Descriptive Essay About Seafood - 966 Words

It was seven in the morning and my parents woke me up to head into seattle. I got dressed, brushed my teeth, and then we headed straight to the ferry. Once we got to the ferry, it was about 20 minutes till they let us on. Once we got on, I went and got a banana and some apple juice. The water was so smooth that I forgot that we were even on a boat. I saw how close we were and kept asking my parents how much longer. Once we got there, my sister and I were basically tugging on them. They told us we need to wait for a taxi. I am pretty sure the first thing we did was go to a aquarium. It was my sister s choice. Once we were done with that we headed to these markets that had lots of seafood and random stuff. When we were there, we found a†¦show more content†¦After all of this, it was about seven in the afternoon. I said that we should ate then my parents told me that we are going to eat in the space needle. I remember that I didn t even know that it was a restaurant. I said,â⠂¬  That s a restaurant!† We went up to the top of it and saw if we could get a table. They said that there would be a table ready in about forty-five minutes. Then we headed up to the very top and we looked through a looking glass things that we used to see the whole city. After about ten minutes of looking around I got bored and asked if we could do something else. We headed back to the bottom and there was a gift shop with a whole bunch of seattle things. I got a miniature space needle. I think that my sister got something boring like a shirt. My parents then said we should all wait outside so we headed to a bench outside. We were talking about how everyone in seattle backed into parking instead of having the back of your vehicle on the outside. After a few more random conversations we saw that it was time to head back to the space needle. Once we got up there, our waiter took us to a seat by the window. I got mac and cheese and a root beer. My sister got chicken tenders a nd a coke. Once we got our food, my sister curled up into a ball and it looked like she started crying, I tried getting her to tell me but she didn t want to talk. Then she said that she thinks that it is a migraine. I didn t know what that was so I asked my mom and she toldShow MoreRelatedMy Favorite Food848 Words   |  4 Pages-Here are some guidelines for writing a descriptive essay: Take time to brainstorm If your instructor asks you to describe your favorite food, make sure that you jot down some ideas before you begin describing it. For instance, if you choose pizza, you might start by writing down a few words: sauce, cheese, crust, pepperoni, sausage, spices, hot, melted, etc. Once you have written down some words, you can begin by compiling descriptive lists for each one. Use clear and concise language. Read More65 Successful Harvard Business School Application Essays 2nd Edition 147256 Words   |  190 PagesGRIFFIN NEW YORK 65 SUCCESSFUL HARVARD BUSINESS SCHOOL APPLICATION ESSAYS, SECOND EDITION. Copyright  © 2009 byThe Harbus News Corporation. All rights reserved. Printed in the United States of America. For-information, address St. Martins Press, 175 Fifth Avenue, New York, N.Y. 10010. www.stmartins.com Library of Congress Cataloging...in..Publication Data 65 successful Harvard Business -School application essays : with analysis by the staff of The Harbus, the Harvard Business School newspaperRead MoreLogical Reasoning189930 Words   |  760 PagesUniversity of Colorado at Denver; Dean J. Nelson, Dutchess Community College; James E. Parejko, Chicago State University; Robert Sessions, Kirkwood Community College; and Stephanie Tucker, California State University Sacramento. Thinking and writing about logical reasoning has been enjoyable for me, but special thanks go to my children, Joshua, 8, and Justine, 3, for comic relief during the months of writing. This book is dedicated to them. For the 2012 edition: This book is dedicated to my wife

History of the Internet - 535 Words

Internet The Internet is a child of the 1960s. 1969 was when the first network of computers, ARPANET, communicated with one another. I took a full decade before the Internet was developed. In 1984, domain names were introduced, bringing with them, the familiar suffixes of â€Å"com† and â€Å"org† (Anonymous, 2013). It didn’t become widely used until the 1990s when two significant developments arrived. In 1991, the World Wide Web (Web 1.0) was released, along with hyper-links, which made navigation easier than in previous years, and, in 1993, the first Web browser, Mosaic, arrived, making for a graphical user experience. By the mid-1990s, an estimated 45 million people were using the Internet (Anonymous, 2013). However, today’s internet use isn’t a side activity, it’s quite the opposite. It’s the main. Everyone is now connect to the internet around the clock While yesteryears websites were static, todays are quite dynamic. This vast medium that is the internet allows users to engage with one another, shop online, bank online, connect with friends/family/colleagues, create media, do business online, and this list just keeps on going. The internet affects the way we live our lives today. Mobile technology In 2003 we didnt have what we now class as a ‘smartphone’ but we had indestructible phones and slow changes in mobile technology such as the colour screen [Blackberry 7210] (Newman, 2013) 2005 was the year Nokia release what would become the best-selling mobile device of all time,Show MoreRelatedHistory of Internet10240 Words   |  41 PagesHISTORY OF COMPUTERS AND THE INTERNET OUTLINE 1B MODULE Steps Toward Modern Computing 31 First Steps: Calculators 31 The Technological Edge: Electronics 31 Putting It All Together: The ENIAC 36 The Stored-Program Concept 36 The Computer’s Family Tree 37 The First Generation (1950s) 37 The Second Generation (Early 1960s) 38 The Third Generation (Mid-1960s to Mid-1970s) 39 The Fourth Generation (1975 to the Present) 41 A Fifth Generation? 44 The Internet Revolution 45 Lessons Learned 48 Read MoreThe History Of The Internet2033 Words   |  9 PagesThe history of the Internet starts with the making of electronic computers in the 1950’s. After a bunch of rabble The first concepts of the Internet were invented in the 1960’s who saw much use in allowing computers to share information. It was mainly used for scientific and military purposes, research, development, and sorts. J.C.R. Licklider of MIT first suggested the idea of a global network of computers in 1962. He moved to the Defense Advanced Research Projects Agency to develop the InternetRead More History Of The Internet Essay1527 Words   |  7 PagesHistory of the Internet Works Cited Buick, Joanna and Jevtic, Zoran. Introducing Cyberspace. New York, NY: Totem Books, 1995. Crick, Prof. Rex E. E-Mail History. [Online] Available http://www2.uta.edu/geology/compulit/mailhist.html, December 20, 1999. Hafner, Katie and Lyon, Mathew. Where Wizards Stay up Late. New York, NY: nbsp;nbsp;nbsp;nbsp;nbsp;Simon amp; Schuster Inc., 1996. quot;Internet.quot; Encyclopedia Britannica, 1999 ed. Kristula, Dave. The History ofRead More The History of the Internet Essay1277 Words   |  6 PagesThe History of the Internet When one thinks of the internet, one may think of America Online, Yahoo!, or of Sandra Bullock being caught up in an espionage conspiracy. For me, it is a means of communication. A way to talk to some of my friends who live off in distant places such as Los Angeles, New Jersey, and the Philippines. The U.S. Defense Department originally had this intent in mind when they connected a computer network with various other radio and satellite networks.[1 Krol] They wantedRead MoreThe History of Internet Piracy1122 Words   |  4 PagesThe History of Internet Piracy and its Impacts Internet piracy and copyright infringement have become major issues around the globe. Internet piracy has also evolved significantly since its beginnings. The effects are particularly felt by multiple industries, including the music, movie and software industries. As a result of the overwhelming effects of piracy, many pieces of legislation have either been proposed or passed in the United States. Piracy has significantly impacted the Internet as aRead MoreHistory Of Internet On The World1486 Words   |  6 PagesJosh Margolis EMF140 November 2, 2015 History of Internet Before the the Internet was created, linking the world, human beings were already thinking with a connected mind. While messages obviously were unable to be transferred electronically, humans invented different ways to trade information and news with other people. Firstly was the post. In order to send a friend a message, a letter would have had to been written and mailed. Mailing messages was a long process, often taking days to getRead More The History Of The Internet Essay2287 Words   |  10 Pages nbsp;nbsp;nbsp;nbsp;nbsp;The internet has come a very long way in the past 50 years. New inovations such as integrated software and hardware has changed the way that poeple view and obtain information today. The internet is a global computer network connecting millions and millions of users throughout the world. quot;It is a network connecting many computer networks and is based on a common addressing system and communications protocol.quot;It has become one of the fastest growing forms ofRead MoreThe History of Computers and the Internet1457 Words   |  6 PagesWith the invention of the internet in the late 1960s and early 1970s, no one had a clue what it would one day develop into. When computers started becoming an everyday household appliance and the internet became more widespread, social networking sites (SNS) were developed as a means of communicating with people across the world. Friendster was launched in 2002, and grew rapidly over the course of three months as people started connecting and networking over the internet instead of in person. MyspaceRead MoreThe History and Development of the Internet1937 Words   |  8 Pagesstart with, we have to discuss the historical backdrop of the Internet and its development. The Internet developed out of improvements in bundle exchanging and circulated machine systems intended to be secure in time of war. Throughout the last few decades, the Internet has had monstrous developing. Several years back, numerou s individuals completed not have machine information and were not mindful of how to utilize it. Today, the Internet is utilized regularly for just about every errand. A huge numberRead More The History and Future of the Internet Essay831 Words   |  4 PagesThe History and Future of the Internet Many believe the internet was an over night sensation, that one day, someone invented the internet and it spread in popularity faster than Tickle Me Elmo or the Macarena. Although the internet did have a surge of commercial popularity, with the invention of Mosaic and later with e-commerce, it was created many years ago with the development of military networking technologies. Also, the internet, unlike many pop culture fads of the nineties, will continue

