Losing Liberty How Obama Put America On the Road to Nowhere

Everyday. Everyday we see articles, blogs, and videos of citizens having their rights violated; values demoralized; and beliefs taunted. Each report by media outlets is filled with bias, whether it be natural or driven by a â€Å"secret agenda† as so many claim. Within the Constitution is a set of rights or principles that were granted to each individual by our founding fathers. To this day, every American holds true to these principles; it is these principles that make us different, make us unique, it is these principles that make us free. But what happens when these rights are violated, when our values are destroyed? What happens when our way of life is suspended to make way for a greater or safer good? When we as citizens no longer have†¦show more content†¦Pericles, in the funeral oration after Peloponnesian War, proudly asserted: â€Å"Rather we are more a model to others, than an imitation of anyone else. Our constitution is called democracy because power is i n the hands not of a minority but of the whole people. When it’s a question of putting one person before another in positions of public responsibility, what counts is not membership of a particular class, but the actual ability which the man possesses.† (Tsan) Examples of society’s lost values can be found on every street corner, in every elevator, and throughout the workplace. Violence in our society is not spread by the social disease of guns, movies, or mental illness that it has been made out to be. Violence in our society is the result of our lost values that define our society. It’s about us. â€Å"We seem to resign ourselves to the growing violence as â€Å"new normal.† â€Å"While we show initial outrage at the senseless mass killings are more frequent, we quickly move on and do nothing. As Americans, we are losing our moral compass, and that may be the greatest danger our nation faces.† (Florez) The most corrosive to our values is t hat we do nothing. We do nothing yet hide under the rock that is individual freedom. â€Å"Go about your business† â€Å"It’s not your burden to carry† etc. is something we’ve all been told. History has shown time and time again that societies perish when its people fail to adhere to a set of common values. AlthoughShow MoreRelatedGp Essay Mainpoints24643 Words   |  99 PagesForeign Aid a. How effective is Foreign Aid? 9. Migration a. Is migration/having foreigners good? 10. Subjects a. Literature b. History c. Mathematics d. Universal language 11. Businesses a. Business morality b. Charities as businesses 12. Democracy a. Good vs. Bad 13. Social Issues (only stats provided) a. Gender b. Family c. Equality 14. Governance a. World Governance 15. Others a. Cooperation b. Education c. Crime d. Liberty or Security Read MoreBhopal Gas Disaster84210 Words   |  337 PagesEast Asia. Hindu / Delhi 06/04/06 Bhopal victims step up agitation NEW DELHI: Over 400 survivors of the Bhopal gas disaster and their sympathisers who on Monday organised a huge die in here, covering themselves in white shrouds and lying on the road while symbolic figures of death danced through the corpses. The gas victims and their sympathisers, who have been demonstrating here for the last fifteen days, announced that six persons (three survivors and three sympathisers) would go on an indefiniteRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesreproduced, with permission, in this textbook appear on the appropriate page within text. Copyright  © 2013, 2011, 2009, 2007, 2005 by Pearson Education, Inc., publishing as Prentice Hall. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying

Juvenile Delinquency And Urban Areas - 1557 Words

In 1942, Clifford Shaw and Henry D. McKay produced Juvenile Delinquency and Urban Areas, which aimed to explain crime in urban communities using social disorganization theory. Elliot and Merrill (1934) define social disorganization as â€Å"a breakdown in the equilibrium of forces, a decay in the social structure, so that old habits and forms of social control no longer function effectively† (p.20). Using this definition and the ecological approach, Shaw and McKay argue that low economic status, ethnic heterogeneity, and residential mobility led to the disruption of community social organization (Shaw and McKay 1942). This disruption is what essentially leads to delinquency and further crime. Numerous empirical studies and tests were conducted in order to determine the validity of the theory. Studies done in the United States and in other countries have also shown support for the theory. In addition, the theory has been extended and revised by multiple scholars and applied to nonmetropolitan areas. The numerous studies and tests of social disorganization theory will prove whether the theory is applicable to other metropolitan and nonmetropolitan areas and whether the theory is still applicable to the modern era. In their 1942 study, Shaw and McKay utilized maps, some that outlined neighborhood characteristics such as where demolished buildings were located, population fluctuations, the percentage of families on welfare, percent foreign born or Negro, and where male delinquentsShow MoreRelated Juvenile Crime and Socio Economic Factors Essay1610 Words   |  7 Pagescurbed at any cost. Crime at a juvenile age is on one hand a crime against property and life, and on the other a crime against humanity. It is a much graver social danger that holds the seed of an evident social disaster implanted into it. Criminologists hold different views regarding the root of juvenile crime and that often leads into quite the argument. Irrespective of those theoretical head on collisions, the presence of socio economic factors behind each juvenile crime committed is almost acceptedRead MoreThe Police, Their Policies, And Responses Of Juvenile Delinquency940 Words   |  4 Pages1. Discuss the police, their po licies, and responses to juvenile delinquency. Early policing originated in an early English society. This focused on the pledge system and eventually grew later into the watch system model. These policies differed in contrast due to the size of the environments. As times grew the watch model allowed for larger urban areas to have protection. This eventually led to delegated roles such as the integration of the constable who was tasked with serious crimes. In 1829 SirRead MoreThe Social Of Crime And Criminal Behavior882 Words   |  4 Pagesand cultures, or ethnic diversity. Shaw and McKay determined that that juvenile delinquency was not caused by the individual but instead by the normal response by normal individuals to abnormal conditions. Social disorganization theory is still used today as a reliable predictor of juvenile violence and crime. In the Social disorganization theory there are four main assumptions which serve as explanations for a rise in delinquency. It assumes that the lack of community-based controls, the increaseRead MoreFactors Contributing For Criminal Activity Among African Americans1587 Words   |  7 Pagesexperience between the two cities, Ernest W. Burgess, was one of the scholars selected to investigate what was taking place in Chicago communities. Early on, Burgess investigated the seven wards of Chicago where he found that there were high levels of delinquency in the fourth ward which had poor home conditions, poverty, and bad influence on the city’s youth (Gabbidon,2015). As stated in, Criminological Perspectives on Race and Crime by Shaun L Gabbidon, Social Disorganization is the breakdown in equilibriumRead MoreJuvenile Delinquency : Factors That Lead Youth1458 Words   |  6 PagesJuvenile Delinquency: Factors that lead youth to delinquency It has long been a problem why some children steal, damage properties and not others. Many researches have been done to know the main factor that lead youth to delinquency, and it has been learned that there is no single path to delinquency. Although much of the research on factors that youth face has focused on predicting serious and violent offenses. Many people wonder about the factors that lead youth to commit delinquency. There areRead MoreThe Effects Of Juvenile Delinquency On Teens864 Words   |  4 Pagesoccurred in rural or urban areas. Increase of population in urban shows poverty, unstable, underdevelopment, deficiency and lack of housing areas. Theses can also affect teens that increase-doing crimes in which it called juvenile delinquency. There are two terms that define juvenile delinquency, 1: conduct by a juvenile characterized by antisocial behavior that is a beyond parental control and therefore subject to legal action; 2: a violation of law committed by a juvenile and not punishable byRead MoreThe 19th Century : The Nineteenth Century1333 Words   |  6 Pages had children as young as fifteen married and having children of their own (Hacker D. J., 2003). The age distinction we place on juveniles today would not have been applied at that time, subsequently juveniles who broke the law were tried in the same courts as adults. Some youths as young as fourteen years old were executed for their crimes until 1899 when the Juvenile Court of Law was established in Chicago, Illinois (Jensen, G. Shoemaker, D., 2007). It is painful to consider that youth who foughtRead MoreIs There A Strong Relationship Between Poverty And Juvenile Delinquency?1655 Words   |  7 PagesStrong Relationship Between Poverty and Juvenile Delinquency? There is a lot of research in the world on whether or not poverty and juvenile delinquency are correlated. Of what I’ve seen, the studies suggest that there is, in fact, a relationship between them. Poverty is a serious issue, and it not only affects the people living in poverty, but it also affects the people around poverty-ridden neighborhoods. This study will address the issue of poverty on juveniles. Moreover, it will unveil the problemRead MoreData Collected from the Article Juvenile Gun Ownership in the USA: Current Knowledge and Future Directions579 Words   |  3 PagesThe article that I selected is called Juvenile gun ownership in the USA: Current knowledge and future directions. In this article they are looking at published research and some existing data to look at the present state of empirical knowledge on juvenile gun ownership and see which areas need to be improved in the future. The Data was collected from the National Survey of Weapon-Related Experiences, Behaviors, and Concerns of High School Youth in the United States, 1996 (ICPSR 2580). In the originalRead MoreThe Problem Of Juvenile Delinquency894 Words   |  4 Pagesmost are just beginning puberty, these young boys and girls are becoming juvenile delinquents because they chose the wrong path or the wrong path was laid out for them. THEORIES AND CAUSE OF JUVENILE DELIQUENCY There are many theories and causes to why some juveniles end up being juvenile delinquents. The first is that peer groups can play a major role in one’s life between the ages of twelve and eighteen, pressuring juveniles to abandon their home life and join street gangs. Society can play a

