The benefits of immigration

Diseases like tuberculosis, malaria, leprosy and others that haven't been present for a long time, but that doesn't mean that are extinct or completed eradicated. Page 5 United States is facing one of the biggest problems in history, and it is terrorism. After the incident of September 1 1, 2001 the nation is fearful in some way of immigrants, because as the article said, three of the four pilots were in the country illegally. I understand the magnitude of that event, but not every illegal resident is a terrorist.Another point is that in the last years many of the terrorist that have been rrested are legal residents and have been born in the United States. So, they have to understand that they have the thread inside the country and try to manage the situation and stopped accusing the illegal immigrants of been the cause of terrorisms. They also forget that many legal immigrants are part of the Armed Forces and they are willing to serve and protect the country, even it means losing th eir life in combat. What really happen is that most of the people thought that terrorism is equal to illegal residents, and that isn't true.The person who least you expect could e a terrorist and it doesn't mean he or she is an illegal immigrant. According with the article: â€Å"†¦ we simply cannot round up and ship some 12+ million illegal aliens back to their home countries. Even if we could, children of illegal aliens who are born in the United States are, by commonly held interpretation of current law, American citizens†. It also said: â€Å"it would not be Just to punish the children for the sins of the parents so even children who were not born in the United States but have lived in the US most of their lives are, by default, Americans, at least in name†.I am totally agree with the two statements and think that it is a way to show a little respect to those who are illegally in the country. It is true that illegal immigration does have its disadvantages: gre ater poverty, increase in crimes, lower unskilled wage; education costs, and a few others. However, the positive benefits Page 6 of immigration outweigh the disadvantages in many ways. So, let us welcome the benefits that immigration provides to the nation. Let be open mind and accept the fact that United States is a big melting pot and each one has something to give to the nation.