Ethnic literature Free Essays

Ethnic Literature and Postcolonialism In Barta’s ; â€Å"Gad’s Tangs'† Reading by using Postcolonial theory The definition of ethnic literature â€Å"is literature like any other, except that it contains ethnic references. † (Reilly p. 2). We will write a custom essay sample on Ethnic literature or any similar topic only for you Order Now Another definition of ethnic literature is when there is a literature work that contain religious beliefs, racial issues, linguistics, or cultural heritage. In another word, ethnic literature is the literary work that includes particular culture, beliefs, or linguistics distinction. Postcolonial literary theory draws attention in the issue of cultural difference emerging in the society. One of the issues hich may often appear during the class discussion is hybridity. It seems that people who have been faced by the fact that they are living in a ‘hybrid world’ tend to be confused by their real status. They realize for their interest, but they can not avoid the possibility becoming ‘in between’. Although , they are included into one part, the native part, but on the other hand they can not deny the deep feeling to be pleasant considering themselves different with the other. There is a kind of more value they have compared with their surround, and they think it is worthy to be kept. Of course, this feeling comes into their mind by some reasons. There must be an additional value added into their original culture. The additional value may be in the form of a new ideology, belief or view which are brought by the dominating. The dominated rarely conscious with the impact. They usually only feel that it is a natural process which become the impact of daily social interaction they are engaged in. Another issue which emerges in postcolonial discussion is about dominated-dominating one. We can not expect who actually take the role as ‘dominating’ or ‘dominated’. The practice may turn over, the dominated may become the dominating in the same time oward different object, vice versa. We are also introduced by ‘Otherness’ theory. It makes someone consider that she or he are different from the other, and other people is not the same with her or him. Gad’s Tangs’ tells a story about a girl life, namely Teyi. She is a Javanese girl who grew up in the Javanese tradition. She lives with his parents and sibling in tangsi area. She was taught to become an obedient girl by her mother with many limitations as a girl. She helps her mother to sell fried bananas every day. Teyi finds herself limited by some rules which are considered as the right rules for her mother. She even does not know how ‘love’ or how to be ‘loved’ by a man. She was taught to be a polite woman. She finally finds who she is when she is introduced to Putri Parasi by Ndara Tuan Kapten SarJubehi who has helped her. That is the beginning of her new experience to recognize a new world, the world that she has never imagined before. Putri Parasi teaches her everything to be ‘a good lady. Putri Parasi likes Teyi for her politeness. She more likes Teyi after being saved when her disease comes immediately. Putri Parasi expects to teach her how to behave well. She even teaches Teyi to speak Dutch. Teyi starts to be able to read and write. Putri Parasi really wants to prepare her to be taken to Surakarta Keraton and introduced her to a man who will be married with her. She plans to make Teyi deserve to have a husband from Keraton families. In the novel Gadis Tangsi written by Suparto Brata, we can see some unexpected phenomenon occur. It makes me realize that actually there are still many things covered even by what Javanese people considered as ‘budaya adiluhung. The word ‘politeness’, ‘hospitality and ‘dignity which come into people mind when they heard about Javanese culture become blur after they read this novel. Javanese woman who is considered as an obedient woman and become a mercy for whom takes her as a wife may be surprised by what Suparto tells about Teyi and Dumilah. He brings them in this novel as representative of Javanese woman character, in different point of view. However, the story about them, for me, is far from the stereotype of common Javanese women (may be Just a few). The feeling of ‘in between’ seem to be experienced by Teyi. She starts to know about how the way the higher status people behave since she meets Putri Parasi. Teyi realizes that her life style is quite different from her, and she is glad when she knows hat Putri Parasi does not mind introducing this new culture to her. From this intentional interaction, after she is taught how to behave like ‘putri bangsawan’, Teyi starts to consider she has a chance to be the same with them. Even she lives with her parents, she starts to consider that she is better than them. She has been raised from the lower part. She has more power than the people in the house. The very obvious impact of this teaching actually appears when Teyi has been left by Putri Parasi. After she passed away, Teyi become independent from the influence of Putri Parasi. Although, there are still some traces of her teaching inside Teyi which reflect in the way she behaves. She seems take the dominating position over her husband, Sapardal. Sapardal feeling about his lower position when they have been married becomes the cause of the divorce. Only two days of marriage, and Teyi considers that she has a right to sue divorce, while Sapardal can only keep silent without any comment. In this relationship, Sapardal as a man who actually considered as the dominating’ take the role as the dominated’. He does not feel on the same level with Teyi. He admits that he has no power compared to Teyi. He even has no courage to touch her in their first night of marriage. Here, we can see the role between man and woman has shifted. Brata seems to show us that the role of people in the society is like running on the moving wheel. The dominating and dominated are only a symbol of someone position, which also can be shifted based on where we are standing. Sapardal may fail in maintaining his position as superior in front of Teyi. The cultural change also appears in this novel. Sexual intercourse is not considered as a sacral any longer for almost all the women in this novel. During my reading, I wonder if I ead Indonesian culture literary work, especially belong to Javanese one. However, Brata wrote the novel using the Indonesian condition in the past, in the colonial occupation. In this situation, it is not easy to determine which one who still hold the original value since the influence of other ideology come into the life in that simple way. The force of a new ideology input is not directly felt in this novel. The indigenous people enjoy the acculturation between the dominated and the dominating. It also happens in the shifting of the way they see sexual intercourse actually is. What we call as a taboo becomes commonly conducted by the people. Teyi is defined as a free woman, even she has been married and becomes a wife of Sapardal, and she breaks the rule by having intercourse with Ndara Tuan Kapten SarJubehi. It seems that she wants to take a revenge to Dumilah who is considered nad cheated ner by having romantic attair witn ner master. Sapardal can not do anything. He has failed to become a good husband. This thinking is from his own side. When we look at this phenomenon, again, Teyi proves that she has had a power over a man from her own society. She starts to have a right to consider a man like Sapardal is not at the same level with her. However, in my opinion it will not happen if Sapardal never has the way of thinking. Actually, he has thought that she is great and different from the other woman in his environment before they are married. That makes he has no courage to touch her at their first night. It also makes Teyi feels not being regarding or respecting as a wife. She thinks that Sapardal has no desire toward her, and she thinks that it is better to ask divorce. What a short way of thinking! I found that Teyi has put a wrong way of thinking about what Putri Parasi had taught to her. It seems that she does not consider marriage as a sacral relationship any longer. ‘Love’ relationship has been considered as a ‘real’ relationship when we have passion to have sex with our couple. Is that so simple? That is the way Teyi think about love basically. It is shown also when she does not mind to have sex with her ex-master, Ndara Tuan Kapten SarJubehi, and then she starts to love someone else, Ndara Mas Kus. There is no any guilty feeling. Finally, we can conclude that there are three aspect of postcolonial reading for Gadis Tangsi has been discussed above. First, hybridity appears when Teyi finds herself has involved nd being a part of Putri Parasi’s society, Keraton environment since she has been able to behave and speak like her, so she considers that she is a part of Putri community. While she has that feeling, she still can not avoid other people consideration about her who is only becoming a servant and will not become like them. Second, dominating feeling toward Sapardal comes into her mind. There is dominating-dominated in shifting model between them. It seems a denial for a man who usually considered as the dominating one, while Teyi proves that it can be shifted. Last, ‘Otherness’ theory also emerges in this novel. After having taught to ave attitude and behave like Putri Parasi model, Teyi finally considers herself different with other woman in her society. How to cite Ethnic literature, Papers

