. Others will have had very little positive experience at all. This will affect their expectations of what will happen in their next experience. 1.0 If the rules didnt help them achieve last time, why should they obey any rules this time? 1.0Perhaps not obeying the rules will get better results? 1.0 If a student has been excluded before, they may expect it again, and would rather you just got on with it. 1.0 Some have not achieved well before for a variety of factors, if they feel they are not likely to achieve they may be disruptive to avoid failure in the future; not doing an assignment doesnt mean they were not capable of it, they chose to not do it as a challenge to the rule, taking ownership of failure on their terms in a more acceptable form. (Miller, 2002)(Andy Miller/Bill Rogers 2002 (page 69) 3.1 The research referred to above relates to addressing this very early, on the first day your students are with you. At this point they have no rapport with you, all they know is their previous experience and perhaps will be predicting that you will be no different from those previous experiences, and that you will not make a difference. 1.0 It may also be social factors and peer expectation, a desire to be included in a groupà ¢Ã¢â€š ¬Ã‚ ¦ all these factors are part of what influences individual behaviour initial part of a study course. 4.1/ 3.2/ 3.1 Specifying and explaining a rule is crucial. We could say no talking while your teacher is teaching thats the rule. For students with fragile internal controls this is a target to aim at, a button to push( playing into the hands of a passive aggressive type). 3.1We could alternatively say its important that everybody hears instructions clearly for the best chance to achieve. Please make sure that you are able to hear, and your neighbours can hear clearly while any tutor is giving you instruction so that you understand. 4.1/4.2 This is explaining the same rule, but is also explaining why there is a rule and the benefits to the learner of that rule. 3.1There is certainly more likelihood of cooperation with rules given in this way, with reason and foundation, rather than as a totalitarian dictate. (OBrien, 2002) (2002) teaching leadership and behavioural management; page 93 3.1/4.1/4.2/For some students accepting the rules will need to follow very quickly with a positive result from those rules, reinforcing it is beneficial to them to follow it. This does not follow that breaking the rules should result in reprimand, but more a reminder of the rule. 3.1/ 3.2Moreso, to ask the student what the rule is, and why it is a rule, but without making it a humiliating affair. 3.1/4.2Keeping the event low key de-escalates the any spiralling frustration. Returning to the curriculum and the lesson objective is the only purpose here, not a public win for either side. Returning to the task is a win for the tutor, and a success for the learner in re-engaging 3.1/3.2/4.2. For some students, there will be no solution to behaviour that constantly trucks the rules, only good management of it so that it has least impact on the learning for the student and learners in the cohort. 3.2The humanistic view is that the teacher is not responsible for the behaviour, only the manage ment of it. 3.2/4.2Liberated from the feeling that you must get this class inside the rules leaves you free to focus energy on how to best manage the circumstances and achieve the curriculum. (Parsons, 2002, p. 117) 4.2/3.2 This does not mean that behaviour should go unchecked, but should be focused on low key solutions that avoid conflict (which is always a destructive force in relationship building) and engage respect, that does encourage relationship building and trust. The rules we make for students must have the aim of safety, trust and respect. We should be making sure our students are reaching the top of Maslows hierarchy or needs and that all of our rules and policy and dynamics are tilted only towards enabling learning. If they are not then they can be seen as rules without meaning. 4.1 This does not mean that some behaviour cannot be challenged directly and publicly. 4.2 Dangerous or abusive behaviour is often best dealt with quickly and publicly, reinforcing to the group that they can have confidence in your leadership and surety of safety. Always, though, making sure that the quickest possible return to task is achieved. 4.2/4.1 Once the incident is stopped, it is best then to return to low key treatment involving a private tutorial with the learner/transgressor, a least intrusive intervention (Rogers, 2002)page 7. Use positive words and statements rather than negative ones (Braithwaite 2001) et al. (Rogers, August 2002) Christine Richmond 4.2/ 4.1/ 3.1 4.1/4.2 We must de-escalate events and interventions. When a person is angry (Teachers included) they can make poor judgements. Far better to make an intervention that returns quickly to task and give all parties a chance to reflect and calm before addressing discipline or correction in a calm and cool manner, when it is easier to articulate and more readily accepted on all sides (particularly true of active-aggressive types). 