Explanations of Underdevelopment Essay Example | Topics and Well Written Essays - 1000 words

Explanations of Underdevelopment - Essay Example Multinational corporations or MNC can broadly be defined as the business corporations that operate across the world and have operation units in different countries. They are not only equipped with huge financial resources but they also have significant abilities to transfer knowledge across the international market. Underdeveloped nations, on the other hand are not financially or otherwise equipped to exploit their own resources. Thus, they become highly attractive business propositions for multinational companies as they can exploit the vast market potential of the region. But that is not the whole truth. MNCs bring their knowledge and use their financial expertise to not only exploit host country’s resources but they also contribute extensively to their socio-economic development. Theory of dependency primarily relies on financial aids to the underdeveloped nations from developed countries or international aid agencies that are frequently misused or used in areas other than infrastructural development. These aids are often in the form of soft loans but they still increase the debt liability of the already poor countries. The money is frequently misused or not used on areas infrastructure development, education, health etc which could benefit the society on long term. The inability of the government to appropriately utilize financial resources results in vicious debt trap. Isbister emphatically claims that they are ‘waylaid by the debt crisis’ (2003: 180). ... The money is frequently misused or not used on areas infrastructure development, education, health etc which could benefit the society on long term. The inability of the government to appropriately utilize financial resources results in vicious debt trap. Isbister emphatically claims that they are ‘waylaid by the debt crisis’ (2003: 180). Third world countries like Ghana, Botswana etc are prime examples where vast disparity of income is highly visible. Despite massive international aid, the common man is still reeling under abject poverty. Another important fact is that financial aids are often subject to conditions which are either not practical for poor nations or they fail to instill necessary discipline amongst the policy makers for its effective utilization so that it can filter down to the common man. At the same time, it also provides huge power to the donor which is often exploited by them for their own benefits vis-a-vis low wages to local persons, exploitation of natural resources at low cost etc. MNCs in such scenario may justifiably become the scapegoat for vested interests. Another important aspect of dependency theory is that third world countries get used to the foreign aid because most of them are characterized by unstable socio-political environment. This helps the vested interests in the higher hierarchy of politics and bureaucracy to divert fund for their own interests. Thus, socio-economic growth of the underdeveloped nations remains a dream. Modernization theory, on the other hand, focuses on capitalist principles of market and exhorts underdeveloped economies for more liberal market based policies to facilitate foreign investment. It also makes underdeveloped countries more attractive for MNCs who can

Communications Essay Example for Free

Communications Essay 1. What is an implication, in general, and what are specific implications of the presence of the U.S. flag, Constitution, and Bill Of Rights in all the classrooms at the University of Arizona? a. A general definition of an implication is an assumption that can be inferred from a given scenario that is not obviously specified. The US flag, Constitution, and Bill of Rights are all important symbols of freedom in the United States. The Bill of Rights contains the first ten amendments to the Constitution that preserve the liberties and freedoms prevalent in the United States. The Constitution sets forth the structure of the government we created after rebelling against the British monarchy. The US flag contains a representation of the original 13 colonies that rebelled against the British monarchy as the stripes and the current 50 states as the stars, this representation holds a strong symbol of Americanism. A specific implication of having the U.S. flag, Constitution and Bill of Rights in all University of Arizona classrooms is to help remind students of the freedoms that are available to them in the United States. These symbols of personal freedom promote one’s ability to be an outspoken individual, go against the grain in everything they do, and maintain an individual spirit. 2. Problems in business, government, and relationships are frequently blamed on a lack of communication or a failure to communicate properly. Use the Tubbs communication model on page 9 of your Human Communication textbook to diagnose a communication problem and suggest a recommendation for fixing the problem. a. Tubbs’ communication model involves two communicators and contains three main components of communication: the messages, interference, and the channel. Communication problems can exist across all three components of Tubbs’ communication model. Messages can be intentional and unintentional, when we send an unintentional message we give a message that we didn’t intend to and will usually not find out about the error until we receive feedback from the receiver. Communication problems in channels can occur when sending a message through the wrong channel, each channel serves a primary purpose and sending the wrong message through a channel can lead to a breakdown in communication. Interference is what causes a sent message to become misunderstood or missed completely, usually due to a distortion in the message or the receiver becoming distracted. A fairly common problem that has become more prominent in communication since the rise in popularity of electronic messaging is the inability to relate sarcasm, irony, or other emotions effectively. Usually when someone says something sarcastic it can be taken as a serious statement and the receiver can view the sender as ignorant or senseless. To fix this the person either has to relate the message through a more emotionally efficient channel, such as a telephone call, or include a signifier that allows the person to realize the text should be taken as sarcasm, such as including the tag /sarcasm afterwards. 3. What subject matter is at the heart of the field of communication? To answer this question, imagine that a friend or family member asked you what ‘communication’ as an academic subject was about. How would you respond to that person so that they had a clear understanding? a. Communication has changed a great deal over the last 2400 years but has always maintained a primary center to its study while adding more and more elements. In ancient Greece, Socrates and Plato used communication (then called Rhetoric) as a means to discover the truth and draw it out of their students. Aristotle took Plato’s view and expanded onto it that truth is not always absolute and humans must therefore ascertain the â€Å"probable† truth. These early understandings still hold relevant today and create a framework for the contemporary study of human communication. At the heart of communication is the need for understanding, the need for people to be able to help others understand what they’re saying and understand what others are saying. With this need for understanding Plato stated that rhetoric would be used to promote falsehood over truth while Aristotle saw that either falsehood or truth could be promoted and it is the duty of the citizen to use rhetoric to defend the truth. Communication covers the central topic of providing information to other people through multiple channels in an efficient and effective manner. As communication progresses it will continue to hold its central subject matter while adding more and more relevant areas of interpretation. 4. How was the ancient Greek city-state of Athens involved in the history of communication? What connections exist between communication in ancient Athens and communication in the world today? a. Athens was home to the three scholars who created the two primary views to what we currently know as communication. Socrates, Aristotle and Plato provided a strong foundation for the study of communication while coming from two different views of rhetoric. Socrates and Plato were credited to creating the view of â€Å"Divine Truth† which sought to use reasoning and dialogue to â€Å"draw out† knowledge and understanding. Where as, Aristotle viewed that truth is all around in the environment and must be taken in through the senses. Much of what Socrates, Aristotle and Plato put into communication (rhetoric) is still valid today; Aristotle stated communication is â€Å"purposive† and can be evaluated on whether they accomplish their purpose. Socrates demonstrated a strong relationship between communication that would result in the discovery and appreciation of truth and beauty; this gave a precedent to the value of ethics in communication. Each view puts value into a different way of viewing the truth that surrounds us every day; one sees that there is truth in everything and it’s up to the individual to find that truth while the other views that truth is dependent on the person and can change depending on a persons view. These two views from ancient Athens will continue to lead the study of communication and help shape the continued understanding of the field.

Definition Of Inclusion And How It Defers To Integration

Definition Of Inclusion And How It Defers To Integration Inclusion and Integration are there to help those children who have Special Needs. In simple terms they are there for the provision of the children. Yet, at the same time both of them are very different. According to the government the term Inclusion is defined as The department for Education and Employment Green Paper (DfEE, 1997) explains that Inclusion is a process, not a fixed state..meaning not only that pupils with education needs should wherever possible receive their education in a mainstream school, but also that they should join fully with their peers in the curriculum and life of the school. Yet in contrast to Inclusion, Integration is different. According to Simmons et al 2007, defines that integration is where the child must adapt to its schools, and there will be no assumption that the school will be able to help. The differences between inclusion and integration   INTEGRATION INCLUSION Emphasises needs of Special Students Emphasises rights of all students  Ã‚   Changing or remedying the subject Changing the school Benefits to the student with special needs of being integrated  Ã‚  Ã‚  Ã‚   Benefits to all students of including all Professionals, specialist expertise and formal support  Ã‚   Informal support and the expertise of mainstream teachers Good teaching for all   (ibid) As you can see, in the table above it explains the difference of how inclusion and integration works. This shows that inclusion emphasis on the children whereas, integration does not. Yet at the same time both terms are there for the beneficial of children with SEN. This is causing issues on which to follow. According to Ainscow et al. (2006), informs us that the definition of inclusion is not clearly defined. This is also supported by Topping and Maloney (2005), who also argue that inclusion in its broadest sense refers to the acceptance of all individual in the society by accepting and respecting those who made positive contribution. However, it seems that there is not a clear definition on the term inclusion as different theories have different ideas. Nutbrown and Clough (2006, p12) explains that Inclusion is an approach to education and childcare according to inclusive values rather than a concern with particular group of children and young people. Also a similar approach to them is done by Simone Aspis 2004, who explains that Inclusive education should create opportunities for all learners to work together. It requires recognition that learning in enhanced when individuals of different abilities, skills and aspiration can work together in a joint enterprise. (Aspis, 2004 p129) According to Darlington 2003 believes that inclusion is defined as a process and not a state, that inclusion in not very simple concept restricted to issues of placement key principles are valuing diversity, entitlement individual needs and equal opportunities. (Darlington 2003 p3) Yet a different approach by Mittler 2000, defines that inclusion requires the transformation of learning context: where it involves a process of reform and reshaping of the whole school as whole. Another definition of inclusion is from Florida University 2002, who also give an understanding to inclusion, although it is taken from Florida University and that the states have different meaning, this one was similar to the ones that the UK uses. Inclusion is an effort to make sure students with disabilities go to school along with their friends and neighbours while also receiving whatever, Specially designed instruction and support they need to achieve high standards and succeed as learners. (http://www.cpeip.fsu.edu/resourceFiles/resourceFile_18.pdf) Another approach to inclusion is from autism independent 2006, which also have the same approach towards inclusion that the other authors have had. And also they have similar ideas that have been focus on as they too have a definition of what they believe. Inclusion is a term coined to describe the philosophical argument that children with mental, physical, or emotional handicaps are entitled to an education within the mainstream of public education. (http://www.autismuk.com/index1sub2a.htm) Yet in contrast to inclusion integration as stated earlier on is different to inclusion. According to Open University 2010, who has an article relating to integration they explain that, Integration was a term used by organizations such as CSIE (originally called the Centre for Studies in Integration in Education) when seeking neighbourhood placements for all students, and implied the need for a student to adapt to the school, rather than for the school to transform its own practices. (http://openlearn.open.ac.uk/mod/oucontent/view.php?id=397669section=1.3.3) In conclusion, it seems that there are no clear definitions in what the term Inclusion means, as different authors have a different meaning. Although most of them have similar thoughts to what they have said that inclusion is there to help children or individual with special needs. All of the authors acknowledge that the Childs needs come first, and that society should try to accommodate them and try to make them feel wanted. Similar to the social model of disability that society should try to make them feel part of the society and not outcast them. Whereas integration is similar to the medical model of disability where they have acknowledge that the child has a needs and have labelled them that they need help and do nothing to encourage them. This is also supported by Dennis and Gardner who also stated that Inclusion and Integration are similar to the social and medical models. (ibid) Both inclusion and integration explain that the child needs help. Yet one put the child and expects to do the work themselves and the other term supports them and encourages them so that they can go into the world without depending on other peoples help.