Modelling Corporate Communications System †MyAssignmenthelp.com

Question: Discuss about the Modelling Corporate Communications System. Answer: Introduction Communication is not just a process. It is an art of first reading or listening the information, understanding it, processing it and then transferring it (Gibson and Hodgetts, 2010). There is a big amount of efforts which goes into communication. Spoken language, body language, voice modulation and gesticulations are few of the significant communication features. If the other person is unable to understand any of these communication factors, then the process of communication fails. Communication means transferring information from a sender to a receiver, with the information that a receiver can understand. The process of communication starts with the sender to encode an idea which is sent in visual, writer, oral or some other form to the receiver. Decoding of message is done by the receiver and receiver tries to understand the message sent by the sender. Hence, in turn consequence in some change or action. However the process of communication could be interrupted by noise that is som ething which hinders communication (Zaumane, 2016). Communication comprises the sharing of information and idea. Whereas several individuals believe that communication is mainly in the oral or written form, communication is actually much more. A knowing look or a gentle touch could also communicate a message clear and loud, as can an angry slap or hard push. So, communication is an interaction amongst two individuals in which something is exchanged (Pincus, 1986). Information: Management is able to keep the employees well informed about the organizations programmes and plans. Effective communication is needed to communicate information to the staff. By sharing information, management is able to build loyalty amongst the workers. Social Interaction: Communication a chief source of social interactions. It assists individuals to express their emotions and feelings. Communication of emptions and moods assists to understand the members of the organization and hence the objectives of the organization and group could be effectively attained (D'Aprix, 2006). Improved performance: Effective communication eases clear information to the personnel. Hence, the personnel are able to better understand their job and feel more involved in them. This inspires better job satisfaction and performance (Ivancevich, Lorenzi and Crosby, 2014). Clarification: With the help of effective communication, management is able to clarify certain issues or matters with the employees. Sometimes, employees might ask queries on policies and plans of the organization. By communicating effectively, management can answer such queries. The management is also able to clarify the doubts/queries of the outsiders like suppliers, customers, etc. (Byrne and LeMay, 2006). Training and development: Communication is important for development and training of the employees. Trainers must be effective communicators. Excellent communication from the trainers side assists the trainees to understand easily the concept and other issues. Greater efficiency: There is a requirement of effective communication to attain greater efficiency in the company. At all levels managers need to communicate well, so that personnel attain greater returns at lesser cost (Berko, Wolvin and Curtis, 2014). Influence of Effective Decoding and Coding The model of communication process proposes that effectiveness of communication relies on the ability of the receiver and sender to accurately and efficiently decode and encode information. There are 4 factors identified by experts to impact the effectiveness of the decoding-encoding process. The first aspect is that receivers and senders capability and motivation to communicate the channel of communication (Rehmeyer, 2007). Few individuals better communicate via face-to-face conversation and prefer using this channel of communication. Others feel awkward communicating face to face; however feel comfortable via text messages and other instant messaging applications. Usually, the process of encoding-decoding is more effective when both the parties are expert at using the opted channel of communication and like using that communication medium (Cass, 2011). The second aspect is the degree to which both the parties have alike code books (dictionary of idioms, gestures, language, symbol and other tools used to communicate message) with the code books similar to this, the communication participants are capable of encoding and decoding more correctly since they both have the similar or alike meaning. The efficiency of communication is able improved since there is a fewer requirement for redundancy (like saying the same things in different methods) and lesser requirement for confirming feedback (so, are you saying this?) (Al-Ghamdi, Roy and Ahmed, 2007). The third factor which impacts the effectiveness of the process of encoding-deciding is the degree to which mental models are shared by both the parties regarding the context of the message. Metal models are the internal depictions amongst those features. When coder and decoder have shared common models, they have a mutual environmental understanding concerning to the information, so lesser communication is essential to clarify meaning about the situation. Notice that sharing of same mental models varies from sharing the same code book of the topic context. Mental models are knowledge structures of topics setting whereas codebooks consist of symbols used to communicate content of the message (Quirke, 2008). The fourth factor inducing the effectiveness of the process of encoding-decoding is the experience of sender to communicate the message. As individuals turns to be more acquainted with the subject matter, they build more colourful or efficient language to define the subject. In simple sentence, they turn out to be more capable at using the symbols codebook to communicate the message (Chia, 2011). This is comparable to the effect of sport practice or job training. The more experiences and practices attained at communicating a subject, the more individuals learn how to transmit efficiently others with that information. The two major kinds of communication channels are non-verbal and verbal. Several forms of Web-based communication are commonly used in organization, email or electronic mail is one amongst the most popular. Even though email is one of the proficient and a beneficial cabinet, however it is comparatively poor at communication emotions; it inclined to diminish the respect and politeness; it is an ineffective mode for communicating in novel, complex and ambiguous circumstances; and it contributes to overload of information. Websites like virtual reality platforms, Facebook, wikis and other social media forms are becoming popular in the organization. Social media comprises of web-based tools (applications, websites, etc.) which permit the users to produce and exchange information. They serve various functions, comprising of presentation of the identity of a person, empowering conversations, information sharing, sensing others presence in the virtual space, relationship maintenance, reveal ing status or reputation. Non-verbal communication comprises of physical distance, voice intonation, facial gestures and silence as well. Unlike verbal communication, non-verbal communication is less bound to rules and is usually non-conscious and automatic. Few non-verbal communications are automatic by a process known as emotional contagion (Chen, Silverthorne and Hung, 2006). The 2 important factors to be considered while choosing an appropriate channel for communication in a specific situation are: Social Acceptance and Media Richness. Social Acceptance: It denotes to how well the medium of communication is supported and proved by an individual, team and the company (Daft and Lengel, 2014). The first aspect in social acceptance is the teams and organizations norms concerning the usage of definite channels of communication. Norms partially describe why discussions over telephone are more common amongst the employees in few organizations, while instant messaging or email is the medium of choice in other companies. Few companies believe meeting the personnel face-to-face, while similar conversations and emails are erratic events somewhere else. Norms also form the use of media of communication for individuals in particular role. For example, employees in the frontline are less expected to personally visit the CEO of the organization, whereas, most of them are expected to write an email. The second factor for social acceptance is the preference of an individual for particular channel of communication. Sometimes it is e xplored that a co-worker prefers to send an e-mail instead of voice-mail, or desire to meet is personnel instead of other thinking its necessity. Such preferences are because of personality traits, an also due to previous experience and reinforcement with specific channels. The thirds factor of social acceptance is to deliberate symbolic meaning of channel. Some channels of communication are reviewed as impersonal while rest are quite personal; few are reflected professionals and rest are casual; few are not cool and other are (Bovee and Thill, 2012). Media Richness: Accompanied with social acceptance, individuals select media to communication grounded on their media richness. It is defined as the capacity of the medium to carry the data, the variety and volume of information which could be transmitted during a particular time (Daft and Lengel, 2014). The below diagram demonstrated various channels of communication organized in a richness hierarchy, with lean data and face to face interaction- merely reports at the end. A channel of communication has high richness when it is capable of conveying multiple cues (like non-verbal and verbal information), permits timely feedback to sender from receiver, permits the sender to customize message to the receiver and utilizes complex symbols (like phrases and words with multiple meaning). In media richness hierarchy, communication is at the top of the media, since it permits communicating both non-verbally and verbally at the same time, to obtain feedback almost instantly from the receiver, to spontaneously modify the style and message, and to use complex language like idioms and metaphors (Wzi?tek, 2016). Barriers to Effective Communication Despite of the best intentions of the receiver and sender to communicate, numerous barriers known as noise hinder the effective information exchange (Burnett and Dollar, 2009). The first obstacle in the communication is the imperfect perceptual process of both receiver and sender. Receivers doesnt listen properly and sender assumes that information has been properly understood. Expectations and needs impacts the signals noticed and ignored. The people are not even better as sender. According to the studies people face difficulty stepping out of their own perceptions and stepping into others perspective, so people end up overestimating that how well others understand the message communicated by us (Larkin and Larkin, 2014). The second barrier is that occasionally messages get filtered on their way down or up the organizational hierarchy. Filtering might cause delaying or deleting the negative information or using works which are less harsh, so the message sounds to be more favourable. Sometimes crucial information is also filtered which may change the complete meaning of the message to be delivered causing miscommunication (Welch and Jackson, 2007). The third barrier is the language difference, even when two individuals speak the same language, the meaning for both of them are different for a specific phrase and word. For instance, a French employee may call an event a catastrophe as a casual exaggeration, whereas somebody in Germany typically interprets this word literally as an earth-shaking event. It doesnt matter