4.2This may include a time out, or inviting the student or students to remain at the end of lesson for a tutorial. Remaining neutral and calm can be difficult but it is a professional imperative to achieve it. 1.0Reflect that the event may not be related to the underlying cause of the behaviour and assess it from a humanistic point of view. 1.0 Planning can do much to mitigate risks of behaviour from the outset. Students of different backgrounds, ethnicity, race and religion can be in conflict before they ever take a seat in the class. Some may be bringing pre-existing relationships and loyalties with them from previous schools or colleges, or from elsewhere. Having a policy of rules, across an entire campus, keeps consistency. 1.0 2.0 3.1 It avoids the risk of too many tutors and teachers applying rules confusingly differently giving learners sure ground to rely on. 4.2/1.0There are of course students with varying conditions that will appear often to overstep the line on behaviour and will remain unchallenged. We must be careful that accommodating our group profile does not undermine rules that all others are expected to adhere to, and yet accommodate these students fully, so that they are included fully and have the same opportunity of success. The process should be clear and transparent and include the learner in the planning as much as is practicable. This may include support professionals. (Learning Skills Development Agency, 2007) 4.1/4.2We can do this more easily if all behaviour management is kept low key and designed to re-engage a student to task. 4.2/3.1We must also work towards preventing and label that the learner feels they have been attached to becoming a self-fulfilling prophesy. 4.1/4.2Conceptualising behaviour in terms of Primary, secondary and residual behaviours (Rogers) is a useful process that allows refocusing of behavioural issues so that positive behaviour can be affirmed and rewarded. 4.1/4.2/3.2/3.1 This crucial if incremented step provides new experience for the learner, new confidence and eventually the chance of altered behaviour in the future, making all learning more accessible to that learner. Building bridges, not barriers. 1.0 Fundamentally destructive behaviour from a teacher can cause students to be uncomfortable, they will slip down the hierarchy of needs, trust is broken and then there is no respect. Some causes of destructive behaviour are obvious or at least should be. 1.0 Insults directed at a student or group of students, dont be thick Oi, youà ¢Ã¢â€š ¬Ã‚ ¦fattyà ¢Ã¢â€š ¬Ã‚ ¦. If we used them toward other adults in any other arena they would be unacceptable, and so they are here. They hurt, they are erosive and destructive. 1.0/2.0 Sarcasm is also destructive (as well as likely to be hard to perceive for those with Aspergers/autism). It is a cheap shot, and will not yield long term results other than a degradation of student / tutor relationship. This is such a fundamental and crucial area that it should be part of the organisational policy and not rely on individual teachers and tutors to establish. (OBrien, 2002) 1.0 What happens when we start to trade insults and sarcasm with students is a sarcastic and insulting response. We have set the trend by doing this and what follows is our fault. We will lose control of the lesson, the students will at some point say something that pushes all our buttons and we will react with anger. If we cant follow anger with apology and a climb-down and regain respect then we should not set foot on the road that leads to it. It is much the same for management in commerce. 1.0 One could simply not entertain behaviour of such nature and retain respect of staff, colleagues and superiors, nor the all-important customer (which in many ways a student is). At its extreme it is bullying. There are many parallels between classroom management and man management in commerce and industry. Its a people thing, students are people and so are teachers and tutors. 4.2/4.1 Keeping staff focused on their function is crucial to success and the extent of responsibilities must be very clearly understood for all parties. A manager of a workshop will be very clear that a worker is accountable to achieve a given level of output, and we must be clear with students that they are accountable for their output, and in return we are accountable to provide a structure in which that flow of work is constant yet manageable, as is the case of the workshop manager. 4.2Encouraging an environment where the roles are clearly understood, and e ach understands their responsibility, nurtures a culture of cooperation where hierarchy can be reduced and a partnership culture adopted through mutual trust. This means that instead of competing roles they become collaborating, symbiotic roles. (Robertson, 2002) 4.2Environmentally we can control the room layout, and to some extent the temperature and feel of the room. 1.0If it is hot and airless everyone feels stressed, as is the case if it is far too cold, too cramped or learners find it hard to see or hear what is going on. 4.2/1.0We can make an effort not to be intimidating; teachers can be intimidating on many levels without meaning to be. They have excellent subject knowledge, they know whats coming next, they are allowed to ask for your attention and expect to get it, they have voices that carry and they look comfortable in their environment. They can make the work look easy when the student doesnt understand it at all, all these things are intimidating, particularly to students with fragile internal controls. 4.2We can control the flow of information so the student is not overwhelmed, but so that they feel there is plenty to do and do not waste time, thinking that there is only one simple task. 4.2We can communicate clearly, in whichever way the learner accepts most readily. 