a past will haunt me :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  My lungs filled with thick, sticky fog at three o’clock in the morning. It made the morning look vile and shivering. My hands were cold as ice. I am just about to get in my boyfriend’s blue jetta. I had a feeling in my stomach that I shouldn’t have got in his car. Of coarse I denied my self-conscious. Drugs and alcohol are flowing through our tired bodies. I was so eager to get into my warm bed. My friend Kyle had to work in a couple of hours so I told him that we would give him a ride home. I sensed his jealousy escalating as soon as he started to drive. I decided to ignore him and that seemed to make the moment worst. As soon as we dropped off our friend Kyle he accelerated at full speed toward our next destination. At one point I became a victim of his anxiety. I didn’t know what to expect next. As he parked his car on the side of the road he yelled at me to leave his car at once. I refused.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Get out of my fucking car† he shouted with his eyes bulging out of his small head.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"No, why? What is wrong with you? Are you sick or something?† I replied showing confusion on my face.   Ã‚  Ã‚  Ã‚  Ã‚   With great speed, he reaches the handle of my door and tried to force me out of his car. I tried to show my strength so I decided to sit still and to manipulate him to tell me what was on his mind.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"If you don’t get out, I will go home and you’ll walk home in the dark in the cold alone.† He shouted angrily   Ã‚  Ã‚  Ã‚  Ã‚  Unsuccessful in trying to get me out of his car; he began to drive mystically and made a sharp left turn. My reaction was to reach and grab the wheel and turn left. Big mistake. This day will always haunt my memories.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"You fucking bitch. This is my car so get out† he punched the side of my head with great force. â€Å" No, not until you tell me what I did wrong† I screamed with tears building up in my eyes. I saw his fist once again heading toward my head. I was taut to never let the enemy away with victory so this time I did the same thing back to him as he has done to me.

4-MAT Book Review Essay

Abstract Wheelan (2013) identifies the four stages of team development and provides detailed explanation of how a group transforms itself from a stage one group of uncertainty into a successful, highly productive stage four team. This requires work and a thorough understanding of the many internal/external influences that can occur during each stage. A team member or leader who is well versed in these stages and who can evolve with each stage will be better equipped to deal with possible obstacles that can hinder group progress and implement practices to help the group successfully work through a particular stage. The goal is for the group to become a team that will value the importance of everyone’s contribution within the group and how it relates to the overall ability of the group to successfully accomplish the mission. As this is achieved, the work will no longer feel like a chore as team members encourage, inspire, and have fun completing tasks and achieving the desired outcome (W heelan, 2013). In the first stage of group development, termed dependency and inclusion, team members are dependent upon the designated leader to provide a sense of belonging and to create an environment where members feel safe enough to suggest new ideas (Wheelan, 2013). The overall goal of stage one group development is the ability to create a safe and inclusive environment for all members as some may experience certain behavioral characteristics associated with feelings of insecurity and a need to feel included in the group. Stage one members may feel apprehensive about sharing their ideas until they feel that the environment is safe to share and that their input is valued (Wheelan, 2013). As members work through the group one stage, they will become more confident in their role and begin to rely less on the team leader for input. In addition, group members will begin to openly share their ideas, which in turn may create conflict within the group as different views and values will begin to be challenged among group members. Although uncomfortable, this potentially volatile but necessary part of stage two group development will lead to an increased trust among group members. Wheelan (2013) explains, â€Å"Only through conflict resolution and the development of a unified view of the group’s purpose and processes can true collaboration be achieved† (p. 28). During stage two group development, the team leader and team members’ ability to manage conflict resolution will determine whether the group succeeds or fails. During stage three, members of the group roll up their sleeves and begin to focus on the task at hand. Egos are checked at the door as team members begin to sense a clearer picture of individual and team goals and communication becomes more task-oriented (Wheelan, 2013). As stage three groups develop, productivity is increased and relationships are strengthened as the group can now move to stage four successfully if they continue to manage and adjust team roles and responsibilities, resolve conflict, and receive constructive criticism with an open mind. Concrete Response As a youth leader, I was tasked with forming a ministry team to work with school-aged children ranging in ages from 8 to 19 years of age. As a District Fire Chief for a large fire department, I assumed that this task would be similar to forming a team that responds to emergency calls; however, there were several items that I would overlook initially that would prove to be painful learning opportunities as I progressed through my ministry team building experience. First, and probably most important, was the fact that I assumed that everyone serving with me had a clear picture of what our goal was as youth leaders; to share the gospel of Christ through grace-filled passion demonstrated by love, compassion, understanding and encouragement. I still remember our first meeting as I handed out information regarding the bible study material we would be using. As I explained the syllabus and the details of the study itself, Joey, one of the volunteers, asked, â€Å"What is it that we are trying to accomplish through this study?† I explained that the objectives were listed in the packet and that  everyone should familiarize themselves thoroughly with the material provided. As Wheelan (2013) explains, it is the team leader’s responsibility during stage one to establish defined goals and to identify specific team member roles and how they will contribute to the overall plan. This error on my part led to confusion, frustration, and unfortunately the departure of some of the youth volunteers, as they did not feel that the value of their input was considered nor was a clear picture of what our purpose was explained. Critique Wheelan (2013) provides many good examples of what to do in certain circumstances that deal with safety and inclusion, conflict resolution, identifying roles and responsibilities, and fostering esprit de corps during group development. In addition, she identifies the positive traits that should be displayed by both team members and team leaders alike such as involving other members in the leadership of the group and actively participating in achieving objectives. While the strength of this book is displayed in the many examples provided by the author of what to do if a certain situation arises, this author was curious as to what a team leader or member would do if a team member must be dismissed for poor performance? While this is something that this author would not want to ever experience, I am curious as to whether or not Wheelan has ever experienced this in her studies and how might a leader or team member deal with this issue? Another consideration that this author believes infl uences group dynamics is socioeconomic and cultural diversity. While the above-mentioned positive character traits for leaders and team members are just a few of the many provided in this text, Creating Effective Teams does not address the internal and external influences that are ever-present in groups through socioeconomic and cultural diversity. This author believes that these two influences alone should be strongly considered, as group cohesiveness will depend largely upon a thorough understanding of how an individual’s worldview influences his or her perception of other group members and their individual role within the group. Action Clear concise communicated goals that explain the purpose, the mission, and how each member will contribute to the overall plan is the first action that  this author wishes to accomplish. Establishing a safe inclusive environment at the outset of group development is vital to member participation as this author plans to meet with both the youth ministry and worship ministry team in the upcoming week to encourage team member input and to identify roles, responsibilities, and a unified mission statement. Training team members in both my ministry and the fire department I work for in how to effectively manage group conflict is an additional action plan that this author hopes to achieve. Understanding that conflict is not necessarily a bad thing and that good can come from disagreements is important for everyone to consider when building our team. This author feels that this action will open up a new line of communication for individuals within my team to voice their concerns and contribute successfully to the group with sincere honesty. The third action that this author would like to achieve is to become a leader who evolves with the group as it develops through each stage. The beginning stages of the group’s development will require me to be more assertive; however, the ability to evolve as a leader to a more consultant role is where this author plans to take action. According to Wheelan (2013) as I allow members to share in the leadership function of the group, the likelihood that the group will succeed is increased. Reference Wheelan, S. A. (2013) Creating effective teams: A guide for members and leaders. Thousand Oaks: CA. Sage Publications, Inc.