how well a person knows a language, phrases and words have enough ambiguity to generate confusion (Goldhaber, Porter, Yates and Lesniak, 2013). As the cultural diversity and globalization are increasing, there are high chances that issues of cross cultural communication may arise and its the fourth barrier to effective communication. Cultures could be differentiated on the grounds of whether they are low-context and use direct style of speech or are high context and use indirect style of speech. In cultures having high context, in order to understand the message a close observation in the context in which it takes place is required, whereas in the low context cultures, speech is more direct and can be considered at the face value (Downs and Hazen, 2012). In cross culture communication, language is also a most obvious challenge. In verbal communication sometimes words might be easily misunderstood in verbal communication by the receiver. Non-verbal communication also signifies other potential areas of misunderstanding across cultures because many non-conscious gestures have the similar denotation round the globe, however deli berate gestures have diverse meanings (Wieseke, Ahearne and Dick, 2009). The sixth barrier to the communication is the Gender stereotypes; it establishes strong expectations regarding how women and men communicate. Men are expected to converse in an assertive way, whereas women are expected to be more relationship-oriented in the style of their communication. Violation of these stereotypes creates problems for women, and can prompt reaction; they are less powerful when they are communicating in an assertive way and their performance is negatively assessed (Hargie and Tourish, 2009). Communicating the Message Effectively Getting the message across to the receiver, the communication happens effectively when a receiver is capable of receiving and understanding the message. In order to complete this challenging task, the sender should learn to emphasize with the receiver, repeat the message, chose the suitable time for the discussion and instead of being evaluative it should be descriptive (Littlejohn and Foss, 2008). Active listening is the process of sensing actively the signals of the sender, assessing them correctly and responding suitably (Poster, 2014). There are 3 elements of active listening i.e. sensing, evaluating and responding. Sensing is the process of receiving signals from the sender and paying attention to sender. Evaluating component comprises of understanding the significance of the message and remembering it. The third component of active listening is responding, it is a feedback given by the receiver to sender, which directs and inspires the speaker for communicating (Tourish and Hargie, 2009). In earlier times, personnel used to receive the official news by hard copy magazines and newsletters. Though this means of communication is still been used by few companies to communicate, however most of the companies have swapped it with web-based information sources. The organization magazines are now published on web pages or circulated in PDF format. The benefit of this e-zines is that organization news are now been distributed and prepared speedily (Clampitt, 2009). Direct communication with the top management Senior executives can better understand if they are able to meet directly with employees and other stakeholders. The strategies such as town hall meetings are followed by the top management to interact with their colleagues. Some companies conduct personnel roundtable forums to listen to the options from a small set of staff regarding various problems. Following such direct strategies of communication possibly minimise the filtering, as management listens directly to employees. In the similar way it assists the management in understanding the organizational problems thoroughly and quickly. Also, employees would have more responsiveness for the decisions taken by the management because the situation was discussed with them before taking the decision (Malmelin, 2007). It does not matter how much the leaders of the organization tries to have communication via wikis, e-zines and other methods, personnel will still depend on the oldest channel of communication, i.e. corporate grapevine. The grapevine is an informal and unstructured informal network established on social relationships instead of job descriptions or organisational charts (Bennett, Owers and Tucker, 2010). Some eras ago, according to the research conducted, stated that the grapevine transmits information very quickly throughout the organizations, in all the directions. The classic pattern is a cluster chain, whereby a few individual vigorously transmit rumours to several others (TowersWatson, 2010). The grapevine works with the help of informal social networks, so it is more active where personnel have alike backgrounds and are capable of communicating easily. Several rumours appear to have at least a seed of truth, probably since they are communicated through media-rich communication channels (example face to face) and personnel gets motivation to effectively communicate. However, the grapevine misrepresents information by erasing fine details and amplifying main points of the story (Akkirman and Harris, 2005). Few of these features may be still stand correct, however other characteristics of the grapevine almost definitely have transformed as blogs, social networking sites and emails have swapped the traditional water cooler discussion as gossip sources. For instance, numerous Facebook sites are themed about particular organizations, permitting customers and workforces to vent their grievances regarding specific companies. Along with modifying the network and speed of corporate grapevines, information technologies have stretched these networks not just around the next cubicle but around the globe (Wright and Noe, 2011). Conclusion For a business organization communication is its life blood. No organization will be able to progress or attain success, develop reputation, and win customers and friends without effective skills of communication. Organizations will continue to operate well by leaving the employees to do their jobs and let internal communication take care of itself. Communication can improve the organizational effectiveness. The more information individuals have, more promptly they get it, and the better connections they have with other people in the company, and this will lead to better work of the organization, which in turn helps the people to feel better about their jobs and about the company. The ultimate beneficiaries of all this are the organization, community and the target population, which finds itself with community respect, satisfied participants and efficient and committed staff members. In an organization the communication becomes effective and successful when the communication process is implemented. Employees will be able to develop their skills of communication when theyll be following the communication process and are staying away from various barriers. The researches have demonstrated that people those are able to understand the process of communication will flourish into more impactful communicators and people those have effective communication skills have higher opportunity to attain success. References Burnett, M.J., and Dollar, A. (2009). Business Communication: Strategies for Success. Houston, Texas: Dane. Ivancevich, J.M., Lorenzi, P., Skinner, S.J., and Crosby, P.B. (2014). Management: Quality and Competitiveness. Burr Ridge, IL: Irwin. Gibson, J.W., and Hodgetts, R.M. (2010). Business Communication: Skills and Strategies. NY, NY: Harper and Row. Bovee, C.L., and Thill, J.V. (2012). Business Communication Today. NY, NY: McGraw-Hill. Berko, R.M., Wolvin, A.D., and Curtis, R. (2014). This Business of Communicating. Dubuque, IO: WCB. Wright, P.M., and Noe, R.A., (2011). Management of Organizations. Chicago, IL: Irwin. Zaumane, I. (2016). The internal communication crisis and its impact on an organizations performance. Journal of Business Management. No.12. Chia, J. (2011). Communicating, connecting and developing social capital for sustainable organizations and their communities. Australasian Journal of Regional Studies. Vol.17, No.3. Wzi?tek-Sta?ko, A. (2016) Efficient communication between a manager and an employee as a way to sustainable development of the contemporary organization-based on empirical research. Management theory and studies for rural business and infrastructure development. Nr. 2 (26). Research papers. Quirke, B. (2008). "Making the Connections; using Internal Communications to turn strategy into action", Burlington, VT: Gower Publishing Company Larkin, TJ and Larkin S. (2014). "Communicating Change: winning employee support for new business goals", New York, NY: McGraw-Hill, Inc "How Much Does The Internet Weigh?", by Stephen Cass, Discover, 2011 "The Internet spreads its tentacles" , Julie Rehmeyer, Science News, Vol. 171, No. 25, pp. 387388, 23 June 2007 Meeting and Convention Planners. (2009, December 17). U.S. Bureau of Labor Statistics. Retrieved April 21, 2010 Akkirman, A., and Harris, D. (2005). Organizational communication satisfaction in the virtual workplace. Journal of Management Development, 24(5), 397-409. Al-Ghamdi, S., Roy, M., and Ahmed, Z. (2007). How employees learn about corporate strategy: An empirical analysis of a Saudi manufacturing company. Cross Cultural Management: An International Journal, 14(4), 273-285. Bennett, J., Owers, M., Pitt, M., and Tucker, M. (2010). Workplace impact of social networking. Property Management, 28(3), 138-148. Byrne, Z., and LeMay, E. (2006). Different media for organizational communication: Perceptions of quality and satisfaction. Journal of Business and Psychology, 21(2), 149-173. Chen, J., Silverthorne, C., and Hung, J. (2006). Organization communication, job stress, organizational commitment, and job performance of accounting professionals in Taiwan and America. Leadership and Organization Development Journal, 27(4), 242-249. Clampitt, P. G. (2009). The questionnaire approach. In O. Hargie and D. Tourish (Eds.), Auditing Organizational Communication. London: Routledge. D'Aprix, R. (2006). Throwing rocks at the corporate rhinocerous, the challenges of employee engagement. In T. L. E. Gillis (Ed.), The IABC Handbook of Organizational Communication. San Francisco: John Wiley and Sons. Daft, R., and Lengel, R. (2014). Organizational information requirements, media richness and structural design. Management Science, 554-571. Downs, C., and Hazen, M. (2012). A factor analytic study of communication satisfaction. Journal of Business Communication, 14(3), 63. Goldhaber, G., Porter, D., Yates, M., and Lesniak, R. (2013). Organizational communication: 1978. Human Communication Research, 5(1), 76-96. Hargie, O., and Tourish, D. (Eds.). (2009). Auditing Organizational Communication. London: Routledge. Littlejohn, S. W., and Foss, K. A. (2008). Theories of Human Communication (Ninth ed.). Belmont: Thomson Higher Education. Malmelin, N. (2007). Communication capital: Modelling corporate communications as an organizational asset. Corporate Communications: An International Journal, 12(3), 298-310. Poster, M. (2014). The Second Media Age: Polity Press Cambridge, UK. Pincus, J. (1986). Communication satisfaction, job satisfaction, and job performance. Human Communication Research, 12(3), 395-419 Tourish, D., and Hargie, O. (2009). Communication and organizational success In O. Hargie and D. Tourish (Eds.), Auditing Organisational Success. London: Routledge. TowersWatson. (2010). Capitalizing on Effective Communication, . 2009/2010 Communication ROI Study Report. Wieseke, J., Ahearne, M., Lam, S., and Dick, R. (2009). The role of leaders in internal marketing. Journal of Marketing, 73(2), 123-145. Welch, M., and Jackson, P. R. (2007). Rethinking internal communication: a stakeholder approach. Corporate Communications: An International Journal, 12(2), 177-198.