4.2We must provide them with clear information of what is going to happen when, who we are, who others are and where to find things so that they acquire some ownership and belonging as immediately as possible. 4.2 We can focus on low key interventions that do not leave a student feeling excluded or highlighted in themselves, only in the action away from the task. 4.2Use of body language and eye contact can be quite enough to bring a student back on task (Rogers, 2002)4.2 give ownership of the behaviour to a student by asking them what the rule is and why it is a rule, then move on without further comment (Rogers, 2002). 4.2 Discuss the rules with students so they understand and agree the rationale behind the rule. Make sure the students are aware that there are rules for Teachers and Tutors too, and that we all are under these rules in the framework. 4.2/2.0Be clear on the procedures involved in the policy framework and how that policy is engaged with and what it seeks to achieve. 1.0Be aware that the students will be carrying past experience and that this may not always be positive. 3.1/3.2Be prepared to build bridges and not barriers. 4.2 Recognise achievement and try to divorce the student from the behaviour so that they are free to move their position in approach to learning. 4.2/3.1/3.2Build on good experience so that is supplants any negative experience. 4.2Always let a student move on from a confrontation with a clean sheet, avoid grudges on both sides. 4.2/3.2 Focus on managing behaviour and not waste energy trying to solve behaviour that some students will be unable to comply with. Always return to the objective of completing the task, the curriculum and how that can be achieved with the best management that can be achieved. There will always be times when we misjudge, or engage the wrong strategy. We must not make ourselves a victim, but accept any responsibility that is ours. We must be able to objectively review behaviour and strategy and be open to trying a new approach. We must be open to talking with colleagues and developing our own skills. We must be equally prepared to be wrong and be proven so. The only fault in this would be not being prepared to change or develop a new strategy, or listen to colleagues. References; Harvard; Learning Skills Development Agency, 2007. Whats your Problem. London: Learning skills Network. Miller, A. /. R. B., 2002. Teacher leadership and behaviour management. s.l.:SAGE. OBrien, T., 2002. Teacher leadership and behavioural management. s.l.:Sage. Parsons, L., 2002. Teacher leadership and behaviour management. s.l.:Sage. Robertson, J., 2002. Teacher leadership and behavioural management. London: sage. Rogers, B. /. R. C., August 2002. Teacher leadership and behaviour management. s.l.:Sage. Rogers, B., 2000. Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleage Support. London: s.n. Rogers, B., 2002. Teacher leadership and behaviour management. s.l.:sage. 1. Potential factors that lead to behaviour that can disrupt a learning environment Cross references P1p 1-2 P2p 2-3 P3p 1 P5p 3-4-5 P6p 1-2-3 P7p 1 P8p 2 P1p 3 P2p 1-2 P5p 4 P6p 1 P8p 1 2. Understand organisational policies relating to managing behaviours in the learning environment. 3. Promote behaviours that contribute to a purposeful learning environment. 3.1 Review ways of encouraging behaviours that contribute to an effective learning environment. 3.2 Use strategies for encouraging behaviours that contribute to a purposeful learning environment P1p 2-3 P2p 1-2 ref P3p 2-3-4-5 P4p 1 ref 4. Be able to manage behaviours that disrupt a purposeful learning environment. 4.1 review ways of managing behaviours that disrupt a purposeful learning environment. 4.2 Use strategies for managing behaviours that disrupt a purposeful learning environment

On Culture and Socialization

I chose these articles and chose to use it in an example of culture and socialization between males and females (gender) and discuss more in the following paragraph. The research I used, strongly suggests that there are still and will always be gender-specific communication traits. In my experience, a major requisite for effective intercommunication is making sure the receiver understands the message sent. Effective communication is not so much that I send a message -verbal or nonverbal -but that the person I am communicating with gets the message and responds. If not, miscommunication and misunderstandings may result. An example is when my husband and I have a disagreement over something. It surprises me how this can come from out of nowhere. Another prime example of an underlying cause of miscommunication is obviously due to the many different communication styles, content and method of interpretation of males and females. The interest in and importance of this topic solely, can be found not only in scholarly journals and books, but also in bestsellers. I have the book by Deborah Tannen, You Just Don't Understand: Women and Men in Conversation, which is one of the main reasons I chose the two articles, especially the self- maintenance in conversation (including not just the control category, but achievement, opposition, attribution, anger, denial, withdrawal, and prevarication). I do believe I have experienced all of these topics in my marriage, let alone other interpersonal communications. For example, if