The Positivism in Mexico Free Essays

â€Å"Positivism in Mexico was primarily and educational philosophy. It tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress. † Evaluate this assessment of positivism in Mexico. We will write a custom essay sample on The Positivism in Mexico or any similar topic only for you Order Now How accurate is it? What does it mean by facing â€Å"the truths of science†? What kind of educational innovations did it argue for? The Positive (and Negative) Truth about Mexican Positivism as a 19th Century Mexican Educational Reform Philosophy The assertion that: â€Å"Positivism in Mexico was primarily an educational philosophy. It tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress† (no source) is an accurate one. Further, according to â€Å"Comparative Social Movements: Mexico and the United States†: The Mexican Positivists were a group of elite intellectuals and social scientists that provided guidance and advice to Porfirio Diaz, the dictator that controlled Mexico from 1878 through the eve of the Mexican Revolution in 1910. The cientificos [sic] emphasized the incorporation of Mexico into the modern world system. This was to be accomplished through suppression of the indigenous and mestizo [sic] aspects of he culture and promotion of Mexico’s â€Å"European† heritage. The combination of economic liberalization and political authoritarianism was the hallmark of Mexican Positivism. (December 16, 2002) Philosophies of the founder of sociology, Auguste Compte (â€Å"Sociological Positivism†; Auguste Compte), as applied to 19th century Mexican society, i. e. , Mexican Positivism, offered (or imposed, depending on one’s viewpoint) educational and other innovations in the later 19th century and earliest years of the 20th (â€Å"The Porfiriato, 1876-1910†). To those nationals who supported Mexican Positivism (and there were many), â€Å"The positivism of Auguste Comte promised progress, discipline, and morality, together with freedom from the tyranny of theology† (Hutto). Further, Mexican Positivism, derived as it was from Compte, emphasized the encouragement of, and a focus upon, scientific inquiry into ways of achieving national social progress measures, while still maintaining the established social order, e. g. , a cornerstone Comptean ideal (Marti, â€Å"Positivism and Human Values: The Quest for a Social Ideal†, March 26, 1994). Mexican Positivism also espoused empirical, as opposed to abstract, definitions of and goals for social progress; as well as systematic strategies and methods for (as we would call it today) the continual improvement of society, or â€Å"Total Quality Management (TQM)† (â€Å"Social Positivism†; â€Å"August Compte†; â€Å"Sociology†). Mexican-born social philosophers like Jose Vasconcelos and Antonio Caso, however, were comparatively abstract, non-scientific thinkers by comparison. They were, in that sense, both relatively non-Mexican Positivists; that is, each favored a more holistic, less systematic integration of philosophy, science, art, education into already inherent (instead of externally-imposed, European-based) social values (Salmeron; Marti; â€Å"Jose Vasconcelos†; â€Å"Antonio Caso†; â€Å"Auguste Compte†). Vasconcelos, for example, was â€Å"in favour [sic] of the education of the masses and oriented the nation’s education efforts along secular, civic, and pan-American (americanista) lines† (Wikipedia). Vasconcelos’s ideals included, according to Salmeron (p. 267), the concept of: a living experimentalism in which concur, each one in its own function, the data of the senses, the rules of reason, the projects of the will, all in a harmony which engenders love. The ambition to bring into concert all the resources by which consciousness disposes to relate itself to the world and to penetrate more profoundly its own depths [emphasis added]. As for Caso, who was in many ways (although in a more purely academic sense) (Salmoneda), echoed Vasconcelos’s ideological viewpoint: â€Å"Caso’s thought is a reaction against positivism, an affirmation of liberty, of Christian roots, based on the conviction that man is a spiritual reality which constitutes the culmination of nature. † (Salmoneda, p. 267) In comparison to Vasconcelos and Caso, Compte, the â€Å"Grandfather† (â€Å"Sociology†) of positivism as an integrated social philosophy (â€Å"Auguste Compte†) might have instead espoused the importance of a quantifiable â€Å"blueprint† for Mexican social progress and educational innovation. That, then, could then be empirically tested, and its results quantified and studied, e. g. , a â€Å"science of society† (â€Å"Auguste Compte†). This would represent a systematic approach to measuring all areas of societal progress (or the lack of it), including education. (Salmoneda; â€Å"Auguste Compte†; â€Å"Sociology†). Such an approach, Compte no doubt would argue, would help Mexico, a â€Å"backward† (i. e. non-European) nation, to now be able to â€Å"face the truths of science, order and progress† [whatever those were. They were most likely European truths, which Mexico and Mexicans, being â€Å"backward†, simply had not â€Å"caught on† to yet]. Mexican Positivism had an especially strong, active, and influential supporter in Gabino Barreda. Barreda clearly regarded Mexican Positivism much more favorably than did either Vasconcelos or Caso. Perhaps this was due to his own (Paris-acquired) scientific and medical training, as well as his privileged social background (â€Å"The Porfiriato, 1876-1910†³; Hutto; Marti. Positivism and Human Values: The Quest for a Social Ideal†, March 26, 1994). Barreda was an intellectual, with a predilection for outcomes based on logic; his major concern was the establishment of the sciences and logic as the basal philosophy of education. . . He considered positivist principles necessary in order to educate â€Å"a new elite to guide Mexico in the positive era† (Hale, 1989). Curriculum was defined as â€Å"the encyclopedic learning of the sciences in an ordered hierarchy† hat would establish an intellectual order capable of preventing anarchy in all its forms, and thereby lead to the moral regeneration of society (Hale, 1989). Mexican positivism, embodied in the slogan â€Å"order and progress,† was the backbone of the modernization scheme supported by the cientificos, intellectual followers of Barreda. Led by Jose Ives Limantour, who served as adviser to Diaz, the cientificos developed a plan for economic recovery that was to be carried out through the next twenty-seven years of the Porfiriato. (â€Å"The Porfiriato, 1876-1910†) Mexican Positivism, then, indeed â€Å"tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress† (no source). Since the impetus for it came from a European movement, though, rather than from one that sprang from within the movement itself, the efforts of Mexican Positivism were met with mixed enthusiasm within Mexico itself, and also with mixed results. How to cite The Positivism in Mexico, Papers The Positivism in Mexico Free Essays â€Å"Positivism in Mexico was primarily and educational philosophy. It tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress. † Evaluate this assessment of positivism in Mexico. We will write a custom essay sample on The Positivism in Mexico or any similar topic only for you Order Now How accurate is it? What does it mean by facing â€Å"the truths of science†? What kind of educational innovations did it argue for? The Positive (and Negative) Truth about Mexican Positivism as a 19th Century Mexican Educational Reform Philosophy The assertion that: â€Å"Positivism in Mexico was primarily an educational philosophy. It tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress† (no source) is an accurate one. Further, according to â€Å"Comparative Social Movements: Mexico and the United States†: The Mexican Positivists were a group of elite intellectuals and social scientists that provided guidance and advice to Porfirio Diaz, the dictator that controlled Mexico from 1878 through the eve of the Mexican Revolution in 1910. The cientificos [sic] emphasized the incorporation of Mexico into the modern world system. This was to be accomplished through suppression of the indigenous and mestizo [sic] aspects of he culture and promotion of Mexico’s â€Å"European† heritage. The combination of economic liberalization and political authoritarianism was the hallmark of Mexican Positivism. (December 16, 2002) Philosophies of the founder of sociology, Auguste Compte (â€Å"Sociological Positivism†; Auguste Compte), as applied to 19th century Mexican society, i. e. , Mexican Positivism, offered (or imposed, depending on one’s viewpoint) educational and other innovations in the later 19th century and earliest years of the 20th (â€Å"The Porfiriato, 1876-1910†). To those nationals who supported Mexican Positivism (and there were many), â€Å"The positivism of Auguste Comte promised progress, discipline, and morality, together with freedom from the tyranny of theology† (Hutto). Further, Mexican Positivism, derived as it was from Compte, emphasized the encouragement of, and a focus upon, scientific inquiry into ways of achieving national social progress measures, while still maintaining the established social order, e. . , a cornerstone Comptean ideal (Marti, â€Å"Positivism and Human Values: The Quest for a Social Ideal†, March 26, 1994). Mexican Positivism also espoused empirical, as opposed to abstract, definitions of and goals for social progress; as well as systematic strategies and methods for (as we would call it today) the continual improvement of society, or â€Å"Total Quality Management (TQM)† (â€Å"Social Positivism†; â€Å"August Compte†; â€Å"Sociology†). Mexican-born social philosophers like Jose Vasconcelos and Antonio Caso, however, were comparatively abstract, non-scientific thinkers by comparison. They were, in that sense, both relatively non-Mexican Positivists; that is, each favored a more holistic, less systematic integration of philosophy, science, art, education into already inherent (instead of externally-imposed, European-based) social values (Salmeron; Marti; â€Å"Jose Vasconcelos†; â€Å"Antonio Caso†; â€Å"Auguste Compte†). Vasconcelos, for example, was â€Å"in favour [sic] of the education of the masses and oriented the nation’s education efforts along secular, civic, and pan-American (americanista) lines† (Wikipedia). Vasconcelos’s ideals included, according to Salmeron (p. 267), the concept of: a living experimentalism in which concur, each one in its own function, the data of the senses, the rules of reason, the projects of the will, all in a harmony which engenders love. The ambition to bring into concert all the resources by which consciousness disposes to relate itself to the world and to penetrate more profoundly its own depths [emphasis added]. As for Caso, who was in many ways (although in a more purely academic sense) (Salmoneda), echoed Vasconcelos’s ideological viewpoint: â€Å"Caso’s thought is a reaction against positivism, an affirmation of liberty, of Christian roots, based on the conviction that man is a spiritual reality which constitutes the culmination of nature. † (Salmoneda, p. 67) In comparison to Vasconcelos and Caso, Compte, the â€Å"Grandfather† (â€Å"Sociology†) of positivism as an integrated social philosophy (â€Å"Auguste Compte†) might have instead espoused the importance of a quantifiable â€Å"blueprint† for Mexican social progress and educational innovation. That, then, could then be empirically tested, and its results quantified and studied, e. g. , a â€Å"science of society† (â€Å"Auguste Compte†). This would represent a systematic approach to measuring all areas of societal progress (or the lack of it), including education. Salmoneda; â€Å"Auguste Compte†; â€Å"Sociology†). Such an approach, Compte no doubt would argue, would help Mexico, a â€Å"backward† (i. e. non-European) nation, to now be able to â€Å"face the truths of science, order and progress† [whatever those were. They were most likely European truths, which Mexico and Mexicans, being â€Å"backward†, simply had not â€Å"caught on† to yet]. Mexican Positivism had an especially strong, active, and influential supporter in Gabino Barreda. Barreda clearly regarded Mexican Positivism much more favorably than did either Vasconcelos or Caso. Perhaps this was due to his own (Paris-acquired) scientific and medical training, as well as his privileged social background (â€Å"The Porfiriato, 1876-1910†³; Hutto; Marti. Positivism and Human Values: The Quest for a Social Ideal†, March 26, 1994). Barreda was an intellectual, with a predilection for outcomes based on logic; his major concern was the establishment of the sciences and logic as the basal philosophy of education. . . He considered positivist principles necessary in order to educate â€Å"a new elite to guide Mexico in the positive era† (Hale, 1989). Curriculum was defined as â€Å"the encyclopedic learning of the sciences in an ordered hierarchy† hat would establish an intellectual order capable of preventing anarchy in all its forms, and thereby lead to the moral regeneration of society (Hale, 1989). Mexican positivism, embodied in the slogan â€Å"order and progress,† was the backbone of the modernization scheme supported by the cientificos, intellectual followers of Barreda. Led by Jose Ives Limantour, who served as adviser to Diaz, the cientificos developed a plan for economic recovery that was to be carried out through the next twenty-seven years of the Porfiriato. â€Å"The Porfiriato, 1876-1910†) Mexican Positivism, then, indeed â€Å"tried to break away with the colonial mentality and bring an intellectual emancipation so the modern Mexican mind could step into the future, free from the shackles of obscurantism, superstition and face the truths of science, order and progress† (no source). Since the impetus for it came from a European movement, though, rather than from one that sprang from within the movement itself, the efforts of Mexican Positivism were met with mixed enthusiasm within Mexico itself, and also with mixed results. How to cite The Positivism in Mexico, Essay examples