A Guide to Elliptical Constructions

A Guide to Elliptical Constructions A Guide to Elliptical Constructions A Guide to Elliptical Constructions By Mark Nichol An elliptical construction is one in which a word or phrase implied by context is omitted from a sentence, usually because it is a repetition of a preceding word or phrase. The three principal types of elliptical construction, with the omitted text enclosed in brackets, follow: Noun ellipsis: â€Å"I went swimming, and John went [swimming], too.† Verb ellipsis: â€Å"She favors romantic comedies, and Jane [favors] musicals.† Verb-phrase ellipsis: â€Å"He went for a walk, but they didn’t [go for a walk].† In a sentence in which repeated elements recur in more than one clause, a comma marks the elision of these words or phrases, and the clauses are separated by semicolons: â€Å"Igneous rock is formed from the cooling and solidification of magma of lava; sedimentary, from sedimentation of surface and underwater material; and metamorphic, from heat or pressure action on igneous, sedimentary, or another metamorphic type of rock.† In simpler sentences, you may omit the comma if you also replace a semicolon with a conjunction: â€Å"Molten rock is called magma in its subterranean form and lava during and after eruption.† But if you retain the semicolon, retain the marker comma as well: â€Å"Molten rock is called magma in its subterranean form; lava, during and after eruption.† Elliptical construction is particularly useful when listing statistics: â€Å"In 2010, he hit fifty-five home runs; in 2009, thirty-seven; and in 2008, forty-six,† or â€Å"In the school election, Tom received 345 votes and Tina 322.† Proper ellipsis in sentences spoken by different people varies: When John says, â€Å"Mary graduated,† Jane can simply reply, â€Å"She did?† rather than echoing, â€Å"She did graduate?† or â€Å"Did she graduate?† But if John says, â€Å"Mary graduated with honors,† Jane can’t respond, â€Å"Jim with highest honors.† When a verb form is omitted in one of two instances, its repetition, not its original appearance, should be omitted: â€Å"My sister has never gone mountain climbing, and never will,† not â€Å"My sister has never and will never go mountain climbing.† (â€Å"My sister has never . . . go† is ungrammatical.) When using an elliptical construction that in its full form would employ the comparative terms as and than, do not omit the first instance of the terms before the conjunction: â€Å"Golden eagles are as large as and just as majestic as bald eagles,† not â€Å"Golden eagles are as large and just as majestic as bald eagles.† Similarly, do not omit than: â€Å"Coyotes are smaller than but just as impressive as wolves,† not â€Å"Coyotes are smaller but just as impressive as wolves.† To test for grammatical soundness, temporarily omit the phrase including the conjunction and the comparative up to the object: â€Å"Golden eagles are as large . . . bald eagles† and â€Å"Coyotes are smaller . . . wolves† are ungrammatical. Also, be sure to omit only the words not essential for clarity: â€Å"The bus doesn’t go to or return from the city,† not â€Å"The bus doesn’t go or return from the city.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:7 Examples of Passive Voice (And How To Fix Them)English Grammar 101: Verb MoodNarrative, Plot, and Story

