Let s Face It We All Worry At Times - 1402 Words

Let’s face it, we all worry at times, especially when we are going to face the uncertain outcome of an event or a reaction of a person. In other words, it is the unperceived dangers triggers by fear of the unknown that puts us over the edge. Our heart rate can be increased, poor concentration at work and school, sleeping problem, nervousness to about anything from family and friends to driving on a freeway. This is a sign of Anxiety, an anticipated future with sometimes the scary prediction that do not have any basis in truth, that significant enough to interfere with our daily function. It can happen with or without cause(s). Should this interruption continues and in frequent, it is recommended to seek medical help. However, should this panic is temporary. For example: Getting late to work, you forget where you have placed the car key when you came home last night from a ball game. Guests are coming over in 30 minutes for dinner, your dishes are not even half ready, and what are you going to do? We can relate to these events are physical and emotional responses to perceived danger; it is the fear of the anticipation of unpredictable event that follows. If it is a rare and accidental event, often people ignore it or just say â€Å"claim down, it is just a rush of adrenaline†. But if these events prolongs and increase in frequency, this may be a sign and symptoms for anxiety. It usually associate with increased heart rate, sleeping problem, poor concentration at work or in school.Show MoreRelatedA Days Wait1204 Words   |  5 Pageswriting celebrates heroes and explores the nature of courage in this story. In much of his writing he dramatizes the importance of bravery in the face of death and of life’s everyday problems. This story deals with the quiet courage needed to face fear. Looking at Hemingway ´s biography we can find parallels between the story A Day ´s Wait and the author ´s real life. When Hemingway took part in World War I he was wounded twice. When he was in hospital he heard the doctor talk about his health andRead MoreA Days Wait1658 Words   |  7 Pageswill die, but prefers going out to hunt. This fateful misunderstanding happens another time, again Hemingway uses the word it to describe two different things. Father: It ´s nothing to worry about. He means the fever. Just take it easy. Since the son always thinks of death he assumes his father tells him to take dying easy so he answers: I am taking it easy. The hunting scene In the story A Day ´s Wait there is a story in a story. In this part of the story the father goes out to huntRead MoreImmigration And The United States1218 Words   |  5 PagesMany of you are aware of the immigration issue we are facing on a day to day basis. There are many opinions regarding immigration and immigrants but it is time for some facts to be brought to the public eye. Firstly, who are immigrants? When most of us think of the term immigrants Latin American individuals come to our mind or cheap laborers who don’t speak our language. Technically speaking, all of our ancestors were immigrants. The English language itself is a derived from the Germanic languageRead MoreThe Night - Original Writing787 Words   |  4 Pagesthunder, she could clearly hear the regular reoccurrence of a heartbeat. Where was she? it s not like she was uncomfortable, then why couldn t she move her hand, it was stuck somewhere. Last she remembered, she was hopelessly sitting on the floor of her room looking at the raindrop from the window, but nothing was constraining her at that time. She tried looking around, only to realize that she was on Azlaan s bed, her head on his chest and his arms holding her whole body in his frame, as if shelteringRead MoreDescriptive Essay : A Slave 1430 Words   |  6 Pagesvanishes in the heaving throng. The two hundred people behind me shuffle, darkening scowls pasted on their faces. I should step back and let them ahead of me. That s what a caring person would do. But it seems that every joint freezes in this bizarre fright, my thoughts submerged in dread. A slave! snarls one long-nosed boy of my age, Isn t your presence supposed to be bad luck? It s bad luck for you, you superstitious fool. My presence has cursed you into oblivion. I can probably readRead MoreWhat Makes A Good Habit?905 Words   |  4 Pageshaving the same amount of money in the bank at the same time each year? We all have habits and habits are what shape our lives. Some habits are very useful and some habits keep us from ever experiencing the absolute best that life has to offer because we decide that the hand we ve been dealt is all there is to have. So if you have found yourself in a cycle that is no longer serving you, here s what you can do to create a good habit. Lets take a look at a story about a young child that grew upRead MoreA Remarkable Event That Happened in My Life926 Words   |  4 PagesIt’s all start when my sister and I went to Watson. While I’m doing window shopping, my sister went to buy some stuff. Accidently, in a glance, I saw my sister at the health section. In consciously, I went to her with full of questions, and asked her ‘are you sick?’ Then she turned back to me and answered my question with a question, ‘is this good?’ My mind was full with questions but all of them were answered when my sister called my mother and told her the great news. Then suddenly, I’ve heardRead MoreAnalysis Of The Movie Duck 1707 Words   |  7 Pageswaste any more time or the oden will get cold and once again you re trekking up the mountain all the way to the top you let out a woop as you see a house at the top you race inside as the others follow behind you no way it s empty luffy whined zoro then pointed out the very suspicious fire place much to luffy s confusion zoro pushed the fire place out of the way an entrance was shown wow that s so cool zoro how did you find it even an idiot could find this just as we were about to walkRead MoreEnvironmental Satire Essay684 Words   |  3 Pagesour nation is in the middle of earthweek. At a time when we all stop, as Americans, and take a look at all of the great accomplishments we have made that we could have possibly overlooked while running around with our busy sche dules. We recognize our efforts to create powerful industries and production plants that produce endless chemical compounds and new materials. The discovery and use of fossil fuels, of which has fed our automobiles and at times added a protective coating to our shores andRead MoreWhy I Don t Take The Leap Of Faith Essay1454 Words   |  6 PagesIt s amazing how many people know what they want or know what they don t want and yet they don t do anything about it. Have you ever been in a conversation with someone telling you about the late in which they hate their job and how they would love to start a business instead? Yet at the end of the conversation you ask them what are you waiting for and they look at you with a blank face looking at you as if your nuts. The problem is that we want something but then we tell ourselves of all the

In The Strawberry Fields Eric Schlosser - 1289 Words

Rajkuar Kalirajan List Byrne Eng: 1510 Date 09/24/2017 Anything But Free - The Tale of Migratory Work Force in California America, United Stated of America (USA), is a land of immigrants. The country was built by immigrants but gradually immigration to this country became harder. Several contagious nations of American continents have lot of population living in poverty and were strongly convinced to immigrate to USA illegally, by travelling on foot for several days, crossing deserts, mountains and the southern border of USA, in search of a secured and better life for them and for their kids. Eric Schlosser in his article In the Strawberry Fields honestly assessed the conditions of the migratory work force in California straw berry†¦show more content†¦However, implementing a valid farm worker visa system which monitors entry and exit of foreign aliens will let them receive fair wages, pay taxes and receive governmental benefits. On the other hand the govern should impose sanctions on entities that illegally import and dump products in to our market to gain the price advantage and should make the market advantageous for local farmers and local production. In this following assay I am going to discuss in detail how the authors observations were contrasted with my views. One of the important problems that the author raised is the legal status of the illegal immigrants and their depressed living conditions. The legal status and living conditions are interconnected because in order to rent a decent apartment you need to prove that you are legally present in USA with thorough documentation which the illegal farm workers will not have and hence these poor workers were miserably compromised to live in pits, trenches and under trees. The author describes that the poor farm workers were very bad in shape and are constantly at the mercy of variable adversities like natural disasters and bad weather. If there is a storm they get wet all night and the only way they can dry up is to wait for the morning sunlight. Also illegal immigrants keep move place to place to find a job and look for shelter to stay because of their constant move they can t afford to have permanent structured home at oneShow MoreRelatedThe Strawberry Fields By Eric Schlosser1306 Words    |  6 PagesBethany Beaudoin Professor Byrne English 1510 9/24/17 Farmers and Their Fields Strawberries are treasured by numerous throughout the world, but feelings may transformation after the unveiling of some dark secrets of strawberry farms. â€Å"In the Strawberry Fields† by Eric Schlosser brings up many concerning realities about what life is truly like for strawberry pickers. Many of these farm workers are illegal migrants from Mexico. Because of their illegal status, they are far less probable to go to theRead MoreIn The Strawberry Fields By Eric Schlosser2000 Words   |  8 Pagesillegally, by travelling on foot for several days, crossing deserts, mountains and the southern border of USA, to get a decent and secured better life for them and for their kids. Eric Schlosser in his article In the Strawberry Fields honestly assessed the conditions of the migratory work force in California straw berry fields while providing facts and evidences to support his observations. In his article the author mainly focused on Living and working conditions, wages and ha zardous health conditionsRead MoreAnalysis Of Eric Schlosser s The Strawberry Fields 1615 Words   |  7 PagesAmerican dream. However, the way, does not always possess the same innocent light of the optimistic saying. In Eric Schlosser’s article, â€Å"In the Strawberry Fields† he discusses exactly that. Immigrants often end up doing the laborious farm work most Americans are unwilling to do with good reason. More specifically, he discusses the working conditions of migrant workers in strawberry fields, one of the most difficult row crops to grow. This work is largely done in California where the farming industryRead MoreMcdonald s Fries : The Holy Grail Of French Fries1032 Words   |  5 PagesSome people would argue that McDonald’s fries are the Holy Grail of French fries. Ray Croc, one of the founders of McDonald’s wrote in his autobiography that the French fry was â€Å"almost sacrosanct for me† (Schlosser 50). What was it that made their f ries the leader in fast food? In the early years, it was the way they were fried that gave them this intriguing flavor. As time progressed, in the mid 60’s, they began to use frozen fries to cut cost, and people noticed. In the 90’s, consumers beganRead MoreThe Plight Of The Immigrant Farmer Worker Essay1356 Words   |  6 PagesEnglish 1510 November 20, 2016 The Plight of the Immigrant Farm Worker Have you ever wondered how really bad it is to be an immigrant farm worker? The article â€Å"In the Strawberry Fields† by Eric Scholsser, he looks at the hardships that face immigrant farmers. Though there are laws to try and help the immigrants Schlosser observed â€Å"The temptation to break the law can be great. The punishments for doing so are rarely applied† (86). From sharecropping and low wages to deplorable living conditionsRead MoreEssay Reefer Madness Summary1366 Words   |  6 PagesReefer Madness Eric Schlosser To start off, the main driven idea of this book is the black market, or what they refer to as the underground and â€Å"shadow economy†. The underground has its choices and consequences as well as any other type of economic system do. But, in this case the underground can be a country’s main economy for survival such as, â€Å"In Bolivia the underground economy is responsible for an estimated 65 percent of GDP. In Nigeria it accounts for perhaps 76 percent.† (7) This type ofRead MoreThe 9 / 11 Attack Essay1599 Words   |  7 Pagestheir situation. One can find mostly Mexican immigrants working in crop fields picking all sorts of fruits and vegetables, considering that the hardest job is as a strawberry picker, and it all being unjust in the way that they treat and pay them. Eric Schlosser in his book â€Å"Reefer Madness† includes the condition on how an immigrant man by the name of Felipe was working and the way that he felt about the job as a strawberr y picker. â€Å"They use us all year as slaves,’ he said. ‘They pay us whateverRead MoreFast Food Industry By Eric Schlosser3535 Words   |  15 PagesEstrella Introduction 1. Eric Schlosser chose the topic of fast food industry because he became quite inspired after reading an article about illegal immigrants in a strawberry field and how they a suffered in the process. The article was based on an investigation that was placed on the fields while they worked. It was also based on the immense impact that this industry had on society. Schlosser wanted to as said in his book â€Å"shed light† to the world on how successful hard working industry worksRead MoreIs Fast Food Blame For Obesity?1822 Words   |  8 Pagesthere are about 30,000 McDonald restaurants and every year the company opens up roughly 2,000 new ones. They set the standard for the rest of the industries. Its widely imitated practices not only by fast food industries but also by companies in other fields. McDonald’s is a colossus, its America’s largest purchaser of beef, pork and potatoes, and 2nd largest purchaser of chicken. One of the largest owners of retail propert y in the world. Most of its money is earned not only by selling hamburgers, but