my husband and I are in an argument, I know I’m right, no, really, because I’ve done the research; yet he still insists on telling me I’m wrong. My blood boils, maybe he knows this. Regardless, I need to work on my fight vs. flight methodology. He is not right, period. I belittle him in my mind for not knowing what I believe everyone would know. My behavior is almost incomprehensible at times concerning my desire to control, my level of anger in a belligerent way, and my actual denial in questioning myself about marrying an idiot. I don’t know how many times I have said something to the tune of, look, this is just not going to work out, blah, blah, blah, you should think about looking for somewhere else to live (knowing this will never happen in my level of commitment). Relationship therapist John Gray's 1992 bestselling book Men are from Mars, Women are from Venus explains the difference in communication styles of men and women by humorously suggesting that they are from different planets, and that these differences contribute to communication conflicts. Gray puts forward that men and women often appear to be speaking entirely different languages, even when the vocabulary, syntax, and grammar they use are the same. Deborah Tannen, whose book, You Just Don't Understand: Women and Men in Conversation, was on the New York Times Best Seller list for nearly four years and brought gender differences in communication style to the general public. Tannen contends that differences between the communication styles of women and men are the result of more than culture and socialization, but are inherent in the basic make up of each gender. Tannen, 1990) Taking a more scholarly perspective, Wendy Leeds-Hurwitz contends that among other things, the field of communication includes â€Å"the study of meaning, the study of how people convey ideas for themselves and to one another† (Leeds-Hurwitz, p. xv). Saying the same thing may have different meanings for men and for women. (Tannen, 1990) argues that men and women have different styles of con versing, of listening, of talking, and even have different purposes at stake in most conversations. She concludes that these different styles produce different meanings of the same words, and lead to miscommunication. In the three preceding paragraphs, I learned something I never knew. Wood stated â€Å"Researching communications between men and women reveals that the rules taught through childhood play are evident in adult interaction† (Wood, J. , 2004, p. 117). She makes the point, however, that â€Å"not all women follow rules of feminine communication communities and not all men follow rules of masculine ones† (Wood, J. 2004). Tannen contends, differences between the communication styles of women and men are the result of more than culture and socialization, but are inherent in the basic make up of each gender (Tannen, 1990). I never knew that, but I personally don’t think there is enough evidence, nor do I agree. I think just because a child might see his parents arguing the majority of the time and eventually divorcing after staying together for the sake of the children; it’s not always true about rules being taught in childhood play being evident in adult interaction. I think this statement might just need more research on the age of the child, if by rules she is referring to interpersonal communication, etc. I know many now adults who have been through a lot of negative interactions between their parents (arguing, fighting, and yelling at each other) while growing up to include general observation of adult conversation(s). These individuals have become excellent communicators, and have even mastered an ability to successfully teach interpersonal communications. The majority have also been in long-term what appears to be a successful marriage or relationship. I researched further in my book (next paragraph) to find out Tannen has some of the same thoughts as Wood on children being socially molded and trained to speak separate languages based on their gender. Because I used a published book and a scholarly article, and because of the information I learned, I have gained a motive to dig deeper into researching their theories and/or ideologies. Both Wood and Tannen agree â€Å"socialization in different gender communities’ accounts for some common misunderstandings between women and men† (Wood, 2004, p. 118). Tannen contends that men and women speak differently in face-to-face conversation because children are socially molded and trained to speak separate languages based on their gender. They both offer examples regarding how males and females discuss problems. When a woman tells a man about something that is troubling her, he responds by offering advice or a solution. On the other hand, women view communication as a way to build connections and are looking for empathy and discussion of feelings prior to advice. According to Wood â€Å"the most common complication in gender communication occurs when a woman says â€Å"Let's talk about us. To many men this often means trouble because they interpret the request as implying there is a problem in a relationship† (Wood, 2004, p. 118) and men are socialized to regard talking about a relationship useful only if there is a problem to be solved. Wood contends, however, that women feel problems are not the only reason to talk about a relationship. Women use talking to build intimacy. Tannen (1990, 1993) points out