Sea Imagery in Charles Dickens’s a Tale of Two Cities

Gft. World Lit. -4 22 April 2012 Sea Imagery in Charles Dickens’s A Tale of Two Cities In Charles Dickens’s Book A Tale of Two Cities, he illustrates the French Revolution and its effect on the people. Through the stories of revolutionaries, upper-class, and lower-class citizens he creates a dichotomy between Paris, France, and London, England, to caution England about what will happen if their government continues to run as France’s does. Dickens uses imagery of the sea to warn that a hellacious government leads to an equally hellacious revolt. The focus of Dickens’s book centers on the hellacious government that rules France.Aristocracy and upper-class society work the puppet of the country’s government. Cover to cover, â€Å"The novel actually begins and ends with a description of the nobility’s abuses of the poor. † (Gonzalez-Posse 347). The book’s first words form a dichotomy between the lives of each class. Then in the fin al lines, Sydney Carton remarks on his sacrifice as he awaits the guillotine pressed on him by the wrath of the government. In the book, Darnay battles with his uncle, Monsieur de Marquis, about the unfair treatment from the aristocracy and that because of it â€Å"France in all such things is changed for the worse† (Dickens 127).Darnay’s concern about the manipulation and use of lower classes to socially raise people, like his uncle, heightens as they discuss the treatment, lack of acknowledgment, and to admit their neglect. Dickens uses this to prove the government’s dreadfulness. Most any peasant before 1775 experienced hardships, but without attention it worsens. Government has no disregard during this time as to how they treated their people and most provocatively demonstrate it â€Å"In perhaps the novel’s cruelest scene, soldiers play upon a common taboo and allow an executed man’s blood to run into a village well, knowing that the communit y will be obliterated. (Rosen 94). Darnay continues to press his argument on his uncle about aristocracy’s abuses protesting that â€Å"Even in my father’s time we did a world of wrong, injuring every human creature who came between us and our pleasure whatever it was. † (Dickens 128). Darnay’s disagrees with how people utilize money and status to tyrannize those lower than them to achieve even their smallest goals. On a less violent note, some just refuse to recognize the problem with France’s people. Dickens demonstrates how the aristocracy ives the high life by showing how one â€Å"Monseigneur could swallow a great many things with ease, and was by some few sullen minds supposed to be rather rapidly swallowing France. † (Dickens 109). Upper-class citizens indulging in luxuries pay no mind to the poor around them who made up the great majority of the country. They have money to eat and â€Å"swallow† any food they pleased while oth ers scavenge daily for a possible dinner. Looking back at the history of events leading up to the Revolution, â€Å"There is, no doubt a great deal of truth in this view of the matter,† (Stephen 155).The hellacious government oppresses the people of France. Devastation did not rule France before the cruel wrath of the aristocracy reigned over. In Dickens’s book, he displays a scene of Mr. Lorry when he first meets Lucie Manette and â€Å"a sudden vivid likeness passed before him, of a child whom he had held in his arms on the passage across that very channel on cold time when the hail drifted heavily and the sea ran high. † (29). Lucie lost her family as a baby, her father to the Bastille and her mother to death, so Mr. Lorry takes her away from France to grow in England.Times have not yet reached the peak of pain; the people’s spirits run high with hope. Dickens uses sea imagery throughout the book to demonstrate the intersections between social classes who had believed themselves to live as parallels before. Now things have changed, â€Å"The centuries of aristocratic rule have left France a waste land. † (Rosen 93). Nothing in France lives anymore, death, depression, and oppression have left France desecrated. The French lose all hope as they prepare to storm the Bastille, â€Å"Every living creature there held life as of no account, and was demented with a passionate readiness to sacrifice it. (Dickens 221). No lone soul in the crowd troubles with what might become of them or those around them. The ability to reason a life threatening situation over survival has lost them and the mob prepares to lay their lives down. Oppression consumes the nation and even the corruption of friendship befalls them. Successful lawyer Mr. Stryver differs very much from his assistant and friend Sydney Carton in Dickens’s book. Stryver treats Carton as below him and conveys himself as, â€Å"dragging his useful friend in his wake, li ke a boat towed astern. (Dickens 211). Stryver uses Carton to accomplish his drive to excel socially, pulling Carton through the rough waves of upset that he creates. As a whole, the people of France find joy in watching the brutal executions of others hoping that it will satisfy the aristocracy’s thirst for blood. Oppression drives them to the point where trials rush and every sentence reaps death. In the event of Darnay’s trial, Dickens renders the justice system as, â€Å"the public current of the time set too strong and too fast for him. † (270).The jury and the spectators press for a quick trial ending in death. Darnay frets he will not get the chance to defend his self. This behavior is only a result of the government’s oppression, â€Å"While a great part of the novel is spent detailing the violence surrounding the storming of the Bastille and the beginnings of the Reign of Terror, the narrative is punctuated by reminders of the kind of violent ab uses that instigated this anger in the first place. † (Gonzalez-Posse 347). Terrors of the government send the people into frenzy; they want to take an eye for an eye.This only proves Dickens’s point, â€Å"that violence and oppression only lead to more of the same. † (Gonzalez-Posse 347). The evidence indicates that the government leaves the people of France with only one choice, to return the violent acts that have devastated them. When presented with a life threatening situation, human instinct leaves one with two choices; fight or flight. Threat of life though will usually end in strive for survival. The oppressed in Dickens's book choose to fight for their survival through violence.One critic discusses this choice, â€Å"there are two possible ways in which violence may be exorcised: first, as a spontaneous release from slavishness through self-regardless violence†¦ second, as a calculated retreat from self-abandonment toward the use of violence agains t others in an attempt to make one's transcendent liberation endure in the world. † (Kucich 101). The people have the ability to unleash themselves on the government without warning or organization. These instances would be each individual lash out at the government but they would not ensure freedom.Their second possible choice of violence brings rebellion in groups such as the storming of the Bastille where everyone gives up everything to achieve one common goal. Trouble arises for more than just the aristocracy though, â€Å"For both men, the Revolution is a tumultuous ‘sea' with spinning whirlpools. Innately violent Mother Nature replaces the civilized order† (Bloom 22). Hardships and trials arise for all social classes, confusion runs wild amongst the people brought on by nature making the Revolution inevitable. The crowd surrounding Monsieur Defarge compels him to fight during the torming of the Bastille, â€Å"So resistless was the force of the ocean bearin g on him,† (Dickens 