Pronouncing Words That End in -lm

Pronouncing Words That End in -lm Pronouncing Words That End in -lm Pronouncing Words That End in -lm By Maeve Maddox Not many one-syllable English words end in the letters -lm. Sometimes the l in them is pronounced; sometimes it isnt. Heres a list of the most common -lm words, together with the pronunciation in the phonetic notation given at Answers.com. Many Americans pronounce all of these words with an l. alms [mz] balm [bm] calm [km] elm [Ä•lm] embalm[Ä•m-bm] film [fÄ ­lm] helm [hÄ•lm] palm [pm] psalm [sm] qualm [kwm] realm [rÄ•lm] whelm [hwÄ•lm] These pronunciations all agree with those given in the OED. Additionally, the OED acknowledges U.S. pronunciations with the sound of l for palm, psalm, and qualm. Merriam-Webster uses the symbol ] to indicate a sound that facilitates the placement of variant pronunciation. For example, ï ¿ ¼]mz. This symbol, which seems to indicate an almost l, is used for the first pronunciation given for alms, balm, calm, embalm, palm, psalm, and qualm. The pronunciation with a full l sound is given as an alternate: also ]lm. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:Bare or Bear With Me?How Long Should a Paragraph Be?When to use "an"

Personal Skills Development in the Teamwork

Personal Skills Development in the Teamwork Introduction In the modern world, organizations are increasingly becoming active and uneven (Barthe 2010, p. 94). Instabilities force organizations to form groups and teams that are expected to work together in order to achieve organizational goals and objectives. An organization relies on teams and groups in delivering services to clients.Advertising We will write a custom assessment sample on Personal Skills Development in the Teamwork specifically for you for only $16.05 $11/page Learn More There is increased complexity regarding the composition of teams, skill requirement, and risk management. In high reliability organizations such as the telecommunication company, teamwork plays a critical role in enhancing service delivery. A small mistake would result in serious losses, as well as complaints from customers. Working in a team enabled me to learn various coping skills (Horlick-Jones 1995, p. 310). I realized that teamwork is a tool that can be utilized to achieve high results. In the Nigerian network industry, competition is stiff implying that organizations must develop some strategies in order to outsmart their competitors. MRN employs teamwork in order to conquer its rivals. Working with other experts in the organization assisted me in understanding that teamwork entails three strategies. One of the strategies employed in enhancing teamwork is grouping individuals according to capabilities. This is upon realization that people differ in terms of talent. For instance, I was placed under the supervision of a network professional, with adequate skills on matters related to networking. This was to ensure that I learn the basics of networking in detail. In the team, there were individuals with task-oriented skills while others were team-oriented. It was the role of the manager to balance the two groups (Geschwind 2001, p. 69). In the team, the management ensured that organizational goals are achieved by modifying the tasks of indivi duals and the organization structure. This was to ensure workflow in the organization. Team competency was guaranteed in the organization through continuous training. The management at MRN capitalized on team training in enhancing team performance. Scholars define team training as the application of set of instructions that depend on well-tested apparatus. This apparatus includes simulator, lectures, and videos. In the organization, the management ensured that employees are provided with relevant training lessons each week. The main aim of management was to ensure that team training replicates the general values of learning theory.Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In this regard, training was meant to present information regarding basic group behaviors. Training provided team members with a chance to practice the skills they learned on a weekly basis. Working u nder the supervision of an expert was vital to my career because I could get feedback as regards to my performance (Dressel 2001, p. 39). Drawing on relevant theory and concepts, would this be described as a group or a team? Usually, there is a difference between a group and a team. However, many people fail to note the difference. A team is internally structured while the group is externally structured. A team has objectives, with tasks for each team member. On the other hand, a group is a collection of individuals who share the same objective. It may include people with similar interests. In the organization, all employees belong to a group because their major interest is to earn a salary. A number of scholars have designed theories to explain the behavior of individuals in a team. However, Tuckman’s theory is the only outstanding theory that explains the activities of individuals in a team precisely (Drake, Wong Salter 2007, p. 1975). The theory suggests that a team devel ops through various stages. When an individual joins an organization, he or she becomes an automatic group member. The employee might be an underperformer but would still be a group member. Through clear stages, such an employee would develop to become a team player. From a group, a cohesive and a task-focused team would be formed. In a small group of employees, a certain structure characterizes the group. Within the group, there is a clear task for each member. Groups evolve into teams in stages. Tuckman identified four stages as illustrated in the following graph. Forming is the first stage (Chandra 2009, p. 76). Source: TuckmanAdvertising We will write a custom assessment sample on Personal Skills Development in the Teamwork specifically for you for only $16.05 $11/page Learn More Identify and critically reflect on the relationship between the objectives of the project/ significant operational task and your individual role and objectives The main object ive of the project was to devise, develop, and authenticate the idea of applying opportunistic networks and relevant cognitive management structures for efficient use in future internet. The project aimed at tackling a number of problems, which were correlated to the project. The objectives of the project compared closely with my personal objectives (Biswas 2011, p. 101). In my group, I requested the management to assign to me roles that were consistent with my skills. In the global market, networking is one of the new investments that have attracted the attention of many businesspersons. Networking system provides a new way of communicating. For instance, through networking, it is possible to transfer important information, including quality images. My major objective was to study the major challenges facing the internet industry since it is very important as far as e-commerce is concerned. By working in the organization, I would evaluate the effects of networking on small business es across the country. Therefore, my broad objective was similar to the main objective of the organization, which was to develop the most effective networking system. The new system would benefit from the new technological innovations, such as the invention of Smartphone. The new networking system would help in improving the performance of various sectors, such as education, tourism, and e-commerce (Barry 2005, p. 17). Apart from the general objective, the organization had four minor objectives, which were also related to mine. The organization aimed at utilizing the new software, such as digital library, to reach out to customers. Through the new software, the company would distribute networking techniques to willing customers. Since projects must aim at benefiting the society, the organization aspired to design a culturally accepted project. Therefore, the organization had to study the cultural aspects of various communities (Carlin 2009, p. 77). Projects are sometimes resisted be cause they do not comply with the norms and values of the locals. Similarly, I always believe that any project must comply with cultural issues such as religion, norms, and principles of the locals. In Nigeria, cultural values influence the performance of the company in many ways. People would be reluctant to consume products and services produced by a culturally controversial company. The company had objective of incorporating the project to the educational system. This would help many scholars in their various fields.Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Though I had my own objectives, I always ensured that the objectives of the organization are given priority. My interaction with other members of the organization was very strong and productive. Since I am a natural leader, I was always confident that everything would work out for me. Therefore, I had to control my feelings and actions in order to create a healthy work milieu. I always ensured that I communicate with relevant sections in time. Moreover, communication between employees and the managers was encouraged in the organization. I used the policy to form strong ties with the management and other members of the organization. Whenever I face any difficulty, I could reach out to the management to explain myself. I used my strong interpersonal skills to ask questions to experts. Since I understand that experience cannot be obtained by simply sitting in the office and following orders, I ensured that I visit the experts in other sections of the organization to learn more regardin g the performance of the organization. Leaders in the organization were very helpful because they always ensured that employees are comfortable. They always updated employees on what was happening in the organization. Through this interactive relationship, leaders could easily identify and solve problems in time. In fact, the rapport between workers and the management was very strong. Moreover, employees respected each other and always embraced the spirit of teamwork. This was helpful to my development since I learned that communication plays an important role in achieving individual and organizational goals. In the networking organization, leaders were frequently asking questions to employees. It was very important because it gave employees a chance to express themselves. In fact, leaders were full of self-confidence and self-esteem. The type of interaction supported in the organization made each employee comfortable. It even encouraged employees to communicate among themselves. Wh enever an issue emerged, employees were open to face the leader without the fear of victimization. Whenever the management was approached with a question, answers would be provided instantly. Leaders were so receptive because they never dismissed any one for asking an irrelevant question. In other words, leaders had enough time to listen to the problems of employees. In some organizations, leaders are always against the idea of asking questions. They would only prefer that people should follow company rules strictly. Drawing on relevant theory and concepts, and with reference to 1b, evaluate how interacting with your colleagues is helpful Interaction between the management and employees was always encouraged because it helped in generating efficiency. Workers were encouraged to post their suggestions to the management without necessarily following the bureaucratic procedures. An effective communication channel helped the organization in solving serious problems. The leaders could as k employees to explain their problems even before employees could complain. In this regard, employees thought that the leaders of the organization were caring and were concerned about the plight of employees. Unlike in many organizations, leaders at the telecommunication company asked questions personally. In other places, leaders utilize the services of the internet, such as the email, to communicate with their juniors. In this forms of communication, employees are reluctant to express facts in their messages. They would tend to respond in a way suggesting that they loyal to their bosses. However, verbal communication is very important because it allows the leader to study the attitude of an employee. In other words, the employee has an opportunity of assessing the tone and nonverbal cues of the communication. This allows the communicators in the organization to understand the communication situation. Through face-to-face communication, leaders would be able to explain their intent ions more clearly. Additionally, the leader would receive a comprehensive answer and would seek clarification. In the organization, face-to-face communication was adopted because not all employees are good writers. Some are employees are good communicators only if given a chance to express themselves verbally. Looking back on the project/ significant operational task, what would be done differently and why? Regarding the project, many things would be done differently if given an opportunity to head the project. However, the management implemented it the way it was because of lack of time and resources. Given an opportunity to implement the project, I will follow the ten basic principles of project management. In the first place, I would concentrate on interfacing. This would entail exploring all available options before choosing the implementation technique. Secondly, I would organize the project team and ensure that resources are availed in time. In the organization, resources were not availed in time, which hindered the implementation process. For funds to be released, the project committee had to wait for some time. Such delays are usually harmful to the implementation process. In the organization, those charged with the designing and implementation of the project never planned technically and strategically. This aspect of project management would produce high results. Moreover, I would have incorporated Murphy’s Law in implementing the project. Even though the organization followed the law, a few aspects were left out. For instance, not all stakeholders were identified. The management was not ready to handle conflicts. Conflicts are very dangerous to the survival of projects. However, the telecommunication