that both men and women need to understand the basic differences in their communication styles to find common ground and understanding. In spite of any genetic, biological or socialization factors that lead to ineffective communication between men and women (specifically my husband and I), effective interpersonal communication can be learned. I think once an understanding is reached, through patience and time, we (my husband and I) tend to accept; and as inept as it sounds, positively tolerate the opposite genders communications, and have more meaningful exchange of information, ideas and feelings in our personal communication. I’ve found different meanings in his actions whether verbal or non-verbal. We now agree to disagree and long ago came to understand what we once misunderstood in our interpersonal communication. At one point, when Tannen concluded that the different styles (genetic, biological or socialization factors) produce different meanings of the same words, and lead to miscommunication; I immediately thought of how these different meanings of the same words, etc. , in an interpersonal conversation could lead to a conversation of misunderstanding without the participants even knowing. As stated in Bridges not Walls, Editor John Stewart, the statement â€Å"I want to be me, but I need you† (confirmed by Stewart J. 2009, p. 95), made me seriously think about my true need to be both intrapersonal and interpersonal. So, from here, I feel I need to maintain a sort of parallel twist in working on culture and socialization, but not only verbally. I think when people think of interpersonal communication, they don’t consider nonverbal communication; which can als o lead to misunderstandings, or different interpretations of the same set of facts, causing breakdowns in communication. Television and magazine advertisements, as well as media portrayals of men and women, often perpetuate stereotypes. Men are macho and women are happy housewives or submissive playthings. It is important for effective communication not to make assumptions. On culture and socialization; I cringe at the fact that physical appearance is the most obvious nonverbal cue we present; it prompts others to perceive us with certain expected personality traits. It is a huge part of culture and socialization. In previous sociology experiments I’ve done, i. e. , I went into a grocery store and purchased a few items. I had just gotten out of bed a couple of hours earlier; no matter whom I had said anything to; one out of five people would respond. Even the cashier and bagboy were kind of stand offish. One day later, I returned, dressed in my work apparel which consisted of a suit, short heels, minimal make-up and hair fixed. It was like a one-hundred eighty degree flip. Random people were friendly, a smile here and there, and even a conversation with the same cashier. They might not have even recognized me from the day before, but I learned a lot about nonverbal communication and how it too, plays a tremendous role in culture and any type of socialization. In an experiment conducted by Schellenberg (1993) reports that good looking subjects were rated more highly than less attractive ones on non-physical traits as well. More attractive persons were also perceived as being more socially sensitive, sexually warm, kind, poised, and interesting than less attractive persons. In sum, they were perceived as having all the more desirable traits. Not only were they rated higher on the personality dimensions, but they were seen as happier and more successful in their lives (p. 129). Old School-Research on nonverbal communication must be approached cautiously. Some studies mark masculinity and femininity as stable, individual traits, when current research has placed us in a better position from which to view masculine and feminine display â€Å"as operating in the service of impression management and social maintenance† (Epstein, 1988, p. 220). I say â€Å"old school† for the research conducted by Epstein in 1988, yet it amazingly still applies research done today on nonverbal communication and gender. Generally, the sexes are attracted to one another on the basis of what Walster and her colleagues called the â€Å"matching hypothesis† ( Knapp, 1989, p. 59). The matching hypothesis argues that we may be attracted to only the best looking partners, but we will accept someone at least as good looking as we are. In other words, we are realistic in our approach to matching ourselves with prospective partners. I know it is true, but it still makes me cringe. It is judgment and judgment is up to God, not us. Conclusion On Cu lture and Socialization and Self-Maintenance in Communication; bettering verbal and nonverbal performance may not change any societal hierarchies, social orders, interpersonal communications, but it may be a first step. Studies have shown that the ability to correctly interpret verbal and nonverbal communications leads to more successful personal relationships. Greater awareness of verbal and nonverbal communication skills may lead to enhanced assertiveness. Being aware of the relationships between power and verbal/nonverbal communications changes the way people view seemingly neutral interactions. The relationship among power, sex, and verbal/nonverbal communications is one that has not been studied sufficiently. Further study of this controversial subject can only help to improve interpersonal communications.