An Analytical Remuneration of Writing Skills Personal Statement - 5

An Analytical Remuneration of Writing Skills - Personal Statement Example Initially, it was an intimidating experience filled with apprehensions and anxieties. However, the encouragement provided by a highly competent and qualified instructor prodded me to endeavor to enhance my writing skills. Through observing grammatical rules and by indicating weaknesses in structure and form, I had begun to improve in terms of gaining confidence in writing and in applying the rules for effective writing. In this regard, it is my personal conviction that I am given the privilege to pass the UWSK course as a prelude to more gratifying writing experiences in the future. The UWSK accorded me with the opportunity to develop diverse skills pertinent to writing. One of the major skills learned was an observance of essay structures which encompasses important rules in grammar, including observance of correct spelling and punctuation marks. My initial essay (Out of Class Essay #1) on Illegal Immigration observed appropriate structure by presenting an introduction (which could actually be fairly long), a body (with arguments presenting claims and reasons) and an appropriate conclusion. I took ample time to clearly evaluate correct spelling and phrasing with the use of the required punctuation marks. I realize that there is still a tendency for me to lengthen my discussion of a particular topic creating the tendency to divert into another topic. Of course, one cannot be expected to come up with a perfect essay in a few tries. Another skill that has been developed through the UWSK course is the skill of introspection – the ability to contemplate on one’s thoughts and feelings prior to writing. As indicated in the standard instructions prior to any writing experience, one must brainstorm to gather thoughts, information, details of what I want to write, and how I plan to write these ideas in a structure which would assist the reader in understanding the message that I want to relay.

Contract Administration and Management -Contracting Officers Essay

Contract Administration and Management -Contracting Officers - Essay Example A PCOs value comes from identifying the best contractor for the job in consideration and ensuring that their compensation matches the work that they will provide. The second is the Administrative Contracting Officer (ACO), whose responsibilities include the administrative aspects of the contract, such as, monitoring the performance of contractors, inspecting and, subsequently, accepting supplies and services from contractors, and ensuring the payment of contractors occurs accordingly. The value of the ACO comes from the contract implementation in that s/he has to ensure that it occurs according to the predetermined terms and conditions (Stanberry, 2012). The third is the Contracting Officer’s Representatives (COR), also known as Contracting Officer’s Technical Representatives, whose responsibilities include assisting the contracting officer in ensuring that the performance of contractors reflects the terms and conditions of the contract. The value of the COR (or COTR) comes from providing guidance, as well as, technical advice with regard to the contract specifications, especially when dealing with service contractors. The fourth is the Termination Contracting Officer (TCO) whose responsibilities include ensuring that the termination of a government contract benefits the government or minimizes losses regardless of whether it is because of the contractor’s default or for government convenience. The value of a TCO comes from ensuring that the losses to the government from the termination are minimal (Stanberry,