251). The strength of passion in the mass of angry people around Defarge raises a feeling within him, mob mentality, to fight as well. Dickens uses the word â€Å"resistless† to illustrate that fighting back this feeling, the uncontrollable urge to do as those around him, cannot be done. Fighting as a unified group derives from the human instincts when oppressed, â€Å"It follows the Revolution’s progression as the downtrodden peasants unite to overthrow their oppressors,† (Gonzalez-Posse 345).Naturally, struggle for survival pushes one to destroy or vanquish whatever puts them at risk. The French peasants as a whole realize that this brute force presents itself as their only way to save themselves. Blood flows like small streams through the cobblestone streets in every violent scene of Dickens’s book. The government brings it on first when a cask of wine breaks in the streets and people are on their hands and knees lapping it up like dogs because they are so starved from poverty.A man writes â€Å"BLOOD† on the walls and the wine stains lips and hands as if it truly were. As the book progresses, the peasants bring out the bloodshed. In the beginning, Mr. Lorry takes a walk along the beach. While looking at the rocks and other things brought to the surface by the waves, now tumbling around, Dickens portrays it for his readers, â€Å"the sea did what it liked, and what it like was destruction. † (Dickens 27-28). Up until this point Dickens has not had enough time to make too many references to the people French as â€Å"the sea†.Instead of speaking of them directly he foreshadows the upcoming revolution about to strike and the devastation it will cause. After the scene where the cask splits, lamplighters illuminate the street with the dim glow of candles and here Dickens introduces, â€Å"Indeed they were at sea and the ship and crew were in peril of tempest. † (Dickens 39). The o ppressed hold up the aristocracy because, after all, there would be no upper-class without a lower-class to hold them up. Government can not exist without residents to govern.The word â€Å"peril† implies the imminent danger of a storm that cannot be avoided, the Revolution where peasants will rock and threaten the lives of those they uphold. Storms like the one Dickens predicts bring decease and ruin in the most upsetting of ways. Those who were once civilized humans are now raging, â€Å"When the mob turns homicidal, its impulse is plainly cannibalistic, with its victims often torn limb from limb. † (Rosen 95). Primitive aspects of human nature buried under years of manners from society’s rules break free from hiding places and unfold on the aristocracy and government of France.Dickens fast forwards his readers though time when the revolution has not yet ended, â€Å"-the firm earth shaken by the rushes of an angry ocean which had no ebb, but was always on th e flow, higher and higher to the terror and wonder of the beholders on the shore-† (Dickens 231). The Revolution has failed to die down. Instead it persistency in its action holds the attention of the aristocracy and government who have not so far suffered from it and now await its arrival. While the Revolution wares on, those participating in it see it unravel only in a moment.In the grindstone scene, peasants work hastily to sharpen their weapons, to a viewer, â€Å"All this was seen in the vision of a drowning man†¦Ã¢â‚¬  (Dickens 260). The adrenaline rush from the fear of the killings about to take place clutters the mind making the processing of this moment all too quick. The minds of unstoppable revolutionaries are not thinking, just the primal instinct to attack. Psychology explains it as, â€Å"this yearning for the pure release of self-violence is identified as the ultimate form of desire for freedom,† (Kucich 101).The hellacious aggression exhibited by the oppressed people of France reflects the crimes done to them before. This natural passion once repressed does not break out with such hate until a desperate cause arises. Oppression leaves the people of France with two choices. Fighting confirms the only logical answer where as flight would have them run away to another oppressed county. Revolution supplies the only sufficient means of revenge, â€Å"The novel presents two sources of violence, the heartless and reckless disdain of the nobility and the base savagery of the rebelling masses responding to it. † (Gonzalez-Posse 347).The two way road here makes cruelty a give and take relationship between social classes. From the lower-class’s point of view, the only fair way for revenge has the aristocracy undergo the same level of pain as they do. Peasants suffer from starvation, disease, and death. While the lower-class does not have the ability to deprive the upper-class of their money and lavish riches, they can how ever cause a violent uproar in physical pain to meet the level of their own. So in essence, the Revolution lacks the unnecessary gore some believe it has, instead a reasonable reaction to the upper-class’s malice government and, â€Å"The people, says Mr.Dickens, in effect, had been degraded by long and gross misgovernment and acted like wild beasts in consequence. † (Stephen 155). The oppressed French justify their actions and choices because the government inflicts pain on them first. The carefree government, practically run by the aristocracy, can be called corrupt for their crimes against the people. Freedom must be obtained through violence and this â€Å"can arguably be said to be moved by laudable motives, such as a desire to overturn OPPRESSION and avenge or protect their loved ones. † (Gonzalez-Posse 347).Examples for justification of the lower-class’s choices come in high frequency in Dickens’s book. Talking of an upper-classman, visual a ppearances show just how different the two classes are, â€Å"his stockings, was as white as the tops of the waves that broke upon the neighboring beach, or the specs of sail that glinted in the sunlight far at sea. † (Dickens 27). To have enough money to be able to have garments as clean as Dickens describes them here has become unreal. Specifically, when around 97% of France’s population does not have money to buy daily bread.The sea imagery used here describes the small number of people who can afford to live this way. They come few and far between like droplets of water on a boat’s sail, or white caps of waves. Justice for the oppressed finds its way solitarily through violence making their choices for revolution feasible, â€Å"The liberating intentions behind the lower classes’ violence, however, are only a response to the repressive image of non-human freedom and the ‘represented’ violence that defined the power of the class of Monsei gneur. (Kucich 102). Upper-class, defined as having money, power, and influence, abuses of lower-classes and influences government to allow them to get away with it. Lower-class citizens require a violent revolution to gain freedom from their oppressors, without it they would be driven to ruin. The misgovernment of France leads to the oppression of its lower-class. Aristocracy abuses their power through violence and eventually pushes the lower-class into a position where they feel their lives threatened.Human instinct tells the oppressed that they must fight back in order to gain their safety and their freedom. The government’s violent oppression causes the Revolution, â€Å"Sow the same seed of rapacious license and oppression over again, and it will surely yield the same fruit according to its kind. † (Dickens 381). Dickens’s writes this book to warn England that if they continue to poorly govern their country as France does then they will inevitably have a re volution of their own on their hands.