Ethical Communication in Contemporary Business

Question: Write an essay onEthical communication in contemporary business. Answer: In the contemporary era of technologically and developed informational period, effective and ethical communication is very necessary for business organizations. Communication is effective when both the sender and the receiver understands and responds to the purpose of the communication. A business organization cannot function without effective communication among the management and the subordinates. For business organizations, which want to be socially and ethically responsible, as well as financially successful, it needs to develop an effective, ethical communication within the organization as well as with customers and stakeholders. Ethically responsible business organizations gain the competitive advantage in the market. Communication without ethics can bring miscommunication and misunderstanding within organizations. Ethics in communication can refer to the circumstances of ethical reflection in communication processes. Maintaining ethical communication for business organization balancing between what is profitable and ethical is a struggle. A further feature of ethical communication is promoting dialogues and communication that consist of thoughtful and common considerate that compliments the inimitable requirements and characteristics of individuals (Guffey Loewy 2012). The fundamental components of ethical business communication discussed below: The management of the organization should practice ethical and integrated leadership in the decision-making process. The ethical business organizations establish foundation a code of conduct that chains with the organizations mission. Maintaining integrity of the organization brings fair work environment, which leads to employee satisfaction and employee loyalty. Valuing respect for employees, customers, and vendors in the market is key characteristics of the ethically responsible organization. An ethical business has concern consumers, human resources, vendors and the society. All choice made by the organization includes the consequence on society, workforce, workers or the environment adjacent it. One of the ethical dilemmas faced by the contemporary technological market is unethical to use of smartphones to cheat in examinations. According to recent news, how high school and university students are unethically using Smartphone and other digital devices in examinations (The Conversation., 2016). It shows how effortlessly such advanced technological devices are obtainable to an individual who looks to gain an undue benefit in examinations. Using Smartphone and other technologically advanced devices use in examinations banned throughout Australian Schools and Universities. For example, Google Glass can take pictures and send the information to other devices. The handset received criticism from different institutions and organizations. As a result, Google announced recently that it will stop production but will continue to upgrade the technology (ABC News., 2016). Even though these devices are used for lawful and allowed purposes, the advertising of such gadgets to students is a matter that is tormenting the learning institutions. In the above situation, Google has practiced ethical communication, which advocated honesty, exactness, and integrity; as these promote and continue the reliability in business. If in the scenario, Google had avoided the responsibility for unethical use of Google Glass, the organization would have send miscommunication. As a result, users and consumers could have lost trust in them. Rather, by accepting ethical responsibility concerning the production of the product, Google emerged as an Ethically Responsible Organization. Reference: Students are using 'smart' spy technology to cheat in exams. (2016). The Conversation. Retrieved 17 May 2016, from https://theconversation.com/students-are-using-smart-spy-technology-to-cheat-in-exams-59241 Google Glass social media accounts shut down. (2016). ABC News. Retrieved 17 May 2016, from https://www.abc.net.au/news/2016-01-27/google-glass-social-media-accounts-shut-down/7116234 Guffey, M. E., Loewy, D. (2012).Essentials of business communication. Cengage Learning. Ulrich, P., Sarasin, C. (Eds.). (2012).Facing public interest: The ethical challenge to business policy and corporate communications(Vol. 8). Springer Science Business Media.