The Great Sphinx Of Ancient Egypt English Language Essay

The Great Sphinx Of Ancient Egypt English Language Essay Over 4, 500 years ago, an impressive creature was carved out of limestone on the Giza Plateau, Egypt. This large animal is called the Great Sphinx, complete with a lions body and a humans head. After being buried in the sand for many years, it was uncovered, and its grandiose height and width were revealed (Dunn 2, 3). The sphinx was also given many other names found in the earliest forms of Egyptian writing (Butler 3). The Great Sphinx is a stone figure surrounded by loads of history, myths and characteristics that make up its meaning. What is the Great Sphinx? The body is about 65 feet tall and 200 feet in length. The face of it is 13 feet wide and its eyes are 6 feet high (TourEgypt 3). In comparison to Ancient Greek sphinxes, who were females with wings, Egyptian sphinxes were males. There are small traces of red paint on the cheeks; evidence of its once bright color. Although the nose and beard are missing and its face is battered, the expression is able to be read. The watchful eyes and smile are easily seen (Berg 8, 10). The possible reason for the missing nose and beard is stated in Christopher Bergs article. There are several stories explaining the Sphinxs famous missing nose; one is that it fell off when Napoleons archaeologists were investigating the statue; another is that the Mameluke army used the Sphinx for target practice, and a lucky artillery shot blew it off. Neither of these tales are true. The nose was probably removed in the 8th century AD by a Sufi who considered the Sphinx a blasphemous idol, but all that can be said for certain, based on the tool marks that remain, is that it was deliberately pried off with chisels. The face is possibly that of Khafre, a pharaoh from the fourth dynasty who built one of the largest pyramids on the Giza triad. Its face could also be that of Khafres older brother or another pharaoh down the line of ancestors. Different names given to the Sphinx back in the ancient Egyptian times include Hor-em-akht (Horus in the Horizon), Bw-How (Place of Horus) and Ra-horakhty (Ra of Two Horizons). Horus was one of the oldest and most significant gods in the religion of ancient Egypt. This deity was the patron god of living Pharaohs, rulers, law, war, young men and others. Horus was often depicted as a falcon-headed man (most commonly), a falcon, a lion with the head of a falcon or a sphinx. Horus was worshipped widely throughout Egypt and there were many stories and myths told about him. The sphinx ages back to the kings of the 4th Dynasty, maybe even to an older time (Gray 10). The Sphinx Stela, an inscription on the Sphinx that dated back to 1400 BC, is the oldest evidence that is given for the date. What is the history and origin of the Sphinx? People in that time period represented their pharaohs as lions because of their physical strength. The Sphinx was developed as a result of this high view they had of their leaders (Trifter 1). Also, a lot of other Egyptian kings worshiped the Great Sphinx because they didnt know where it came from (Berg 2). It lived most of its history covered in sand. The first uncovering of the Sphinx was by Thutmose IV, as it was stated on the Sphinx Stela. The pharaoh Thutmose IV, sleeping beneath the head of the statue, was told in a dream to dig up the body of the Sphinx. In reward he was told he would be made a great king. Thutmose immediately began digging up the Great Sphinx, restoring it to its former glory. The next time it was restored was not until the 20th century (Butler p. 2, para. 4, 5). As for the origin of sphinxes in general, it is suggested that they came from the Babylonians or other races before the idea was adopted from the Egyptians. Another theory suggests the Babylonians took it from the Egyptians. The Babylonians believed of a flood from the Persian Gulf that marked the beginning of the world and was ruled by the great creatures called sphinxes. Because of the Niles annually flooding, it is believed that the Babylonians could have had a similar flood. That would raise this theory in both places, Egypt and Babylon. Besides the Great Sphinx, other statues and sculptures of different types of sphinxes were found. This leads to the theory that the Sphinx of Giza was not the first of its kind (Nichols 108). Underneath the Great Sphinx is a series of tunnels, doorways, stairs and even a circular temple. The passageways into the tunnels are outside and to the side of the Sphinx, possibly meaning the Sphinx was built after the underground construction, or perhaps even before. Also, a secret subway is thought to be snaked underground, connecting Khafres pyramid and the Sphinx. Because Khafre built the pyramid close by with chambers and passageways, the Sphinx was thought to be built similarly. These interior chambers and tunnels inside the Sphinx were searched for, but only a few passages with dead ends were found. Erosion is a popular discussed piece of information over the Sphinx. The head of the creature is disproportionate to its body. This definitely has something to do with the erosion because the Egyptians always made their sculptures and statues with as much perfection and symmetry as possible. Some parts of the body give evidence for wind erosion. Other parts look as if it was eroded by water. In addition, its body is very much so eroded, whether in natural occurrences or not. Its head on the other hand, is not. This suggests rain fall that pooled around its upper body while covered in sand. Also, a flood could have had a part in the erosion, but this is not for sure. It is also made up of different kinds of sandstone and limestone which affected the rate and kind of erosion (Orcutt 7). Whatever the reality of the results of erosion, the Sphinx has surely been altered in its form over the many years of its life. The mystery of the Great Sphinx is a debated subject as it involves why, how and for who it was built. The exact purpose for its existence is not known. It was possibly a guardian statue, or a memorial to a Pharaoh or god, or in some cases, it was even thought to be an astronomical observation device (Gray 15). In the book The Sphinx Mystery, the author, Robert Temple, talks about the purpose for the Sphinx. He believes that originally, the Sphinx was a statue of the ancient Egyptian deity called Anubis. Instead of a lion, it was shaped like a dog. Anubis was the protector of the underworld, which the author believed was right at Giza. This information would link to the location of the Sphinx, as it sits in that same area (Coppens 3). The Sphinx was also thought to be the image of a god or even goddess, representing the worshiped idol of the place and time period. Since other sphinxes of different kinds have been found, the theory is that each of them represented a god of their own p lace and time (Hastings 768). Not only this, but some believe it was guarding a tomb or tombs from evil forces. This theory is not as known and used as other ones, but still, a possibility. Some researchers have even suggested that the Sphinx originated from Africans living in Egypt and did not originate from Egyptians at all. As for the builder, the common theory is that it was Khafre, the builder of a huge pyramid close by. Other theories suggest Khafres father, brother or older kings building it. During the reign of Khafre, Egypt was a prosperous place and many things were developed including the Sphinx. This time period could easily tie in with the construction of this great creature. Also, the time of Khafres older brother (another possible builder of the Sphinx) was in similar condition. As for the construction, the Sphinx was carved right out of the limestone bedrock by many workers of the Pharaoh of that time. Considering the lack of modern tools, this project would have required many laborers and very challenging work. The leftover rock was most likely used for other projects such as temples or pyramids (Butler p. 2, para. 1, 2). The Great Sphinx was an incredible creature built long ago, during ancient Egyptian times. Sitting in the Giza Plateau, it watches over the surrounding pyramids and in some theories, acts as a guardian. Representing a pharaoh and his deities, it was worshiped as a god itself at times. The builder and the date of construction are not valid facts, but many ideas are presented. Even though this great creature lived most of its life being eroded and covered by sand, it stands proud and tall, continuing to watch over its land. Many continue to marvel at its awesome form and mysterious origins. Works Cited Butler, Allen. A History of the Great Sphinx of Giza. Associated Content Associatedcontent.com. Allen Butler, 2 Feb. 2006. Web. 2 Oct. 2010. a_history_of_the_great_sphinx_of_giza.html?cat=37>. Dunn, Jimmy. The Great Sphinx. InterCity Oz, Inc Interoz.com Web Publishers, Marketers and Designer Where the Web Leads. 1996. Web. 2 Oct. 2010. http://interoz.com/egypt/sphinx.htm. Gray, Martin. Great Sphinx. Sacred Sites: Places of Peace and Power. 1983-2009. Web. 13 Oct. 2010. http://www.sacredsites.com/africa/egypt/great-sphinx.html. AKNsolutions.com. The Great Sphinx. Egypt Travel, Tours, Vacations, Ancient Egypt from Tour Egypt. 1996-2010. Web. 13 Oct. 2010. . Ghaz, Mr. The Long Lived Lion: How The Great Sphinx Survived The Sands of Times | Trifter. Trifter | Travelers Sharing Hotel, Travel, Flight and Destination Tips. 28 Mar. 2010. Web. 13 Oct. 2010. . Berg, Christopher. The Sphinx. Mazes, Educational Puzzles at Amazeing Art. 2001-2004. Web. 12 Oct. 2010. . Bayuk, Andrew. Guardians Sphinx. Guardians Egypt Main Gate. 1995-2005. Web. 12 Oct. 2010. . Coppens, Phillip. The Sphinx Mystery. Philip Coppens.com. Web. 27 Oct. 2010. . Orcutt, Larry. A Chamber Beneath the Sphinx? Catchpenny Mysteries of Ancient Egypt. 2000. Web. 30 Oct. 2010. . Nichols, John. The Gentlemens Magazine. Vol. 92. 1822. 2 Nov. 2010. Hastings, James. System of Synthetic Philosophy. Encyclopedia of Religion and Ethics. Vol. 22. Edinburgh: [s.n.], 1908. Print. First Rough Draft Abbie Dennett Over 4, 500 years ago, a creature was crafted out of limestone on the Giza Plateau, Egypt. This large animal is called the Great Sphinx, complete with a lions body and a humans head (Dunn 3). After being buried in the sand for many years, it was uncovered, and its grandiose height and width were revealed (Dunn 2). The sphinx was also given many other names found in the earliest forms of Egyptian writing (Butler 3). The Great Sphinx is a stone figure surrounded by loads of history, myths and characteristics that make up its meaning. What is the Great Sphinx? The body is about 65 feet tall and 200 feet in length. The face of it is 13 feet wide and its eyes are 6 feet high (TourEgypt 3). Although the nose and beard are missing and its face is battered, the expression is able to be read. The watchful eyes and smile are easily seen (Berg 8, 10). The sphinx ages back to the 4th Dynasty, maybe even to an older time(Gray 10). Different names given to the Sphinx back in the ancient Egyptian times include Hor-em-akht (Horus in the Horizon), Bw-How (Place of Horus) and Ra-horakhty (Ra of Two Horizons). These facts are simply characteristics of the Sphinx, not yet getting into the deeper meanings. What consisted of the history during the time of the Sphinx? The people back in that time represented their pharaohs as lions because of their strength. Because of this, the sphinx was invented (Trifter 1). The Great Sphinx lived most of its history covered in sand. The first uncovering of the Sphinx was by Thutmose IV. The pharaoh Thutmose IV, sleeping beneath the head of the statue, was told in a dream to dig up the body of the Sphinx. In reward he was told he would be made a great king. Thutmose immediately began digging up the Great Sphinx, restoring it to its former glory. The next time it was restored was not until the 20th century (Butler p. 2, para. 4, 5). A lot of Egyptian kings worshiped the Great Sphinx because they didnt know where it came from (Berg 2). The construction of the Great Sphinx is obviously the base of the entire project. The purpose of the Sphinx is not known, but there are many ideas as to what that might be. Possibly a guardian statue, or a memorial to a Pharaoh or god, or in some cases, it was even thought to be an astronomical observation device (Gray 15). As for the builder, the common theory is that of Khafre, the builder of a huge pyramid close by. Other theories suggest Khafres father or older kings built it (Bayuk 4). The process used to make the Sphinx was carving. It was carved right out of the limestone bedrock, brick by brick. The leftover rock was most likely used for other projects such as temples or pyramids (Butler p. 2, para. 1, 2). The Great Sphinx was an incredible creature built long ago, during ancient Egyptian times. Sitting in the Giza Plateau, it watches over the surrounding pyramids and in some theories, acts as a guardian. Representing a pharaoh, it was worshiped as a god at times. The builder and the date of construction are not valid facts, but many ideas are presented. Even though this great creature lived most of its life being eroded and covered by sand, it stands proud and tall, continuing to watch over its land. Comments: For only being this far in your writing, the number of citations seems to be disproportionately large.Organize your writing; some paragraphs are very disjointed and discuss several different topics. In several places you start to repeat yourself. See the comments in the margin. Works Cited Butler, Allen. A History of the Great Sphinx of Giza. Associated Content Associatedcontent.com. Allen Butler, 2 Feb. 2006. Web. 2 Oct. 2010. a_history_of_the_great_sphinx_of_giza.html?cat=37>. Dunn, Jimmy. The Great Sphinx. InterCity Oz, Inc Interoz.com Web Publishers, Marketers and Designer Where the Web Leads. 1996. Web. 2 Oct. 2010. http://interoz.com/egypt/sphinx.htm. Gray, Martin. Great Sphinx. Sacred Sites: Places of Peace and Power. 1983-2009. Web. 13 Oct. 2010. http://www.sacredsites.com/africa/egypt/great-sphinx.html. AKNsolutions.com. The Great Sphinx. Egypt Travel, Tours, Vacations, Ancient Egypt from Tour Egypt. 1996-2010. Web. 13 Oct. 2010. . Ghaz, Mr. The Long Lived Lion: How The Great Sphinx Survived The Sands of Times | Trifter. Trifter | Travelers Sharing Hotel, Travel, Flight and Destination Tips. 28 Mar. 2010. Web. 13 Oct. 2010. . Berg, Christopher. The Sphinx. Mazes, Educational Puzzles at Amazeing Art. 2001-2004. Web. 12 Oct. 2010. . Bayuk, Andrew. Guardians Sphinx. Guardians Egypt Main Gate. 1995-2005. Web. 12 Oct. 2010. . Second Rough Draft Abbie Dennett Over 4, 500 years ago, a creature was carved out of limestone on the Giza Plateau, Egypt. This large animal is called the Great Sphinx, complete with a lions body and a humans head. After being buried in the sand for many years, it was uncovered, and its grandiose height and width were revealed (Dunn 2, 3). The sphinx was also given many other names found in the earliest forms of Egyptian writing (Butler 3). The Great Sphinx is a stone figure surrounded by loads of history, myths and characteristics that make up its meaning. What is your thesis statement? What is the Great Sphinx? The body is about 65 feet tall and 200 feet in length. The face of it is 13 feet wide and its eyes are 6 feet high (TourEgypt 3). There are small traces of red paint on the cheeks; evidence of its once bright color. Although the nose and beard are missing and its face is battered, the expression is able to be read. The watchful eyes and smile are easily seen (Berg 8, 10). The possible reason for the missing nose and beard is stated in Christopher Bergs article. There are several stories explaining the Sphinxs famous missing nose; one is that it fell off when Napoleons archaeologists were investigating the statue; another is that the Mameluke army used the Sphinx for target practice, and a lucky artillery shot blew it off. Neither of these tales are true. The nose was probably removed in the 8th century AD by a Sufi who considered the Sphinx a blasphemous idol, but all that can be said for certain, based on the tool marks that remain, is that it was deliberat ely pried off with chisels. The face is possibly that of Chephren, a pharaoh from the fourth dynasty who built one of the lagest pyramids on the Giza triad. Different names given to the Sphinx back in the ancient Egyptian times include Hor-em-akht (Horus in the Horizon), Bw-How (Place of Horus) and Ra-horakhty (Ra of Two Horizons). The sphinx ages back to the kings of the 4th Dynasty, maybe even to an older time(Gray 10). Sphinx Stela, an inscription on the Sphinx that dated back to 1400 BC, is the oldest evidence that is given for the date. These facts are simply characteristics of the Sphinx; not yet getting into the deeper meanings. What is the history of the Sphinx? People in those days represented their pharaohs as lions because of their physical strength. The sphinx was developed as a result of this high view they had of their leaders (Trifter 1). Also, a lot of other Egyptian kings worshiped the Great Sphinx because they didnt know where it came from (Berg 2). It lived most of its history covered in sand. The first uncovering of the Sphinx was by Thutmose IV, as it was stated on the Sphinx Stela. The pharaoh Thutmose IV, sleeping beneath the head of the statue, was told in a dream to dig up the body of the Sphinx. In reward he was told he would be made a great king. Thutmose immediately began digging up the Great Sphinx, restoring it to its former glory. The next time it was restored was not until the 20th century (Butler p. 2, para. 4, 5). The mystery of the Great Sphinx is a debated subject as it involves why, how and for whom it was built. Chambers and tunnels underneath the Sphinx were thought to exist, but this is also a mystery. Its purpose is not known. Possibly a guardian statue, or a memorial to a Pharaoh or god, or in some cases, it was even thought to be an astronomical observation device (Gray 15). In the book, The Sphinx Mystery, the author, Robert Temple, talks about the purpose for the Sphinx. He believes that originally, the Sphinx was a statue of the ancient Egyptian deity called Anubis. Instead of a lion, it was shaped like a dog. Anubis was the protector of the underworld, which the author believed was right at Gizeh, which would also make sense for the location of the Sphinx (Coppens 3). As for the builder, the common theory is that it was Khafre, the builder of a huge pyramid close by. . Other theories suggest Khafres father or older kings built it. Because of Khafres pyramid, which contains two cha mbers, the Sphinx was also thought to have an entrance or a chamber. Only three entrances were found, but they were dead ends (Orcutt). The Sphinx was carved. It was carved right out of the limestone bedrock. The leftover rock was most likely used for other projects such as temples or pyramids (Butler p. 2, para. 1, 2). The Great Sphinx was an incredible creature built long ago, during ancient Egyptian times. Sitting in the Giza Plateau, it watches over the surrounding pyramids and in some theories, acts as a guardian. Representing a pharaoh, it was worshiped as a god at times. The builder and the date of construction are not valid facts, but many ideas are presented. Even though this great creature lived most of its life being eroded and covered by sand, it stands proud and tall, continuing to watch over its land. Comments: Looks like you are still having an issue with getting to a full five pages. In your works cited, I dont see any reference to hard (library) books, nor to a National Geographic magazine. Again, suggestions to lengthen this would include comparing to other sphinxes around the world (I believe I have heard of something similar somewhere, but the location escapes me just now), and further relating it to one of the nearby pyramids. Try Googling Babylonian Sphinx for starters.