A Study Of The Theme Of Profiling In Jenifer Thompson Cannino, Erin Torneo And Ronald Cottons Memoir Picking Cotton

A Study Of The Theme Of Profiling In Jenifer Thompson Cannino, Erin Torneo And Ronald Cotton's Memoir Picking Cotton As humans our minds tend to form thoughts based on different aspects towards people without having facts to back them up. It is purely a human tendency sometimes even uncontrollable. This is also known as profiling. Profiling can be based off many things, some for example are age, culture, gender, and race. Almost anything that can set one apart from another sets up the perfect stage for profiling. Profiling or any type of personal judgement in the mind is pure human performance, but said aloud or can cause much harm towards others. Profiling is extremely harmful outside the personal boundaries. Picking Cotton, is a great example of profiling. Its a meaningful story that shows profiling through different aspects. Though sometimes profiling others can simply lead to an argument or fight, this story leads to almost ruining someone’s life. Profiling has negative side effects for all involved, Picking Cotton clearly shows how profiling Ronald Cotton had a major impact on himself, his family, and even the women profiling him, Jennifer Thompson and Mary Reynolds. (As evident by the tragedy of Ronald Cotton’s story, it is imperative that society understands the harmful consequences of profiling a human being based on , to avoid wrongfully punishing or stereotyping innocent people.) (jennifer and ronald) (Cannino et. al 33). Profiling is simply a term defined as the recording and analysis of a person’s psychological and behavioral characteristics, sometimes this is done individually or by placing people in invisible groups. Picking Cotton is most definitely a novel written based off profiling. There is only one road that profiling can be used in good manners. That is purely using good judgement in your mind to profile certain people to test if they are either true friends or people you really want. When in situations where you meet new people and you have to make quick judgements on if they are safe to be around or spend time with; that is when profiling skills come into excellent use. Other than that path, profiling is extremely harmful to all who are involved. Media plays a major role influencing many young adults who take part in watching and listening to profile races and gender among other invisible categories. (because they should not be there in the first place) Growing up under two peopleà ¢â‚¬â„¢s influence for 18 years plays a huge part in the way you profile invisible groups. For example if you were to grow up under parents who were racists, that alone would hugely impact your view towards other races. Some homes force their children to believe what they themselves believe, while others let the children have the freedom to choose for themselves. Either way, the world you grow up in as a child leaves much residue on how your beliefs are formed as you start your adult life. Ronald Cotton was labeled as an African America male in his community due to his negative reputation he built himself growing up. Personally I have profiled others and I have been profiled. It is hurtful judgement that no one should ever have to deal with. Coming from an overseas perspective straight to an American perspective was a huge transition for me. I tried to be the â€Å"American† that I saw all around me, but inside I was the African I grew up as. Many people profiled me as a poor African girl. To make things worse, my parents are missionaries so that only added goody goody two shoes to my list. Yes, I did grow up in Africa and yes I am the daughter of missionaries, but that does not give you the right to profile me as a Christian, poor, African girl. I want people to look at the real me, not just automatically make assumptions due to invisible categories made. When I first moved back, I went in the direction of not telling anyone about where I was from or the family I grew u in, just to see what would happen. People tend to be more intrigued when I let them know where I am from. When they were blind to the fact that I am from Africa they were not as easily intrigued with befriending me, once their eyes were opened they automatically clung to me. It was almost sad to realize that being from Africa helped with the amount of friends I had. When people put me in the goody two shoes category I turned to a rebellion stage just to prove I would not be what they categorized me as. Once they categorized me as a wild child, I again turned back to the goody two shoes. People also profiled me as poor, due to the fact that I attended a name brand school, but instead I wore used or passed down clothing. When I was labeled poor, I automatically jumped to wanting to be the opposite. Realizing that I did not come from a rich enough family to afford name brand I switched to finding used name brand clothing. I was all over the place when I moved here back in 7th grade. Thankfully with those experiences this time around I am a much more grounded and independent person.

America Online and Time Warner Case Study Example | Topics and Well Written Essays - 500 words

America Online and Time Warner - Case Study Example Since then, this merger has been regarded as one of the biggest corporate mismanagement examples in the realm of managing telecommunication network and media companies. The case study unveils a number of issues that are big threats to the telecom sector and media companies globally. In 2010, media analyst Tim Arango of the New York Times attempted to throw some light on the merger between AOL and Time Warner that took place a decade ago from then. In analyzing the reason behind the merger, Arango remarks that at the wake of the 21st century, experts in telecomm and media industries were expected Internet was going to become the main medium of content delivery and entertainment all over the world, replacing and/or amalgamating the various traditional media and content delivery systems of that time. However, this was the main issue with the decision makers at both AOL and Time Warner. AOL’s business outreach and technological equipment and expertise were not as robust as to handle the huge industrial momentum of Time Warner. Probably, AOL managers were thinking well ahead of their time. A scrutiny of scientific literature suggests that Internet technologies were not as advanced at that time as to facilitate all the services needed for international distrib ution of various types of contents. Even in the middle of the first decade of the new millennium, scientists were striving to establish a sufficiently powerful architecture for the purpose of â€Å"pervasive content delivery† (Su and Chi, 82). Clearly, Internet technologies had limited strength during the merger between AOL and Time Warner. The case study thus helps us to understand that we need a really powerful and futuristic computing system to ensure Internet based content delivery of all kinds of information ranging from news to cinemas, weather forecasting to cartoons, and so on. As shown by the case study discussed, technological barriers remain a prominent issue

If children are never exposed to risk, they will never be able to cope Outline

If children are never exposed to risk, they will never be able to cope with risk Give reasons for and against this statement and give your opinion - Outline Example Children have to experience managed risks to develop coping mechanisms. Children that are exposed to risks become more successful in resisting and overcoming life situations that are stressful such as poor performance in educations (Youngminds.org.uk, 2015). Children that are not exposed to free to socialize with various people develop people phobias as they grow, for example, they eventually lack confidence to deliver a speech to a crowd. Children not exposed to risk have of mastery over life control, for example, children whose parents make all decisions are bound to have difficulties in sell control (Newman 2004). Negative consequences linked to exposing children to risks are long-term despite being meant to help children cope with risks. Exposing children to risks such as criminal activities and drug abuse become violent and chronic juvenile offenders (Cho, 2014). Risks are cumulative, and its presence enhances the likelihood that it will emerge, for example, a child born in a family of alcoholic parents has a high probability of engaging in drug abuse (Newman 2004). Risk exposure is linked to various health and mental illness among children including depression. Managed risk exposure to children forms a major aspect of child’s ability to cope with the risk. Children exposed to risk can overcome stressful situations and accept the real life conditions. However, exposing children to risks may lead to long lasting effects on the development of the child. From my point of view, children are at a better position of managing and developing coping mechanisms in spite of the difficult experiences from exposed risks. Children should not be excessively protected from risks that enhance their coping