Seconds Away From Disaster Essays - Auburn Hills, Michigan, Chrysler

Seconds Away From Disaster Seconds Away From Disaster It only takes a few seconds to realize how under-appreciated the gift of life really is. I can still remember the exact moment in which I began to understand that life is the most valuable gift that I have ever been given. Never again since that moment have I forgotten how quickly that gift can be taken away. A few seconds earlier or later, a few inches left or right, or maybe just a little less luck could have changed what turned out to be a life-altering experience into a life-ending disaster. It was August 16, 1992, and it was a seasonably warm summer day in the small town of Norwood, Ohio. Nothing led me to believe it would be anything other than a normal day, except for the fact that it happened to be my father's birthday. I was on my way to the store to finish up some last minute errands in preparation for a small party that we would be throwing later. There was one more stop, and I would be heading home to get ready for cake and ice cream with family. By the looks of things, there were not many people out, and there were very few cars moving around town. Other than the cars parked along the sides of the road, it was as if I had the roads to myself. I had been driving for a little over a year, and I had taken these same roads countless numbers of times without incident. I was about to find out, though, that this time would be different. As I was driving along with the top of my jeep partially off and the radio playing, I noticed a car coming in the other direction. I was approaching the intersection of a small side street as the oncoming car slowed to turn. Whether the driver did not see me, whether his judgement was off, or whether he just did not care, I will never really know, but he suddenly turned left in front of me. The only thing that I know for certain is that, in the next few moments, I realized just how much I had been taking for granted. In the seconds to follow all of the stories that I had heard of time slowing to a crawl and of one's life flashing before his eyes during an accident came true. A feeling of pure terror overwhelmed me as I slammed on my brakes hoping to be able to stop. The other oncoming traffic and parked cars made swerving out of the way an impossibility, so I was forced to go straight ahead. Unfortunately, there was not enough time or distance between us for me to stop, and we collided. If you have never been involved in or near a car collision, believe me when I tell you that it is an awful combination of sounds to hear. Squealing tires and blowing horns are followed by a bone-jarring jolt as metal grates, bends, and tears under the stress of the impact. Glass and plastic shatter to tiny pieces as windows, windshields, and headlights fracture from pressure and warping. Those sounds assaulted my senses as I hoped and prayed that somehow I would make it through the entire calamity without any majo r injuries. Finally, my jeep came to a complete stop, and I was flung violently forward. Although the entire collision may have taken a total of ten seconds, it felt as if a lifetime had passed within that time. The front end of my jeep had hit the other car directly in the passenger side door. My hood had crumpled to almost half of its original depth, and the tires were rubbing the insides of the wheel wells to the point that they would not turn. The dashboard had been pushed back into the driving compartment slamming into my knees, and the windshield had shattered. The other car had practically wrapped itself around the front of my jeep like a glove. Luckily, I was alone and had been wearing my seatbelt. Without it, I would have surely been catapulted through the shattered windshield on impact. As it was, I had only slightly hit

HAKA--traditional dance performance in New Zealand essays

HAKAtraditional dance performance in New Zealand essays Most people will identify HAKA as a war dance, actually this is an erroneous description, but it ¡Ã‚ ¯s understandable. One relatively formal definition is that composition played by many instruments. Hands, feet, legs, body, voice, tongue and eyes all play their part in blending together to covey in their fullness the challenge, welcome, exultation, defiance or contempt of the words. (Armstrong A, 1964) According to Armstrong, he describes two general types of HAKA by whether weapons are carried or not: HAHA taparahi, which is performed without weapons and may express public or private sentiment; and HAKA peruperu, in which the performers carry weapon. (Armstrong, A, 1964) There are also other methods to distinguish HAKA, which are differed by their function, by their manner of performance, by grouping of performers: ( Mclean, M 1996) Ngeri ¡Ã‚ ªany short informal composition in HAKA form performed with or without dance and could be regarded as a short, sharp, wake-up action Tuara ¡Ã‚ ªa type of ngeri in which words describe sexual connotations and imagery to express derision Tumoto ¡Ã‚ ªanother type of ngeri which is a virulent chant to indicate revenge for some injury or defeat in battle Pirori ¡Ã‚ ªa HAKA performed naked which indicate contempt revulsion Kaioraora ¡Ã‚ ªa HAKA composed by women to vent their anger at a an event which has occurred 2 By manner of performance HAKA horuhoru ¡Ã‚ ªperformed in a kneeling position by both sexes HAKA hoiri ¡Ã‚ ªperformed with swaying movement HAKA matohi ¡Ã‚ ªperformed by men only in which they exaggeratedly expose their posterior HAKA pikari ¡Ã‚ ªin which feet are shuffled HAKA aroakapa ¡Ã‚ ªa haka performed in two ranks. HAKA maporowha ¡Ã‚ ªperformed with performers forming a square. There is a type of HAKA performed by women only, is pukana. Although it is not mentioned within HAKA, accords exactly the definition of HA ...

English class Essay Example | Topics and Well Written Essays - 250 words - 11

English class - Essay Example It is therefore to my utter amazement how I have liked being in the country and has taken part in dispelling negative stories that are told back in Saudi Arabia about this good nation. Secondly, I delve in the impact of aggressive games on children. The motivating factor is the study carried out by Amanda Lenhart et al showing that on average, 96.5% of American children are exposed to video games. The article is a reminder of how video games and other media children are increasingly being exposed to contain images and scenes that are not suitable for young children. The article therefore proposes that parents take a pro active action in tackling this problem through proper guidance. The last article is more of a follow up on the second one. It looks at the real impact of violent games on children by using the popular GTA game as an example. It concedes that to some extent, the aggression of characters in such games may influence children’s behavior although it states that there might be other factors that may influence this. It therefore intimates on the value of bringing children in a proper way and points out that companies making such content should also look into

Methodology Review Form Section 2 and 3 Research Paper

Methodology Review Form Section 2 and 3 - Research Paper Example Generic qualitative studies are among the most common forms of qualitative research, and they draw from established concepts, theories or models in the area of study. This approach seeks to identify recurring patterns, factors and categories in order to further enhance the theoretical frame (Caelli, Ray & Mill, 2003, p. 6). The methods to be used shall include face-to-face interviews for respondents with whom a meeting may be set, written responses for respondents who could not be personally met, and a search of documents, news, and reports pertaining to the respondent firms, which may be found in the public domain. The qualitative relational model shown above is deemed suitable for investigating the crisis management systems of the gas and oil industry since various studies have identified the same general stages of pre-crisis mitigation and prevention, and crisis event management and post-crisis recovery (Kyhn, 2008; Bergstrom, Petersen & Dahlstrom, 2008; Wright, 2009). However, the above relational model details the components of each stage more specifically, many of which aspects were applied in a study investigating the adequacy of crisis management in the Exxon oil spill (Boin, 2008). The theoretical framework of this study is situated within Crisis Management Theory. The main constructs of the framework involve preparation, mitigation, response and recovery, which are provided for in greater detail in the model presented in Section 2. This study is expected to advance the scientific knowledge base by providing additional application and validation for the issue and crisis management relational model, which from a scan of related literature appears to display the most detailed taxonomy of crisis management activities. The study is grounded in the field of organization and management because it seeks to find commonalities among the prominent business organizations in the oil and gas industry.

Teaching vocabulary Essay Example | Topics and Well Written Essays - 2000 words

Teaching vocabulary - Essay Example This is because, the LAD as a device which inheres man and helps him learn language, atrophies with age. The acquisition of language also goes hand in hand with the acquisition of vocabulary. Disinterest may also serve as a strong impediment to the acquisition of vocabulary since it is nearly impossible to educate someone on matters he is not interested in. Language-related illnesses and impairment such as Warnicke’s aphasia and global aphasia may be setbacks to the knowledge and acquisition of vocabulary. Those who have suffered global aphasia have great difficulty in understanding words and forming words. In the case of Warnicke’s aphasia, a student may: fail to realise that he is using wrong words; have great difficulty in understanding some words; and not appreciate how words are strung together to form a phrase, clause or a sentence. Again, those with Warnicke’s aphasia have a problem building vocabulary since Warnicke’s aphasia affects the region of the brain’s left hemisphere which is responsible for the understanding of words. Question B There are certain activities which a teacher can expend to solve some of the problems which have mentioned above. When dealing with linguistic barriers which non-native adult speakers use, it is important for me to use both incidental acquisition and direct study. This involves, having proficient and self-motivated students to read a lot of books which are suited for their age. The teacher can then follow incidental acquisition method with vocabulary logs and other techniques which shall also be divulged upon. It is also important to follow up the use of the incidental acquisition model with the provisions of direct study. The use of direct study models will help high-risk students struggling with vocabulary. The strength of direct study helps the student develop his vocabulary by: nurturing an independent reading culture; strengthening the learner’s ability to use context clues ; and strengthening the learner’s context-clues vocabulary acquisition. This measure above will therefore require the teacher to foster a classroom reading programme whereby he can: have the students read in turn; correct the reader’s phonology in case of a wrong pronunciation; have students identify the meaning of a newly encountered vocabulary by using context-cues [so that the student does not rush to the dictionary]; give learners the exact meaning of the newly encountered lexicons with an example of a sentence; and have the students record the same down and use them in a sentence. Again, it will be extremely helpful [of me and to me] to develop a multifaceted approach to vocabulary acquisition. This will entail helping learners to develop the culture of independent reading. As the teacher, I can help develop a recommended reading list, or form a recommended reading list with the school administration. The books in the reading list are those that should challenge t he gifted and the talented, and help slow learners. Thus, the books should be high-interest and low-level. Students will read some of these books independently. For the remaining books, the students can provide feedback by: making oral and written book reports; producing plot summaries; and [if time allows] making performances of key or important scenes. Similarly as an instructor, measures must be made to ensure that students are encouraged to use the different semantic significance of words. This involves, hav