The Power Areas of Life :: Of Water and the Spirit African Culture Essays

The Power Areas of Life The significant elements in Of Water and the Spirit were the elements that contrasted starkly with the modern world. There were many aspects of the Dagara culture that were alien to my culture. The use of and belief in magic and the supernatural ama zed me. I found an absence of secularism in the African society. The Dagara's inability to distinguish between thought and reality stunned me. The element that I chose to talk about is the strong bond displayed between the very old and the very young. This element plays a significant role in Malidoma's story, and it really made me consider the values in my society. Malidoma established the importance between the young and old early on in his narrative. He identified these two ages as the two power areas of life. In African culture the young children spend the majority of their time with their grandparents. Th ey are responsible for the rearing of the child. This relationship is established so that the child can learn from his or her wise grandparents. The bond is also important because if it is strong enough, it can be a bridge between the world of the livin g and the dead after the grandparent has passed away. Malidoma's grandfather was a very real part of Malidoma's life even after his grandfather's death. When Malidoma was in the seminary, the only tie that he had to his people and culture was his grandf ather. His grandfather, even though he had died when Malidoma was very young, was the steady and supportive force throughout Malidoma's life. When Malidoma was young he spent huge amounts of time with his grandfather. The thing that Malidoma really emphasized about their relationship, was that his grandfather always talked to him as if he were an adult. No one else treated Malidoma as if he were an adult; their bond was special. Malidoma was referred to as a brother by his grandfather. This bond of brotherhood between the elderly and child is stronger than death. In a way, it is strengthened by death. The French colonial rule was able to completely disconnect Malidoma from his family and culture. They alienated him so much, that after fifteen years away from his village, he couldn't reconnect with his people without undergoing the extensive initiation ceremony. The bond with his gra ndfather was unscathed by life with the Jesuit priests.