Learning Theories and Emergent Theories of Learning Essay

Learning Theories and Emergent Theories of Learning - Essay Example Starratt (2008) posit that decontextualized and depersonalized learning method in instruction posed an inauthentic, dishonest, disrespectful, and, hence, do not a virtuous learning approach (p. 1). Learners should be taught to discover the relevance and goodness of dialogue between learners and the relation of intelligible realities to their mutual interdependence (Starratt, 2008, p 1). These learning processes need learning-centred and extensive monitoring of their academic progress, as well as, diagnose the learning difficulties of students (Masters, 2005). Standard academic development is relevant to meet the needs and teachers must be constructivist broad-based leaders inside every classroom as a strategy (Lambert, 2003). The learning-centred approaches refers to the nurturing of students for clarity of knowledge, skills, and understanding including the academic design, diagnosis, and monitoring of individual progress (Lambert, 2003). Hence, it’s important that teachers po ssess quality teaching materials for effective teaching strategies (Lambert, 2003).Gross (2004) observed that numerous educators and schools are not quite supported by the government and hence, confront serious disruption in their roles as educators and expert managers of educational institutions. With lacking supports, educators are pulled from completing and achieving their targets hence, demoralizing students, teachers and managers (Gross, 2004). Education can only be successful when institutions are supported by the government to make it an effective and efficient service institution. This value-oriented education will put all learners within the positive tract and will motivate them to become pro-active stakeholders in a community that is struggling to remove the vestiges of poverty, illiteracy, social inequities, and ecological-related problems (Starrat, 2005). This can bring about the highest form of commitment and leadership in all endeavours and context. Teachers therefore play a crucial role in nurturing values and principle-centred knowledge for learners to genuinely and authentically live their lives in a deeply meaningful and value-centred sense of purpose. But these ideals can only be undertaken with support for change management; curriculum-instruction assessment; professional development practices; innovative pedagogical approach; and, education management (Gross, 2004; Wehlage, Newmann, & Secada, 1996). The learning process should be innovative and motivating for an authentic outcome using learners and instructors’ skills and ability to innovate means to elicit or generate the authentic outcome of education (Parens, 2005; Glendinning, 2005) Module 3: Learning Theories and Emergent Theories of Learning Teachers must develop a curriculum that is supported of an environment where students are allowed full participation, dialogue, inquiry, reflection, and rediscovering of the transformational models to revive their sense of purposiveness in this world (Tuana, 2007; Wehlage, Newmann, & Secada, 1996; Ornstein & Hunkins, 2004). Everybody has the notion that teachers are there to engage learners to improve their crafts, to make them action and result-oriented, and to inculcate on learners to be adaptive to changes and to possess such disposition of assuming responsibility to question falsities. It’s also from this notion that those who’d found the need to rise up from challenges brace themselves to respond to perplexed and multidimensional concerns on civilization, poverty, lack of access to quality education, conflicts and war, excessive human rights

Driving factors for a telecomms operator to move from Single vendor to Research Proposal

Driving factors for a telecomms operator to move from Single vendor to multi-vendor environment - Research Proposal Example These monopolies had many different dimensions. The knowledge was restricted from moving out of one’s own control. This was done by restricting education for foreign students and minimizing the disciplines of certain fields of science; that is when we talk about a national approach. The second method was nationalizing companies which dealt with technology. When the government controlled these companies it automatically meant that their policies could be controlled. These government controlled companies had little innovations and were bureaucratic structures which had the aim of producing everything in-house. The evolution of the business environment has had an impact on many different aspects of doing business. One of the most major impacts has been on supply chains and assembly lines of a manufacturing and service business (Ballow, 1999). This is because the phenomenon of outsourcing has totally changed the landscape (Ballow, 1999). The resource allocation in organizations has greatly changed with the introduction in outsourcing. Not long ago major of every organization resources were used in fixed assets. This reduced room for improvement. This was because once fixed expenditure was made; innovating meant spending more on fixed assets (Ballow, 1999). For example if a company introduced too many changes in model, each time some of its fixed assets became obsolete and it had to make new fixed expenditures. The recent increase in product ranges and continuous model upgrades has only been possible due to the innovation in supply chain management (Ballow, 1999). The companies in this strat egy buy parts from different vendors. These smaller components can then be assembled to form the final product (Ballow, 1999). The product upgrade and new model usually need change of a few components only. The service vendor companies on the other hand can provide outsourcing for many services that a company needs (Ballow, 1999). Network providers usually

Response and Summary Essay Example | Topics and Well Written Essays - 500 words

Response and Summary - Essay Example She adds that it can help people become healthier too by reducing stress and anxiety. Likewise, it may improve creativity because people have more time to think about improving different work aspects. Damon believes that, though a three-day weekend break sounds great, reality indicates that people are â€Å"going the other way,† working longer than shorter hours per week. He adds that discipline and â€Å"benevolent employer[s]† are important for a four-day week to work (â€Å"GlobalNews†). She agrees that benevolent employers understand that employees are human beings who need extra time out. She further notes that retention rates may also increase if employees think that their employers are concerned of their general welfare. High retention rates mean lower employment costs that arise due to high employee turnout. The strengths of the claims of the speaker are its promotion of a shorter week’s benefits to individuals and societies and provision of examples of companies/nations that practice it. By promoting various benefits, Lyall may convince more organizations to implement it. In addition, through giving examples of companies and nations applying it, it underlines its popularity that may increase its acceptability for other firms. The weakness of the claims is that a shorter work week alone is not enough to attain its benefits. It may not improve the economy if people are not disciplined enough to finish their work on time. It cannot enhance work-life balance too if people bring their work to their homes. It could also hardly advance gender equality, if many people continue to think that only women must perform traditional roles and responsibilities. Despite this weakness, I agree with Lyall that a four-day week can have social and economic benefits. It means being more productive because I can focus on working more efficiently. It also gives economic advantages because I have lesser expenses in going to work. Three days of weekend