Pilipinas for Sale Gma7 Free Essays

Gerald C. RollonCLHS104 Environmental ScienceMr. Choi PILIPINAS FOR SALE Sa Luzon, tinuklas ang sinasabing nagaganap na bentahan ng ilang isla sa pamosong El Nido sa Palawan. We will write a custom essay sample on Pilipinas for Sale Gma7 or any similar topic only for you Order Now Tulad na lang ng Turtle Island, kilalang breedingground ng mga pawikan. Ang walong ektaryang isla, ngayo’y ibinebenta sa halagang P12 million. Sa Visayas, may ganito ring nagaganap na kalakalan sa Bohol. Gamit ang tax declaration, ibinebenta rin ang ilang islang idineklara bilang protected area. Sa Cebu naman, natuklasang ginagamit ito bilang isa sa transhipment points upang ipuslit palabas ng bansa ang black corals. Sa Mindanao, hinanap sa kauna-unahang pagkakataon ang umano’y pinagmulan ng tone-toneladang black corals na nasabat sa mga pier ilang buwan na ang nakararaan. Sinayasat din ang isyu ng pagmimina sa CARAGA, ang tinaguriang mining capital sa bansa. REFECTION: PILIPINAS FOR SALE This is sad to know that our own land is for sale. People of the Philippines must not only focus on the problems in Manila alone but also see the other problems of its other islands because every Filipino people would benefit its preservation. I think the government should do something about it, if they have the responsibility of protecting its people, they might be also have the responsibility to take care of its mother land and everything that was created within it. Most especially the people should be aware of the consequences one thing might happen in the future. Big companies might offer something else as a counter offer for their own gain but whose to blame if the government can’t provide the people what they need. Too sad! How to cite Pilipinas for Sale Gma7, Essay examples

Operational management of Tourism and Hospitality

Question: Discuss about the Registration of Propriety Limited Company. Answer: Introduction A propriety Limited Company in most cases is abbreviated as PTY LTD. The name propriety means a company which is privately owned and on the other hand, limited refers to the liability that arises from the shareholders limited payment of debts by the amount of shares. Before registration of propriety limited company especially in Australia. There are very vital and important requirements which must be met. These requirements include the following; the company in question must at least have one director on board. The company must also have a physical Australian address for an office that is registered (Australia 2011). Other than that, the company must have on the lower case at least one shareholder but not exceeding a total of 50 non employees. The registration of a propriety limited company is reffered to section 117 where an application for registration is taken and completed in preparation of all the relevant consent. The application of the form has to be made to be made to ASIC whose full meaning is Australian Securities and Investment Commission. The subject body is the one charged with governing all the companies incorporation. At the registration of a propriety limited company, one will have to provide a corporate register for documentation which is supposed to be in line with the Corporate Act of 2001. It is only out of this that Australian Securities and Investment Commission will be able to provide you with the registration certificate. Nevertheless, the registration of a propriety limited company also requires very close observance on the internal management of the company which is to be governed by combination of rules and constitution that are replaceable. The mentioned should be in line with the Corporation Act under section 134 and 135. According to Corporations Act of 2001, replaceable rules are defined as certain sections within the Corporate Act which have an automatic application with respect to governing the management of the company. The NB section 134 and 135, clearly states the powers of rules that are within the constitution. Some of the powers include the following; the appointment and powers of the directors. It also deals with the regulation of the members and directors meetings. On the same aspect, it provides for the provisions of a number of share classes (Australia company laws and regulations handbook 2009). This is the main reason why the internal management of the propriety limited company should be under the governance by the combination of replaceable rules and constitution under section 134 and 135 as already covered from a detailed perspective. The registration of the company in question should also have a class of both ordinary shares as well as a class of redeemable preference shares. The former is covered under section 254A (2) and (3). In the case of preference shares, it is important in a companys registration since it empowers the subject issue. The shares are also pegged to the already discussed concept of constitutionality and rules of NB section 134 and 135 that deals with matters related to repayment of capital, cumulative and noncumulative of dividends (Cassidy 2006). On the part of redeemable preference shares under section 254A (3), it is vital for registration because it will allow for the propriety limited company to redeem its shares at a time that is fixed or on the happening of certain events. The events may be in line with the subject company option or shareholders option. All these are captured in NB section 254A (3). Section 198 A in the Corporate Act Background information of the section in context in line with the Corporate Act Section 198A of the corporate Act is a section that occurs within the 2001 Act of Corporations. It is a section that covers wider area or a wide perspective. The section is mainly in line with the powers directors, for example under special rules; it mentions propriety companies that may have single directors (Cch Editors. (2008). The section stipulates that the director of a propriety company is allowed to administer all of the company except where the Act in question requires the company to undergo an exercise of a general meeting. Reason for Inclusion of Section 198A in the Corporate Act The main reason for inclusion of the chapter in question is based on the provision it offers in terms of the overall managerial remuneration That is either payable by a private company where we find the propriety limited company or public company. This particular section also offers great and extensive coverage on the view of directors of propriety limited companies. Some the area it covers includes the duties of directors, those who are considered as directors among other major concerns. Section 191under the Corporate Act Background of section 191 under the mentioned Act The section in question is in line with the material self interest. This is mainly on the duties that are majorly held by the directors and therefore the disclosure of those duties is within their discretion (Cohen, Small Zimiles 2002). Reason for Inclusion of the Section in Context under the Corporate Act Main reason for inclusion of the subject section in the Corporate Act is because it closely examines how directors undertake duties they need to disclose. For example; it states that a company director has a material of personal interest in a matter that relates to the affairs of the company and must also offer notice messages unless stated otherwise. The section in question within the Corporate Act also gives relation to a contract that a company may bring forward in terms of entering into a business that is still pending approval by the members and there will be no imposition on any obligation on the grounds that the approval is not made by the members. The final reason why it is included in the Corporate Act is also on the basis that it analyzes various sub paragraphs in which if incase there are conflicting issues within the propriety limited company or any other company provided its provisions are within the subject section, references can be made and problem analyzed. Therefore section 191 is a vital organ in the Corporate Act, some experts at one point argued it out as one of the sections that act as key pillars to the Act in context. There argument was majorly based on how the Act addresses critical concerns with regards to companys directors and how these concerns can be looked at from a deeper perspective (Tomasic, Bottomley McQueen 2002). The Act has created many merits in companys managerial procedures because directors have been made known to the nature of their work and how they are also suppose to undertake them. Section 250 R (2) (3) of the Corporate Act Background of the above Section with regards to the Corporate Act The background of the section in context is mainly about the critical role it plays with regards to Corporations Act 2001 under AGM. Its background critically examines purposes and objectives that are to be considered in the cases of annual general meetings. Reason for Inclusion in the Corporate Act Its main reason for existence in the Corporate Act is because of the detailed information and guidelines that it offers for Annual General Meetings. It is documented in the subject section that there should considerations which are to be made with respect to both the financial report and the directors report. Section 250R (2) (3) also includes the consideration of the auditors report for the AGM (Moore Watson 2003). Apart from the mentioned, the subject also offers electoral guidelines for propriety limited companies, the fixation of the auditors remunerations and the procedure for appointment of auditors. The section above offers guidelines that are used in the advisory resolutions when it comes to adoption of reports of remuneration. The vitality of this section is greater because it acts as what combines the whole of propriety limited sector or even sectors of public companies. This is because as already mentioned in the background of the subject; it takes direct controls of AGMs. It is out of these AGMs that a company is able reflects into issues that relates to its operations, how it has performed for that particular year and even report analysis. From here, the company will able to come up with recommendations and restructuring policies that will be able to move it to greater highs (Slemrod 2010). On the same plight, the section in question also offers guidelines on matters of elections as mentioned are key areas in a company. The section ensures that there is smooth exit of the old energy and allows the entrance of a new energy that will be able to spur the company into better and greater heights. The mentioned are just a few explanations with the view of the already mentioned key reasons for inclusion of the section in question. Conclusion In conclusion, the registration of a propriety limited company is a detailed process that requires a number of documents and provisions as mentioned in the introductory paragraphs. The task above has also tackled critical areas that as provided as per the instructions. References Australia. (2011). Australian corporations securities legislation 2011. North Ryde, N.S.W., CCH Australia. Australia company laws and regulations handbook (2009). Vol. 1 strategic information and basic regulations. Vol. 1 strategic information and basic regulations. Washington, International Business Publications. Cassidy, J. (2006). Concise corporations law. Annandale, N.S.W., Federation Press. Cch Editors. (2008). Australian master accountants guide 2008/09. Sydney, CCH Australia. Cohen, H. R., Small, R. A., Zimiles, E. (2002). Money laundering update 2002: what you need to know now. New York, Practising Law Institute. Tomasic, R., Bottomley, S., McQueen, R. (2002). Corporations law in Australia. Sydney, Federation Press. Moore, J. C., Watson, V. (2003). Long service leave (New South Wales): being the Long Service Leave Act, 1955-1963, with rules, forms and notes. Sydney, Law Book Co. of Australasia. Slemrod, J. (2010). Do taxes matter?: the impact of the Tax Reform Act of 1986. Cambridge, Mass, MIT Press.