Internet as a Learning Tool

International Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011 INTERNET AS LEARNING TOOL: INDIAN ENGINEERING STUDENT’S PERCEPTION Vandana Sharma [1], Rishu Chhabra[2] 1 2 Education & Research, Infosys Technologies Limited, Mysore, Karnataka, India Department of Computer Science & Engineering, Chitkara University, Punjab, India, ABSTRACT Our global economy now relies on brainpower and innovation rather than manual labor and raw material as a generator of wealth and good education has become the key part in shaping the success of the countries.Over the last decade, t h e I T revolution has brought in advancement that shows increasingly visible effects on the education with the birth of online education. First student community realized the effect of the internet on their education. Invention of internet has removed all the barriers to learning. The scope of this paper is to analyze the north Indian engineering student’s percep tion about internet as learning tool effects of internet on them in perspective of their relations, education, entertainment and and socialization.Technology can have both positive and negative consequences on people in different walks of life at different times. Now necessity is to understand the true impact of it so that everybody gathers benefits that yield a healthy mind. In this paper, with the help of an empirical study it was inspected that whether the contacts via e- mail, online chatting and availability of information through Internet would lead our students in a better learned and connected individual. Study also examines the kind of learning mode students prefer.These issues are discovered in detail and suitable solutions are proposed to counter the negative effects of internet on students. Keyword: Internet, education, learning tool INTRODUCTION Internet is a tool for the improvement of learning. A textbook which was a traditional learning tool are now out of date as in ternet moves quickly and provides updated information and includes a wide variety of International Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011 international sources. Now learning has a greater reliance on information acquired from the internet rather than from textbooks.Dependence on this tool has increased exponentially and unbelievably. Social, geographical, economical barriers are disappearing as students interact worldwide. The technological revolution has a faster and deeper impact on more and more lives. This has further increased with the improvement of technology. Venkatesh [1] surveyed in his paper that all technologies create an impact of s o m e k i n d . For example, the television technology has had an influence on the media habits of the public, their attitudes and behavior towards entertainment and the interaction between family members.Cole [2] assessed the requisite of Internet as a mainstream medium t h a t m a y s o o n b e a s prevalent a s television although pace of its diffusion seems much faster. Kraut e t al [3] conducted a longitudinal study on the effects of Internet on social involvement and psychological well-being. Their findings show that the greater use of the Internet was significantly related with decreased community within the family, a decrease in local social network and loneliness and depression. In a report of SIQSS, [4] N.Nie has also continued with the negative consequences of the Internet that are similar with the outcomes of the Kraut group. Katz and Aspden [5] made a survey using 2500 respondents, 8 percent of them were Internet users. Comparing users with non-users, they establish no evidence t h a t t h e u s e o f i nternet reduces people’s membership in social and religious organizations. Among users, more use of the Internet was related with additional contact with family members and an increased involvement in online communities. This survey contradicts the discoveries presented in [4] and [5].Wellman [6] made a survey on â€Å"the National Geographic Society website† and came out wi t h t h e s u g g es t i o ns t hat t h e I n t er n e t can be used for increasing interpersonal connectivity and organizational involvement. Not only can expose people to more inf ormation and more contacts, it can reduce commitment to community. However, this increased connectivity and involvement. In 2009 there were nearly 81,000,000 users of internet in India. There are many studies available at global level about the impact of internet on students but studies about Indian engineering students are not available.INTERNET IN EDUCATION There are number of main advantages of using internet for education [7] A . Flexibility and Variety The flexibility of the internet is possibly the greatest advantage for online education. Websites, interactive activities, lecture notes, videoconferencing, webinars, chartrooms, and blogs, online education studen ts and their educators can interact in ways that are already known to them. Internet provides user friendly interface International Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011 to user and new users also feel more comfortable with time B.Ease and Low Cost of Access Internet has defeated the distance barrier for learning. Students need not to move to gain knowledge. It has become easy and affordable for everyone from a rural area student to a working professional. For the purpose of interactive courses and videoconferencing rural students are facing problem and this still requires attention C. Ease and Low Cost of Setting Information Online Email, chat and interactive online meeting has become new way of learning. Information regarding a course is all available online. This is not only accessible but is affordable for institutes also.Records are available for 24X7 for any time use. D. Ease of Updating Information Online Information up dation is easier than revising a textbook. Results can be displayed just after an exam. A new course is easy to add. New research or finding can become part of syllabus instantly. In [8] Aytekin ISMAN, Fahme DABAJ studied students-teachers’ perceptions and attitudes towards internet based on various parameters. It was concluded that at education cycle of students concentrate more to learn internet alternatives and functions for getting great positive benefit their future life by adapting contemporary trends.In [9] Hong etal studied . Students' attitudes toward the use of the Internet for it is important that students should b e exposed learning at a university in Malaysia and showed that to this web based learning so that they could get benefit from Web-based courses and Web-assisted conducted in their field of specialization by the various departments. PURPOSE OF THE STUDY The purpose of this research was to collect information about the impact of internet on learning of eng ineering students. This study is directed to answer following questions: †¢ †¢ †¢ What is the attitude of students towards using internet for their course contents?Do the students prefer using internet over books? Does internet builds confidence in students by helping them in presentations etc.? METHODOLOGY The research instrument in this study was a questionnaire. There were total of 20 questions in this questionnaire each with five selections of response from â€Å"Strongly Agree† to Strongly Disagree†. Questions were divided into four categories. In first category questions were framed to measure student’s attitude toward International Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011 he use of internet for their course purpose. Sample question for this category is â€Å"With the help of internet I am able to collect more study material â€Å". Second category asks students about their preference of internet over books. Sample question for this statement is â€Å"For study purpose I prefer spending time on internet surfing rather sitting in a library â€Å". Third category measures the student’s attitude for internet as a tool of confidence builder. Sample question is â€Å"Internet has boosted my confidence as I am able to present my reports, seminars etc. n better wayâ€Å". In the last category miscellaneous questions were asked to get student opinion about group learning through internet using blogs and discussion forums, their time spent on internet etc. As all students were engineering students, questions were not asked to measure their basic knowledge and skills of the internet. Population under investigation included 100 students of Computer Science & Engineering of a Wifi enabled engineering institute campus. All students use Laptop and Internet on daily basis. RESULT AND DISCUSSION A.Student’s attitude towards using internet for their syllabi There were four questions under this category. For each statement responses were coded 2 for â€Å"Strongly disagree â€Å"to 5 for â€Å"Strongly agree† and 1 for â€Å"No opinion†. Thus the scores for each student on the statement ranges from 8 to 20. Scores from 8-10, 12-16 and 17-20 were classified as having â€Å"negative† ,†neutral† and â€Å"Positive† attitude towards the use of internet for learning. Table 1 shows the result. Table1. Student’s attitude towards using internet for learning. Scores 8-10 12-16 17-20 Attitude Negative Neutral Positive Frequency 2 58 40B. Student’s preference of internet for study material over the books For each statement responses were coded for 2 â€Å"Strongly disagree â€Å"to 5 for â€Å"Strongly agree† and 1 for â€Å"No opinion†. Thus the scores for each student on the statement range from 10 to 21. Scores from 10-14, 1517 and 18-21 were classified as â€Å"do not prefer us ing internet â€Å",†no preference† and â€Å"prefer use of internet† over books. Table 2 shows the result of student’s preference of internet over books International Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011Table2. Student’s preference of internet over books Scores 10-14 15-17 18-21 Preference Frequency Do not 15 Prefer No 48 preference 37 Prefer C. Student’s attitude towards internet as a confidence builder For each statement responses were coded 2 for â€Å"Strongly disagree â€Å"to 5 for â€Å"Strongly agree† and 1 for â€Å"no opinion†. Thus the scores for each student on the statement range from 2 to 10. Scores from 2-4, 5-7 and 810 were classified as having â€Å"Negative â€Å",†Neutral† and â€Å"Positive† attitudes towards the use of internet for learning.Table 3 shows the attitude of students toward internet as confidence builder. Table3. St udent’s attitude towards internet as a confidence builder. Scores 2-4 5-7 8-10 Attitude Negative Neutral Positive Frequency 11 31 58 Despite of the fact that the students in this survey were from computer science & engineering stream half of the students find it difficult to understand all the terms on WebPages. 90% students spend 1-5 hours on internet. 66% students use blogs and discussion forum for the solution to their technical problems.Only 8% students disagree that internet can be helpful in group learning. 79% students consider that mixture of online course and classroom course will be better for learning process. 84% students feel that internet helpful to prepare them for examination. 71% students do not find internet adding to laziness. 51 % students believe that the use of internet has decreased the verbal communications among themselves. Internet has positive impact on learning domain but has negative impact on social aspects of a student’s personality.Thoug h students realize this they should indulge more in social interactions and activities. Institutes should hold seminars time to time to make students aware about the importance of internet as learning tool. Institutes should encourage group learning through internet and should promote the use of blogs for learning purpose. Courses should be designed in blended format of classroom and online teaching. As result of this survey showed that more Indian students are opting online books as compare to paper book so use of online bookInternational Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011 reading devices should be promoted. The use of such devices is user friendly. CONCLUSION In this paper result of the survey of use of internet as learning tool by engineering student has been presented. Engineering students are using computer and internet on daily basis. Maximum students find internet a very useful tool for their studies. Students prefer online books and study material. They find internet helpful to boost their confidence for presentations and reports.Engineering institutes should promote the use of internet as a learning tool and should provide infrastructure to facilitate the students. Students also feel that excess use of internet may cause some socialization problems. REFERENCES [1] A. Venkatesh, A c onceptualization of Household/Technology Interactions, Advances in Consumer Research, Vol. 12, 189-194, 1985. [2] J. I. Cole, The Impact of the Internet on Our Social,Political and Economic Life, The UCCLA Center for communication Policy, 2000. [3] R. Kraut, M. Patterosn, V. undmark, S. Keisler, T.Mukophadhyay and W. Scherlis, Internet Paradox: being? , a Social Technology that Reduces Social Involvement and PsychologicalWell53(9),1998a. American Psychologist, [4] N. Nie, Study of social Consequences of the Internet, Stanford Institute of the Quantitative Study of Society (SIQSS), 2000. [5] J. Katz, and P. Aspden, Motivations for and Barriers to Internet Usage: Results of a national publicopinion survey,Internet Research-Electronic 170, 1997. [6] B. Wellman, A. Q. Haase, J. Witte, K. Hampton, Does the Internet Increase, Decrease, or Supplement Social Capital?Social Networks,Participation, and Community Commitment, The Internet in Everyday Life, American Behavioral Scientist, 45(3), 437-456, 2001. [7]http://www. college-university- directory. com/internet_1. html [8] Aytekin ISMAN, Fahme DABAJ, Attitudes of Students Towards Internet,Turkish Online Journal of Distance Education-TOJDE October 2004 ISSN 1302-6488 ,5 (4) [9] Kian-Sam Hong, Abang Ahmad Ridzuan , Ming-Koon Kuek , Students' attitudes toward the use of the Internet for learning: A study at a university in Malaysia. networking Applications and Policy, Vol. 7(3),