Education For Sustainable Development In Sri Lanka Education Essay

Education For Sustainable Development In Sri Lanka Education Essay Sustainable development is a dynamic concept and it is difficult concept to define. It is not about society reaching an end state, nor is it about establishing static structures or about identifying fixed qualities of social, economic or political life. The sustainable development model is a challenge to the conventional form of development. The term sustainability originally belongs to ecology, and it referred to the potential of an ecosystem to subsist over time (Reboratti 1999). The term sustainable development came into the public arena in 1980 when the International Union for the Conservation of Nature and Natural Recourses presented the World Conservation strategy (IUCN 1980). In generally, Sustainable development is defined as a in mining is often characterized in terms of action today with a view to a future when mining operation have concluded. As well as, it is improving the quality of human life while living within the carrying capacity of supporting ecosystems. Moreover, it is not just an issue for developing countries. A commitment to the promotion of sustainable development is deepening at the international, regional and national levels. It has become a norm of global environmental politics; it is a legal requirement of Member States of the EU; and, within a UK context, is forming an important part of environment and development strategies of devolved governments. In other word, the concept of sustainable development requires a change of mindset to bring about full integration of the needs for economic, social and educational development with that to conserve the global environment. In fact, education is directly affects sustainability plans under the Implementation, decision making and quality of life. The United Nations Educational, Scientific and Cultural Organization (UNESCO) have been designated by the UN to secure the implementation of the Decade of Education for Sustainable Development. Concerning about the education for Sustainable Development, in 2002 the United Nations (UN) General Assembly adopted a resolution proclaiming that the period 2005-2014 was to constitute the decade of education for sustainable development.  [1]   The intention of this resolution was to enhance the efforts to promote sustainable development throughout the world through education and learning. Sri Lanka has initiated education progrmme through various trainings and workshops in line with the governments goal for social progress. The higher/tertiary education, Non-formal education and adult education programmes, primary, secondary education, special education for persons with intellectual or psycho-social disabilities and technical and vocational education and training (TVET) programmes etc. was developed for sustainable development. What is Sustainable Development? In generally, can define sustainable development is a new term that grew out of the conservation/environmental movement of the 1970s. While the conservation/environmental movement asked questions about preserving the Earths resources, sustainable development includes questions about how human decisions affect the Earths environment. According to these views it can show as follows: Figure 1  [2]   Definitions of Sustainable Development There are many definitions of sustainable development. It is first appeared in 1987 in Brundtland Report. According to the World Commission on Environment and Development- Brundtland report, is: Sustainable Development that meets the needs of the present without compromising the ability of future generations to meet their own needs.  [3]   In other words, it describes as when people make decisions about how to use the Earths resources such as forests , water, minerals, gems, wildlife, etc., they must take into account not only how much of these resources they are using, what processes they used to get these resources., and who has access to these resources. Are enough resources going to be left for your grandchildren to use and will the environment be left as you know it today? Formal definitions of sustainable development that we use at Forum for the Future is: A dynamic process which enables all people to realize their potential and improve their quality of life in ways which simultaneously protect and enhance the Earths life support systems.  [4]   Sustainable development is maintaining a delicate balance between the human need to improve lifestyles and feeling of well-being on one hand, and preserving natural resources and ecosystems, on which we and future generations depend.  [5]   The goal of Strategy for the Education for Sustainable Development Primary education and Secondary education By primary and secondary education attempts to make education and competencies for life for sustainable development. In Sri Lanka the National Education Commission has identified a set of general competencies that should be acquired by all children. Following steps has been taken for this development of education. Flexible learning opportunities and life skills development Acquiring a common basis of human values One the other hand, sustainable development is being considered in current curricula and syllabi. The present status of incorporation of the concept of sustainable development in the curriculum/syllabi can be briefly stated as follows. In the Sri Lankan general education curriculum, Sustainable development is not yet taught as a separate subject. However, this concept is incorporated within the whole range of subjects, especially, in Environment activities (Grades 1-5), Environmental studies (Grade 6), Social Studies Science Technology (Grades 7-11), Biology, Agriculture and Geography (Grades 12-13) etc. The national system of education assists individuals and groups to achieve nine national goals has formulated from this commission from (Grades 1-13). That are relevant to the individual and society. The goals mostly embrace the social, economical and educational aspects of sustainable development and especially sustainable human development.  [6]   4.2 Higher Education: Under Economic and Social Development Following aspect has attempted to develop under the Higher education for sustainable development. Develop indicators for Sri Lanka Comparison of Per Capita GDP amongst for Sri Lanka, Malaysia, Singapore, UK, USA and Switzerland Economic Development of Richer Countries Promote growth through Neo-classical growth theory and New growth theory Promote forces of economic growth Countries with good governance have grown faster Deficiencies in Human Capital Formation Enhance economic Geography in the country Improving the soft skills is will enhance the employability of graduates; it also depends on the supply and demand. If there are no jobs, irrespective of qualifications and skills it would lead to unemployed graduates. Improvement of communication, articulation, interpersonal interaction in relation to quality improvement of graduates. Attitude change, like in the case of GMOA Universities have to play a key role in creating wealth of the country and universities are responsible in creating the human capital. Private companies have the responsibility to train the recruits in accordance with the company needs.  [7]   4.3 Innovative practices in Technical and Vocational Education and Training (TVET) In the end of the 20th century the need for a vocational, technical and educational knowledge and skills for the development of the worlds economy was clearly manifested in the improvement of diversity in industrial and Service fields. As a result, it was felt that we needed not only those workforce trained in technical and Vocational skills but also those high competent skilled workforce like technicians and technologists in specific areas in industries. From the beginning of the 21st century, the progress made in industrialization was due to the high capacity of the trained workforce. Therefore the economic development in the world seems to have depended entirely on the knowledge based skill development. In the last few decades, most of the regional countries paid much attention to the development of human resources. But it must be stated that greater attention was given to development of Vocational and Technical skills. As a result in many of the countries, the required trained skill labourers in the field of construction could not be found and thus the development came to a Stand -Skill. 4.3.1 Sustainability Development in TVET Sector Factors that affect the Development in Developing countries Unutilized human resource Untrained human resources Mismatch between economic development policies and the ways of developing human resources. Less attention on trained skill labourers Lack of TVET concrete policy for HRD Lack of industrial linkages with HRD in TVET sector Lack of qualified trainers for HRD in TVET Technical -Vocational skills are underestimated in society Lack of inter educational level linkages (between secondary and technical/ vocational training)  [8]   4.3.2 Strategies Development of a TVET policy that fits the industries at least with their regional standards. Changing the management operation in TVET sector at every management levels Having direct involvement in industries in TVET sector and making an industrial linkage policy with TVET sector. Introducing financing systems for students trained. (Bursaries, Training Levies, Voucher scheme, Student loan scheme, Employer financing system)  [9]   4.3.3 Solutions for maintaining sustainability Identify two pathways of TVET development. Studies/ training must focus on skill training directly. Studies/ training must focus on skill training with Entrepreneur development. Promote industrial linkage with TVET sector Open direct avenues to school leavers from secondary education system to Vocational/ Technical Training system. Identify National Vocational/ Technical Education system from lowest level craftsman training to top level technologist training  [10]   Role of International Organization and Institution: Education for Sustainable Development. Illustrate about role of International Organization through education for sustainable development UNESCO is the main contributor to develop the Sri Lanka education system. However, UNESCOs, as also, the Government of Sri Lankas major focus in education is to achieve basic education for all by 2015. In this, six dimensions were identified at Jomitian, Thailand in 1990 and the goals were established at the World Education Forum in Dakar, Senegal in 2000. This is the most important programme to achieve education for all by the year 2015 and UNESCO was entrusted with the overall responsibility of coordinating all international players and sustaining the global momentum. [ The goals of Education for All (EFA) There can be seen six goals about the Sri Lanka Education as follows: Expand early childhood care and education. Ensure free and compulsory primary education of good quality by 2015. Promote learning and life skills programmes for young people and adults. Expand adult literacy by 50% by 2015. Eliminate Gender disparities in access to education in primary and secondary education by 2005 and achieve gender equality by 2015. Enhance educational qualities.  [11]  llllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllllll,, Nevertheless, from these goals to achieve Education for All goals by the year 2015, Sri Lanka had made arrangements to plan out the activities in three phases. Phase I 2002-2003 (3 years) Phase II 2005-2010 (6 years) Phase III 2011-2015 (5 years) Sri Lanka prepared the three year plan, taking into consideration the six dimensions identified at Jomitian in 1990 and six goals agreed upon at Dakar in 2000.  [12]   13 The EFA unit of the Ministry of Education, in collaboration with the provincial EFA units is committed to launch and monitor the programmes in order to reach the expected targets. Two other six years and five years plans were drawn up to activate the tasks needed to reach EFA targets by the year 2015. This effort is also supported by other relevant Ministries, NGOs and International organizations. Moreover, within the framework of coordination and planning and in line with the sub regional support for National Mid-Decade Assessment (MDA) of Education for All, the Sri Lanka National Commission for UNESCO, in collaboration with the Ministry of Education of Sri Lanka is implementing EFA-MDA work under the supervision of the UNESCO office in New Delhi and has prepared the EFA Mid-Decade Assessment Report in 2008. Sri Lanka ranks 2nd among the South Asian Countries with literacy rate of 92.5% and should be well on the way to achieve the target of 100% literacy for all, by the year 2015. The key to achieving the EFA goals and improving the quality of Education is through Monitoring and Assessments of the progress in the respective fields and in taking timely action. UNESCO and UNICEF are continuing to provide technical and expert assistance for capacity building of Educational Administrators in the monitoring and evaluation of Education for All in Sri Lanka. 5.2 Creating Sustainability Mindsets: Toolkit launch in Sri Lanka One other hand, MAS Holdings Ltd., a Sri Lanka-based apparel manufacturing company and UNESCO Bangkoks private sector ESD partner, piloted the Creating Sustainability Mindsets toolkit from the 5th -6th of June 2009, in conjunction with the MAS Holdings Eco GO Beyond Schools Sustainable Development Leadership Camp. A total of 55 students and 51 teachers from 28 rural schools from various districts in Sri Lanka actively participated in the one and a half day workshop, held at the MAS Institute of Management and Technology in Thulhiriya. Through this programme, learning and action-oriented thinking; partnerships (engaging in traditional and non-traditional partners within the public and private sector); and corporate responsibilities are launched among the rural area school to uplift the education. This toolkit has attempted to create a mindset and learning environment for users to understand sustainable development in both their local and global contexts, and to take ownership and prompt action towards a sustainable future in educational system. Conclusion When we explain about the Education for sustainable development in Sri Lanka, we can say education is an essential tool for achieving sustainability. People around the world recognize that current economic development trends are not sustainable and that public awareness, education, and training are key to moving society toward sustainability. However, Sri Lanka has already attained or is on track to attain the MDGs related to poverty, education and health, subject however, to significant regional disparities. Relatively promising economic performance e.g. over 5 percent growth since 2002 and the decline in unemployment to 5 percent has helped. As a result of this, Sri Lanka education system has made significant advances after the control of the system was developed to the elected representatives of the people during the mid-twentieth century. The introduction of free education from the kindergarten to the university, the expansion of the school system to cope with the rising demand for education, curricular changes and infrastructure development with state funding enabled the system to make wide strides thereby ensuring universal access to education. As an emerging economy, the challenge for Sri Lanka is to achieve sustainable high economic growth with greater equity, whilst integrating in the process of globalization. Consequence of this Sri Lanka is making every possible effort to develop the effective educational system for the Sustainable development and to expand economy of country. As well as, Sri Lanka has already initiated and has initiating (from Primary , Secondary, Higher and Vocational education) to enhance education system for sustainable development future by establishing more vocational and technical trainings institutes, skill training with entrepreneur development, promoting industrial level development, human resource development project, new teaching methods and subjects: like as Environmental studies, eradicate unemployment problem through skill training programme and linking with other like as (UNESCO) International organization and Non-governmental organizations etc. One the other hand, through higher school education is making graduates innovative and creative graduates who can transform new ideas and knowledge into innovative products and services and who can improve the existing products and services etc. to uplift the sustainable development by reducing the weaknesses of educational system in Sri Lanka.