company was not prepared to resolve any serious conflict. This is because measures were not yet in place to counter any conflict (Carter 2000, p. 330). The original skills audit, and PDP. This should be included within the appendices and summarize d within the main body to the report In the telecommunications company in Nigeria, I acquired various skills that are vital to my career. I must admit that acquisition of these skills called for hard work and perseverance. I must also admit that the group members were supportive. This helped me in acquiring managerial skills easily. The first skill pertains to time and organization. Time is one of the skills that people find it difficult to adapt. In the organization, time is an essential resource, which is carefully measured in terms of hours, minutes, and seconds. Lateness is not tolerated at all, and all those found reporting at work late are punished severely. The organization can cancel the day’s wages if an individual fails to give a valid reason for lateness. To some extent, I was an organized person since I scored three out of the possible maximum of five. However, I was a poor timekeeper since I always reported to work late. Moreover, I never handed in assignments in time. The management praised me for being an organized person because I was always neat and clean. In matters related to time and organization, the major indicators were timely completion of paperwork, prioritizing company tasks, the ability to handle interruptions and management of the timetable. In terms of handling pressure, I was rated the best, but I could not manage my timetable well. This is because of family commitments. However, I can improve my skills when given sufficient time and support. I believe that I will score a high grade when given another chance to work in the company (Andrzej Buchaman 2007, p. 26). Decision-making and problem solving skills were also considered to be of value in the company. Therefore, the company kept a record of each person as regards to conflict resolution mechanisms. In this field, I scored the highest mark because I had four out of the possible five marks. My decision-making skills were strong because I generated solutions to various pro blems whenever called upon to do so. For instance, I was depended upon in making decisions related to customer complain. I could offer the best solutions that would be incorporated by the section manager. In any organization, evaluation of available options is critical to making strong decisions. In the organization, I never had problems choosing the best decisions. I would simply analyze an event and choose which style, method, or model to apply. Even though I was rated the highest in terms of decision-making and conflict resolution, I still believe that more needs to be done. I wish to work hard in order to perform extremely well in this field. Another skill acquired while in the organization is planning. Planning entails putting everything in order. The role I was assigned to needed a lot of planning. The management observed that I was a good planner and decided to give me a score of four out five (Panagariya 2008, p. 32). It was suggested that I have strong planning skills. Plan ning entails leading the teams, consulting team members, allocating tasks and setting objectives. Regarding task allocation, the management commented on my skills since I collaborated well with other members of my team to come up with a strong suggestion. This was achieved through consulting team members, offering strong leadership skills, and setting objectives that are similar to those of the organization. Planning is critical to the success of any project. Through proper planning, an individual would save time, resources, and energy. Other skills included delegation, motivation, coaching, target setting, interpersonal skills, written skills, and oratory skills. In written and oratory skills, I scored three out of five. In oratory skills, it was claimed that I was weak in presenting ideas, using the telephone, and attending meetings. However, I understood the structure and the format of speaking. Regarding written communication, I did not score more because I was unable to check c ompany blogs frequently. However, I followed the company proceedings through memos and reports. I scored a high mark in interpersonal skills meaning that I could easily form relationships with other members of the team. For instance, I was sensitive to the needs of other team players meaning that I responded positively to the views of others. Moreover, I scored high because I am a good listener (Wellington 2001, p. 79). Through listening, I was able to understand the problems of others in the organization. In many organizations, the greatest challenge for employees is to relate with their seniors. This was never a problem to me. Though I was rated high in terms of setting targets, I was a bit weak in offering coaching services to other staff members. A review of resources and activities used to develop those skills. You should comment on how useful these resources and activities were in developing the identified skills. If additional resources and activities were identified, post th e submission of the original PDP you should also comment on these A review of resources suggests that the organization provided its employees with adequate materials that helped them cope with the organization challenges. For each skill, the organization had resources. Regarding time management and teamwork, the organization provided materials that helped in reviewing the activities of the previous week. Such materials would always be circulated on Friday. For instance, the organization provided sites with critical information regarding time management. The management made it mandatory for all employees to attend time management course before joining the organization. The course was meant to give new individuals adequate time management skills. Apart from issuing critical information on time management, each employee was supposed to discuss with his line supervisor matters related to lateness (Weiss 2011, p. 23). The management provided enough information on areas perceived to be wi th weaknesses. For my case, coaching was another skill that I had to improve. Just like in time management, the management provided me with several websites containing critical information on coaching skills. I had to visit the sites at least one per every two weeks. However, this was not considered an effective tool to sharpen the skills of a trainee (Tanke 2000, p. 65). Each trainee with coaching weakness was required to work with his or her supervisor for a period not exceeding one month. During this period, the trainee would learn coaching skills from the supervisor and try as much as possible to apply the same skills before embarking on normal work. No trainee would be allowed to move on without mastering coaching skills. The requirements were helpful to some of us who had coaching weaknesses. Delegation was considered a complex skill and therefore, each trainee was to work hard to achieve this skill. I was instructed to delegate a role to one of my colleagues at least once per week. I was also supposed to issue clear instructions, using understandable language. Since it is one of the challenging skills to acquire, trainees were required to dig deeper into their pockets to fund delegation-training program. However, online training institutions conduct the program. Therefore, each trainee facing problems in the field was to subscribe to an online training program that would last for one month. To ensure that the trainee understands something, the line supervisor instructed colleagues to forward their feedback for analysis (Suzuki Dastur, Moffatt Yabuki 2009, p. 12). A review of the skills developed Review of the skills reveals that the organization is committed to improving the leadership styles of trainees. The skills I acquired from the institution are incomparable to any other sets of skills. The management was always friendly and willing to listen to the problems facing trainees. Scholars of communication argue that public speaking is the most difficu lt thing in the world. In fact, they argue that an individual would prefer death to speaking in public. In the organization, I gained skills regarding oral communication (Stewart 1990, p. 19). I believe that I can use the skills to conquer the world. Coaching skills are also important to the life of any individual wishing to take up managerial roles in future. I was referred to various websites that would be of great importance to my life in the future. I learned that writing and oral skills are go hand in hand. It is impossible to separate one from the other. My training with the telecommunication company was not in vain. This is because I learned a lot. However, I noted that the company suffered from delays due to inefficient system of communication. Even though the management was competent, the planning skill was still missing. It would take various days for a simple decision to be made (Steffen 2010, p. 17). It is suggested that the organization rethinks about changing its polic y as regards to planning. As shown in the flow chart below, the process of personal development entails three things. Individual and professional skills, qualities, and knowledge are developed through practice. The most important of the three is planning. It entails prioritizing some aspects. For my case, the trainee provided an opportunity to gauge my skills. Visiting the company as a trainee was the first step towards building confidence in my profession. I was able to put theories, models, and skills into effective practice. The organization gave me an opportunity to review he skills I have learned in class for several years (Minja 2009, p. 14). Skills are acquired through learning. In fact, scholars observe that it might take several years to acquire basic managerial skills such as coaching, delegating, and writing. As things stand currently, there is a cordial relationship between the implementing partners and cooperation among them can be categorized as fair. However, this mi ght change due to the time span the project is expected to take and the changing political and economical atmosphere in the world. An incident of lack of cooperation among the implementing partners can deal a fatal blow to the successful implementation of the project. This is one temptation that has previously destroyed very ambitious projects, as Kothari (2004, p. 23) states. The project faces the potential risk of introduction of new systems into the project. The purpose of this report was to help identify skills that an individual stands to benefit from working as a trainee. The responsibility of ensuring that a trainee acquires adequate knowledge and skills is the responsibility of all the concerned members of the organization. From my experience, it is clearly demonstrated that every member of the project has a role to play in the identification of skills that the trainee needs (Safizadeh, Field Ritzman 2003, p. 560). It can be concluded that skills are hard to fetch but are e asy to maintain. Members of the organization were supportive in ensuring that employees acquire adequate skills and knowledge. However, this task should not be left to one department. It is important that the management develop some measures to counter challenges that impede skill development (Shachaf 2008, p. 132). The management has an extra responsibility of ensuring that employees acquire knowledge in the organization. List of References Andrzej, A Buchaman, A 2007, Organizational Behavior, Prentice Hall, London. Barry, M 2005, Crises in the Contemporary Persian Gulf, Routledge, New York. Barthe, G 2010, Verification, Model Checking, and Abstract Interpretation, Springer, New York. Biswas, S 2011, â€Å"Commitment, involvement, and satisfaction as predictors of employee performance,† South Asian Journal of Management, Vol. 18, no. 2, pp 92-107. Carlin, M 2009, Cross-cultural e-commerce design guidelines for American and Chinese College student populations: Results from a n empirical comparative study, Maryland, University of Maryland. Carter, S 2000, â€Å"Improving the numbers and performance of women-owned businesses: Some implications for training and advisory services†, Education Training, Vol. 42, no. 1, pp 326-333. Chandra, P 2009, Projects Planning, Analysis, Selection, Financing, Implementation, and Review, Tata McGraw Hill, New Delhi. Drake, AR, Wong, J Salter, SB 2007, â€Å"Empowerment, motivation, and performance: examining the impact of feedback and incentives on non management employees†, Behavioral Research in Accounting, Vol. 3, no. 7, pp 1971-1989. Dressel, K 2001, Systemic Risk: A New Challenge for Risk Management, OCED, London. Geschwind, CH 2001, California Earthquakes, Science, Risk and the Politics of Hazard Mitigation. The Johns Hopkins University Press, Baltimore Horlick-Jones, T 1995, ‘Modern Disasters as Outrage and Betrayal’, International Journal of Mass Emergencies and Disasters, vol. 13 no. 3 , pp. 305-315. Minja, D 2009, â€Å"Ethical leadership practices†, KCA Journal of Business Management, Vol. 2, no. 1, pp 1-14. Panagariya, A 2008, India: The Emerging Giant, Oxford University Press, Oxford. Safizadeh, M, Field, J Ritzman, L 2003, â€Å"An Empirical Analysis of Financial Services Processes with a Front Office or Back-Office Orientation†, Journal of Operations Management, Vol. 21, no. 5, pp 557-576. Shachaf, P 2008, â€Å"Cultural Diversity, Information, and Communication Technology Impacts on Global Virtual Teams: An Exploratory Study†, Information Technology Journal, Vol. 45, no. 2, pp 131-142. Steffen, L 2010,The Principles of Green Urbanism. Transforming the City for Sustainability, Earthscan Publisher, London. Stewart, D 1990, Focus group: theory and practice. Sage, Newbury Park. Suzuki, H, Dastur, A, Moffatt, S Yabuki, N 2009, Ecological cities as economic cities, Eco2 Cities, conference edition, Hong Kong. Tanke, M 2000, Human Resources M anagement for the Hospitality Industry, Cengage Learning, Albany. Weiss, WH 2011, â€Å"Building morale, motivating, and empowering employees,† Supervision, Vol. 72, no. 9, pp 23. Wellington, A 2001, â€Å"Health Insurance Coverage and Entrepreneurship,† Journal of Contemporary Economic Policy, Vol. 19, no. 4, pp 27-89.