General Omar Bradley in World War II

General Omar Bradley in World War II General of the Army Omar N. Bradley was a key American commander during World War II and later served as the first Chairman of the Joint Chiefs of Staff. Graduating from West Point in 1915, he served stateside during World War I before advancing through the ranks during the interwar years. With the beginning of World War II, Bradley trained two divisions before serving under Lieutenant General George S. Patton in North Africa and Sicily. Known for his understated nature, he earned the nickname the G.I. General and later commanded the First U.S. Army and 12th Army Group in Northwest Europe. Bradley played a central role during the Battle of the Bulge and directed American forces as they drove into Germany. Early Life Born at Clark, MO on February 12, 1893, Omar Nelson Bradley was the son of schoolteacher John Smith Bradley and his wife Sarah Elizabeth Bradley. Though from a poor family, Bradley received a quality education at Higbee Elementary School and Moberly High School. After graduation, he began working for the Wabash Railroad to earn money to attend the University of Missouri. During this time, he was advised by his Sunday school teacher to apply to West Point. Sitting the entry exams at Jefferson Barracks in St. Louis, Bradley placed second but secured the appointment when the first place finisher was unable to accept it. West Point Entering the academy in 1911, he quickly took to the academys disciplined lifestyle and soon proved gifted at athletics, baseball in particular. This love of sports interfered with his academics, however he still managed to graduate 44th in a class of 164. A member of the Class of 1915, Bradley was classmates with Dwight D. Eisenhower. Dubbed the class the stars fell on, 59 of the class members ultimately became generals. World War I Commissioned as a second lieutenant, he was posted to the 14th Infantry and saw service along the US-Mexico border. Here his unit supported Brigadier General John J. Pershings Punitive Expedition which entered Mexico to subdue Pancho Villa. Promoted to first lieutenant in October 1916, he married Mary Elizabeth Quayle two months later. With the US entry into World War I in April 1917, the 14th Infantry, then at Yuma, AZ, was moved to the Pacific Northwest. Now a captain, Bradley was tasked with policing copper mines in Montana. Desperate to be assigned to a combat unit heading to France, Bradley requested a transfer several times but to no avail. Made a major in August 1918, Bradley was excited to learn that the 14th Infantry was being deployed to Europe. Organizing at Des Moines, IA, as part of the 19th Infantry Division, the regiment remained in the United States as a result of the armistice and influenza epidemic. With the U.S. Armys postwar demobilization, the 19th Infantry Division was stood down at Camp Dodge, IA in February 1919. Following this, Bradley was detailed to South Dakota State University to teach military science and reverted to the peacetime rank of captain. Fast Facts: General Omar N. Bradley Rank: General of the ArmyService: U.S. ArmyBorn: February, 12, 1893 in Clark, MODied: April 8, 1981 in New York, NYParents: John Smith Bradley and Sarah Elizabeth BradleySpouse: Mary Elizabeth Quayle, Esther BuhlerConflicts: World War II, Korean WarKnown For: D-Day (Operation Overlord), Operation Cobra, Battle of the Bulge Interwar Years In 1920, Bradley was posted to West Point for a four-year tour as a mathematics instructor. Serving under then-Superintendent Douglas MacArthur, Bradley devoted his free time to studying military history, with a special interest in the campaigns of William T. Sherman. Impressed with Shermans campaigns of movement, Bradley concluded that many of the officers who had fought in France had been misled by the experience of static warfare. As a result, Bradley believed that Shermans Civil War campaigns were more relevant to future warfare than those of World War I. Promoted to major while at West Point, Bradley was sent to the Infantry School at Fort Benning in 1924. As the curriculum stressed open warfare, he was able to apply his theories and developed a mastery of tactics, terrain, and fire and movement. Utilizing his prior research, he graduated second in his class and in front of many officers who had served in France. After a brief tour with the 27th Infantry in Hawaii, where he befriended George S. Patton, Bradley was selected to attend the Command and General Staff School at Fort Leavenworth, KS in 1928. Graduating the following year, he believed the course to be dated and uninspired. Departing Leavenworth, Bradley was assigned to the Infantry School as an instructor and served under future-General George C. Marshall. While there, Bradley was impressed by Marshall who favored giving his men an assignment and letting them accomplish it with minimal interference. In describing Bradley, Marshall commented that he was quiet, unassuming, capable, with sound common sense. Absolute dependability. Give him a job and forget it. Deeply influenced by Marshalls methods, Bradley adopted them for his own use in the field. After attending the Army War College, Bradley returned to West Point as an instructor in the Tactical Department. Among his pupils were the future leaders of the US Army such as William C. Westmoreland and Creighton W. Abrams World War II Begins Promoted to lieutenant colonel in 1936, Bradley was brought to Washington two years later for duty with the War Department. Working for Marshall, who was made Army Chief of Staff in 1939, Bradley served as  assistant secretary of the General Staff. In this role, he worked to identify problems and developed solutions for Marshalls approval. In February 1941, he was promoted directly to the temporary rank of brigadier general.  This was done to allow him to assume command of the Infantry School. While there he promoted the formation of armored and airborne forces as well as developed the prototype Officer Candidate School. With the US entry into World War II on December 7, 1941, Marshall asked Bradley to prepare for other duty. Given command of the reactivated 82nd Division, he oversaw its training before fulfilling a similar role for the 28th Division. In both cases, he utilized Marshalls approach of simplifying military doctrine to make it easier for newly recruited citizen-soldiers. In addition, Bradley utilized a variety of techniques to ease draftees transition to military life and boost morale while also implementing a rigorous program of physical training. As a result, Bradleys efforts in 1942, produced two fully trained and prepared combat divisions. In February 1943, Bradley was assigned command of X Corps, but before taking the position was ordered to North Africa by Eisenhower to troubleshoot problems with American troops in the wake of the defeat at Kasserine Pass. Lieutenant General Omar Bradley on the navigation bridge of USS Ancon (AGC-4), en route to the invasion of Sicily, 7 July 1943. With him is Captain Timothy Wellings, USN. US Naval History and Heritage Command North Africa Sicily Arriving, Bradley recommended that Patton be given command of the U.S. II Corps. This was done and the authoritarian commander soon restored the units discipline. Becoming Pattons deputy, Bradley worked to improve the fighting qualities of the corps as the campaign progressed.  As a result of his efforts, he ascended to command of II Corps in April 1943, when Patton departed to aid in planning the invasion of Sicily. For the remainder of the North African Campaign, Bradley ably led the corps and restored its confidence. Serving as part of Pattons Seventh Army, II Corps spearheaded the attack on Sicily in July 1943. During the campaign in Sicily, Bradley was discovered by journalist Ernie Pyle and promoted as the G.I. General for his unprepossessing nature and affinity for wearing a common soldiers uniform in the field. D-Day In the wake of the success in the Mediterranean, Bradley was selected by Eisenhower to lead the first American army to land in France and to be prepared to subsequently take over a full army group. Returning to the United States, he established his headquarters at Governors Island, NY and began assembling staff to assist him in his new role as commander of the First U.S. Army.  Returning to Britain in October 1943, Bradley took part in the planning for D-Day (Operation Overlord). Senior U.S. officers watching operations from the bridge of USS Augusta (CA-31), off Normandy, 8 June 1944. They are (from left to right): Rear Admiral Alan G. Kirk, USN, Commander Western Naval Task Force; Lieutenant General Omar N. Bradley, U.S. Army, Commanding General, U.S. First Army; Rear Admiral Arthur D. Struble, USN, (with binoculars) Chief of Staff for RAdm. Kirk; and Major General Ralph Royce, U.S. Army. National Archives and Records Administration A believer in employing airborne forces to limit German access to the coast, he lobbied for the use of the 82nd and 101st Airborne Divisions in the operation. As commander of the U.S. First Army, Bradley oversaw the American landings on Omaha and Utah Beaches from the cruiser USS Augusta on June 6, 1944. Troubled by the stiff resistance at Omaha, he briefly considered evacuating troops from the beach and sending the follow-on waves to Utah. This proved unnecessary and three days later he shifted his headquarters ashore. Northwest Europe As Allied forces built up in Normandy, Bradley was elevated to lead the 12th Army Group. As early attempts to push deeper inland failed, he planned Operation Cobra with the goal of breaking out of the beachhead near St. Lo. Commencing in late July, the operation saw a liberal use of air power before ground forces smashed through the German lines and began a dash across France. As his two armies, the Third under Patton and the First under Lieutenant General Courtney Hodges, advanced towards the German border, Bradley advocated for a thrust into the Saarland. Lieutenant General Sir Miles C. Dempsey (right) with the 21st Army Group commander, General Sir Bernard Montgomery (center), and U.S. First Army commander, Lieutenant General Omar Bradley (left), 10 June 1944. Public Domain This was denied in favor of Field Marshal Bernard Montgomerys Operation Market-Garden. While Market-Garden bogged down in September 1944, Bradleys troops, spread thin and short on supplies, fought brutal battles in the Hà ¼rtgen Forest, Aachen, and Metz. In December, Bradleys front absorbed the brunt of the German offensive during the Battle of the Bulge. After stopping the German assault, his men played a key role in pushing the enemy back, with Pattons Third Army making an unprecedented turn north to relieve the 101st Airborne at Bastogne. During the fighting, he was angered when Eisenhower temporarily assigned First Army to Montgomery for logistical reasons. Promoted to general in March 1945, Bradley led 12th Army Group, now four armies strong, through the final offensives of the war and successfully captured a bridge over the Rhine at Remagen. In a final push, his troops formed the southern arm of a massive pincer movement which captured 300,000 German troops in the Ruhr, before meeting up with Soviet forces at the Elbe River. Postwar With the surrender of Germany in May 1945, Bradley was eager for a command in the Pacific. This was not forthcoming as General Douglas MacArthur was not in need of another army group commander. On August 15, President Harry S. Truman appointed Bradley to the head of the Veterans Administration. While not thrilled with the assignment, Bradley worked diligently to modernize the organization to meet the challenges it would face in the postwar years. Basing his decisions on the needs of veterans rather than political considerations, he built a nationwide system of offices and hospitals as well as revised and updated the G.I. Bill and arranged for job training. In February 1948, Bradley was appointed Army Chief of Staff to replace the departing Eisenhower. He remained in this post only eighteen months as he was named the first Chairman of the Joint Chiefs of Staff on August 11, 1949. With this came a promotion to General of the Army (5-star) the following September. Remaining in this position for four years, he oversaw U.S. operations during the Korean War and was forced to rebuke General Douglas MacArthur for wishing to expand the conflict into Communist China. Later Life Retiring from the military in 1953, Bradley moved into the private sector and served as chairman of the board of the Bulova Watch Company from 1958 until 1973. Following the death of his wife Mary of leukemia in 1965, Bradley married Esther Buhler on September 12, 1966. During the 1960s, he served as a member of President Lyndon Johnsons Wise Men think tank and later acted as a technical advisor on the film Patton. Bradley died on April 8, 1981, and was buried at Arlington National Cemetery.