Narrative Report Girl Scout Essay

INTRODUCTION The Girls Scout of the Philippines Visayas Regional Junior, Senior and Cadet Encampment was held at Marina Yulo-Vargas Regional Program and Training Center or Commonly known as Camp Marina, Located at Capitol Hills, Cebu City last October 22-27, 2014. GSP is indeed a labor of love, sacrifices and dedication of the combined effort of scouters, adult leaders, school administration and the council for the purpose of the following: 1. Acquiring new learning experience with the opportunity to develop sel-stem, confidence, creativity and life skills, 2. Discover and enhance their full potential and learn to relate with other girls in camp, 3. Acquire knowledge and skills on first aid and emergency preparedness with the opportunity to respond real situation that require them to use basic human survival skills, 4. Stimulate real enjoyment and appreciation of the out-of-doors through varied and interesting activities offered during the encampment. Southern Leyte Council registered 16 senior girl scout and 5 adult leaders headed by one council executive Marlita D. Corollo. The campers must be physical fit; must have earned at least one badge each under the challenge of environment, preparedness, Arts, eco-self-sufficiency, Heritage and Citizenship; and she must attended a troop/patrol camp/ provincial camp prior to this encampment. The encampment covers six (6) days of staying under the forest, sleeping on the tent with series of challenges and activities everyday. DAY TO DAY ACTIVITIES DAY 1, OCTOBER 22, 2014 (WEDNESDAY) ARRIVAL†¦. MORNING: The central staff welcomes the delegates and gives directions on how the campers could reach their sub-camps. Each sub-camps director guides and directs the campers under her jurisdiction to reach our respective area. Markers are used to designate the area for each delegation. Southern Leyte Council belongs to sub-camp Milagros together with Ilo-ilo, Negros Oriental and Northern Samar. Each council was responsible for making our area comfortable. We were put up tents, gadgets as part of the layout. We put some caption at the entrance of our area to identify the council we belong. Everyone were helping each other and do the task well in building our tent and making our area accommodating and comfortable. The head of the Southern Leyte Council were registering the girls with the secretariat. After registration the campers proceed to our area for the lunch. AFTERNOON: Medical re-check shall be done on the first day afternoon. The adult leaders were lead the campers to the infirmary area and present their Health Examination Forms to the Camp Physician upon examination to make sure that the campers were physically fit for the series of challenges and activities. EVENING: The orientation was given by the central staff. The details about the program of activities, food services, accommodation, management and other services as well as the camp mechanics were thoroughly explained by the staff in that orientation. The campers were feel free to ask questions if they were need further clarification on certain matters. DAY 2 OCTOBER 23, 2014 (THURSDAY) MORNING: At 7:30 AM the campers were in the grounds for the rehearsal of the opening ceremony, because they were forming 50 which represent 50 year anniversary  of Camp Marina.  At 9:00 AM the campers were in the actual area wearing their type A uniform for the Opening Ceremony. The central staff was sitting on the stage together with the guest speaker while the scouters and the adult leaders were on the ground forming 50. Each council was required to introduce their troop in the form of yell. The ceremony was ended at 12:00 noon. AFTERNOON: The first activity was all about Emergency Preparedness. It was held at the administration building. They were teach us on what to do during emergency, what are the things to prepare before the typhoon and other calamities come. After the discussion, we were doing the drill. EVENING: After taking our supper we proceed immediately on the covered court for the Council Extravaganza. Each council are required to present one presentation. For the Southern Leyte Council, a modern dance number were presented headed by the Dulfo twin sister. DAY 3 OCTOBER 24, 2014 (FRIDAY) MORNING: At exactly eight o’clock we were already at the covered court because the girls were very excited to do the activity no.2 which was all about ballroom dancing. The first move that the dance instructor taught us was the chacha, next in line was boggie, followed by zumba. That time I think, we were burn 1000 calories, fats and lipids because of so many sweats comes out from our body and so much fun. AFTERNOON: Activity no. 3 was the handicraft. At the back of the National Equipment Services (NES) building is a small auditorium, where the handicraft activity was held. Each girl were given a task to make any accessories using the  given accessories paraphernalia. Most of our girls make bracelets and some of them make necklace. EVENING: The most awaited part of the camping is the campfire. Everybody was gathered in front of the covered court to witness the campfire. Every sub-camp were required tp present a dance number which represent the culture and tradition of the place where they belong. The sub-camp 1 present a sinulog dance festival, the sub-camp 2 were present an ati-atihan festival and the sub camp 3 where we belong presents dinagyang festival. The girls from So. Leyte council wearing a type B uniform with malong, barefooted joined the dinagyang festival together with Ilo-ilo and the rest of the members of the sub-camp. The fire was lighted by the Regional Executive Director Mrs. Aida Saromines together with Mrs Ruth T. Jarantilla the Regional Vice Chairperson. DAY 4 OCTOBER 25, 2014 (SATURDAY) MORNING: Right after the breakfast of the girls they were proceeds to the top of the hill to perform the activity no. 4 which was all about mural painting. Southern Leyte was represented by Anna Henli and our very own Daphne Doris Jacka to do the mural painting while the other girls were the assistants and observer of their painting. The whole morning was not enough to do the task. The two were going down to take their lunch. AFTERNOON: After eating, the two were go back to work immediately, but trouble were happen because one of the girl from Maasin City change the work of Anna and Daphne totally while they were taking their lunch in the tent, this made the whole council shocked. Tears was falling down on the face of the two because many people were admired the work of Anna and Daphne but suddenly it was change by Inna. Until such time that the allotted time for mural painting  was up, so they do not have a chance to change it back. Sadness†¦..sadness†¦.sadness†¦. occur in the camp. At 5:00 o’clock we were going again to the top to attend the Holy mass which was an anticipated Sunday mass. EVENING: Inter-camp Visit was the event for that night but the girls are seems not interested anymore due to the trouble that had happen in that afternoon. The adult leaders were encourages the girls to nevermind that trouble because that was part of growing up and still do the task and perform it well. DAY 5 OCTOBER 26, 2014 (SUNDAY) MORNING: As early as five thirty our girls were ready for the scouts own. It is a solemn ceremony for the Girl Scout.  Right after the ceremony, we were took our breakfast immediately because we were excited for the tour which was the last activity of the encampment. Before seven o’clock we were on the top of the hill waiting for the bus to take us a ride for the tour. We were passing by the Cebu Capitol and Pari-an. The first place that we visit was the Fort San Pedro, commonly known as â€Å"Plaza Independencia† Then the next stop was Sto. Nià ±o de Cebu, then going to the South to visit the Chapel of Pedro Calungsod, and the last was the roaming around the Ayala Center of Cebu. While touring ourselves, everybody were so much fun, enjoyed and busy on taking pictures†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Click†¦Ã¢â‚¬ ¦click†¦Ã¢â‚¬ ¦click†¦.. AFTERNOON: Back to the camp at almost 1 o’clock, and take our lunch from Jollibee. Chicken joy†¦Ã¢â‚¬ ¦ hhhmmm†¦ yummy†¦Ã¢â‚¬ ¦. At two o’clock the closing ceremony was done†¦Ã¢â‚¬ ¦. Then home sweet home†¦. Joining the Visayas Regional Junior, Senior and Cadet Encampment was so fantastic and awesome experience which we will never forget forever. Through this memorable experience we were grow towards a responsible girl scout and become a better person and a good leader soon†¦Ã¢â‚¬ ¦ It is indeed a labor of love, sacrifice and dedication.

Business Leadership

Business Leadership Leadership Development Contemporary business management strategies require businesses to have proper leadership and effective resources utilization; leaders are mandated with the task of enacting strategic management policies that will enable their organization attain competitiveness.Advertising We will write a custom proposal sample on Business Leadership specifically for you for only $16.05 $11/page Learn More Organization should have programs to develop leadership skills in their human capital; organization with effective leadership development programs have smooth transition and succession plans (Milkovich Newman, 2006). This paper outlines a program of leadership development in contemporary business environments. Literature review Leadership development Management scholars are of the opinion that every human being has some potential to lead and influence others; however, the skills and capability need to be natured and developed. Emphasis on leadership development appeared in the 1980’s in the era of strategic management concept development. Since then the area has undergone numerous developments with management gurus coming up with new approaches. Leadership development entails enacting policies that will assist employees to get the confidence and loyalty required for making quality business decisions. When leadership has been developed in an organization, it facilitates the growth of employee’s innovativeness, and inventiveness; there is much relationship between employees’ empowerment, their creativity and innovativeness (Paauwe, 2009). Collaborative leadership development structures To develop leadership skills within an organization, management has the role of creating appropriate working environment that will build the skills, have the patient of seeing employees develop and utilize their leadership skills. There has been dramatic shift of knowledge; economies have generated a flurry of interest in workp lace creativity and innovation; focused on the need to develop the intellectual leadership capacity of employees in the wave to develop their leadership skills. When having leadership development programs, managers should focus on nurturing, coaching, developing, and training their human capital on the best leadership/management styles.The changing business environments have called for the need to have highly empowered staff to participate in decision making; with the calling, leaders have no option other than to develop effective leadership programs.Advertising Looking for proposal on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Today’s business environment requires organizations to develop strong capabilities to innovate for long-term success and survival. This requires businesses to develop creative work environment and develop innovative products and services; the above competitive traits can only occur if the management has enacted effective skill development and leadership development programs. Creative work environments are required for empowerment of employees since they are the platforms that empowerment dwells on; they should be given a chance to utilize their decision making capacity as this will facilitate growth in their leadership skills. Management gurus ascertain that creativity and innovation can be viewed as closely related constructs as they exhibit significant overlap in characteristics; to facilitate the discussion presented in the later part of this section, it is imperative to have a clear understanding of the two constructs. When enacting leadership development programs, there is need for collaboration of all leadership positions to create a good nurturing environment. Employees should be given a chance to participate in decision making as this improves their confidence and grows their intellectualism (McGoldrick, Stewart Watson, 2001). Conclusion When im plementing an effective leadership development program in an organization, management should engage their subordinates in decision making and giving them favorable working environment that facilitates the growth of their intellectualism. Business leaders should nurture, coach, train, and guide their employees on the best decision making approach as leadership entails making quality, reliable, timely, and responsive decisions. References McGoldrick, J., Stewart, J., Watson, S. (2001). Theorizing Human Resource Development. Human Resource Development International, 4(3), 287-290Advertising We will write a custom proposal sample on Business Leadership specifically for you for only $16.05 $11/page Learn More Milkovich, T.,Newman, J. (2006). Compensation. 8th ed. New York: McGraw-Hill. Paauwe, J. (2009). HRM and Performance: Achievement, Methodological Issues and Prospects. Journal of Management Studies, 46 (1), 123