Graphic Design essays

Graphic Design essays Today, graphic design has become second nature. In fact, most people do not even realize that every day they are viewing thousands of visuals from the label on their coffee in the morning, to the billboard on the way to work, to the advertisement being pulled by the plane, to the toothpaste packaging before they go to sleep. The basis, or intellectual model, for this widespread art form of graphic designor the use of typographic, color and layout as well as text elements to communicate an idea or conceptgoes back about three hundreds years ago to European book production and composition. Graphics are as much a part of the history of culture as the oral and written word. From the time that Gutenberg invented mass printing production to the current websites, graphic design has grown and evolved with technology. First came the scores of books that could be printed at a time, instead of one-by-one by hand, then more elaborate engravings with copper plates. By the late 1700s to early 1800s, even before the industrial revolution, graphics were visible on fliers, signs, posters, banners, as Graphic design has become a vital component of each culture and period of human history since then including: The Arts and Crafts Movement, Victorian artwork, Art Nouveau commercialism, Modern Art design, visual corporate logos and identity, postmodern design and the computer graphics What many people do not realize is that graphic design is a science, or a specific branch of measurable data and laws that maintains consistency and standardization. At the end of the 17th century, typography body types were still not numbered, but received names instead. These were often based on the title of books, such as Cicero used in Epistles. However, this period of time was also the age of Enlightenment. Louis XIV, founded the Imprimerie Royale in 1692 at the requ...

First exam Assignment Example | Topics and Well Written Essays - 1250 words

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Irish Civil War Essay Example | Topics and Well Written Essays - 5250 words

Irish Civil War - Essay Example These divisions become the cause to the complexity which arose in the Irish civil war. Religious divisions often were more intense then the political ones and political divisions appeared to change every month depending on recent objectives (Neeson 1990). A detailed understanding of the causes which led to Irish civil war requires an analysis of the people and events before war started as well as the vents that took place throughout the war. Like many protestant groups Sinn Fein made a military wing, and by 1914 civil war seemed unavoidable. The occurrence of the First World War nevertheless a lot of important events, like the British Parliament suspension a bill permitting free Irish home rule. The home rule bill's suspension was opposed by three small nationalist groups, these were the Citizen Army, this was an illegal group of citizens of Dublin, the Irish volunteers, which was a national body of defence, and the Sinn Fein, all got together by their military wings and made arrangements for the Easter Uprising, this was one of the most prominent events which led to the civil war. At noon on the 24th of April in 1916 (Younger 1986), approximately two thousand Irish nationalists took over the Dublin Post Office as well as other points in the city which could help them in their mission. The rebellion's leaders announced the Irish independence; they were in control of Dublin city by 25th April1. A counter offensive was launched by the British on the 26th of April, and martial law was implemented throughout Ireland2. This led to violent street fighting in the city, but the British forces were stronger as they were better armed they thus they were successful in slowly removing the Irish nationalists from the places which they had taken over. On the 29th of April the post office building which was the rebel headquarters, was attacked by the heavily armed British army, eventually the rebels had to surrender. Approximately four hundred and forty troops of the British army died in the small battle at the post office, and almost an equal of number Irishmen lost their lives. 15 rebels were put to death. Sinn Fein's leader Eamon de Valera was also was also given the death sentence. His sentence was changed to life imprisonment, the next he was given. Amnesty (Liam 2006). Even though the rebellion was not successful it had the support of a lot of Irish people, and the public extremely opposed the death sentence of fifteen rebels, this further strengthened Sinn Fein's electoral support. In the election 's of 1918, the candidates of Sinn Fein candidates won seventy three out of hundred and six seats which were allotted to Ireland for the British Parliament3. Due to such great support, in January of 1919 the members of Parliament which belonged to the Sinn Fein held a meeting in Dublin and announced independence of Ireland, for their objective they made Eamon de Valera their president. Sinn Fein 's armed wing, which was known as the Irish Republican Army (IRA) after the meeting began a violent guerrilla war in opposition to the British troops who were

Explain how you have prepared for the academic challenges of the MMH Essay

Explain how you have prepared for the academic challenges of the MMH program - Essay Example While working for Okinawa’s public destination marketing organization, I learnt a lot about the relevance of knowing about the local history, culture and economy, so as to have a holistic perspective of the available opportunities and markets. I am also actively involved with Okinawa Society of Tourism Education, a professional organization that comprises of teachers, researchers and tourism associated executives. The organization holds regular meetings to discuss the issues facing the hospitality sector. My struggle to crack GMAT was a real humbling and insightful experience. The overall preparation for GMAT turned out to be a positive reinforcement in more than one way. It made me realize the value of language skills in everyday business. Therefore, I have taken ample pains to improve on my language skills and have gained much in the area of correct grammatical construction and composition. With sincere practice, my proficiency in all the language skills, that are reading, writing, listening and speaking has become much better than before. Strategic and analytical reading has become a habit with me. I am an avid reader of the Wall Street Journal, Financial Times, The Economist and the contemporary English fiction. Not to mention, I have access to supportive, understanding and well qualified friends, family and colleagues, who are always willing to lend a helping hand.

Virtual Community Research Methodology Dissertation

Virtual Community Research Methodology - Dissertation Example How strong can this sense of community be? 4. What kinds of cultural identity have been formed in this virtual community? Research Method The data collection method that I will be using is ethnographic interviews and an analysis of the website. In this case, the structured interviews consisted of asking the Respondents 20 open-ended questions, which are found the Appendix C. The Respondents were encourage to expound upon their answers in a concrete way, and give as much detail as possible in their answers. In order to find the right respondents, I visited the popular discussions on the site to see the interactions which occurred among various topics. After this, I posted 10 general questions (Appendix A). These questions were posted individually within a period of seven days. Fifteen respondents were observed. From all the Respondents, I followed the profiles of each user to personally determine whether they pass the first criterion of having maintained a distinct Chinese culture. Th e criteria for determining if the user maintained a distinct Chinese culture was by evaluating their point of view to ascertain if their viewpoint was oriented towards Chinese culture or towards the culture of the host country. Afterwards, the shortlist of 15 users was identified based on the duration of their usage and membership on the website. They were sent an invitation to participate in the study further through an interactive interview conducted through emails or instant messaging platforms of their choice. They were also asked the following questions in order to qualify them for the second criterion – that traditional media does not play a significant role in his daily life (Appendix B). Based on the responses to these questions, I selected ten users who display the second criterion the most. That is, they exhibit interest in getting the latest updates about China, and the Chinese people and culture at large, and that they do not get this information from traditional media. Furthermore, they exhibit knowledge about the fifth question’s subject matter, not only through their actual subscriptions and affiliations, but through their expression of interest to get connected and develop deeper understanding. After ten users were selected based on the criteria mentioned above, I proceeded to schedule the interactive interviews. The questions which were asked in the interview are in Appendix C. These happened within a period of one month. I also allowed the respondent during the time to deliver a meaningful personal account of experiences, and the flexibility to do it at his or her own pace. With regards to the website analysis, I examined the website carefully, then grouped the website categories into themes. These themes fit under the rubric of the four research questions which were asked, then fit into subthemes within these four research themes. The subthemes were as follows: a.) Common cultural practices b.) How having a common homeland conn ects users c.) Connection through current Chinese events d.) Connection between Chinese living throughout the globe d.) Connection through activities and services. These themes fit under the larger themes and larger questions regarding the sense of community and the strength of community, plus the cultural identities which are formed by the ethnic community. How these subthemes fit into the larger theme is that these themes focus upon how the Chinese users of