Philosophies, Beliefs and Teaching Methods of Rudolf Steiner Essay

Philosophies, Beliefs and Teaching Methods of Rudolf Steiner - Essay Example However, intelligentsia within the country concerned with educational matters has endeavoured to bring about improvements from time to time by incorporating the accepted philosophical ideologies and evidence based scientific principles discovered, tried and tested through continuous research. Rudolf Steiner’s methodologies which promote nurturing a child’s inherent talents through a unique practice of interactive teaching aims at building personalities’ which emerge out of a child’s own initiative and desired goals in life. Compared to traditional public education where strictly defined and delineated subjects are to be mastered at specific stages in the child’s life, Steiner’s model has been considered to be a better method to impart real education by its proponents. However, deciding what the traditional model lacks as compared to Steiner’s model is a difficult task as all teaching activity at the early stages of a child’s lif e takes into consideration the capabilities, interests and limitations within which a young learner performs. Even in the tried and tested traditional model, teachers are careful and considerate of a pupil’s capabilities and deliver knowledge through well designed and attractive course curricula specifically designed for particular age groups. The propensity of Steiner-Waldorf schools is sparse in Britain, but the existing schools employing this model of teaching are vying for recognition and state financial sponsorship for their institutions amidst growing interest amongst some parents for seeking alternative methods of education delivery for their wards. The supposedly holistic pattern of education, which nurtures the creative and imaginative abilities of the pupil, is being looked upon as a better method for allowing children to grow up as responsible adults. The traditional model of education which stressed upon the 3R’s (reading, ‘riting, ‘rithmetic) a nd its regular evaluation amongst pupils has stood the test of time in Britain and is still the generally accepted mode of education as it existed in the better part of the late twentieth century (Willis, 2009). However, a trend has been noticed in which the revival of the progressive methods of education suggested by philosophers like Rousseau, Pestalozzi, Froebel, Steiner and Montessori during early years’ of a child’s life is being favoured (Willis, 2009). British education policy has witnessed twists and turns in favour of child-centred to traditional pedagogical methodologies. The Plowden Report of 1967 favoured the former while James Callaghan, the PM reiterated return to traditional methods in the year 1976 (Willis, 2009). The traditional methods were propagated by successive governments but a rethink after falling educational standards within the country again suggested return to the alternative methodologies, particularly in the last decade. The Early Years Fo undation Stage (EYFS) implementation in 2008 is a step in this direction (Willis, 2009). Steiner’s methodologies have been implemented in other European countries, Australia and the US with some degree of success. However, there is sharp criticism from some quarters as opponents believe that his methodologies are religion inspired and thereby do not conform with the cosmopolitan character of modern society which has widespread ethnic

Dispersed Team Dynamics Case Study Example | Topics and Well Written Essays - 1000 words - 1

Dispersed Team Dynamics - Case Study Example Since advanced technology-driven interventions can have a significant positive effect on virtual project management and online education, it is essential for virtual team leaders to identify the role of interventions in improving technology choice in a virtual setting. In this article, the Mitchell argues that both proactive and reactive interventions can be used to manage virtual team challenges while considering the technology choice (p.433). In a virtual team environment, leaders are forced to use interventions in order to proactively and reactively address various workplace issues that may arise during the course of task performance (Mitchell, abstract). In addition, they are required to sense the need for technology change timely for executing the interventions effectively. The need for addressing the organizational change, technology change, and conflict management has been influencing leaders to use interventions in virtual groups (Mitchell p.432). Therefore, the use of interventions in a virtual group setting is of great strategic importance in the modern days. There are two types of interventions such as proactive and reactive interventions used to address a discrepant event. Proactive interventions are based on previous experiences and best practices that keep virtual team members informed of the strategies that could prevent certain challenges. In contrast, reactive interventions would address discrepant events that arise while team members work together to achieve their shared objectives. Although these interventions may foster learning in the virtual team setting, there are several factors such as cultural diversity, language barriers, and communication difficulties that can hinder the effectiveness of the interventions. Hence, team leaders have the additional responsibility to ensure that the interventions employed are capable of influencing the overall team behavior

The implementation of Express Entry, in the beginning of 2015 IN Article

The implementation of Express Entry, in the beginning of 2015 IN Canadian - Article Example The PNP program may nominate candidates through the Express entry pool, or existing paper-based processes as per their agreement with the government to empower them to nominate immigrants interested in or who they have interest in settling within their territories. Such candidates are offered 600 additional points in the Comprehensive Ranking System (CSR). Assessment of potential candidates is grid-based to points that are awarded as per educational qualifications, language, work experience or age (CIC NEWS, 2014). Potential candidates are supposed to score points as per human capital and skills relocation points which are used to invite them for permanent residence applications. Quebec does not use Express Entry but has put in place the Quebec Skill Worker Programme, which establish areas of training as per its economic and population needs (Government of Canada, 2015). Interestingly, British Columbia, Saskatchewan and Manitoba have developed systems similar to that of Quebec despite the fact that they still have their respective Provincial Nominee Programs (Canadavisa, 2015). For example, Manitoba’s Provincial Nominee Program has established skills gap (for example business investor) that require prospective immigrants with targeted skills and experience. Having identified the need, the province offers a nomination certificate that speeds up the immigration process. Under the reformed federal immigration system that has introduced the Express Entry, the Canadian government will see to it that provinces and territories have the capacity to select a particular number of foreign nationals in line with their local immigration and labour needs