Japan and Imperialism 1853

Introduction James Huffman is the author of the book, Japan and Imperialism 1853-1945. The author uses a dazzling and interactive sequence of events to tell how Japan dealt with the challenge of foreign policy and victimization from colonizers. The author engages the reader by explaining how Japan responded to these challenges.Advertising We will write a custom book review sample on Japan and Imperialism 1853-1945 by James Huffman specifically for you for only $16.05 $11/page Learn More Adoption and promotion of imperialism in Japan had numerous effects on the country’s development strategies, as well as the welfare of citizens (Huffman 10). In addition, the author analyses the country’s imperialism framework in terms of its positives and negatives. The book examines many issues about development in Japan, as well as various empirical and theoretical concepts on the same. This essay provides a detailed review of the book by identifying and analyzing various concepts and topical approaches. Problem: Questions/Issues Examined by the Author The issue addressed by the author in this book is how Japan managed to establish itself as an economic and political powerhouse in Asia. James Huffman applies his literacy prowess to provide a detailed and sequential recitation of how Japan redeemed the sovereignty of its people amidst the pressures of imperialism and colonization from western nations (Huffman 15). In addition, the author identifies the problem of pressure coming from Japan’s domestic settlements and administrative districts, which made it hard to achieve effective management of resources. The challenge of imperialism and colonialism was hard for Japan to deal with, as it was targeted and victimized for practicing a learned profession (Huffman 19). Significance of the Book in Understanding Asian Studies The book is very useful and significant because it helps the reader gain better understanding of historical f acts about Japan. The author incorporates pictures, an alphabetical list of technical terms used in the text, chronology of events, endnotes, and references for anyone interested in expounding their knowledge on any concept developed in the reading. The author has extensively covered all the important happenings for the entire period from 1853 to1945. It is during this period when the world first experienced Japan. It is also the time the Asian country gave in to the demands of the colonial masters following the bombing of its two major cities (Huffman 26). The two cities bombed by the western colonial masters were Nagasaki and Hiroshima.Advertising Looking for book review on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More Following the bombings, Japan allowed the western colonial masters to extend their rule over its people. The author gives an in-depth analysis of how imperialism shaped Japan in terms of economic development, technol ogical growth and adaptation, as well as improvement of its political system (Huffman 29). The reading provides detailed, reliable, and informative facts about Japan’s history during the period covered. I would recommend this reading to anyone interested in learning how Japan has managed to remain resilient in its efforts to become a global powerhouse. The period covered by this reading has all the right information on what shaped Japan’s economic and political agendas. Theoretical and Topical Approach of the Author in the book The theoretical approach applied by the author is one that explains the concept of imperialism and how it helped to shape Japan’s development strategies. The main topic in the reading is imperialism, which the author believes motivated Japan to economic and political development. Because of foreign policy influence, Japan was able to develop effective policies for economic development, as well as create an inclusive political system that focused on improving the welfare of all citizens (Huffman 41). In addition, the author explains how the concept of imperialism helped Japan to amplify its borders. Expansion of administrative borders helped Japan to enhance its resource capacity that was influential in development of better technologies. In the reading, the author gives an example of the city of Hokkaido, where residents benefited from technical institutions set up to develop their farming practices through better technologies (Huffman 45). Other cities benefited from hosting military camps for colonial missions in other regions and countries across the Asian continent. Imperialism helped to empower the people of Japan economically, through their various projects and missions. The author uses an interactive approach to explain the concept of imperialism, and how it helped Japan to develop an inclusive political system. The influence of foreign policy made Japan open up to the idea of developing relations with other countries.Advertising We will write a custom book review sample on Japan and Imperialism 1853-1945 by James Huffman specifically for you for only $16.05 $11/page Learn More This resulted in the signing development agreements with other countries that also built embassies in the country (Huffman 49). According to the author, these developments played a crucial role in Japan’s expedition to economic independence and better international trade relations. Key Concepts: Main Empirical and Theoretical Concepts The author presents four important concepts throughout the reading. The four concepts are victimization, foreign policy, patriotism, and contemporary foreign policy. The author defines colonialism as the strategy of victimizing people from outside one’s self-governing boarders through possession and control (Huffman 63). The other concept presented by the author is foreign policy, which refers to instances where a country aggressively ext ends its authority over other people by imposing its policies on them (Huffman 66). The author uses Japan, a victim of foreign policy to expound on this concept. Patriotism is another concept present in the reading. The author defines patriotism as the commitment that people show towards their nation by supporting its various interest areas and cultural practices that define its identity. However, the author warns that patriotism can take either a positive course or a negative course, depending on policy frameworks used by a government (Huffman 68). The final concept presented in the reading is contemporary foreign policy. The author explains this concept as a strategy that is applied by influential western nations to acquire more colonies in Africa and Asia. Summary of Argument to the Reading Japan and Imperialism 1853-1945 is a book that presents many interesting, informative, and knowledgeable realities about Japan (Huffman 2). The book has few pages, which means that the author has not extensively covered the history of Japan. The author addresses various elements of Japan’s history, albeit in very diminutive detail. The main arguments presented in the reading by the author focus on imperialism, colonization, opening up of Japan to the rest of the world, impacts of foreign policy and victimization on Japan’s development agenda (Huffman 53). Other arguments developed in the reading talk about how Japan dealt with World War II and the economic depression.Advertising Looking for book review on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More Data and Evidence Presented The author applies a variety of data to present the concept of imperialism in Japan’s history. The data comprises narratives about influential individuals from western colonies, who contributed towards guiding Japan’s development agenda (Huffman 17). The references used are quite reliable, as they come from credited sources such as novels and journals. The author also uses data from articles printed following research studies by Ivy League institutions, such as Stanford University and the University of Washington (Huffman 79). The use of reliable data has made the book a worthy read and a legitimate reference for future studies. Validity of Accounts and Arguments in the Reading The author uses a very persuasive style of writing, which validates the arguments developed in the reading. Although the narrative is not long enough, the author has managed to provide accurate data that convinces the reader. The use of reliable and easily accessible sources further validates information provided in the reading. This provides an opportunity for a reader to do further reading on various concepts and theories applied in the reading (Huffman 79). I can confidently say that the book is valid and convincing enough for any reader who wants a reliable source on Japan’s history. Strengths and Limitations of the Reading Imperialism and Japan 1853-1945, is an amazing book that provides an interesting summary of Japan’s rich history in few pages. The four concepts developed in the reading are sufficient in providing the reader with necessary information on the subject (Huffman 10). Clear elaboration of concepts and theories in the book makes it easy and interesting for the reader to have deep understanding of its content. Use of chronology, endnotes, and a detailed timeline makes the reading to stand out and appealing to a reader. I would highly recommend this book to anybody interested in learning Japan’s rich history . Works Cited Huffman, James. Japan and Imperialism: 1853-1945. New York: Association for Asian Studies, 2010. Print. This book review on Japan and Imperialism 1853-1945 by James Huffman was written and submitted by user Carlos Munoz to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Basics of Magnetic Levitated Trains (Maglev)