Rudolf Diesel :: Essays Papers

Rudolf Diesel Rudolf Diesel is the man I chose for my hi-fi because I like cars and car engines. Rudolf diesel invented the diesel engine. I also chose Rudolf Diesel because when I went to look for a person for my hi-fi he was a man who I thought that no one else would chose. I thought that Rudolf diesel would also be a man who would be interesting. I like mechanical things and not people who discovered some place or some boring invention. I want to be a mechanical engineer so Rudolf Diesel fits right in with what I want to be. That is why I chose Rudolf Diesel for my hi-fi. Some of the things that I would like to learn about Rudolf Diesel is how he came up with the idea of making a diesel engine. I would also like to know where he was from and how old he was when he first thought up the design of the engine. I would like to know about his life like if he was married or not. I would also like to know what his life was like, if he was rich or if he was poor. If he had children, how many and if they were also inventors. I would also like to know how many improvements people have made on his original design and if they still use his basic design in modern times. I don’t know much about him at all but that he invented the diesel engine and his name. I also know that he was born in 1858 and died in 1913, he was German, a mechanical engineer, and that he patented the Diesel engine. That is what I think that I know and want to know about Rudolf Diesel. Some of the things that I would like to find out would be what kind of training he had, did he invent any other things, and what school did he go to in Europe. I would also like to know who he worked with on the engine or did he do it by himself. I would also like to know why he invented the diesel engine when they already had the gasoline engine. I would also like to know what the first diesel engine looked like and how big was it.

An alternative approach Boots could use is a loyalty card, which means that after every purchase in a Boots store, a customer would receive points