Focus On Music, Text and Drama Essay Example | Topics and Well Written Essays - 1000 words

Focus On Music, Text and Drama - Essay Example Music, at all times, has been accompanied with drama, and its function in this combination remains quite multifaceted (BaileyShea, 2007). From early epic poems and ballads with simple musical auxiliaries to the increasingly complex sound worlds of fresh drama and music can ease drama in a couple of ways. This paper will be exploring on how a certain artist narrate his story in his music and analyze one of his vocal songs to analyze. The song I chose to analyze is The Great Disappointment composed by Davey Havok from AFI. He is also responsible for every performance of the song. This paper will be discussing the meaning in this song and various factors as stated in the instructions. To enlighten you, I will be employing three main conventions Music, Structure and Lyrics. Davey Havok is an American actor, singer and fashion designer. He is best recognized as the lead singer of the bands Blaqk Audio and AFI (Kresky, 1977). He was born on 20th November 1975. Havok is a frank supporter of the straight edge lifestyle, atheism, and veganism. The great disappointment, the name of this song, was a historical event, which took place on 22nd October 1844. Some Christians argued that Jesus was allegedly going to return to earth during this day. However, that did not happen. This is where the main topic of my understanding comes from. In the song, Davey Havok uses past tense to explain that he had once done something, or to be more precise, he had once believed in a matter. All through the entire lyrics, there are concealed messages that a person would need to dig for a number of times to see the message clearly. The structure of a normal song contains three main sections - choruses, verses and ordering of ideas (Hoek, 2007). This song also has one main chorus, three main verses and the ordering of ideas. Ordering of ideas in the song is from positive to negative as is the flow in every song. In this song, the author’s point of view alters from optimism to disappoint ment when he notices that the â€Å"amaranth† and the â€Å"white creatures† are not real. It is as if he has been wasting his time hoping, searching and waiting for good news. These creatures are only in his dreams, which is a sick twisted story of this own subconsciousness. The main elements of the song are tone or mood, as well as rhythm. The mood, which this song gives off, is sad and gloomy (Hoek, 2007). The tone of the voice, on the other hand, is extremely frustrating as the artist sometimes whispers and at other times he screams. The verses, however, are sad and calm. The chorus is extremely angry, loud and even. A statement like â€Å"while I lingered I was wasting away† seem like an extremely strong statement. The lyrics section incorporates conventions like repetition, language, title, imagery and rhyme. The language in this song is grammatically correct and normal. In my opinion the â€Å"creatures dressed in white† and the â€Å"amaranthâ₠¬  in the great disappointment are descriptions for purity, angels, love, happiness and joy. The artist’s subject is wasting his life through waiting for these â€Å"creatures to emerge† for happiness and purity to emerge, but then he notices that the creatures do not exist - purity is all, but a dream. This world is never going to be pure, pristine or innocent (Hoek, 2007). Also, according to the song, the world will never be full of happiness, love and joy. Symbolism is broadly used in this song. The white chrysanthemums might simply mean that – a white flower. It can also symbolize purity and blamelessness. Amaranth might mean a never contemptuous flower or it might mean a never ending love. The great disappointment has a lot of symbolism and metaphors. These factors have more than one connotation but in spite of these differences they extremely well present the theme of disappointment. In numerous songs, it is not only the chorus which is repeated. The repe tition in a song signifies that the artist wants to point these

Slavery Was a Discriminative Vice That Affected the Blacks and Scots Research Paper

Slavery Was a Discriminative Vice That Affected the Blacks and Scots in England - Research Paper Example Even after the independence of the native countries, the slaves would still serve in the Britain industries. This is an evident trend across the majority of the western nations. The existence of these slaves brought subsequent generations that entailed racial and cultural diversity. This phenomenon has revealed trends of stereotypes and diversities amongst ethnic groups in society. Majority of the blacks still appear as slaves to the recent day3. Usherwood explores this trend in his article. He uses his legal expertise to advocate for the complete abolition of slavery in western nations. Slavery is a historical phenomenon that manifests intense persistence in modern society. Slave trade and immigration from Africa was an antique event4. However, its ramifications are still evident in the modern day. The trends of slavery have survived antiquity and infiltrated to the current society. This is due to the political perspective of slavery. Most nations viewed slavery as a positive featur e in society5. Therefore, policies would be implemented for the existence and advocacy of slavery. This would occur in the western governments due to their power over the colonial subjects. It would also occur in these nations due to the cheap labor6. These were major factors that posed a major difficulty in the abolishment of slavery. Therefore, slavery trends are still existent after the historical events of immigration and the slave trade. The initiation of the slavery abolition was evident in a court of law. Lord Chief Justice ordered for a release of slaves in England7. This would be a challenging process, but the legal system still pursued it. In this time, the legal system ordered all the slave owners to set them free and settle their compensations in harmony. This court order was not a congruent move with the majority of the slave masters in society.

Virtual Community Research Methodology Dissertation

Virtual Community Research Methodology - Dissertation Example How strong can this sense of community be? 4. What kinds of cultural identity have been formed in this virtual community? Research Method The data collection method that I will be using is ethnographic interviews and an analysis of the website. In this case, the structured interviews consisted of asking the Respondents 20 open-ended questions, which are found the Appendix C. The Respondents were encourage to expound upon their answers in a concrete way, and give as much detail as possible in their answers. In order to find the right respondents, I visited the popular discussions on the site to see the interactions which occurred among various topics. After this, I posted 10 general questions (Appendix A). These questions were posted individually within a period of seven days. Fifteen respondents were observed. From all the Respondents, I followed the profiles of each user to personally determine whether they pass the first criterion of having maintained a distinct Chinese culture. Th e criteria for determining if the user maintained a distinct Chinese culture was by evaluating their point of view to ascertain if their viewpoint was oriented towards Chinese culture or towards the culture of the host country. Afterwards, the shortlist of 15 users was identified based on the duration of their usage and membership on the website. They were sent an invitation to participate in the study further through an interactive interview conducted through emails or instant messaging platforms of their choice. They were also asked the following questions in order to qualify them for the second criterion – that traditional media does not play a significant role in his daily life (Appendix B). Based on the responses to these questions, I selected ten users who display the second criterion the most. That is, they exhibit interest in getting the latest updates about China, and the Chinese people and culture at large, and that they do not get this information from traditional media. Furthermore, they exhibit knowledge about the fifth question’s subject matter, not only through their actual subscriptions and affiliations, but through their expression of interest to get connected and develop deeper understanding. After ten users were selected based on the criteria mentioned above, I proceeded to schedule the interactive interviews. The questions which were asked in the interview are in Appendix C. These happened within a period of one month. I also allowed the respondent during the time to deliver a meaningful personal account of experiences, and the flexibility to do it at his or her own pace. With regards to the website analysis, I examined the website carefully, then grouped the website categories into themes. These themes fit under the rubric of the four research questions which were asked, then fit into subthemes within these four research themes. The subthemes were as follows: a.) Common cultural practices b.) How having a common homeland conn ects users c.) Connection through current Chinese events d.) Connection between Chinese living throughout the globe d.) Connection through activities and services. These themes fit under the larger themes and larger questions regarding the sense of community and the strength of community, plus the cultural identities which are formed by the ethnic community. How these subthemes fit into the larger theme is that these themes focus upon how the Chinese users of

Slavery Was a Discriminative Vice That Affected the Blacks and Scots Research Paper

Slavery Was a Discriminative Vice That Affected the Blacks and Scots in England - Research Paper Example Even after the independence of the native countries, the slaves would still serve in the Britain industries. This is an evident trend across the majority of the western nations. The existence of these slaves brought subsequent generations that entailed racial and cultural diversity. This phenomenon has revealed trends of stereotypes and diversities amongst ethnic groups in society. Majority of the blacks still appear as slaves to the recent day3. Usherwood explores this trend in his article. He uses his legal expertise to advocate for the complete abolition of slavery in western nations. Slavery is a historical phenomenon that manifests intense persistence in modern society. Slave trade and immigration from Africa was an antique event4. However, its ramifications are still evident in the modern day. The trends of slavery have survived antiquity and infiltrated to the current society. This is due to the political perspective of slavery. Most nations viewed slavery as a positive featur e in society5. Therefore, policies would be implemented for the existence and advocacy of slavery. This would occur in the western governments due to their power over the colonial subjects. It would also occur in these nations due to the cheap labor6. These were major factors that posed a major difficulty in the abolishment of slavery. Therefore, slavery trends are still existent after the historical events of immigration and the slave trade. The initiation of the slavery abolition was evident in a court of law. Lord Chief Justice ordered for a release of slaves in England7. This would be a challenging process, but the legal system still pursued it. In this time, the legal system ordered all the slave owners to set them free and settle their compensations in harmony. This court order was not a congruent move with the majority of the slave masters in society.