The Basics of Magnetic Levitated Trains (Maglev) Magnetic levitation (maglev) is a relatively new transportation technology in which non-contacting vehicles travel safely at speeds of 250 to 300 miles-per-hour or higher while suspended, guided, and propelled above a guideway by magnetic fields. The guideway is the physical structure along which maglev vehicles are levitated. Various guideway configurations, e.g., T-shaped, U-shaped, Y-shaped, and box-beam, made of steel, concrete, or aluminum, have been proposed. There are three primary functions basic to maglev technology: (1) levitation or suspension; (2) propulsion; and (3) guidance. In most current designs, magnetic forces are used to perform all three functions, although a nonmagnetic source of propulsion could be used. No consensus exists on an optimum design to perform each of the primary functions. Suspension Systems Electromagnetic suspension (EMS) is an attractive force levitation system whereby electromagnets on the vehicle interact with and are attracted to ferromagnetic rails on the guideway. EMS was made practical by advances in electronic control systems that maintain the air gap between vehicle and guideway, thus preventing contact. Variations in payload weight, dynamic loads, and guideway irregularities are compensated for by changing the magnetic field in response to vehicle/guideway air gap measurements. Electrodynamic suspension (EDS) employs magnets on the moving vehicle to induce currents in the guideway. Resulting repulsive force produces inherently stable vehicle support and guidance because the magnetic repulsion increases as the vehicle/guideway gap decreases. However, the vehicle must be equipped with wheels or other forms of support for takeoff and landing because the EDS will not levitate at speeds below approximately 25 mph. EDS has progressed with advances in cryogenics and superconducting magnet technology. Propulsion Systems Long-stator propulsion using an electrically powered linear motor winding in the guideway appears to be the favored option for high-speed maglev systems. It is also the most expensive because of higher guideway construction costs. Short-stator propulsion uses a linear induction motor (LIM) winding onboard and a passive guideway. While short-stator propulsion reduces guideway costs, the LIM is heavy and reduces vehicle payload capacity, resulting in higher operating costs and lower revenue potential compared to the long-stator propulsion. A third alternative is a nonmagnetic energy source (gas turbine or turboprop) but this, too, results in a heavy vehicle and reduced operating efficiency. Guidance Systems Guidance or steering refers to the sideward forces that are required to make the vehicle follow the guideway. The necessary forces are supplied in an exactly analogous fashion to the suspension forces, either attractive or repulsive. The same magnets on board the vehicle, which supply lift, can be used concurrently for guidance or separate guidance magnets can be used. Maglev and U.S. Transportation Maglev systems could offer an attractive transportation alternative for many time-sensitive trips of 100 to 600 miles in length, thereby reducing air and highway congestion, air pollution, and energy use, and releasing slots for more efficient long-haul service at crowded airports. The potential value of maglev technology was recognized in the Intermodal Surface Transportation Efficiency Act of 1991 (ISTEA). Before the passage of the ISTEA, Congress had appropriated $26.2 million to identify maglev system concepts for use in the United States and to assess the technical and economic feasibility of these systems. Studies were also directed toward determining the role of maglev in improving intercity transportation in the United States. Subsequently, an additional $9.8 million was appropriated to complete the NMI Studies. Why Maglev? What are the attributes of maglev that commend its consideration by transportation planners? Faster trips - high peak speed and high acceleration/braking enable average speeds three to four times the national highway speed limit of 65 mph (30 m/s) and lower door-to-door trip time than high-speed rail or air (for trips under about 300 miles or 500 km). Still higher speeds are feasible. Maglev takes up where high-speed rail leaves off, permitting speeds of 250 to 300 mph (112 to 134 m/s) and higher. Maglev has high reliability and less susceptible to congestion and weather conditions than air or highway travel. Variance from schedule can average less than one minute based on foreign high-speed rail experience. This means intra and intermodal connecting times can be reduced to a few minutes (rather than the half-hour or more required with airlines and Amtrak at present) and that appointments can safely be scheduled without having to consider delays. Maglev gives petroleum independence - with respect to air and auto because of Maglev being electrically powered. Petroleum is unnecessary for the production of electricity. In 1990, less than 5 percent of the Nations electricity was derived from petroleum whereas the petroleum used by both the air and automobile modes comes primarily from foreign sources. Maglev is less polluting - with respect to air and auto, again because of being electrically powered. Emissions can be controlled more effectively at the source of electric power generation than at the many points of consumption, such as with air and automobile usage. Maglev has a higher capacity than air travel with at least 12,000 passengers per hour in each direction. There is the potential for even higher capacities at 3 to 4-minute headways. Maglev provides sufficient capacity to accommodate traffic growth well into the twenty-first century and to provide an alternative to air and auto in the event of an oil availability crisis. Maglev has high safety - both perceived and actual, based on foreign experience. Maglev has convenience - due to a high frequency of service and the ability to serve central business districts, airports, and other major metropolitan area nodes. Maglev has improved comfort - with respect to air due to greater roominess, which allows separate dining and conference areas with the freedom to move around. The absence of air turbulence ensures a consistently smooth ride. Maglev Evolution The concept of magnetically levitated trains was first identified at the turn of the century by two Americans, Robert Goddard, and Emile Bachelet. By the 1930s, Germanys Hermann Kemper was developing a concept and demonstrating the use of magnetic fields to combine the advantages of trains and airplanes. In 1968, Americans James R. Powell and Gordon T. Danby were granted a patent on their design for a magnetic levitation train. Under the High-Speed Ground Transportation Act of 1965, the FRA funded a wide range of research into all forms of HSGT through the early 1970s. In 1971, the FRA awarded contracts to the Ford Motor Company and the Stanford Research Institute for analytical and experimental development of EMS and EDS systems. FRA-sponsored research led to the development of the linear electrical motor, the motive power used by all current maglev prototypes. In 1975, after Federal funding for high-speed maglev research in the United States was suspended, industry virtually abandoned its interest in maglev; however, research in low-speed maglev continued in the United States until 1986. Over the past two decades, research and development programs in maglev technology have been conducted by several countries including Great Britain, Canada, Germany, and Japan. Germany and Japan have invested over $1 billion each to develop and demonstrate maglev technology for HSGT. The German EMS maglev design, Transrapid (TR07), was certified for operation by the German Government in December 1991. A maglev line between Hamburg and Berlin is under consideration in Germany with private financing and potentially with additional support from individual states in northern Germany along the proposed route. The line would connect with the high-speed Intercity Express (ICE) train as well as conventional trains. The TR07 has been tested extensively in Emsland, Germany, and is the only high-speed maglev system in the world ready for revenue service. The TR07 is planned for implementation in Orlando, Florida. The EDS concept under development in Japan uses a superconducting magnet system. A decision will be made in 1997 whether to use maglev for the new Chuo line between Tokyo and Osaka. The National Maglev Initiative (NMI) Since the termination of Federal support in 1975, there was little research into high-speed maglev technology in the United States until 1990 when the National Maglev Initiative (NMI) was established. The NMI is a cooperative effort of the FRA of the DOT, the USACE, and the DOE, with support from other agencies. The purpose of the NMI was to evaluate the potential for maglev to improve intercity transportation and to develop the information necessary for the Administration and the Congress to determine the appropriate role for the Federal Government in advancing this technology. In fact, from its inception, the U.S. Government has aided and promoted innovative transportation for economic, political, and social development reasons. There are numerous examples. In the nineteenth century, the Federal Government encouraged railroad development to establish transcontinental links through such actions as the massive land grant to the Illinois Central-Mobile Ohio Railroads in 1850. Beginning in the 1920s, the Federal Government provided commercial stimulus to the new technology of aviation through contracts for airmail routes and funds that paid for emergency landing fields, route lighting, weather reporting, and communications. Later in the 20th century, Federal funds were used to construct the Interstate Highway System and assist States and municipalities in the construction and operation of airports. In 1971, the Federal Government formed Amtrak to ensure rail passenger service for the United States. Assessment of Maglev Technology In order to determine the technical feasibility of deploying maglev in the United States, the NMI Office performed a comprehensive assessment of the state-of-the-art of maglev technology. Over the past two decades, various ground transportation systems have been developed overseas, having operational speeds in excess of 150 mph (67 m/s), compared to 125 mph (56 m/s) for the U.S. Metroliner. Several steel-wheel-on-rail trains can maintain a speed of 167 to 186 mph (75 to 83 m/s), most notably the Japanese Series 300 Shinkansen, the German ICE, and the French TGV. The German Transrapid Maglev train has demonstrated a speed of 270 mph (121 m/s) on a test track, and the Japanese have operated a maglev test car at 321 mph (144 m/s). The following are descriptions of the French, German, and Japanese systems used for comparison to the U.S. Maglev (USML) SCD concepts.  Ã‚   French Train a Grande Vitesse (TGV) The French National Railways TGV is representative of the current generation of high-speed, steel-wheel-on-rail trains. The TGV has been in service for 12 years on the Paris-Lyon (PSE) route and for 3 years on an initial portion of the Paris-Bordeaux (Atlantique) route. The Atlantique train consists of ten passenger cars with a power car at each end.   The power cars use synchronous rotary traction motors for propulsion. Roof-mounted pantographs collect electric power from an overhead catenary. Cruise speed is 186 mph (83 m/s). The train is non-tilting and, thus, requires a reasonably straight route alignment to sustain high speed. Although the operator controls the train speed, interlocks exist including automatic overspeed protection and enforced braking. Braking is by a combination of rheostat brakes and axle-mounted disc brakes. All axles possess antilock braking. Power axles have anti-slip control. The TGV track structure is that of a conventional standard-gauge railroad with a well-engineered base (compacted granular materials). The track consists of continuous-welded rail on concrete/steel ties with elastic fasteners. Its high-speed switch is a conventional swing-nose turnout. The TGV operates on pre-existing tracks, but at a substantially reduced speed. Because of its high speed, high power, and anti wheel slip control, the TGV can climb grades that are about twice as great as normal in U.S. railroad practice and, thus, can follow the gently rolling terrain of France without extensive and expensive viaducts and tunnels. German TR07 The German TR07 is the high-speed Maglev system nearest to commercial readiness. If financing can be obtained, groundbreaking will take place in Florida in 1993 for a 14-mile (23 km) shuttle between Orlando International Airport and the amusement zone at International Drive. The TR07 system is also under consideration for a high-speed link between Hamburg and Berlin and between downtown Pittsburgh and the airport. As the designation suggests, TR07 was preceded by at least six earlier models. In the early seventies, German firms, including Krauss-Maffei, MBB, and Siemens, tested full-scale versions of an air cushion vehicle (TR03) and a repulsion maglev vehicle using superconducting magnets. After a decision was made to concentrate on attraction maglev in 1977, advancement proceeded in significant increments, with the system evolving from linear induction motor (LIM) propulsion with wayside power collection to the linear synchronous motor (LSM), which employs variable frequency, elect rically powered coils on the guideway. TR05 functioned as a people mover at the International Traffic Fair Hamburg in 1979, carrying 50,000 passengers and providing valuable operating experience. The TR07, which operates on 19.6 miles (31.5 km) of guideway at the Emsland test track in northwest Germany, is the culmination of nearly 25 years of German Maglev development, costing over $1 billion. It is a sophisticated EMS system, using separate conventional iron-core attracting electromagnets to generate vehicle lift and guidance. The vehicle wraps around a T-shaped guideway. The TR07 guideway uses steel or concrete beams constructed and erected to very tight tolerances. Control systems regulate levitation and guidance forces to maintain an inch gap (8 to 10 mm) between the magnets and the iron tracks on the guideway. The attraction between vehicle magnets and edge-mounted guideway rails provide guidance. The attraction between a second set of vehicle magnets and the propulsion stator packs underneath the guideway generate lift. The lift magnets also serve as the secondary or rotor of an LSM, whose primary or stator is an electrical winding running the length of the guideway. T R07 uses two or more non-tilting vehicles in a consist. TR07 propulsion is by a long-stator LSM. Guideway stator windings generate a traveling wave that interacts with the vehicle levitation magnets for synchronous propulsion. Centrally controlled wayside stations provide the requisite variable-frequency, variable-voltage power to the LSM. Primary braking is regenerative through the LSM, with eddy-current braking and high-friction skids for emergencies. TR07 has demonstrated safe operation at 270 mph (121 m/s) on the Emsland track. It is designed for cruise speeds of 311 mph (139 m/s). Japanese High-Speed Maglev The Japanese have spent over $1 billion developing both attraction and repulsion maglev systems. The HSST attraction system, developed by a consortium often identified with Japan Airlines, is actually a series of vehicles designed for 100, 200, and 300 km/h. Sixty miles-per-hour (100 km/h) HSST Maglevs have transported over two million passengers at several Expos in Japan and the 1989 Canada Transport Expo in Vancouver. The high-speed Japanese repulsion Maglev system is under development by Railway Technical Research Institute (RTRI), the research arm of the newly privatized Japan Rail Group. RTRIs ML500 research vehicle achieved the world high-speed guided ground vehicle record of 321 mph (144 m/s) in December 1979, a record that still stands, although a specially modified French TGV rail train has come close. A manned three-car MLU001 began testing in 1982. Subsequently, the single car MLU002 was destroyed by fire in 1991. Its replacement, the MLU002N, is being used to test the sid ewall levitation that is planned for eventual revenue system use. The principal activity at present is the construction of a $2 billion, 27-mile (43 km) maglev test line through the mountains of Yamanashi Prefecture, where testing of a revenue prototype is scheduled to commence in 1994. The Central Japan Railway Company plans to begin building a second high-speed line from Tokyo to Osaka on a new route (including the Yamanashi test section) starting in 1997. This will provide relief for the highly profitable Tokaido Shinkansen, which is nearing saturation and needs rehabilitation. To provide ever improving service, as well as to forestall encroachment by the airlines on its present 85 percent market share, higher speeds than the present 171 mph (76 m/s) are regarded as necessary. Although the design speed of the first generation maglev system is 311 mph (139 m/s), speeds up to 500 mph (223 m/s) are projected for future systems. Repulsion maglev has been chosen over attraction maglev because of its reputed higher speed potential and because the larger air gap accommodates the ground motion experienced in Japans earthquake-prone territory. The design of Japans repulsion system is not firm. A 1991 cost estimate by Japans Central Railway Company, which would own the lin e, indicates that the new high-speed line through the mountainous terrain north of Mt. Fuji would be very expensive, about $100 million per mile (8 million yen per meter) for a conventional railway. A maglev system would cost 25 percent more. A significant part of the expense is the cost of acquiring surface and subsurface ROW. Knowledge of the technical details of Japans high-speed Maglev is sparse. What is known is that it will have superconducting magnets in bogies with sidewall levitation, linear synchronous propulsion using guideway coils, and a cruise speed of 311 mph (139 m/s). U.S. Contractors Maglev Concepts (SCDs) Three of the four SCD concepts use an EDS system in which superconducting magnets on the vehicle induce repulsive lift and guidance forces through movement along a system of passive conductors mounted on the guideway. The fourth SCD concept uses an EMS system similar to the German TR07. In this concept, attraction forces generate lift and guide the vehicle along the guideway. However, unlike TR07, which uses conventional magnets, the attraction forces of the SCD EMS concept are produced by superconducting magnets. The following individual descriptions highlight the significant features of the four U.S. SCDs. Bechtel SCD The Bechtel concept is an EDS system that uses a novel configuration of vehicle-mounted, flux-canceling magnets.   The vehicle contains six sets of eight superconducting magnets per side and straddles a concrete box-beam guideway. An interaction between the vehicle magnets and a laminated aluminum ladder on each guideway sidewall generates lift. A similar interaction with guideway mounted null flux coils provides guidance. LSM propulsion windings, also attached to the guideway sidewalls, interact with vehicle magnets to produce thrust. Centrally controlled wayside stations provide the required variable-frequency, variable-voltage power to the LSM. The Bechtel vehicle consists of a single car with an inner tilting shell. It uses aerodynamic control surfaces to augment magnetic guidance forces. In an emergency, it levitates onto air-bearing pads. The guideway consists of a post-tensioned concrete box girder. Because of high magnetic fields, the concept calls for nonmagnetic, fiber-re inforced plastic (FRP) post-tensioning rods and stirrups in the upper portion of the box beam. The switch is a bendable beam constructed entirely of FRP. Foster-Miller SCD The Foster-Miller concept is an EDS similar to the Japanese high-speed Maglev but has some additional features to improve potential performance. The Foster-Miller concept has a vehicle tilting design that would allow it to operate through curves faster than the Japanese system for the same level of passenger comfort. Like the Japanese system, the Foster-Miller concept uses superconducting vehicle magnets to generate lift by interacting with null-flux levitation coils located in the sidewalls of a U-shaped guideway. Magnet interaction with guideway-mounted, electrical propulsion coils provides null-flux guidance. Its innovative propulsion scheme is called a locally commutated linear synchronous motor (LCLSM). Individual H-bridge inverters sequentially energize propulsion coils directly under the bogies. The inverters synthesize a magnetic wave that travels along the guideway at the same speed as the vehicle. The Foster-Miller vehicle is composed of articulated passenger modules and ta il and nose sections that create multiple-car consists. The modules have magnet bogies at each end that they share with adjacent cars. Each bogie contains four magnets per side. The U-shaped guideway consists of two parallel, post-tensioned concrete beams joined transversely by precast concrete diaphragms. To avoid adverse magnetic effects, the upper post-tensioning rods are FRP. The high-speed switch uses switched null-flux coils to guide the vehicle through a vertical turnout. Thus, the Foster-Miller switch requires no moving structural members. Grumman SCD The Grumman concept is an EMS with similarities to the German TR07. However, Grummans vehicles wrap around a Y-shaped guideway and use a common set of vehicle magnets for levitation, propulsion, and guidance.   Guideway rails are ferromagnetic and have LSM windings for propulsion. The vehicle magnets are superconducting coils around horseshoe-shaped iron cores. The pole faces are attracted to iron rails on the underside of the guideway. Nonsuperconducting control coils on each iron-core leg modulate levitation and guidance forces to maintain a 1.6-inch (40 mm) air gap. No secondary suspension is required to maintain adequate ride quality. Propulsion is by conventional LSM embedded in the guideway rail. Grumman vehicles may be single or multi-car consists with tilt capability. The innovative guideway superstructure consists of slender Y-shaped guideway sections (one for each direction) mounted by outriggers every 15-feet to a 90-foot (4.5 m to a 27 m) spline girder. The structural s pline girder serves both directions. Switching is accomplished with a TR07-style bending guideway beam, shortened by use of a sliding or rotating section. Magneplane SCD The Magneplane concept is a single-vehicle EDS using a trough-shaped 0.8-inch (20 mm) thick aluminum guideway for sheet levitation and guidance. Magneplane vehicles can self-bank up to 45 degrees in curves. Earlier laboratory work on this concept validated the levitation, guidance, and propulsion schemes. Superconducting levitation and propulsion magnets are grouped in bogies at the front and rear of the vehicle. The centerline magnets interact with conventional LSM windings for propulsion and generate some electromagnetic roll-righting torque called the keel effect. The magnets on the sides of each bogie react against the aluminum guideway sheets to provide levitation. The Magneplane vehicle uses aerodynamic control surfaces to provide active motion damping. The aluminum levitation sheets in the guideway trough form the tops of two structural aluminum box beams. These box beams are supported directly on piers. The high-speed switch uses switched null-flux coils to guide the vehicle through a fork in the guideway trough. Thus, the Magneplane switch requires no moving structural members. Sources: Sources:  National Transportation Library  http://ntl.bts.gov/