Sun Exposure Tests

Sun Exposure Tests Free Online Research Papers Skin Care Unlimited has invited The Proving Ground to conduct comparative tests on a new sun-tan lotion that is being marketed in summer. Rachel Mcguire, the Sales Manager has provided six other popular brands sun-tan lotion plus the sun-tan lotion from her company. The Proving Ground has concluded that a trip to the Bahamas would provide a more suitable environment for the sun exposure tests. Two staff members would travel to the Bahamas with six recruits to perform the tests. One staff member would document all the results and the other would take coloured photographs. The six recruits would be used for the actual applying of the sun-tan lotion. The application process would include using t-shirts and cutting eight six-centimetre diameter holes in the back of them, one for applying the new lotion, six for the other popular brands and one as a control factor with no lotion. The third staff member would remain locally and conduct tests on the feel, touch and the effect the application would have on clothes and how often it would have to be applied. The total cost tallied is $21,415. The finished proposal would be delivered within the deadline of 48 hours. Table of Contents Executive Summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦i Contents†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦.†¦ii Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦.†¦1 Background†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..1 Discussion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 Situation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1 Approach/Recommendation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 Organization and Planning†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 Cost†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 ii Introduction: In January The Proving Ground was called by Rachel Maguire, Sales Manager for Skin Care Unlimited to conduct comparative sun-exposure tests on a new Sun-tan Lotion that was being marketed that summer by Skin Care Unlimited. She announced that her company could easily conduct the tests but would prefer the opinions from an independent body such as The Proving Ground. Six competitor brands plus one of Skin Care Unlimited sun-tan lotions were to be supplied. March 15 was the deadline for the report. Rachel Maguire also wanted a proposal, spelling out the plan, schedule and costs within 48 hours. Background: The Proving Ground is a Partnership Company founded and managed by three consultants, Adelene Mohan Senior Research Consultant, Phillip Dunster Research Consultant and Wanda Holloran Research Consultant, who all graduated with diplomas in Business Administration. Discussion Situation: The work that Skin Care Unlimited requested from The Proving Ground included performing tests on a new sun-tan lotion that is going to be marketed in summer. The Proving Ground consultants needed to develop a way that tests the six other popular brands of sun-tan lotion with the brand of Skin Care Unlimited. The necessary procedures involve putting samples of each sun-tan lotion on a person’s back and leave that person out in the sun for three hours. One constraint was the lack of sunlight which was the core element However they quickly resolved that problem by deciding to conduct the tests in the Bahamas, the ideal location with an endless supply of sunlight. Another problem would be the unpredictable weather in the Bahamas Adelene has allotted an extra three days still keeping within the time frame, for any unforeseen circumstances 1 Coloured Photographs was to be taken Adelene Mohan is an amateur photographer, so to save money Adelene Mohan would do the photographing T-shirts had to be provided for the recruits to wear while applying the sun-tan lotions Wanda would buy the t-shirts for the recruits to wear Tickets and Hotel accommodations would have to be pre-booked Adelene would make those arrangements Approach/Recommendation: Tests are to be done on six models, two fair, two medium and two with dark complexions, two of each skin tone and colour to provide an average. Each model will be tested twice; once on the back and once on the leg. T-shirts would be used cutting out eight six-centimeter diameter holes in the back of each; one for applying the new sun-tan lotion, six for applying the other popular brands and one as a control factor with no sun-tan lotion. The front of the legs would be done by applying two-inch wide horizontal strips of each sun-tan lotion. Colour photographs would be taken of all the results. Two members will go to the Bahamas, Nassau with the six models to take photographs and record the results. The other member would remain and conduct tests on the feel, touch and effects the lotions would have on clothing and how often application would have to be repeated. Then that one staff member would have to record results, do the administrative work and write the report. After all results are recorded and administrative work is completed the anticipated cost is tallied at $21,415 and will be delivered to Skin Care Unlimited on March 15. 2 Organization and Planning: Schedule Begin formulating plan and making preparations for trip February 5 Trip to Bahamas; conduct comparative tests record results February 15 Return from trip; compile results February 20 Analyze results and complete administrative work February 27 Complete report adding in comparative results March 6 Submit completed report March 9 Cost: Days $ Cost (each) #people $ Total 5 60 6 1,800 5 100 8 4,000 8 175 2 2,800 2 175 1 350 6 175 1 1,050 8 tickets @ $1100 for 8 people 8,800 Material costs: 300 Contingency fee for unexpected costs: 700 The Proving Ground: 10% on air fare and trave1 = 1,280 33.5% on all costs = 335 21,415 Total cost if The Proving Ground is hired to conduct the comparative tests is $21,415. 3 Research Papers on Sun Exposure TestsStandardized TestingMarketing of Lifeboy Soap A Unilever ProductMoral and Ethical Issues in Hiring New EmployeesThe Project Managment Office SystemRiordan Manufacturing Production PlanResearch Process Part OneEffects of Television Violence on ChildrenThe Spring and AutumnAnalysis of Ebay Expanding into AsiaThe Hockey Game

Origins of the Jammu and Kashmir Conflict

Origins of the Jammu and Kashmir Conflict When India and Pakistan became separate and independent nations in August of 1947, theoretically they were divided along sectarian lines. In the Partition of India, Hindus were supposed to live in India, while Muslims lived in Pakistan. However, the horrific ethnic cleansing that followed proved that it was impossible to simply draw a line on the map between followers of the two faiths - they had been living in mixed communities for centuries. One region, where the northern tip of India adjoins Pakistan (and China), chose to opt out of both new nations. This was Jammu and Kashmir. As the British Raj in India ended, Maharaja Hari Singh of the princely state of Jammu and Kashmir refused to join his kingdom to either India or Pakistan. The maharaja himself was Hindu, as were 20% of his subjects, but the overwhelming majority of Kashmiris were Muslim (77%). There were also small minorities of Sikhs and Tibetan Buddhists. Hari Singh declared Jammu and Kashmirs independence as a separate nation in 1947, but Pakistan immediately launched a guerrilla war to free the majority-Muslim region from Hindu rule. The maharaja then appealed to India for aid, signing an agreement to accede to India in October of 1947, and Indian troops cleared the Pakistani guerrillas from much of the area. The newly-formed United Nations intervened in the conflict in 1948, organizing a cease-fire and calling for a referendum of Kashmirs people in order to determine whether the majority wished to join with Pakistan or India. However, that vote has never been taken. Since 1948, Pakistan and India have fought two additional wars over Jammu and Kashmir, in 1965 and in 1999. The region remains divided and claimed by both nations; Pakistan controls the northern and western one-third of the territory, while India has control of the southern area. China and India both also claim a Tibetan enclave in the east of Jammu and Kashmir called Aksai Chin; they fought a war in 1962 over the area, but have since signed agreements to enforce the current Line of Actual Control. Maharaja Hari Singh remained head of state in Jammu and Kashmir until 1952; his son later became the governor of the (Indian-administered) state. The Indian-controlled Kashmir Valleys 4 million people are 95% Muslim and only 4% Hindu, while Jammu is 30% Muslim and 66% Hindu. Pakistani-controlled territory is almost 100% Muslim; however, Pakistans claims include all of the region including Aksia Chin. The future of this long-disputed region is unclear. Since India, Pakistan, and China all possess nuclear weapons, any hot war over Jammu and Kashmir could have devastating results.