Critical Analysis of Looking for Alibrandi and Swashbuckler Essay Example for Free

Critical Analysis of Looking for Alibrandi and Swashbuckler Essay Imagine, you are a 12-year-old boy, just about to make the transition from primary to high school, and your father is dying from cancer. Would you want to face the dragon or run away†¦? In everyone’s lives, there are challenges that alter peoples view on themselves and their world. This may or may not have positive outcomes, for one or two of the people involved, but we must all understand the consequences, whether good or bad, of changing perspectives. Josephine as a character in Kate Woods’ film â€Å"Looking for Alibrandi† highlights the ups and downs of being a teenage girl in turmoil, trying to find her own way in a community where she â€Å"doesn’t belong†, to find a positive outcome in what she feels is a world not made for people like her, especially with her Father trying to participate in her life again, when she has never really known him by anything other than name. See more: how to write a critical analysis essay step by step Similarly, in James Moloney’s short story â€Å"Swashbuckler†, after the protagonist, Anton’s father has cancer and he is fearful of â€Å"the dragonâ€Å" and refuses to visit his father, but towards the end of the story his friend makes him realise that his dad is not the dragon, the cancer is, and Anton’s father is the prince trapped in his cave, so Anton finally agrees to see his father in hospital, and watches him â€Å"wither away† In both of these texts, a range of visual and language techniques are used to present these changes in perspective to their audiences successfully. A change in perspective can be tough, but there is always some small light at the end of the tunnel. For Josie, her change in perspective towards her father, Michael Andretti, has a positive impact, as this changing relationship allows her to grow in her understanding of herself and her cultural identity. This change allows Josie to grow and mature, and realise that her father was not the monster she created him as when she was growing up, and display to the viewer how much she really needed her father in her life so she felt complete. Kate Woods creates the initial hatred of Michael Andretti through the use of diegetic sound as a plane flew over Nonna’s house when the small family were yelling at each other. This scene was a clear point about how much Josie resented her father for leaving her and her mother on their own, and because of all the horrible names she had been called her whole life because the schools she always went to were â€Å"all about what your father does for a living†. Josie’s catalyst for her change in perspective was when she broke Carly’s nose after getting sick of being called names. Michael showed her that he cared about her by taking time away from his work to â€Å"rescue† her from getting kicked out of school. Once she had accepted her father, Josie’s character was happier and more forgiving. Through the use of pleonastic music in the scene where Josie is staying for the weekend at her father’s house, and the repetition of the lyrics â€Å"in an unguarded moment† both highlight the raw happy emotion that she has finally come to terms with the fact that her father is in her life now. The meeting of two personalities is like the contact of 2 chemical substances: if there is a reaction, both are transformed. † – A quote from psychologist Carl Jung. James Moloney portrays this notion perfectly in his short story â€Å"Swashbuckler†. The narrator, peter, meets the protagonist Anton at the beginning of the story as he is being bullied by the thugs at their school, when Anton rescues peter from â€Å"imminent death† The use of a cliche â€Å"Ask not my name, but whether my cause be just. Highlights Anton’s attitude to life and wanting to help other people rather than face his own harsh troubles. Anton’s initiator for his change in perspective was when his newfound friend, peter, forced him to face the thought of his dad and the possibility of not having one anymore, and tries to persuade him to visit his dad. The use of confronting emotional language â€Å"†¦Ã¢â‚¬ it was your father. He was the dragon. † – Peter â€Å"Yes. Yes, yes, yes. My father’s turned into a dragon and I don’t know what to do about it. I’m so afraid and Im ashamed that I’m afraid† – Anton† evokes a strong feeling of empathy towards the young boys, and their situations. When Peter finally convinces Anton that his father is a prince trapped in a dragon’s lair, and they go and visit him in the hospital. The use of thought-provoking emotional language† â€Å"But what’s going to happen†¦after? † –Anton† â€Å"you’ll manage Anton, I know you will† – Anton’s Father â€Å"what if I haven’t dad? How can I know whether Im brave enough? Anton â€Å"outlines Anton’s raw emotion and fear for his father no longer being in his life, and the fear of this being his last memory of his father, but also has the innocence of a child just wanting the â€Å"sickness† to â€Å"get better†. The notion that a difference in perception can either be a positive or negative transformation is a very true statem ent. In both situations, positive and negative feelings are experiences on the long road of a change in perspective.