The Rocking-Horse Winner by D. H. Lawrence Research Paper

The Rocking-Horse Winner by D. H. Lawrence - Research Paper Example The author addresses different social features in the form of themes. Among the most evident themes in the story are poverty, cohesions in the family institution and death among many others. By addressing such, the author provides a relative portrayal of the early English society from his point of view (Barrett, Thomas and Lawrence 121). Art is a cultural product that provides a relative representation of the society. The relativity of art arises from the angles of adoptions preferred by the artists. As an artist, D. H. Lawrence seeks to portray the early English society. He investigates the social structure of the time thus writes a story that typifies specific social features that he believes are of relevance to the people. Poverty for example has remained a major factor in most societies as people strive to obtain a living through their merger earnings. The author thus uses an imaginary family and imaginary characters to depict the effects of poverty on family relations. The story centers on the life of a middle class early English woman who believed she had no luck. Her husband strives to make a living out of arts but his endeavors do not pay off thus compelling the family to live miserably in poverty. Poverty is a state of deprival as people fail to afford a decent living. The same is the case with the family that struggles with the need to sustain the woman’s high profile life since she is an extravagant spender. In an attempt to help his family, her son takes to gambling and realizes that he is lucky as she predicts the winning horse in the local rocking competition. He however practice hard on his rocking horse thus acquires an infection and dies at the end of the story. The mother does not change her lifestyle and even as the boy dies the family makes a hefty eighty thousand pounds that the woman spends extravagantly (Lawrence 31). The author centers the story on fundamental social features and institutions that define the nature of life in soci eties. in doing this, the author understands the need to achieve some relevance with his audience and therefore uses familiar social features which help earn the story the much desired relevance. Such activities as horse rocking were common in the early European culture and therefore relevant to the society. The same is attributable to such features as the family institution, poverty and even death. The relationship among the members of the family is an equally important determinant of the peace and stability in the family. The author analyses the need for peace and love in a family by portraying the nature of the family in the story. The woman, Hester does not love her son Paul who on the other hand loves his mother and therefore strives to support the family. The lack of maternal love compels the boy to hide some secrets from the mother. He takes to gambling secretly and only tells his father much later when he realizes that the family situation is overwhelming the old man. Anothe r important determinant of the relevance of the book among its diverse audience group is the use of language. The language an author uses to develop a story helps define an audience for the story thus earing their acknowledgement of the work. Additionally, the language among other literary features helps portray the authors’ professionalism and ability to communicate to the specific target audience. Lawrence’s story targets a general readership. This implies that the story

Body language Essay Example for Free

Body language Essay I wasnt too sure on what to wear when I performed my interaction. From previous research into communication I am aware that this can affect the quality of communication. For example dark and gloomy clothes sometimes can indicate you being in bad mood and could prevent clients approaching you. However if you were to wear bright and colourful clothes then it would give the impression that you are happy and friendly and easier to approach. I decided to go for clothes in the middle of bright and dark, however I am still unsure whether this had an effect on the communication shown. At the end of my interaction I gave a member of the group my questionnaire to fill in about the interaction (appendix 1). I wanted to make sure that I gained some feedback from interaction to see whether I was effective in achieving my purpose. I structured that questionnaire very simply, and clear so the child would have no problem in being able to fill it in. the child who I asked to complete my questionnaire filled it all in, and they ticked YES for every box. This would indicate to me that my interaction was a success on the basis of that it was fun, exciting, and there was nothing too bad that affected them in the interaction. This would show that I was successful in achieving my purpose, which to me is a great accomplishment. I got some feedback from this pupil on the questionnaire which was very interesting and useful, however I wanted to make sure that I had an assessment sheet filled in about me to look more specifically at my skills that I demonstrated, what was good about them, what was bad and also to see if I achieved my purpose. Therefore I gave Mrs Paterson, an observation sheet about me to fill in (appendix 2) you can see from the sheet that Mrs Paterson rated me highly on most of the skills. However there were a few points which she had to make. PERSONAL IMPROVEMENTS AND ACTION PLAN One of my main problems that occurred during this interaction was that I found it very hard to observe the type of communication, group layout which was going on as well as performing my own personal communication skills within the group. I think that if I was going to do the interaction again I would probably video record it therefore I could go back and see what I did wrong but also what type of communication skills and patterns occurred. This would be a very effective way in which I could evaluate myself critically in order to create a more efficient action plan. I expressed before about how I felt very nervous and intimidated by the interaction. I think that this could be improved by practice, and just making sure that I remain as calm as I possibly can. Being aware of my body language too is essential too. I also feel that to improve the quality of the interaction I would need to find out ways in which I could include other group members, which were lacking in joining in. I am not entirely sure on a method which I could choose to help me learn this other than teacher training, and obviously this is not possible. However what would be possible is to talk to some teachers, to find out information about how to make clients feel valued and belonged within the group more than what I know already. I gave the observation sheet to Mrs Paterson to write about my interaction. Mrs Paterson did rate me slightly lower on a couple of issues. These were really useful to me in aiding me to create a realistic action plan. For example she quoted: Tone of voice at times she found it difficult to calm her voice down, due to nervousness. Â  Appropriate responsiveness and calmness again Leanne found it hard at times to remain calm, however it did improve towards the end. I completely agree with the comments that Mrs Paterson made about my poor communication. I knew that I was finding it hard to calm down and make my voice and body language relaxed during the interaction. I did feel that I made an improvement towards the end whilst I got into the activity more. This is definitely something I need to work on and improve for further interactions such as this. I am going to make a conscious effort to improve on the poor things about my interaction, because it is vital that I can be effective whilst communicating. Im going to make sure that when Im in an interaction such as this I am going to try and calm myself down before I enter the group interaction. There were so many things that I have become aware or further whilst doing this interaction. And again I feel that it is essential for me to be trained, or get more experience in interacting within a group. For me to improve my interaction I would need to study my assessment sheet to look at where I went wrong, and how I could improve it to make sure that a next interaction is Im proved and that I have learnt from my poor communication. CONCLUSION This experience has been a very large learning experience for me. Before this I had learnt about all the different types of effective communication, however I never actually knew how incredibly difficult it is to put them into practice. There is so much for and health and care social worker to remember when interacting with their clients. I think that it takes a very talented person to be good at their job within this area. I enjoyed my interaction with the group so much, and I have already decided to go back in the future, to try my group interaction to perhaps try out my action plan. What made this experienced even more enjoyable is the fact that the children relished the activity as much as what I did. When I went to go after my interaction I was actually disappointed on how quickly the time had gone. The children who I was working with seemed to have formed a bond with me and were also upset to see me go too. I think that I was very successful in achieving my purpose of the interaction, and this was reflected through not only the effective communication skills I demonstrated but also that of the amount of enjoyment we all experienced. This has certainly given me a lot to contemplate on, I have learn a lot about myself, as well as how imperative effective communication is in this type of setting. Another thing, which I think has been a vital learning point, is the fact that health and social care workers give so much to their clients. Teachers need to make sure that they are demonstrating communication skills the whole time, but also to leave their own personal or emotional problems at home, because it can effective the relationships between them and the clients. This must be extremely hard to do. I would imagine that this job is very satisfying.