Global warming Essay Example | Topics and Well Written Essays - 250 words - 8

Global warming - Essay Example People have changed the land use that has increased the emission of greenhouse gases. For instance, deforestation has led to increased emission of carbon dioxide in the atmosphere that was previously stored in vegetation. Kuwait is located on the Arabian Gulf; the country is made up the mostly flat desert. The climate of Kuwait can be severe, with temperatures that are freezing and scalding. The increased temperatures in Kuwait are as a result of increased industrialization and urbanization. However, some researchers have said that the raised temperatures are not as a result of the industrialization. Kuwait has numerous environmental issues that are severely affecting its biophysical ecosystem, as well as the human health. The rapid industrialization and the careless environmental oversight have resulted in these issues. One of the major issues is the desertification that has remained a serious problem. The government of Kuwait are taking measures to address this problem through restoring the desert lands to forests. Another major issue affecting Kuwait is the increased pollution. The different forms of pollution have increased with growth in industrialization. The government is taking precautions to ensure that this issue does not go beyond the limit. Therefore, the government is setting up the pollutant treatment infrastructure that is adequately addressing this

Mosques in America Essay Example | Topics and Well Written Essays - 750 words

Mosques in America - Essay Example In order to develop a better understanding of the problem one should take a look at statistical dimension of Islam in the United States. Thus, the actual population of Muslims is two times larger that estimated one. In addition to that, the number of mosques increased greatly in the first decade of 2000. Moreover, the majority of mosques are relatively young: built less than 40 years ago. What is more important is that mosques in America feature a considerable amount of diversity. To begin with, it is not only Arabs, but various ethnic groups are represented in almost every mosque. Secondly, Shiite mosques which represent a second branch of Islam are also quite numerous in the United States. Thirdly, mosques can be found both in metropolitan areas and suburbs. As for the places which are used for a mosque, one should note that they include purchased, built or rented facility. The position of a mosque in the American society has had influence on its practices. It was found that mosques in the US preach flexible interpretation of Quran which is suitable for modern circumstances. The local spiritual leader feel general atmosphere of acceptable by the community. They also encourage Muslims to take active part in American society. Finally, the rate of conversion to Islam in the America reflects general interest to this religion. All in all, one might come to the following conclusions. First of all, the presence of Muslims in the American population may be more that it is estimated. Secondly, mosques were able to integrate successfully into American society. Finally, mosques reflect the diversity of the American social environment. This report contains all the necessary information that might be used to research the topic of a mosque in the United States. Another big advantage of it is the fact that the information that it is based on is relatively recent and reflects of the important cultural events that happened in the American society. The primary focus of

The Lands of Bolivar Essay Example | Topics and Well Written Essays - 250 words

The Lands of Bolivar - Essay Example The Latin American governments including Columbia have been strongly pressured by the U.S to enhance their drug management efforts. Strained diplomatic ties resulted in the process. This paper examines the role of the United States in the drug issues that are facing Columbia. It also looks at the militarization of the drug control efforts that have been put in effect by the United States and the effects that such programs are likely to have on Columbia. During the reign of Reagan in the United states administration, the war against drugs gained it momentum. Political pressure for drug eradication was mounting in Columbia. Decriminalization and the legalization movements were marginalized by a tough approach to the war on drugs. It became apparent that this war will be militarized. The speech that was delivered by Reagan in 1982 focused on drug prohibition and eradication. In addition to that, the major of the United States war on drugs as put into practice in Columbia included eradication projects through crop substitution strategies and the prohibition of the trafficking routes. It is worth noting that though much of the efforts were militarized, the objectives in Columbia were believed to be counter narcotics. The prospect of maintaining this distinction was critical in upholding the support of public wary of a possible involvement of the U.S in a counter revolution that could ‘Vietnamize’ the overall state of affairs in Columbia. The effectiveness of the US in this situation can attributed to the fact that there was a reduction in the amount of drugs entering the United States and a subsequent growth of a drug-free economy. With better economic opportunities at stake, the farmers in Columbia could grow nutritious food crops rather than the drugs. Additionally, with drug elimination the country has a lot to offer which includes

Logic and critical thinking class Research Paper

Logic and critical thinking class - Research Paper Example This paper, therefore, discusses children as victims or media victimize offenders in a crime. As a result, it discusses the manner in which media conduct interviews and news coverage, whether they stick to legal requirements, and access the manner in which children are victimized in the reporting processes. Victimization of Children Currently, media is seen as a source of all social problems in the world. Media not only provides access to but also constructs social problems in view of their multiple effects on people. It has been blamed by wide group of people including critics and theorists for promoting crimes against humanity such as violence, sexism, racism, homophobia, and other oppressive phenomena. Media has caused social harm by negatively influencing children and youth, pornography, degradation of women, and promotion of excessive materialism (Tandon, 2007). There is rising concern over issues to do with media interviewing victims at the wrong time, recording and airing clip s of bodies, revealing the negative sides only, revealing identity of juveniles, and inappropriate digging into the past of victims. The media coverage on crime gives rise to increased responses from community, which include vigilance, sorrow, revenge, and caution. A critical exploration of social media coverage of crime victims is crucial in the development of crime policy and popular imagination. Not all victims of a crime receive equal treatment in the social media news. In most cases, intense media coverage is devoted to victims with a questionable past are regarded as ‘ideal’. The ideal victims refer to a person or individuals who receive a legitimate status of being a victim upon being hit by a crisis (Tandon, 2007). This category of victims includes defenseless, innocent, vulnerable, and worthy of sympathy victims. Elderly women and children categorically fit into this group. On the contrary, young men, homeless people, drug addicts, and others marginalized in th e society may find it difficult to attain the status of legitimate victims (Nielson, 2003). In addition, media may misrepresent, under-represent, or over-represent victims of crime. Since children and adolescents are seen as future leaders, any engagement in deviant practices is viewed as declination of the society into moral chaos. The concentration on children means that deviant behaviours lead to more victimization than would have been involved if adults were involved. Under the law, children are not deviant from birth. Their behaviour is influenced by socio-economic factors and psychological problems. The law therefore, protects children and provides them with facilities for rehabilitation. The Rights of the Child in the UN Convention states that one is regarded a child until he or she reaches the age of 18. Consequently, the juvenile Act of 2000 also mentions that 18 years is the age of children. Therefore, it is illegal to publish or air any information regarding persons less than 18 years in the media. However, it is common to spot violation of this law in the media. The analysis below proves the claim (Fritz, 1992). In an article that appeared in Times of India in 2003, two children were published as being responsible for heinous crimes. Indeed, their actions were strange and needed condemnation; however, the media should have exercised some strain in reporting the crimes since the victims were minors. The article portrayed a very negative

How does hilton hotel in Dubai improve their employee cultural Research Proposal

How does hilton hotel in Dubai improve their employee cultural diversity to meet the needs of their customers - Research Proposal Example It is paramount for the company to consider cultural diversity among its employees to as to meet the needs of the customers that they serve (Trompenaars and Wooliams, 2003).. Dubai is one of the cities found in the United Arab Emirates, one of the youngest countries in the world. The city itself is cosmopolitan due to its high levels of expatriate migration, and a center for booming business. In this respect, managers in organizations operating within the city have to be careful how they go about addressing the different cultures of their employees (Scullion and Collings, 2006). This is because the employees themselves are likely to have varying cultural differences and needs (Harvey and Allard, 2005). The Dubai Hilton employs people from all walks of life who come to the city as immigrant workers. Multi-cultural employees normally bring a variety of perspectives, backgrounds, values, styles and beliefs within an organization (Tayeb, 2003). These differences must be treated as assets my managers if they want to gain from their employees (Tanke, 2001). One industry that can make major gains from cultural diversity is the hospitality industry, like the one under which the Dubai Hilton operates. Evidence shows that cultural diversity, when it is addressed appropriately, has the ability to influence productivity and thus fulfill most of the needs of the customers (Cox, 2001). The aim of this research study is to find out how the Hilton Hotel in Dubai improves their employee cultural diversity to meet the needs of their customers. This study is relevant since the hotel operates within a highly multi-cultural setting and its workforce is therefore culturally diverse. The objectives of this research paper are: Most societies in the world today have different cultural practices, values and beliefs. In this age of globalization, many people from these different backgrounds normally come