An alternative approach Boots could use is a loyalty card, which means that after every purchase in a Boots store, a customer would receive points. A single point could be the equivalent to a penny so if a customer collects 500 points they would be able to purchase goods worth up to Five pounds. Loyalty cards have advantages for customers and the stores. Customers have the benefit of receiving points, which means discounts on many items in Boots shops so they save money. Boots have the advantage that they will keep customers returning to their shops because of the card. It appears that customers like the idea of loyalty cards, these cards were to be stopped but customers objected. Other businesses have also started using loyalty cards; an example of this is the Nectar card. The Nectar card is a new reward programme created by Sainsbury's, Barclaycard, Debenhams and BP. It has the same idea as a Boots card as when you pay at the till at any of the shops, the Nectar card will be swiped and any points added to your account. When you pay by Barclaycard anywhere in the world your points will be added to your Nectar account each month. The screen shot below shows the Nectar Card. Screen shot 1 Once you've collected enough points for the rewards you want, you can choose from a range of free meals, days out e.g. to theme parks or museums, flights abroad e.g. to European cities or resorts, cinema tickets and discounts on goods, groceries and wine. The points can also be used to save money at Sainsbury's or Argos. If Boots introduced the card then this would increase customer loyalty, as customers will keep returning to the store to make use of the card. Machines in the store will be set up to allow customers to check their points. As customers are receiving points for their purchased products and they can then use these points to buy other items this gives the idea that they are ‘getting something for nothing'. On Boots website there could also be section where customers can check their points. Customers could type in their personal identification number found on the card and then access the information. (See screen shot 1) Another approach could be for Boot's to ‘push' their own products. This means, within Boots stores they could make customers more aware of Boots own brand products e.g. deodorants, shampoo and moisturiser. In a Boots store within the cosmetics section there are stands for Max Factor and Maybelline, Boots also already offer own brand names such as No7, 17 and Botanics. Boots could have their own section for No7 products for example. Sales Assistants as these counters could help customers select cosmetics from Boots own brand items which would mean it is more likely for these items to be bought. Screen shots of some of Boots own products Another way of doing this could be to start offers on selected Boots items. An example of this could be ‘buy one get one free' or if three items are bought get the cheapest one free. Also using the loyalty card suggested in the first alternative approach Boots could have ‘double points' on own brand items. If customers begin to see that Boots products are better than other leading brands, e.g. Boots deodorant compared against Sure deodorant, then they will start buying more of own brand products. This will in turn lead to a bigger turnover for Boots as more customers are buying their items instead of other brands. A benefit of this to Boots employees is within the production process. If more own brand items are demanded then more will have to be produced which means more jobs required for the production process. For the loyalty card to happen, Boots would need to introduce appropriate swipe machines in all shops at each till or cashier desk. This machine would need to be able to read the card to see who the customer is, how many new points have to be added and how many are already on the card. A computer may also be needed for customers to check how many points they have collected. For customers to check the number of points they currently have on the website a number of functions may need to be involved within the business. The ICT department may need to spend a lot of money on maintaining and designing the website. The administration department would need to hold details of the customers and transfer them to the ICT department to be used. Staff would also have to be trained with the knowledge of how to work the swipe machine. They would also have to be able to explain to customers how the card works and how to use the computer for checking points. The may add extra cost to Boots as training and development section of Boots may need to be brought in. In the Administration department of Boots they would have to send out all the paper work to customers with such details of registration forms for the loyalty card e.g. if customers change their name or address. Leaflets and fliers may also be sent out to tell customers about new offers on the points, e.g. double points for selected items. The administration function would also have to do this. For pushing Boots own brand products the layout of the store may need to be changed to put more emphasis on these products e.g. stands to place Boots shampoo on. This may involve the Boots store to be re-arranged. Posters and leaflets may be needed to advertise the products, which would be put up on windows and the ceiling. Administration department would be responsible for sending customers information on special offers concerning their own brand products. All this would cost Boots a lot of money as it involves bringing in new machines and computers to deal with the advantage swipe cards. A lot of expense is needed for the software to deal with customers accessing details on the website. The maintaining of the website would also be very costly to Boots. For new staff to work with the swipe machines would also cost money and time would have to be spent for the training of it. All the paper work and leaflets, which need to be sent out to customers detailing them of special offers, would also cost Boots money. However, customers would be satisfied as they have the advantage of saving money on products with the advantage card and with special offers on the own brand products, which may mean they begin to shop at Boots more often spending money. They also may then begin to shop at Boots for items other than cosmetics e.g. at the Boots opticians or at Boots Photo. Ultimately, Boots would be achieving its objectives as it would be increasing turnover which the increase in sales which these alterative approaches should bring.