Study of the New York Accent

Study of the New York Accent Amanda Bjork Why Do They â€Å"Tawk† Like Dat? A Brief Study of the New York City Accent New York can easily be called the biggest collection of villages in the world, a melting pot of nearly all the world’s cultures in one small place. For years, the New York accent—from famous faces such as Rosie Perez to Spike Lee, Fran Drescher to Archie Bunker—has been studied, extolled and derided (Bortolot, 2011). New Yorkers keep their accents, wherever they originally may have come from, and the resulting sound(s) are what has come to constitute the globally recognized accent found in the unique â€Å"New York City English†. There are many different but recognizable characteristics and sounds that make up the famous accent. Many of which may have surprising origins, and many whose origins may never be known. Contrary to popular belief, in New York City, the origin and classification of accent has more ties to ethnicity than to a speaker’s specific geographic region (such as borough). Over the years and through the evolution of the New York acce nt, there have been many varying reactions and responses to it, from wearing it proudly to attempts at â€Å"un-learning† it altogether. The New York City accent is a variation of the English language that is spoken by many people in New York City and much of the surrounding metropolitan area. Pioneer American sociolinguist William Labov has done the most work on the specific subject and has described it as the most recognizable variety of sounds in American English. Overall, the New York accent is made up of all of the elements within the speaker and the city, and it has defined the language of New Yorkers for generations. First of all, to understand where the accent originated, we must be familiar with some of the characteristic sounds that may have gone previously unknown or unidentified as a New York characteristic. Based on years of research, American sociolinguist William Labov has concluded that the New York accent originated as a derivative of a British accent, specifically speakers from South London. But the many aspects of the accent have roots all over Europe. The New York accent is a non-rhotic accent, unlike most American accents, which simply means that the â€Å"r† is not usually pronounced, just as in most British varieties of English. There are sounds that we all recognize as part of the New York accent. Words and phrases such as â€Å"schtreet† (street), â€Å"yaw mutha† (your mother), and â€Å"waduh† (water) (Quinlan, 2013). The unique way that New Yorkers draw out their vowels is another important feature. New Yorkers are also guilty of the intrusive â₠¬Å"r†. When the â€Å"r’s† are dropped, New Yorkers will frequently put them back in where they don’t belong. For example, â€Å"Linda† may become â€Å"Linder† and there are phrases like â€Å"come heah and bring me a soder†. Another distinct, and possibly the most recognizable, sound from the New York accent is the â€Å"aw† sound, such as in â€Å"cawfee†, â€Å"tawk†, or â€Å"sawce† (coffee, talk, sauce). New Yorkers tend to broaden the vowel â€Å"a†, for example, saying â€Å"awe-ful† instead of â€Å"awful†. One may also hear (or not hear) a dropped â€Å"H† in New York speech, for example, â€Å"uge† instead of â€Å"huge† and â€Å"uman† instead of â€Å"human†. The New York accent sometimes features â€Å"TH† pronounced as if it were a singular â€Å"T† or a â€Å"D†, wherein a word such as â€Å"pathmark† becomes â€Å"pat-mark†, or â€Å"dese† and â€Å"dose† for â€Å"these† and â€Å"those†. The only immigrant language that had the â€Å"th† sound in it was Greek, meaning all the other travelers to the New World had a hard time pronouncing the sound. Another interesting aspect of the accent is the fact that New York vowels can change from one sound to another during pronunciation. These changing vowels are called diphthongs. This is believed to be part of the Irish influence on the accent, as the Irish frequently switch the diphthong â€Å"OI† with â€Å"ER† or â€Å"IR†. Two of the most popular and recognizable examples are when the word â€Å"oil† sounds like â€Å"earl† and â€Å"toilet† sounds like â€Å"terlet†, although this practice has shown a sharp decline over the generations. Another characteristic of European influence on the New York accent is the word â€Å"youse†. It is very ra re to hear this outside of New York, and it is thought to be Italian influenced because there is a plural â€Å"you† in the Italian language but there is not in English. The New York accent also receives some influence from the Yiddish (Jewish) language, introducing the intrusive â€Å"G†. There is no soft â€Å"G† in Yiddish like there is in English, so the â€Å"ing† sound becomes â€Å"ink† (Tannen, 1981). For example, â€Å"seeing† is pronounced â€Å"seeink†, and â€Å"doing† is pronounced â€Å"doink†. Yiddish syntax is also different than in English, so it’s possible to hear phrases (in the New York accent) like â€Å"a genius, he isn’t.† New York City is a melting pot of different cultures, immigrating from all over the world over the years. The origins of the New York City accent are diverse, and the source of many features is probably not recoverable. William Labov has pointed out that many features were originally found in southern England as mentioned above. He also claims that the vocalization and subsequent loss of â€Å"r† was copied from the prestigious London pronunciation, and so it started among the upper classes in New York and later spread to other socioeconomic classes. So it has been reasonably concluded that the New York Accent originated in and was â€Å"brought† here from London, in the simplest terms of explanation. In the 1800’s, all major cities on the Eastern seaboard began to copy the British pronunciation; saying â€Å"caah† instead of â€Å"car† and not pronouncing that final â€Å"r† as a consonant. New York did not imitate London directly. There wer e quite a few changes in the vowels so that the New York City accent and dialect began to branch off in its own direction, while still drawing major influence from the London pattern of â€Å"r-less† speech. The East Coast is referred to as the â€Å"r-less corridor† by linguists, and other coastal cities have accents with features in common with New York, like Boston and Charleston, S.C. Those cities were settled around the same time, and the speakers came from a certain place, South London, using a specific sounding type of British English. It can’t quite be determined when the other prominent features melded into the accent we know today. After the British, the next generation of European immigrants to New York City (Irish, Germans, Jews, Eastern Europeans, Russians, and Italians) contributed their own respective features. The New York accent is less a result of which particular city or borough the speaker is from, than which country that one’s forebea rs are from. It has been a common misconception (even by New Yorkers) that accent was related to borough; that there was a Queen’s accent, or a Brooklyn accent, or a Manhattan accent. This is not really the case, as it would be whatever the lineage or ethnicity of the speaker was, like an Italian-New York accent, or Spanish-New York accent. The variations of the New York City accent are a result of layering ethnic speech with the influence from waves of immigration. Over time, the collective influences combined to give New York City (and surrounding areas) a distinct and recognizable accent. Sociolinguistic research, which is ongoing, suggests some differentiation between the accents of these groups may exist. There have been differences found in the rate and degree of speech of Italian-New Yorkers versus Jewish-New Yorkers (Mammen, 1936). The features of the New York accent from Irish origin are the most stigmatized, evidence being that those features have declined over the years. William Labov has argued that these differences are relatively minor. All European American groups share relevant and similar accent features of some kind. Many people who represent as Italian-American speak â€Å"New Yorkese†, Labov says, no matter where they live. Labov gave this example: â€Å"In Philadelphia, an r-pronouncing city, there’s a certain amount of r-lessness among Italian-Americans.† (Virginia, 2010) There are neighborhoods throughout the city that are predominantly a specific ethnic group, but they are not limited to any one borough so the accent cannot be classified that way. As can be taken from earlier in this essay, some of the other variations of the New York accent are Irish, Yiddish, even Russian and Arabic. So essentially, the New York accent is a product of evolution, ethnic roots, and immigration. Over the many years, there have been a myriad of varying responses to the New York accent. These reactions have been personal for New Yorkers, or even present in society via the portrayal of the accent in media (movies, television, etc.). In a study done on language and social strata, Labov wrote The term linguistic self-hatred is not too extreme to apply.† People from New York and New Jersey described their own speech as â€Å"distorted,† â€Å"sloppy† and â€Å"horrible.† (Virginia, 2010) Some New Yorkers even go so far as to take classes to lose or â€Å"unlearn† their accents. Labov also found (in separate interviews) that only one third of New Yorkers liked their accent and most were under the impression that the other Americans dislike the accent in general (Tierney, 1995). Many professional-class New Yorkers from high socioeconomic backgrounds often make a concentrated effort to speak with less conspicuous accents for this reason and in order to be taken seriously; in particular, many use rhotic pronunciations instead of the characteristic New York non-rhotic pronunciations, while maintaining some of the less stigmatized features of the accent. However, the common association of the New York accent with the working and middle class has also, since the latter half of the 20th century, warranted many upper class New Yorkers to refrain from speaking with a New York accent. Because of the accent’s humbler origins, generations of parents hoping their children would grow up to be doctors or lawyers and get out of â€Å"the neighborhood†, encouraged their children to leave it behind, deeming is lower class, ethnic, or crude. The New York accent has also often been associated with negative stereotypes, such as mobster, gangsters, criminals, and thugs. Portrayal of the accent in kind of a negative light (such as in television shows and movies) has made New Yorkers self-aware of their accents and not in a good way. T he accent was even somewhat unpopular in Colonial times. People did not want to sound like New Yorkers, so the accent didn’t spread like others did but remained nearly exclusive to New York City, and parts of New Jersey and Long Island. But there are two sides to this coin, as some New Yorkers wear and project their accents with pride, pride that comes with being from New York City. And there is hope for media, maybe instead of erasing longstanding regional and social distinctions, television will help preserve them (Virginia, 2010). Outside, the accent used to be stigmatized, but inside of New York City, its a positive thing. Being from New York matters, and people need to convey that message, and one way for them to convey that is through language (Bortolot, 2011). Up until 1945, it was considered distinguished to drop the â€Å"r†. President Franklin Delano Roosevelt, on his radio addresses: â€Å"We have nothing to fe-ah but fe-ah istelf.† After World War II however, Americans stopped considering British English to be quite so prestigious. But the classic New York City accent is fading away. It has been mocked and stereotyped to the point that it has fallen out of favor in the majority. Contrary to the popular impression that accents are disappearing, sociolinguists say regional accents are remaining quite distinct even as they change. Renà ©e Blake (a socio-cultural linguistics professor at NYU, specializing in New York City English) says that â€Å"while the New York accent will never die, the meaning of the accent continues to evolve as the city does.† Accent is an aspect of evolution (Quinlan, 2013). In conclusion, where did the famous and recognizable New York City accent come from? Well, in essence it came from the people. From the native New Yorkers who chose to sound different. But it is not a difficult stretch to find out that the accent originated in London. Since the British colonized America, I’m sure it could be argued that all of the native accents in America were originally were derived from British. But many of the characteristic sounds present in the New York accent can be traced back to their British counterparts with ease. However, as it turns out, there is more than one aspect of what makes up the New York City accent. The other main piece of the puzzle is ethnic roots or lineage. There are different varieties of the New York City accent that are based on ethnicity, due to the city’s long standing reputation as the gateway to America, a true melting pot of people and cultures. There are Italian-New Yorkers, Spanish-New Yorkers, and Yiddish-New Yorker s that all have a unique sound all their own. That was just to name a few, but the list of different types of accents in New York City could go on for a significant time. Or maybe it couldn’t, because there are a growing number of New Yorkers that have developed distaste for the way that they sound and wish to change their accents. While some New Yorkers have no problem with their accent or wield it proudly, a majority of them are looking down upon it so it has begun to fade out. But the accent will never die out and no matter how many habits New Yorkers consciously unlearn, they will still unconsciously say some things differently from the rest of the country (Tierney, 1995). Many New Yorkers are proud of their unique sound; it continues to be spoken widely in the city today, even without strong class distinctions. The accent has many curious phonological features which stand out when compared to other accents. These features show how the accent has evolved into a unique typ e of speech which reflects the New York speakers and their citys history. New Yorkers with different backgrounds have continuously and will continue to shape their accents according to their needs; this process of change will never stop as long as the accent continues to be used. Conversely, it remains to be seen whether the negative attitudes of those from other parts of the United States towards New York City speech will change in the future, and whether New Yorkers will continue to cherish the traditional, unique features of their accent. It is a strong symbol to and of New York City. And while some look down on the accent, there are just as many who see their speech and accent as an integral part of the city’s identity. Thus, although New York City speech has a rather bad reputation within the America, it is still valued and cherished by its speakers. Perhaps it is precisely this infamy that has partly caused the accent to be widely used and preserved among New Yorkers. I t’s also a New York state of mind; they rebel, consciously or unconsciously, against the beliefs of the majority. Regardless, the accent is permanently ingrained in and connected to the thriving metropolis and will continue to grow and change as New York City does itself. References: Quinlan, Heather. (Writer/Director). (2013). If These Knishes Could Talk: The Story of the New York Accent [Documentary]. USA: Canvas Kid Production Company. Tannen, D. (1981). New York Jewish Conversational Style. International Journal Of The Sociology Of Language, 1981(30), 133-149. Virginia,H. (2010). Points of Entry Speech Therapy. New York Times Magazine, 20. Mammen, E. W., Sonkin, R. (1936). A STUDY OF ITALIAN ACCENT. Quarterly Journal of Speech, 22(1), 1. You talkin to me?. (1995). Discover, 16(9), 27. Skinner, D. (2007). QUEENS ENGLISH. Weekly Standard, 12(33), 4. Bortolot, L. (2011, August 12). You Tawkin to New Yawk?. The Wall Street Journal. Retrieved March 26, 2014, from http://online.wsj.com/news/articles/SB10001424053111903918104576502373235185388?KEYWORDS=renee+blakemg=reno64-wsjurl=http://online.wsj.com/article/SB10001424053111903918104576502373235185388.html?KEYWORDS=renee+blake Tierney, J. (1995, January 22). THE BIG CITY; Can We Talk?. The New York Times Archives. Retrieved March 26, 2014, from http://www.nytimes.com/1995/01/22/magazine/the-big-city-can-we-talk.html Roberts, S. (2010, November 19). Unlearning to Tawk Like a New Yorker. The New York Times. Retrieved March 26, 2014, from http://www.nytimes.com/2010/11/21/nyregion/21accent.html?pagewanted=all Green, R. (2012). English with an accent: language, ideology and discrimination in the United States (2nd ed.). London: Routledge.