Reflection on Leadership Skills for the Forces

Reflection on Leadership Skills for the Forces Task 1: From LC â€Å"Context† lessons 6-9, describe ONE significant insight that you have gained and explain why. The concept of â€Å"Organisational Culture† taught in Lesson 7 left the deepest impression on me, as I sought to ponder and apply this concept in the context of the Singapore Armed Forces (SAF), specifically the Army. The key question that arose was whether there is a uniform culture in the Army. If so, what is important about the presence of such a culture? As I sought to clarify these questions, a related concept of leadership came into mind. Undeniably, the leadership of an organisation would form and develop, or even change the foundation of its values and cultural norms. These values, assumptions and norms can then shape an organisation’s culture. According to Colins and Porras, leaders need to adopt a firm belief that some things should never change (Collins Porras, 2011). Some things such as the SAF core values and beliefs ought to remain unchanged as alterations could potentially lead to destabilisation. Using my experience while serving as an Officer in Command (OC) and the observations of my Divisional Commander, BG Lam Shui Tong; I would explain how leadership is able to shape the organisation’s value systems, and in the process align the followers to its mission statement, purpose and values. As an OC, I was in charge of a ‘support’ company of 150 men from different walks of lives, and my duty was to train them to become operationally ready soldiers. To align everyone with SAF’s mission statement, I consciously inculcated the message of ‘Always (being) Ready and Expect the Unexpected’ into my men. I also made it a point to ensure that I am a positive role model who ‘walks the talk’ and to facilitate their internalising of this core value. Over time, it was observed that my men were more self-motivated and strived to become more competent. At the higher level, I observed the same dynamics at work. My Divisional Commander, BG Lam, believed strongly in a culture of fitness. He held the belief that physical fitness activities can bond people and build their character. To instil this culture of fitness within the organisation, events such as â€Å"Olympics Challenge†, Friendship runs, Frisbee and cycling were organised. As a leader who ‘walks the talk’, he would personally conduct physical training for the division on Mondays and for all NS units during their In Camp Training. On Wednesdays and Fridays, he would play Frisbee and cycle with his men. Over time, everyone began to appreciate the greater sense of camaraderie, as well as improved fitness levels. These two examples demonstrated that a leader’s actions can influence and impact organisational culture. When the individuals within the organisation are influenced with the organisation’s culture, they become more committed and aligned with the organisation’s shared values and vision. Task 2: State the appointment that you are likely to be posted to after CSC. Analyse and describe key aspects of the leadership context of the appointment that you will face, using the circle from SAF Leadership Framework and concepts you learnt from lesson 6-9. After CSC, I will have the opportunity to command a NS Infantry Battalion (IB). As a NS CO, I am responsible for NSmen who will come under my charge. These NSmen are soldiers who have completed the 2 years of national service and my core responsibility is to ensure that they continue to be competent, and are operationally ready. The foundation and strength of our Army lies in our people, thus my first emphasis would be to understand the composition, values and history of the unit. During the NSmen’s active days, the CO would have made a positive impact to the soldiers and some form of organisational culture would have been formed. As their NS CO, there is a need for me to sincerely understand and analyse the unit’s culture before proposing any change. Even in the implementation of new rules or norms, the process has to be gradual to allow for ease of adjustment. In addition, the SAF 24/7 Leadership Framework will serve as a reference point for me to influence my soldiers towards achieving the unit’s mission and purpose, the desired outcomes and new operating environment (Yin, 2011). Fundamentally, it must be understood the motivation of NSmen will be different from their active days (Chee, 2012). However, I believe our core SAF values will be the binding factor in a unit of diverse personalities. In managing such diversity, I foresee having to apply direct leadership. Specifically, during their ICT, the adoption of direct leadership methodology such as â€Å"Meet The People† sessions is important in providing an open communication channel, which will allow the NSmen to raise their concerns and for me to respond appropriately. In order to facilitate such communication effectively, it is paramount to bring on board my key appointment holders such as the Principal Staff Officers and OCs. In situations, such as mobilisation exercises, there will be a need to exercise organisational level leadership. Besides having to empower my commanders, there has to be a focus on addressing complex policies such as NS training requirements. Through the application of different leadership levels, and communicating the