Human Resource management Assignment Example | Topics and Well Written Essays - 2750 words

Human Resource management - Assignment Example However, most companies used the common technique of terminating employment of a given number of individuals. When most organizations face weak economy and low profits, executives try to solve this through cost cutting. This includes conducting the downsizing process. Through this process most organizations are able to better their earnings for a shorter period as most of the organizations cannot sustain these gains. This happens as organizations reduce the labor costs by laying off employees. However the hidden costs of downsizing are unbearable to most organizations. This is because the workforce is eliminated from the organization but the work load remains intact. This can cripple organizations effectiveness. The resulting challenge which faces organization’s managers is that they will be forced to review their system and add costs by introduction of: overtime program, casual staff and even long working hours in order to recover what has been lost. On top of incurring high financial costs, emotional costs that are immeasurable can be experienced. For the surviving employees they w ill have no choice but to work harder than usual. Effectiveness and efficiency are major goals of organization’s retrenchment. Therefore, the business entities can retrench redundant workers to pave way for mechanized production process aimed at speeding up production and improving quality of products or services. Gandolfi (2006 p. 2), asserted that downsizing was used by organization in 1990s as a practical measure to increase organizational efficiency and effectiveness. It is a strategic management tool that has affected thousands of organizations and lives of millions workers in the world. Companies experience conditions that compel them to retrench a portion of its work force. The circumstances that cause downsizing include market reduction, economic recession, loss

Gender&Global cinema Essay Example | Topics and Well Written Essays - 2000 words

Gender&Global cinema - Essay Example Identifying the concepts of marginalization and gender definitions in global film shows how the boundaries of gender are defined in various regions of society. Two films which portray this theme are A Question of Silence by Marleen Gorris and The Housemaid by Im Sang – Soo. The discourse of feminist theory in A Question of Silence is one which shows several areas of boundaries and marginalization, as well as a question of gender identity. The portrayal of the three women are first depicted, all which take on a traditional identity in terms of gender. However, this is broken when they move from shoplifting different items to beating the male shopkeeper to death. This specific action sets the gender identity into motion, specifically because the action is one which is not expected in relation to the female gender identity. The shock which this leaves is one which creates a suspicion that the women are insane and that the actions which were warranted were because of mental instability. After finding that this is not true, there becomes a question of what the intent was of beating the male shopkeeper, specifically because of the associated anger that was taken with the actions (Gorris, 1). The feminist discourse which is associated with this film is based on the silence of the women as well as the stereotypes and immediate associations with gender identity which is portrayed. The silent association with the fight is one which is displayed through the actions which the women take as well as the shift in actions. The narrative is one which depicts silence after the action which is taken; however, the women are all known to fight the male domination in society through the action of beating the male shopkeeper to death. The metaphor of violence, as well as the following assumptions, all show the concept of feminist identity and the marginalization which the women are placed into. The violence becomes a way to speak about the male domination in society as

Week 3 Coursework Example | Topics and Well Written Essays - 1250 words

Week 3 - Coursework Example The Act also has a crucial provision, Â §404 which requires companies to evaluate their internal financial-reporting controls on an annual basis. While the intention of this legislation is clear, the outcome is still debatable in terms of the benefits it brings to the company and the economy as compared to the costs. Some of the provisions that bring this debate include those that cover issues related to insider trading, auditor independence, internal controls, corporate responsibilities, and internal controls. After the collapse of Enron and WorldCom that left shockwaves throughout the corporate world and left investors in the biggest accounting scandal in history, the Sarbanes-Oxley Act (SOX) was enforced. This act has become the most significant legislation that embraces corporate governance in the United States since the securities laws of the 1930s. SOX has resulted in a number of changes in the regulatory environment and governance in the United States, including requiring separate analysts of the financial statements from underwriters, requiring senior management to certify their company’s quarterly financial statements, heightened disclosure, and requiring attorneys to report fraud or crimes when detected without delay. While the intention of SOX is clear, there has been a debate about its effects. Proponents of this legislation maintain the fact that it helps investors be more confident in the safety of their investments because it has helped in improving the accuracy of th e financial reports and transparency. On the other hand, opponents argue that compliance to this Act results in a greater burden to public firms, especially those which are small because of increased average costs as a result of the new regulations. Studies show that SOX has resulted in a dramatic increase in companies’ compliance costs. Even though this cost has now reduced as