Biography of Carl von Clausewitz

Biography of Carl von Clausewitz Free Online Research Papers Carl von Clausewitz: War and the Role of Military Philosophy Introduction: Carl von Clausewitz (1780-1831) is considered to be the father of war. His works can be considered as the corner stone for contemporary military theory. In this paper a biography is presented at first for a better understanding of his background and afterwards his basic ideas presented in his major work â€Å"On War† are presented. The significance and influence of these ideas nowadays is also examined under the scope of their presence in the military realm. Biography: Carl Phillip Gottfried von Clausewitz (1780-1831) was a Prussian soldier and intellectual. He came from a modest social background, and served as a practical field soldier where he gained extensive combat experience against the armies of the French Revolution and Napoleon. Von Clausewitz also served as a staff officer with political and military responsibilities at the very center of the Prussian state, and worked as a prominent military educator. Clausewitz first entered combat as a cadet at the age of 13, rose to the rank of Major-General at 38, married into the high nobility, and socialized in the intellectual circles of Berlin. He is most widely recognized as the author of On War, now an influential work of military philosophy in the Western world. On War (Vom Kriege) has been translated into virtually every major language and continues to have an influence on modern strategists in many fields. This essay will describe Clausewitz’ biographical profile, and then relate the significance of military philosophy to understanding the relationship between politics and the military.(Clausewitz official website) Biographical Background Carl Philipp Gottlieb von Clausewitz was born on 1 June 1780, near Magdeburg. Although the name had Polish origins, the family was German and patriotically Prussian. Despite their pretensions to nobility, however, the Clausewitzs were in fact of middle ­class origins. The elder Clausewitz had obtained a commission in the army of Frederick the Great, but was forcibly retired during Fredericks purge of non ­noble officers after the Seven Years War (1756 ­63). On the basis of his sons achievements, the familys nobility was finally confirmed by King Friedrich Wilhelm III in 1827 (Booker Stone 1985, pages 30-31) Clausewitz entered the Prussian army as a cadet at the age of twelve; he first saw combat at thirteen. After Prussia withdrew from the wars of the French Revolution in 1795, he spent five years in the more mundane routines of garrison duties. During this time he turned towards providing himself his own education. Expanding beyond strictly military subjects, Clausewitz developed a wide-ranging set of interests in art, science, and education. All of these interests were to have an impact on his later philosophical work. So successful were his self-educating efforts that in 1801 he was able to gain admission to the Institute for Young Officers in Berlin. There he came to the attention of the new director, Gerhard von Scharnhorst, a key figure in the Prussian state during the upheavals of the Napoleonic wars and Chief of the General Staff in 1806. Impressed by Clausewitzs ability, Scharnhorst became a sponsor, mentor, and close friend. Clausewitz graduated first in his class in 1803 and was rewarded with the position of military adjutant to the young Prince August, bringing him into close contact with the royal family. Scharnhorst and other Prussian military reformers had deeply influenced most of Clausewitzs basic historical, political, and military views. In general, their argument was that if the Prussian state wanted to survive it had to do the same that French Revolution had achieved whose astounding successes took place because it had tapped the energies of the French people. This would require radical social and political reforms in the Prussian state and army, both of which were blatant under the successors of Frederick the Great. Clausewitzs works therefore reflect a strong impulse towards social and military reform. After the devastating French victories over Austria and Russia in 1805, Prussia initiated the processes for a war in 1806. However the timing and the preparations of the Prussian mobilization were not sufficient, however and the nation’s moral was very low and with no motivation for such an aim. The Prussian forces were cracked down in humiliating defeats in the battles at Jena and Auerstadt. Clausewitz and Prince August were captured. In the peace settlement, Prussia lost half of its population and territory and became a French satellite. When he returned from imprisonment in 1808, he joined with Scharnhorst and other members of the reform movement united all together for a restructure in the Prussian society and army in order to be prepared for an inevitable new war with the French. The King, however, was quite reluctant and more concerned with maintaining his position in the much ­reduced Prussian state than heading for a nationalistic crusade. Clausewitzs disillusionment reached a peak when Prussia, allied with France, agreed to provide an army corps to Napoleon to assist in the 1812 invasion of Russia. Along with many other officers, he resigned from the Prussian service and accepted a commission in the Russian army. He served during the Russian retreat from the French forces, however, Prussias change of sides led, after some delay, to his reinstatement as a colonel in the Prussian army. Clausewitz participated in many key events of the War of Liberation (1813-1814), and served as an aide to General August von G neisenau, Field Marshal G.L. von Blà ¼chers chief of staff 1813-1815 and one of the principal leaders of Prussias military rebirth. In 1818, Clausewitz was promoted to general and became administrative head of the General War College in Berlin but had nothing to do with actual instruction at the school. During this time, he wrote the notes that would eventually form his collected works. Clausewitz returned to active duty with the army in 1830, when he was appointed commander of a group of artillery brigades stationed in eastern Prussia. When revolutions in Paris and Poland seemed to suggest a new general European war, he was appointed chief of staff to Field Marshal Gneisenau and the Army of Observation sent to the Polish border. Clausevitz died on 16 November 1831 at the age of fifty-one. The cause of his death was cholera which was transmitted to him while he was organizing a sanitary camp in the east , where he remained for that purpose after the aversion of war. On War His writings (On War represents only three of the ten volumes of his collected works) provide important first-person, historical, and analytical commentaries on key events of the dramatic Napoleonic era. Unlike many other great books, however, the ideas Clausewitz proposed have never been fully absorbed into the mainstream of historical texts. This is due partly to the depth and difficulty of the original work and to the unusual â€Å"dialectical character† of Clausewitzs approach (Cimbala 1992, pages 1-12). Nevertheless, it remains required reading in Americas intermediate-level and senior military schools, as well as in many civilian strategic studies programs and, increasingly, in business schools. Clausewitz’s aim was not to provide the reader with any solid and ever lasting answers nor prescribe solutions. He understood the concept that his future readers would face a strategic world unpredictably different in many aspects from his own. His objective is to help the reader develop his or her own strategic judgment in order to deal with the continuously changing strategic environment. It is this pedagogical quality of his writing that renders the works remarkable. The principal importance of Clausewitzs approach to strategic theory is its realism. This is not realism in the sense of cynicism about politics and brute power. Instead, there is realism in the way it describes the complicated and uncertain manner in which real-world events unfold, â€Å"taking into account both the frailties of human nature and the complexity of the physical and psychological world† (Booker Stone 1985, page 31). Influence The ideas posed by the Prussian military theorist Carl von Clausewitz (1780-1831) have come to deeply influence American military writing theoretical, and historical Since the close of the Vietnam War. On War, first published in 1832, was adopted as a key text at the Naval War College in 1976, the Air War College in 1978, the Army War College in 1981. It has always been central at the U.S. Armys School for Advanced Military Studies at Leavenworth (founded in 1983). The U.S. Marine Corpss brilliant little philosophical field manual FMFM 1: Warfighting (1989) is essentially a distillation of On War, and the Marine Corps Doctrinal Publications (1993) are equally reflect?ve of Clausewitzs basic concepts (Bassford 1994, 154-157). The sudden acceptability of Clausewitz in the wake of Vietnam is not difficult to account for, because Clausewitz seriously struggled with the sort of dilemma that American military leaders faced in the result of their defeat (Bassford 1994, pages 157-158). In what had come to be called in political war, the political and military components of the American war effort merged significantly. While it was difficult for the American military to criticize elected civilian leaders, it was just as difficult to take the blame for Vietnam upon themselves. Clausewitzs analysis proved highly relevant: The more powerful and inspiring the motives for war, the more closely will the military aims and the political objects of war coincide, and the more military and less political will war appear to be. On the other hand, the less intense the motives, the less will the military elements natural tendency to violence coincide with political directives. As a result, war will be driven further from its natural course, the political object will be more and more at variance with the aim of ideal war, and the conflict will seem increasingly political in character. (Bassford 1994, page 54) American soldiers denied to accompany with the idea that they have lost in the battlefield arena but they tended to admit that that the policy was badly formed and communicated with the result of them being in the place of not understanding their role in actually making it. By clarifying the interplay among the armed forces, government, and people, and by clearly describing the two sides of the civil-military relationship, Clausewitz offered a way out of this dilemma and into the future (Bassford 1994, pages 159-160). As such, Clausewitzs ideas underlie some of the most influential statements of the military lessons learned from the Vietnam debacle, including Colonel Harry Summerss â€Å"On Strategy: A Critical Analysis of the Vietnam War† and the Weinberger doctrine, first expressed by Secretary of Defense Caspar Weinberger in 1984 (Bassford 1994, 160-162). On War was not intended to provide a practical guide to commanders in the field. There are considerable misunderstandings about Clausewitz’ theory because of this misconception. To Clausewitz, war (as opposed to strategy or tactics) was neither an art nor a science. He argued that the object of science is knowledge and certainty, while the object of art is creative ability. Clausewitz saw tactics as more scientific in character, and strategy as something of an art. War, neither exclusive science or art, thus, is a form of â€Å"social intercourse† (Booker Stone 1985, page 55 ). Clausewitz occasionally compared it to commerce or litigation, but more usually to politics. War is permeated by intelligent forces. War is also an act of force to compel our enemy to do our will, but it is never unilateral. He compares it to a wrestling match -a contest between independent wills, where skill and creativity are no more important than personality, chance, emotion, and the various dynamics that characterize any human interaction. â€Å"When Clausewitz wrote that war may have a grammar of its own, but not its own logic, he meant that the logic of war, like politics, is the logic of social intercourse, not that of art or science. â€Å" (Bassford 1994, page 58) War and Policy According to Clausewitz, if war is to be an extension or tool of policy, then military leaders must be subordinate to political leaders and strategy must be subordinate to policy. The military instrument must be subordinated to the political leadership, but political leaders must understand its nature and limitations. Politicians must not attempt to use the instrument of war to achieve purposes for which it is unsuited. â€Å"It is the responsibility of military leaders to ensure that the political leadership understands the character and limitations of the military instrument.† One of the most important requirements of strategy in Clausewitzs view is that the leadership correctly establish the kind of war on which they are embarking. (Booker and Stone 1985, page 62) This is often understood to mean that leaders should rationally decide the kind of war that will be undertaken. In fact, the nature of any given war is beyond rational control: it is inherent in the situation an d in the spirit of the age. This is most evident in the French Revolution, and as well in Vietnam. Conclusions Clausewitzs ambition was to bridge the gap between theory and practice. However it can be conceived as very practical by the intellectual, too complex and vague by a politician and very theoretical in the battlefield by a soldier. The gap between theory and practice thus represents a dichotomy between the values and perceptions of scholars and soldiers. The f?rst where never g?ven the chance to be in the battlefield and the latter probably never went through complex research analysis on paper. By the same token, Vietnam veterans tend to see it as a textbook on what went wrong in their war. This points to the significance of this work, wherein Clausewitz insisted that personal experience was essential to any understanding of the phenomena of war. Personal experience is very important.. On War gave shape to the most important formulations of the final lessons learned from the Vietnam experience, as expressed in the Weinberger Doctrine (Bassford 1994, pages 172-175). Clausewitz’s theory cannot be interpreted from only one point of view but it should be appointed to each occasion separately according to the goals to be achieved. A great flexibility in interpretation and application of the theory is a fact which leaves a great gap in the concepts and which leaves the reader or the policy maker or the soldier responsible for the conclusions reached. Finally, as Clausewitz observes, â€Å"We see, therefore, that war is not merely a political act, but also a real political instrument, a continuation of political commerce, a carrying out of the same by other means† (Clausewitz). To win at war we must have unity between our government, our people, and our military and we must also exercise every other caution to insure that our efforts are sufficient to accomplish the goal. These efforts include not only such primary military strategies as insuring adequate numbers of troops but also insuring that we truly understand our enemy and its capabilities. Sources Bassford Christofer, 1994, â€Å"Clausewitz in English: The Reception of Clausewitz in Britain and America†,New York: Oxford University Press. Booker Christine and Stone Norman, 1985 , â€Å"Clausewitz: Philosopher of War†, Englewood Cliffs, N.J.: Prentice ­Hall. Carl Von Clausewitz, Official Website, â€Å"Frequently asked Questions†, clausewitz.com/FAQs.htm#Who (accessed on 10 April 2010) Carl von Clausewitz, â€Å"On War†, clausewitz.com/readings/OnWar1873/BK1ch01.html (accesed on 20 May 2010) Cimbala J. Stephen, 1992, â€Å"Clausewitz and Escalation: Classical Perspective on Nuclear Strategy† London Frank Cass. 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The Hero Diary Entry Essays

The Hero Diary Entry Essays The Hero Diary Entry Paper The Hero Diary Entry Paper The old woman suddenly started to shed tears because she noticed that I was going to inform her about his sons death and I didnt know what to do so I decided to continue my well prepared speech louder than I was telling it before. But her weeping also got louder and with a higher intensity. I finally decided to stop but I didnt have enough bravery and confidence with her to get nearer and say that I was very sorry so I got up. She didnt even notice I was walking towards the door but when I opened it she stopped crying. I looked towards her and I noticed she was whispering something very softly with her neck bent. I stayed at the door mat until she said directly to me that she wanted me to stay and tell her about the last time I was with Jack and what he told me about her. I stood quietly besides her and she asked me if all that I had said was true. The problem in my mind started again because I wasnt brave enough to tell the truth about the cowardly attitude of her son. I gave her Jacks badge and the uniform he used in war. She smiled directly to me but I felt bad about myself because I knew that telling the truth would affect her feelings a lot. I stayed with her just a little longer because my real work was in the front line and when I went out the weather was much colder and sad; just the same as the womans feelings. There are a lot of these situations in war daily but this was an exceptional case which I am sure I will remember all my life. Im so sure because every night in my dreams since that day, I can see the old lady in her living room, in the same couch I was sitting when I went there, crying for her son because she was proud of him, because he died for her and for her country.

HR's Role in a Strategic Acquisition of Wordsmit Retail Booksellers Assignment

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