unit’s mission, purpose and values to every stakeholder, it will provide the platform to achieving SAF’s mission. Task 3: Identify and explain the key leadership requirements for this appointment. First, with the SAF 24/7 Leadership Framework (Figure 1), I understood the theoretical basis of having to possess the ‘right’ values, so as to guide my actions. My values should, and need to be aligned with the organisation’s values; in order for me to convey SAF’s vision effectively through my speech and actions. With this self-awareness, I understand that my actions can either positively or negatively influence my followers’ behaviours. Second, I have learnt from LLC lecture 5 that appropriate leadership style is dependent on situations. This is because the adoption of different leadership styles will allow for more effective addressing of the issues faced by my subordinates. As a Battalion Commander, I need to change my leadership styles according to the competency, motivational and commitment levels of the staff under my charge. A/P Chan also highlighted that a leader should possess a â€Å"full repertoire of styles 6† to suit different situations. As I build upon this new understanding of a spectrum of leadership styles, it is essential for me to exercise flexibility and adjust my leadership style accordingly. Third, prior to attending CSC, I was introduced to the Leadership, Management and Command Model (LMC) when I read the SAF Pointer Monograph â€Å"Called to Lead†. Then, I saw LMC as three separate skill sets that a leader ought to possess, and that a leader cannot be effective in all 3 domains. After attending the LLC lectures (1 to 5), I gained a more thorough understanding of the 3 domains that are intertwined. I gained the insight that I cannot afford to exercise my role as Leader, Manager, and Commander (in the position of a Battalion Commander) independently of each other. Instead, I have to work on exercising all three domains simultaneously. This relationship is illustrated in Figure 2. The LMC model provides a clear conceptual tool to analyse and formulate my command and leadership strategy accordingly. In the scenario where my subordinates are already doing a good job in administration and resource management, I can then devote more time and effort in motivating and inspiring my team. Task 4: My leadership strengths and weaknesses. How do I intend to deal with my weakness. As an SAF personnel who has been deployed into various appointments and also through the feedback channels available in this course, I understand that my strengths lie in the ability to employ values-based leadership, and interpersonal effectiveness. In leading my staff, I consciously endeavour to treat every man fairly and respectfully. Also, I ensure that my actions are guided by sound moral principles, and be willing to take responsibility for my actions. For my commitment to employ values-based leadership, I am well-regarded by my superiors and subordinates Possessing interpersonal effectiveness is another strength of mine that would help to establish and maintain good relationships in the workplace. In order for the SAF to excel in its mission of national defence effectively, it is essential that a strong rapport is established between colleagues with different job functionalities. The strong bonds and cordial relations would help the big SAF family to support to one another through challenging times. To enhance my effectiveness as a leader, it would be beneficial that I strengthen my skills in the area of communicating to influence, and in exercising style flexibility. When there is a need to share my ideas, the natural instinct would be to convey my thoughts in a direct manner, and assume that they will be accepted wholly by others because my ideas are anchored on logical thinking and research. When this does not happen, I would presume that others are less informed than I am. Upon deeper reflection, I internalised the learning point that it is necessary for me to explain the rationale of my ideas, so as to encourage acceptance by others. Essentially, part of effective leadership is â€Å"†¦ the process of influencing others to achieve a common outcome†[1]. Through the opportunities provided in this course, I would make a conscious attempt to explain the rationale of my ideas to my course-mates. The other area that I could work on is to exercise style flexibility, according to the situation and circumstances. When there is a need to tackle problems, I have the tendency to approach the issue in a rigid manner. As a result, I appear to be stubborn or foolhardy. The lesson on FRLM increased my knowledge of the different leadership styles that a leader could undertake. I would consciously explore utilising transformational leadership instead of relying heavily on transactional leadership. I have requested for my CSC buddy and my course-mates to provide feedback on my progress. REFERENCES SAF Leadership Development Doctrine Directive 2/2004, SAF Leadership Framework dated 26 Jul 2004 SAF Leadership Development Doctrine Directive 3/2004, SAF Leadership Competency Model dated 26 Jul 2004 Chan, K.Y.; Soh, S. Ramaya, R. (2011). Military Leadership in the 21st Century: Science and Practice. 1 [1] Chan Kim-Yin, Star Soh, Regena Ramaya (2011), Military Leadership in the 21st Century: Science and Practice. Cenage Learning, p4.