Equality And Diversity In Education

Equality And Diversity In Education The main aim of this case study is to explore the concept of equality and diversity in contemporary society, this research will concentrate on the impact of poverty upon the educational, emotional and social experiences of a child, in this case a young boy attending a mainstream school; he will be referred to throughout the study as Tom. The research will aim to identify some current legislation and policy surrounding equality and human rights, along with some of the inequalities related to class and the impact of these upon the social, personal and educational experiences of a child, his parent and teacher. These issues will be explored through the use of a case study of a fictional scenario which centres upon the experiences of a young boy who lives in a deprived neighbourhood with his single mother. The case study focuses on the young boy suffering from bullying due to his hygiene; the study also includes his mother and teacher. Scenario and Dialogue Child A is a young boy attending a mainstream primary school; he lives in a deprived neighbourhood with his single mother. It has been noticed by the boys teacher and other pupils that the boy and also his mother have a low standard of hygiene and they both often look unkempt. The lesson plan for today is to work in pairs for a P.E lesson. Classroom: Teacher: OK children, I would like everyone to pair up with the person sitting next to them and one of the pair should go and collect a football from the apparatus cupboard. Child B: Missà ¢Ã¢â€š ¬Ã‚ ¦I dont want to be with Tom, he smells funny! Teacher: Thats not a very nice thing to say about Tom Child B: No miss Im not playing with him, look at him, hes all smelly and dirty Miss! Tomà ¢Ã¢â€š ¬Ã‚ ¦you stink of wee! Teacher: Now come on, this is silly, it is not nice to call your friends names, you will hurt Toms feelings. Im sure you wouldnt like your friends calling you nasty names would you? Child B: Nah Miss, he isnt one of my friends, Id never want to be friends with someone like him, and he makes me feel sick. Tom: Shut up!!! Its not my fault, I cant help it! (Tom runs to the toilets crying) Telephone Call between Teacher and Toms Mother: Teacher: Hi, could I possibly speak to Mrs Connor please? Mother: Yes speaking Teacher: Oh hello, I was hoping I could discuss with you a matter concerning me about your son Tom. He seems to be struggling to make friends at school and there has been a bit of trouble with name-calling today due to his hygiene. Mother: Im sorry to hear that but Im a single mother with a part-time job, I cant always afford to buy luxuries, Im sure you understand this? Teacher: Yes of course that is understandable, but it seems to just been simple things, nothing a bar of soap couldnt sort out Mrs Connor. Mother: Like I said, I cant afford it Teacher: Im just concerned as it seems to be affecting his confidence to join in group activities and even paired work. He did comment today that its not his fault, so it is clearly bothering him. Does he have any other clothes he can wear to school, as his current ones seem to smell of urine? Mother: No, he only has the ones he wears to school. Teacher: I will contact you again in the next few hours, as I know that the council can sometimes give people an allowance for school uniforms. It might help you out a bit. Mother: Thank you, Id appreciate some help. This case study highlights class inequalities and how physical differences can impact upon a child whether he/she is at school or out of the school grounds. This study aims to explore the ways in which social class can impact both positively and negatively on a childs personal, social and educational experience. This will then be followed by a brief analysis of how the process of entering a childs experience has affected my understanding of the issues explored in this module. I will be including the words and thoughts of Tom and will also be including discussions he may have between his family, teachers or peers, which I will endeavour to link directly to policy and legislation and also background critical reading, related to specific aspects of the case study. Davies (2005) expresses a need to believe that all children are individuals and are to be valued. Davies also comments that we are to take into account each childs home life and background circumstances not only as detrimental effects but as experiences to be utilised in furthering their educational opportunities. It is important to also point out that professionals also need to expand on their knowledge of the subject in order to accommodate a more diverse way of teaching alongside their pupils. The scenario shows Child B referring to Tom as stinking of wee, here we are witnessing Child B stereotyping Tom as a smelly child who he does not want to be friends with. There has clearly become a normalizing attitude towards Tom, which through constant reinforcement of attitudes, Child B has come to understand that Tom is the smelly child and therefore refuses to associate with him. Butler (1993) explains this to be performative discourse, the repeated assumption of an identity in the course of daily life. Basically, the more the children call Tom the smelly child, the more accepted it will be by the other children and he will then be subjected to bullying on a daily basis. The teacher is this case study does not in fact challenge the language used by Child B but simply diverts the name calling by providing an excuse for the problem by replying Now come on, this is silly completely avoiding the fact that one child is bullying another in her own classroom. The teacher had the opport unity here to utilise her authority over the pupils, yet failed to do so. Foucault (1974) tells us that schools have a hierarchical identity within society that remains unchallenged and provides a framework for power which gives the teacher authority over the children not just as an adult over a child, but as someone who has more power and authority; this reinforces what a child accepts as being a normal power relationship. Tom has been isolated at school during activities, as his classmates refuse to work with him as he is seen as the smelly child. It seems that Tom is not receiving the support of the teacher, as she is failing to take authority over the bullying classmates and having a deprived social background seems to leave Tom unable to express his needs and rights as a child. The Children Plan (2007) states that children and young people need to enjoy their childhood as well as grow up being prepared for adult life (DCSF 2007). The Human Rights Act (1998) states the need for children to have the opportunity to express themselves. Article 10 gives everyone the right to freedom of expression, this includes children and is also linked to the outcomes of the Every child Matters agenda (DfES 2005). It is evident that Tom and his mother are suffering from social deprivation in this scenario and this can adversely affect Toms educational opportunities and his future prospects. It has been published in t he past that was published that a childs educational achievements are still too strongly linked to their parents social and economic background (Secretary of State for Education and Skills. 2005. p. 10) Vincent and Ball (2007) argue that this is social and educational link between classes is because middle class families tend to invest much more time and effort in their children, in order to ensure that they have every possible advantage that can be provided. This theory corresponds with Bourdieus description of cultural capital, which contributes to the social reproduction of class differences (Bourdieu 1990). In an attempt to try and resolve some of the class differences, the government has set up Sure Start Centres and extended schools in an effort to provide after school activities aimed initially at areas of socio-economic deprivation. This may provide activities for Tom as well as perhaps some help and advice for Toms mother. The introduction of the 10 year Childrens Plan (DFSC 2007) was another step forward for deprived children. This is aimed at providing children with equality of opportunity and improving communities through education as well as further legislation aimed at helping children and their families out of poverty. James and James (2001) argue that social policy restricts and controls childrens lives. The government through its agenda is trying to address the imbalance in opportunities between children from deprived areas and those from more wealthy families. Devine (2000) believes that in order to increase the rights of children, society in general must change its discou rses surrounding children. Cremin and Thomas (2005) contend that children compare and contrast themselves with each other and these judgments can affect feelings of self worth within the school and wider community, they go on to explain that the school as an institution can endorse such judgments to the detriment of its pupils. Esping-Anderson (2004) states that the child care provision needs to be of a high quality and supported by other policies. Local authorities have a duty to deliver services which meet the needs of individual children and promote inclusion within local communities. This government intervention is aimed to stimulate and cajole people into doing more to find a job (Deacon 2002 p. 113) and give the result people can be an active part of the economy. However, the government does tend to contradict itself, first stating that it would like all mothers to try and find a job, but then as Mayall (2002) points out, the government are encouraging mothers into work and also emphasising that a mothers responsibility is also to be a primary carers for her children. Working at home is obviously not acknowledged as a real job simply because the mother is not getting paid to do it and therefore not performing their social economical abilities. The efforts of the government to provide legislation to support children and families in areas of socio-economic deprivation may not have the desired effect however, as there appears to be a limit on the affect which education alone can have on social opportunities (Beck 2007). During the classroom dialogue in the scenario, the linguistics used by Child B when he says: Nah Miss, he isnt one of my friends, Id never want to be friends with someone like him, and he makes me feel sick can provide us with evidence of language and linguistic traits which link back to the social background of the child. (Peterson 1994 p.252) makes an interesting theory that all children enter school with discourse skills appropriate to the community in which they were raised. It is also evident that teachers tend to use language which is more easily understood by middle class children as they are more familiar with this language structure from home (Peterson 1994 p264). Peterson (1994 p.253) also expresses that some differences in linguistics may be due to cultural diversity not just social differences in the community. In a study conducted by Connolly and Neil (2001) middle-class children tended to limit their educational and career prospects because of the influences of their co mmunity such as family and peers. This was especially evident amongst the boys who felt a need to defend their locality as part of their masculine identity and found it difficult to move out of the area in which they lived. The girls however had slightly higher aspirations for themselves and were more likely to leave the area they lived in. This could have repercussions for Tom and his class mates were they to limit their outlook to their locality. It is clear that children in Toms social locality need to be educated further and encouraged on their career opportunities in the future. Teachers could play a large role in this by exploring what career their pupils would consider going into once they leave school. This could stimulate the children into wanting to do better for themselves in the future, once their school education has come to an end. The Child Poverty Action Group found in a survey that while parents believed that uniforms and school trips were important for children to be involved in school life, they would not seek help to pay for them in case their children were bullied as a result (CPAG 2003). This is also applicable in Toms case, as the teacher tried to offer some support to Mrs. Connor during their telephone conversation: I will contact you again in the next few hours, as I know that the council can sometimes give people an allowance for school uniforms. It might help you out a bit. In the scenario Mrs. Connor mentions that she cannot afford luxuries or spare clothes for Tom as she is a single mother with a part-time job. Lack of finance at home can also lead to a stressful atmosphere within the household, which can result in low performance at school. In a report about the impact of poverty upon childrens school experiences it was found that although in theory school uniforms were a good idea because of their equalising effect children from disadvantaged areas were acutely aware that uniforms cost money (Horgan 2007). At the present time in England, funding from the council for school uniforms is not available and therefore Mrs. Connor will not be able to claim any benefit to get new clothes for her deprived son; meaning he will continue to be the smelly child who does not conform to the norm unless she takes it upon herself to start putting money aside to pay for such things. Reflection Upon reflection of this research and scenario with regard to Tom and his mother, there are many implications to be discussed. There is no reason for children who are born into Toms area of social deprivation to have to go to school each day with a reinforced reputation as the smelly child or the boy who stinks of wee. In this day and age there should be access to government funding for parents such as Mrs. Connor who need help with simple things such as clothing. When a single mother has a child, a house, bills and food to pay for, it is understandable that she would not be able to cater for every need on a part-time wage. In light of the research conducted throughout this case study, it is important to highlight that Connolly and Neill (2001) believe that there is a need to provide alternative aspirations and life chances for children in areas of social and economic deprivation in order to mitigate the negative effects of their cultural norms and habits, which can be accomplished by challenging constructed ideology and establishing practices that can break down these barriers to learning. Primary practitioners need to be aware that they can influence school choices and assist families in using the current educational market to their advantage rather than just allowing choices to be forced upon them by the government. The case study also raised the issue of school uniforms and how families with a low income can struggle to make ends meet. It would be wise for schools to take into consideration these families when deciding upon the cost of uniforms, school dinners, trips and activities and so on. Children of a lower social class should not be stigmatised and miss out on such activities simply because they cannot afford to pay for them, as this means that they may not develop to the standard of a higher class child who is less deprived. With the help of childhood practitioners, the integration of sure start and extended school programs may begin to solve some of the deprivation issues to a point where they can be aided by other services. Teachers need to focus on taking control of their classroom so that pupils are aware of the hierarchical power above them. In the case study, the teacher did not solve the problem by taking Child B aside and discussing his problem with Tom; instead it was left a pub lic incident where Tom would have felt very embarrassed and ashamed of himself, when in fact there was nothing he could do about his economic deprivation at home. The teacher could have allowed the rest of the class to participate in their paired work and could have then taken Child B and Tom aside to discuss the issue. Whether he knew the impact his words would have upon Tom or not, Child B should have definitely been made more aware that he could not say such hurtful things to Tom and perhaps both sets of parents should have been informed. This situation was due to a lack of personal hygiene, lack of finance and perhaps lack of awareness on the part of Mrs. Connor. All of the issues raised are definitely not easy to confront in a modem society and need to be approached in a sympathetic and supportive way, which the teacher did seem to achieve during her conversation with Toms mother. Schools and childhood practitioners hold a responsibility to ensure that children receive a equal education with equal opportunities; they have a huge role to play in recognising the inequalities surrounding class issues and challenging discrimination within the classroom. Children should be given a broader knowledge of social deprivation, so that higher classes may hold fewer prejudices towards those who are not as fortunate as themselves. They should be made aware of their own prejudices and ways in which these link into social class.