Sports Sociology from a feminist point of view

Sports Sociology from a feminist point of view Women participation in sports has a history marked by division and inequity. However, women have experiences major accomplishments by female athletes helping to make significant progress for gender equality and the empowerment of women. The essay will explain some of the historical developments with reference to different theoretical perspective of feminism such as liberal, radical and socialist feminisms. It will also critically discuss feminisms and how female are exploited by patriarchy society. Feminism is a dynamic, diverse and often conflicting collection of social theories and moral philosophies (Burke, 2008). It is similar to Marxism because both are political theories that were develop to solve the inequality, exploitation and poverty in society. While Marxism is largely motivated by the struggle of social class, feminism focuses on the experiences of women, particularly in terms of their political, social and economical inequalities. One prospective of feminism focuses on seeking no particular privileges but merely demand that everyone receive equal political, economical and social consideration without discrimination on the basis of sex (Adkins, 2004). Another opposing type of modern feminism, opposes existing political and social institution in general because its tied to a male dominated society. Thus, feminism has no single, universal form that represents all feminists. The rise of feminism movement can be divided into three waves. The first wave began in the late 1800s to early 1900s referring mainly to the statue of women in family and allowing womens right to vote known as the suffrage movement. The second wave refers to the action of the womens liberation movement beginning in the early 1950s which campaigned for social and legal equality for women. The third wave feminism began in the 1990s and embraced conflict, contradictions and accommodated diversity and change. Waves of Feminism The waves of feminism are a historical progression in each waves has bringing a swelling of momentum that carried women closer to equality in society. The early movement has come to known as the first wave which was established in United States and United Kingdom around the late 1800s to early 1900s. They major concerned was to help promote women equality in education, employment and property rights. However, by the end of the nineteenth century, many feminist such as Susan B. Anthony and Lucy Stone fought to gain more political power for women; particularly the right of womens suffrage. Woman did have success as a result of the 1st World War occur meaning women replaced men in civilian work-force and also served in the military support roles. Feminist also had significant success in reforms in education, and broadening access to different profession and in healthcare. It is considered that the first-wave came to end when the Nineteenth Amendment to the Constitution was passed enabli ng women the right to vote (Lee Ling, 2001). The progression of first-wave feminism was significant; however, without the continuation of the second-wave, feminisms would not be as advance as it is in current times (can u think of another way can say that), for each wave is interrelated and dependent on each others history. In the early 1960s Second Wave of feminism emerged. Second-wave focuses was broader than the first-wave. It was concerned on inequalities such as the economic freedom, the rights for female to have abortion, equal and accessibility to certain male dominated institution such as sports. It also began to challenge the domination of patriarchy society and gender inequality in all aspects. In 1963 A Feminist named Betty Friedan publicised a landmark book called The Feminine Mystique. This book would be a pivotal moment in the history of second wave feminism. The book give an insight on how upper to middle class women felt discontented about their restricted opportunity in life (Changfoot, 2002). Friedan soon became one of the leading feminist in the Second wave, and eventually helped establish the National Organization for Women, whose purpose was to promote gender equality and to protect and support women rights. Perhaps one of the biggest achievements of Second Wave Feminism was in the United States by the passage of Title IX (Ackerly Attanasi, 2006). This enabled women to have access to education, particularly in university and professional schools. In addition, the work of these feminists allow employment opportunities that before had been confined to men accessible to women. The Third Wave of feminism that emerged in the 1990s and is still current to this day. Like all feminism, the third wave focuses on the social, economic, political and personal empowerment of women, but this differ to pervious waves because it concerns were more on the individual empowerment of women and less on activism. Ferguson (2002) commented on the third wave as a new direction for feminism to celebrates womens voyage to build meaningful identities in a complex contemporary world (p2). Third wave feminists celebrate diversity unlike previous waves and the Womens Liberation Movement; it was often criticized for focusing too narrowly on the events of middle-class, Caucasian and heterosexual women. Third wave feminists do not reject political activism, but the emphasis relies more on women personal empowerment as an initial point for societal change. Zinn and Dill (2005) propose there are multiple systems of domination that create inequality for women known as a matrix of dominati on. Feminist theories Feminism is not a unified or a simple philosophy. Many women and man consider themselves feminists; most of their ideology may vary considerably. The feminist theories aim to understand the nature of gender inequality, promoting womens rights, while generally providing a critique of social relations. This essay will focus on looking a liberal, socialist and radical feminism. Liberal feminism is characterized on the emphasis of wanting both genders to be equal within society. According to the theory, society itself does not need a major revolution, but rather propose that laws need to be changed and opportunities which enable more accessibly for women to become equal in society. To a liberal feminist, evidence of progress occurs when a number of women gain more positions previous occupied by men, particularly high end positions. In the United Kingdom and the major of the Western world, liberal feminism is the most common form of feminism. Gale, (2009) argues that even if women are no longer reliant upon men, they will still need to be governed by a patriarchal state. Radical Feminist argues institutional changes such as the introduction of womens suffrage are inadequate to emancipate women. In contrast socialist feminism emphasizes that equality for women will not be achieve without a significant change within society mainly economic change also socialist feminists focus on collective change and empowerment. Similar to Marxism, socialist feminists argue that there are basic inequalities built in to a capitalist society because capital and power are shared unequally. Thus, it not sufficient enough for women to achieve powerful positions in society, but power and capital need to be distributed equally (Fleck, 2004). Critic argues that socialist feminism neither is revolutionary nor radical enough to generate a solution to the difficulty for women economic and social exploitation. Another argument is not all male and female relationships are characterised by exploitation and oppression. Radical feminism is focuses on patriarchy and the system of power that organizes society. It is similar to socialist feminism in the sense that it emphasizes the need for severe social change for women to truly have equality. Radical feminists believe that society is very largely patriarchal, and as a result founds that women are oppressed. A criticism for radical feminism is it focuses much on the patriarchy society and need to consider the concepts such as ethnicity, religion and social class. Another criticism is reverse discrimination when women pushed unfairly into senior position. Feminism in sports Womens participation in sports has risen significantly in the twentieth century, particularly in the last quarter. It this partly due to the changes in modern societies that encourage gender parity. While the level of participation and performance still alters depending on the country and by sport. Although there has been many improvement in the accessibility in sport many feminist argue, that sports has been socially constructed hyper masculine, thus it has been more limited to men. Vale, (1998) found evidence to support this by looking at the incredible resistance to included women in certain mens institutions. Augusta National is the golf club which is also home to the Masters Tournament which does not allow women members to join. When women have tried to join the club or have made protest outside the parameter, the reaction from the club has boarded on hostility. As a results Vale, (1996) question if sport is so beneficial for men, why do men and institution, hold such resistant to offer all that is good in sport to women. Radical feminism have criticised the patriarchy society on how they portray women in sports. For example Sports Illustrated portrays women by presents demeaning stereotypes of female sexuality, encouraging men to view women as sex objects and by turning voyeurism into a sport.

Where the red fren grows :: essays research papers

Billy lives on a farm. He wants two good coonhounds very badly, but his Papa cannot afford any. Billy works hard, selling fruit and bait to fishermen, so eventually he has enough money for the dogs. He gives the money to his grandfather, who orders the dogs for him. Billy sneaks off in the middle of the night to go to town and pick them up. While in town, other children pick on him, but he stands up for himself and is helped by the sheriff. On his way home, he and his two pups sleep in a cave. Outside, they hear a mountain lion, and the pups bravely howl back. He decides to name them Old Dan and Little Ann. He can see that Old Dan is very brave, and that Little Ann is very smart. Once home, he wants to begin training them. He has to have a raccoon hide to train them with. His grandfather shows him a way to set a trap that will catch even a clever coon. Just when he is about to give up on the traps, he catches a coon. The next day he begins to train Old Dan and Little Ann. By the time raccoon season starts in the fall, they are ready. On the first night, his dogs tree a coon in the biggest tree imaginable. Billy immediately sees that it will take days to cut down. He is determined to cut it down, because he told his dogs that if they could tree a coon he would take care of the rest. His dogs are counting on him. His parents bring him food. His grandfather shows him how to make a scarecrow, to keep the coon in the tree so he can go home and eat dinner. When the big sycamore finally falls and his dogs catch the coon, he is very proud. Billy goes coon hunting almost every night. His father relieves him of his chores, and Billy gives him the money from his coonskins. Sometimes, coons try to trick his dogs, and Old Dan gets into trouble. One night, Dan gets stuck in a muskrat hole. Another night, he climbs a tree. Little Ann is usually too smart to get into trouble, but one night, after the first snowfall, she falls through the ice on the river. Billy barely rescues her. One day, Billy and his grandfather make a bet with Ruben and Rainie Pritchard, that Billy's hounds can catch the legendary "ghost coon.