Literature as Encounter and Discovery, as exemplified by Hahn Moo-Sook’

Literature as Encounter and Discovery, as exemplified by Hahn Moo-Sook’s novel Encounter The Italian explorer Columbus (1451-1506) discovered the American Continent in 1492. Of course, the unknown continent had existed even before he discovered it. But through Columbus’ discovery the unknown entity has emerged above the surface of the historical waters as a "New World." Literature is like a voyage in search of a new continent, and the author is like Columbus. In the course of our lives, undiscovered subject matters abound like countless islands in the gigantic ocean of awareness. If perchance such a continent is not discovered through the eyes of a writer, it would sink to eternal oblivion. An author, therefore, is like an explorer who, through an endless literary voyage, discovers and reveals a fascinating New World. Accordingly, an author may be called a christener of a particular subject matter just as Columbus who, upon discovery of an unknown continent, finally helped it exist by naming it America. Just as a conductor’s baton directs a violinist in an orchestra or a drummer’s dance, when a writer names something, he or she confers upon it both its existence and meaning. In classical Korean literature, two great literary pieces, The Tale of Ch'unhyang and The Tale of Shimchong, represent two prototypes to which modern Korean literature can be related. In the classical tale of Ch’unhyang, the important motif is none other than "encounter." Love sprouts from an encounter at the Kwanghan Pavilion in Namwon in the Southwestern Province of Cholla, between Yi Mong-nyong, son of the county magistrate, and Ch’unhyang, daughter of a retired kisaeng (a woman entertainer, similar to Japanese geisha). For them, their class... ...: Just as the moon is somewhere in the sky, even if it is sunken into the eastern mountain, my faith is constant in my heart. Just as the water is still in the pond, even if it is evaporated from the surface, my faith is constant. Saint Francis said the following: Flower petals fall, but the flowers never wither forever. Indeed, the author Hahn Moo-Sook has died and left us. However, just as the moon is still in the sky and the flowers come back every year, although flowers fall, she is still meeting us and she is living next to us through her work Encounter. The greatness of literature is none other than that. 1Encounter: A Novel of Nineteenth-Century Korea by Moo-Sook Hahn, Translated by Ok Young Kim Chang. Foreword by Don Baker. University of California Press, 1992. ISBN(s): Cloth-- 0520073800 Paper-- 0520073819

More sports in school Essay

More Sports in School Did you know six of seven of the world population like more than one sport? Our school needs more sports. Some of the students like sports, but we do not have enough sports. Some students want to be a player when they grow up. Sports make your body stronger. We need more sports for the students, so they can become talented. Students can learn about teamwork, leadership, and sportsmanship. This can contribute to their development as solid citizens. According to the American Academy of Child & Adolescent Psychiatry website, in two thousand eight between sixteen percent and thirty three percent of children and teens were considered obese. In organized team sports, students work together to accomplish a task and learn from their mistakes. Nicole M. LaVoi wrote school should have more sports to have fun, mastery, teamwork, and become professionals. There are a lot of sports like soccer, basketball, tennis, football, volleyball, hockey etc. Website: http://blogs. edweek. org/edweek/schooled_in_sports/2013/10/ny_times_hosts_roundtable_ on_ pros_and_cons_of_youth_sports.html Academically weak students are able to excel in sports and are challenged to improve their abilities. Furthermore, D. E. builds teamwork and units thee class as a group, living cultural or social background behind. In doing sport on regular basis, students become fitter and thus. Their self-steam is increased, but most importantly, it is fun. Many students who do not have the opportunity to participate in physical activities outside of school are thankful to do sports in school. If student enjoy sports they are more likely to care about education in general and in doing so improve their schoolwork. Sports only keeps the students healthy, but also gives them a fun break of other schoolwork. That is approximately one in four children who is over the suggested body fat limit for their age. Anyone is able to participate in sports and since a D. E. program in school offer different kind of sports. Some students argue about the fact that school should only be and not fun, because they are two different things. The time should be used to study instead of doing D. E. just the contrary is true. There are schools where students have D. E. lesson every day. org/essay/sports-is-a-necessary-part-of-168936. html Sports can help the students to improve their abilities. Sports are fun and students were exercising while playing sports. Soccer is the most exercised sports, because you have so much running to do. If there are more sports in school, it will be easy for the students to become talented and to be professional players. If student enjoy playing sports their more likely to care about their education. Sports keeps you physically fit, mentally strong, builds characters, and it is a way to take your mind off of school and other things.

Writing Research Paper

Writing Research Paper Writing Research Paper Writing Research Paper A research paper presents your individual work on the definite topic, your investigations and deep analysis of the collected information. A research paper is a unique work because it is based on your own thoughts, the facts and ideas you have gathered from a variety of sources. The research paper is the result of the long process of gathering, interpreting, developing of the ideas and generating conclusions. Research Paper Format While writing research paper, you must be aware of plagiarism issues. Plagiarism means using someone else work and presenting it as your own. One of the ways to avoid plagiarism is to cite sources properly. Once the research paper is written and the sources are cited, you must create a works cited page. If the proper format for citing sources is used, then plagiarism is avoided. A paraphrase is also an important part of research paper writing.   Writing a research paper you should read numerous studies and put them in your own words. It is also considered paraphrasing when you use statistics secondary sources.   It means taking the authors' ideas, summarizing them into your own words and then presenting as supporting information. Paraphrasing is used to summarize paragraphs and main themes. Paraphrasing is also used to cite statistics and other information. A direct quote is used when you use another person's word directly in your research paper. It is important to pay special at tention to direct quotations.   Most of the tutors urge to avoid direct citations. Use a direct quote only when you want the reader to read an important historical line or when information is important to be preserved word by word.   It is enough to use one or two direct quotes in your research paper.   Write a Research Paper When your research paper is already written, make sure your grammar, punctuation and spelling is perfect. Proofread your research paper for any content errors; always write a research paper in the third person. Double check the facts and figures, ask someone else read and proofread your research paper for you. Be sure your investigation corresponds to the research paper topic. We often do not see our own mistakes. Custom Written Research Papers Ordering custom research paper writing service at our site, you receive custom written research paper, free cover page, free outline, free bibliography list, and free plagiarism report.   We guarantee essay money back if we fail to delivered completed research paper prior to deadline.   Entrust your research paper writing to truly professional research paper writers!

Chinese Pronouns

Chinese Pronouns There are just a few pronouns in Mandarin Chinese, and unlike many European languages, there are no subject / verb agreements to worry about. Just a few simple rules tell you everything you need to know about pronouns in Chinese. Basic Pronouns These are the pronouns of written Mandarin Chinese. I, me: wÇ’: 我You: nÇ  - ä ½  You (formal): nà ­n:  Ã¦â€š ¨Ã‚  He, Him: tÄ : ä »â€"She, Her: tÄ : Ã¥ ¥ ¹It: tÄ : Ã¥ ®Æ' Youll notice that there are two ways of saying you. When speaking to elders or someone in authority, it is more polite to address them formally with æ‚ ¨ (nà ­n) instead of the less formal ä ½   (nÇ ). While there are six pronouns listed above in written Mandarin, in spoken Mandarin it boils down to just three basic pronouns: I / me, you, he / she / it. This is because ä »â€" / Ã¥ ¥ ¹ / Ã¥ ®Æ' are all pronounced the same, tÄ .   Plurals Plurals are formed by adding 們 (traditional form) / ä » ¬ (simplified form) at the end of a basic pronoun. This character is pronounced men. See below: We, Us: wÇ’ men: 我們 /  Ã¦Ë†â€˜Ã¤ » ¬You (plural): nÇ  men: ä ½  Ã¥â‚¬â€˜ / ä ½  Ã¤ » ¬They, Them:  tÄ  men: ä »â€"們 /  Ã¤ »â€"ä » ¬ Differentiating Gender As discussed earlier, gender differentiating pronouns like he, she, and it all have the same sound, tÄ , but different written characters. In spoken Mandarin, differentiating between genders is a little less obvious. However, the context of the sentence will usually tell you whether the speaker is referring to a man, a woman, or a thing. Reflexive Pronoun Mandarin Chinese also has a reflexive pronoun è‡ ªÃ¥ · ± (zà ¬ jÇ ). This is used when both subject and object are the same. For example: TÄ  xÇ  hun tÄ  zà ¬ jÇ Ã¤ »â€"Ã¥â€"Å"æ ¬ ¢Ã¤ »â€"è‡ ªÃ¥ · ± /  Ã¤ »â€"Ã¥â€"Å"æ ­ ¡Ã¤ »â€"è‡ ªÃ¥ · ±He likes himself. è‡ ªÃ¥ · ± (zà ¬ jÇ ) can also be used directly after a noun or pronoun to intensify the subject. For example: WÇ’ zà ¬ jÇ  xÇ  hun.我è‡ ªÃ¥ · ±Ã¥â€"Å"æ ¬ ¢ / 我è‡ ªÃ¥ · ±Ã¥â€"Å"æ ­ ¡I, myself, like it. Sentence Examples Using Chinese Pronouns Here are some sentences using pronouns. See if you can use these examples as a guide or template to creating your own sentences. Audio files are marked with ââ€" º WÇ’: 我 I am a student.ââ€" ºWÇ’ shà ¬ xuà ©shÄ“ng.​我æ˜ ¯Ã¥ ­ ¸Ã§â€Å¸ (traditional)我å ­ ¦Ã§â€Å¸ ​(simplified)I like ice cream.ââ€" ºWÇ’ xÇ huÄ n bÄ «ngqà ­là ­n.我åâ€"Å"æ ­ ¡Ã¥â€  °Ã¦ ·â€¡Ã¦ ·â€¹Ã¦Ë†â€˜Ã¥â€"Å"æ ¬ ¢Ã¥â€  °Ã¦ ·â€¡Ã¦ ·â€¹I don’t have a bicycle.ââ€" ºWÇ’ mà ©i yÇ’u jiÇŽotchÄ“.我æ ²â€™Ã¦Å"‰è… ³Ã¨ ¸ Ã¨ »Å Ã¦Ë†â€˜Ã¦ ² ¡Ã¦Å"‰è„šè ¸ Ã¨ ½ ¦ NÇ : ä ½   Are you a student?ââ€" ºNÇ  shà ¬ xuà ©shÄ“ng ma?ä ½  Ã¦Ëœ ¯Ã¥ ­ ¸Ã§â€Å¸Ã¥â€"Ž?ä ½  Ã¦Ëœ ¯Ã¥ ­ ¦Ã§â€Å¸Ã¥ â€"?Do you like ice cream?ââ€" ºNÇ  xÇ huan bÄ «ngqà ­là ­n ma?ä ½  Ã¥â€"Å"æ ­ ¡Ã¥â€  °Ã¦ ·â€¡Ã¦ ·â€¹Ã¥â€"Ž?ä ½  Ã¥â€"Å"æ ¬ ¢Ã¥â€  °Ã¦ ·â€¡Ã¦ ·â€¹Ã¥ â€"?Do you have a bicycle?ââ€" ºNÇ  yÇ’u jiÇŽotchÄ“ ma?ä ½  Ã¦Å"‰è… ³Ã¨ ¸ Ã¨ »Å Ã¥â€"Ž?ä ½  Ã¦Å"‰è„šè ¸ Ã¨ ½ ¦Ã¥ â€"? TÄ : Ã¥ ¥ ¹ She is a doctor.ââ€" ºTÄ  shà ¬ yÄ «shÄ“ng.Ã¥ ¥ ¹Ã¦Ëœ ¯Ã©â€  «Ã§â€Å¸Ã¥ ¥ ¹Ã¦Ëœ ¯Ã¥Å' »Ã§â€Å¸She likes coffee.ââ€" ºTÄ  xÇ huan kÄ fÄ“i.Ã¥ ¥ ¹Ã¥â€"Å"æ ­ ¡Ã¥â€™â€"å• ¡Ã¥ ¥ ¹Ã¥â€"Å"æ ¬ ¢Ã¥â€™â€"å• ¡She doesn’t have a car.ââ€" ºTÄ  mà ©i yÇ’u chÄ“.Ã¥ ¥ ¹Ã¦ ²â€™Ã¦Å"‰è »Å Ã¥ ¥ ¹Ã¦ ² ¡Ã¦Å"‰è ½ ¦ WÇ’ men: 我們 /  Ã¦Ë†â€˜Ã¤ » ¬ We are students.ââ€" ºWÇ’men shà ¬ xuà ©shÄ“ng.我們æ˜ ¯Ã¥ ­ ¸Ã§â€Å¸Ã¦Ë†â€˜Ã¤ » ¬Ã¦Ëœ ¯Ã¥ ­ ¦Ã§â€Å¸We like ice cream.ââ€" ºWÇ’men xÇ huan bÄ «ngqà ­là ­n.我們åâ€"Å"æ ­ ¡Ã¥â€  °Ã¦ ·â€¡Ã¦ ·â€¹Ã¦Ë†â€˜Ã¤ » ¬Ã¥â€"Å"æ ¬ ¢Ã¥â€  °Ã¦ ·â€¡Ã¦ ·â€¹We don’t have a bicycle.ââ€" ºWÇ’men mà ©i yÇ’u jiÇŽotchÄ“.我們æ ²â€™Ã¦Å"‰è… ³Ã¨ ¸ Ã¨ »Å Ã¦Ë†â€˜Ã¤ » ¬Ã¦ ² ¡Ã¦Å"‰è„šè ¸ Ã¨ ½ ¦ TÄ  men: ä »â€"們 /  Ã¤ »â€"ä » ¬ They are students.ââ€" ºTÄ men shà ¬ xuà ©shÄ“ng.ä »â€"們æ˜ ¯Ã¥ ­ ¸Ã§â€Å¸Ã¤ »â€"ä » ¬Ã¦Ëœ ¯Ã¥ ­ ¦Ã§â€Å¸They like coffee.ââ€" ºTÄ men xÇ huan kÄ fÄ“i.ä »â€"們åâ€"Å"æ ­ ¡Ã¥â€™â€"å• ¡Ã¤ »â€"ä » ¬Ã¥â€"Å"æ ¬ ¢Ã¥â€™â€"å• ¡They don’t have a car.ââ€" ºTÄ men mà ©i yÇ’u chÄ“.ä »â€"們æ ²â€™Ã¦Å"‰è »Å Ã¤ »â€"ä » ¬Ã¦ ² ¡Ã¦Å"‰è ½ ¦ Zà ¬ jÇ : è‡ ªÃ¥ · ± He lives by himself.ââ€" ºTÄ  zà ¬jÇ  zhà ¹.ä »â€"è‡ ªÃ¥ · ±Ã¤ ½ I will go myself.ââ€" ºWÇ’ zà ¬jÇ  qà ¹.我è‡ ªÃ¥ · ±Ã¥Å½ »

Communication Essay Example | Topics and Well Written Essays - 1250 words

Communication - Essay Example In its most basic definition, communication is the process in which an element (message) is transmitted from a source (speaker) to a listener through a channel. There are four levels of communication: intrapersonal, interpersonal, group, and mass mediated. Related to this, the prefix â€Å"intra† means from within, thus, intrapersonal communication is communicating with the self. This is said to be the foundation of our communication skills. When one knows â€Å"thy self†, he or she will not have difficulty entering the next level of communication which is interpersonal communication. When a child is forbidden to socialize with neighbors, he or she will definitely have the tendencies to become shy and aloof and eventually becoming a loner. Interpersonal communication becomes very difficult to manage even at this point. Interpersonal communication can be divided into two: dyad (two persons) and small-group (three to seven). At this point, the basic communication pattern that exists is the transferring of information. This is called the asking-giving information process. Primarily, what people ask each other during the first meeting is somehow demographic: name, age, school enrolled in, course, etc. If person A has not been trained to see or socialize with others, it would be difficult to manage even the simplex dyad A would experience in school or any other place for that matter. The most perfect example of a group communication is what exists in the family. A family which is open and constantly communicating with one another can resolve problems faster. Public communication is coping through with what we need to do every day, say in the classroom, at the office during meetings, etc. On the other hand, mediated communication is one of the easiest ways to communicate with people who are from afar by the aid of technology. One of the dangers of mediated communication is that it is not a face to face communication unlike interpersonal and public commu nication. Sincerity in communication is very important, thus, non-verbal cues also play a very important role in communication. But why do people communicate? The answer could any be of the following functions of communication: utilitarian, therapeutic, recording-transmitting, and affective function of communication. According to Heath lecture, there are three meta-theories mentioned: rules, systems, and critical/cultural studies. I would like to discuss in this paper the meta-theory on rules. According to Heath, people learn to communicate because they have learned the rules of the game. At this case, communication is the game. As we all know, there are certain rules in communication. We must remember that there are six elements in communication: speaker, listener, message, channel, noise, and feedback. In order for communication to become successful, a correct feedback must be given by the listener. That is why, when the source of the message speaks, the receiver listens. That is the basic rule. We cannot talk at the same time, otherwise, we may not be able to resolve a thing. Furthermore, Heath added that people make strategic choices in their communication behavior because communication is a â€Å"game†, people learn its rules and strive to behave in ways that conform to those rules. A good example for that is when we are meeting a particular person for the first time. The very first thing we do is to ask information about this person. So he is Japanese. Would a hand shake be polite? The other person is Middle Eastern. What could be a polite or impolite gesture? When we learn something about the people we meet allow us to prepare ourselves with the mechanics of communication. Moreover, doing so will consequently put us out of trouble. Have you ever wondered