The Religious Teachings and Rituals of the Faith Essay

The Religious Teachings and Rituals of the Faith - Essay Example in its vast fold. The Mass serves as the gathering of the Christian community at the church on Sunday morning, in memory of Holy Jesus (Baldovin 2003), in order to participate in all the rituals going to take place in church according to the Christian belief system and traditions associated with this sacred gathering, aim to pray to God and demonstrate their loyalty and dedication to the Holy Christ. The Mass contains the beginning hymns (performed with musical instruments), sermon depicting the sacred life and noble teachings of Jesus Christ, recitation and interpretation of some verses from the Gospel, collective prayer in the light of Christian belief, presentation of gifts and prayers to altar, the priest’s lecture at the altar, elucidating the noble cause behind the great and exemplary sacrifice made by Christ for humanity, blessing the bread and wine, according to the commands made by Christ at the eve of his Last Supper, followed by the collective Great Amen and receivi ng of Jesus in Holy Communion, and the final blessings at the end (Chadwick 106). Consequently, the Mass is actually the completion of all the rites associated with Eucharist from gathering to the participation in the final blessings. The question aptly rises in the minds of the Christian community that since they could offer their prayers and can observe meditation and recitation while staying at their homes, then why should they proceed to church and spend time at there as they are to perform almost the same at home, which they are going to carry out by visiting the church. However, at the moment they forget the very reality that the prayer does not mean mere delivering of some words from the mouth or doing some specific acts at a room in the residence; on the contrary, worship stands for a comprehensive and organized activity, to be observed in the company of the fellow people of the same faith in order to join the prayer session collectively, and to comprehend with the real mess age of Jesus Christ that the Christians are responsible for conveying his message to the entire humanity without any discrimination of class, caste, community, race, ethnicity and socioeconomic status (Latourette 295). It is, therefore, then every Christian is welcomed at the church without taking his position, appearance, wealth and resources into slightest consideration even. Similarly, selection of Sunday by the saints for communion is actually for celebrating the day of Christ’s resurrection (Baldovin 2-3), on the third of his crucifixion at the hands of the cruel ruler of his era. Another important issue related to the Mass includes the purpose behind it. Since Eucharist stands for Thanksgiving, it is actually the expression of gratitude to Christ for his sacrifice and love, which should be made in the congregation by visiting the church instead of sending the same by staying at home.  

How does hilton hotel in Dubai improve their employee cultural Research Proposal

How does hilton hotel in Dubai improve their employee cultural diversity to meet the needs of their customers - Research Proposal Example It is paramount for the company to consider cultural diversity among its employees to as to meet the needs of the customers that they serve (Trompenaars and Wooliams, 2003).. Dubai is one of the cities found in the United Arab Emirates, one of the youngest countries in the world. The city itself is cosmopolitan due to its high levels of expatriate migration, and a center for booming business. In this respect, managers in organizations operating within the city have to be careful how they go about addressing the different cultures of their employees (Scullion and Collings, 2006). This is because the employees themselves are likely to have varying cultural differences and needs (Harvey and Allard, 2005). The Dubai Hilton employs people from all walks of life who come to the city as immigrant workers. Multi-cultural employees normally bring a variety of perspectives, backgrounds, values, styles and beliefs within an organization (Tayeb, 2003). These differences must be treated as assets my managers if they want to gain from their employees (Tanke, 2001). One industry that can make major gains from cultural diversity is the hospitality industry, like the one under which the Dubai Hilton operates. Evidence shows that cultural diversity, when it is addressed appropriately, has the ability to influence productivity and thus fulfill most of the needs of the customers (Cox, 2001). The aim of this research study is to find out how the Hilton Hotel in Dubai improves their employee cultural diversity to meet the needs of their customers. This study is relevant since the hotel operates within a highly multi-cultural setting and its workforce is therefore culturally diverse. The objectives of this research paper are: Most societies in the world today have different cultural practices, values and beliefs. In this age of globalization, many people from these different backgrounds normally come

Aristotle on the Soul Essay Example for Free

Aristotle on the Soul Essay Aristotle’s notion differs from the usual conception of a soul as some sort of substance occupying the body, existing separately and eternally. To him, the soul is the essence of a living thing. The soul is what makes an organism an organism at all by actualizing its potential for life, and it’s constituted by its capacity for activities essential to that specific type of being. His investigation into the nature of the soul demonstrates basic principles of his philosophical theories at work, including Hylomorphism, potentiality and actuality, and his four causes. His use of these theories in analyzing and teasing out the complexities of the soul make for a cohesive and comprehensive study, easily amenable with his other works. In this paper I will analyze his notion of the soul as described in De Anima, recounting how he came to define the soul, the explanation of the soul, how the souls of different kinds of ensouled beings differ, and his unique concept of how the soul is related to the body. Aristotle begins Book 1 of De Anima by stating that since the soul is a principle of animals, and here I will interpret animals to mean more broadly beings, describing its essence has implications beyond its obvious scope. In unfolding the nature of the soul, it is possible to determine which attributes belong to the soul alone and which belong to the organism in virtue of having a soul (Aristotle, De Anima 402a). So besides exploring the nature of life, his analysis will also seek to answer the question of whether all mental states (of the soul) are also material states of the body, or whether some attributes of the soul are unique to it. In doing so, we are confronted with the interesting implication of Aristotle’s position on the mind/body problem, to which I will get to later on. Returning to the question at hand (what is the soul? ), Aristotle starts his investigation by use of his explanatory theory of Hylomorphism, which states that substances are compounds of matter and form, and change occurs when form actualizes matter (Shields). There are three sorts of substances; form, matter, and the compound of form and matter. Matter is potentiality and form is actuality. Form actualizes matter, which possesses the potential to be what it is. So using Aristotle’s example of a bronze statue, the matter, in this case the bronze, only actualizes it’s potential of being a statue when it acquires the form, or the shape and features. Of interest is the third kind of substance, compounds, which make up living beings. The body is the substance as matter, so the soul is the substance as form or shape. Here we get to Aristotle’s preliminary definition of the soul as the actuality of a natural body having life potentially (Aristotle, De Anima 412). It is in virtue of this form, the soul, that makes an organism alive. Without the soul, the body would only have the capacity for life potentially, and so the soul is the essence (the form) of living things. This preliminary definition is taken a step further when Aristotle identifies the soul as the â€Å"first actuality of a natural body that is potentially alive† (Aristotle, De Anima 412a). He claims that the actuality that is the soul is like the actuality that is knowledge, in that we speak of it in two ways. We can distinguish between a state of knowing x and a state of attending to the knowledge of x, where the latter is more of an active process. The passive of state of knowing x is the first actuality, first because it must necessarily come prior to attending or remembering that knowledge i. e. potential precedes actual. Similarly, the soul of a sleeping person is like the passive state, the first actuality, while the soul of an awake person is like the active state. The soul must be the first actuality, for if not we would be forced to say a sleeping animal lacks a soul, a conclusion we do not want to make (Aristotle, De Anima 412a-412b). First actuality seems to correspond to a capacity to engage in the activity of the second actuality, and in this way is a kind of potential to exercise some function, like the ability to engage in thought. Aristotle makes this clear when he states that, â€Å"If the eye, for instance, were an animal, sight would be its soul† (Aristotle, De Anima 412b). Sight is the capacity of the eye for seeing, where sight is the form and the eye is the matter. The first actuality is the capacity for seeing, and the second actuality is seeing, actively exercising the potential ability. So it seems that beyond defining the soul as the ‘first actuality of a natural body that is potentially alive’, we can say the soul is a set of capacities that characterize living things. These characteristic capacities are different in different beings, and we will see that it is by these that Aristotle creates his hierarchy of ensouled beings or the degrees of souls. I will return to this distinction later in this paper, when describing how the souls of different ensouled beings differ. At this point we have a definition of the soul, but as Aristotle stresses throughout his various works, we must determine the cause or explanation in order to truly grasp the essence, and therefore get at complete picture of his view of the soul. The definition just given explains the what, but a full account must explain the why. He states in the Physics, â€Å"for our inquiry aims at knowledge; and we think we know something only when we find the reason why it is so, i. . , when we find its primary cause† (Aristotle, Physics 194b). His criteria for an adequate definition, one that is sufficient for knowledge, rest on his theory of causation and explanation. The four causes include the material cause, formal cause, efficient cause, and final cause. Material cause is what something is made of, the formal cause is the form or pattern of which a thing is what it is, the efficient cause refers to the agent of change or rest, and the final cause is the intended purpose of the change or the reason why a thing is done (Shields). We must, therefore, determine why the soul is what it is in virtue of these four general causes. The soul is the principle and the cause of the living body, for it is in virtue of the soul that the body is alive, and thus it plays an explanatory role. It is the cause of the living body in three of the four ways, as â€Å"the source of motion, as what something is for, and as the substance of ensouled bodies†(Aristotle, De Anima 415), corresponding to the efficient cause, the final cause, and the formal cause respectively. It is the source of motion in that it causes growth and decay in the organism. The soul is also the cause of the living body by being the final cause, as the body is merely an organ for the sake of the soul, aimed at the soul. And finally, the soul is the formal cause of the living body for it causes life by being the form and actuality of what is potentially. The body makes up the fourth cause, the material cause, by being the matter that makes up a living organism (Aristotle, De Anima 415). I will use Aristotle’s example of the nature of a house as described in Book One, when he is discussing the importance of form, in order to better illustrate the necessity for analysis of a concept under his theory of causation and explanation. To merely define a house as stones, bricks, and timbers, is not to capture its full essence. A house is stones, bricks, and timbers (material cause), built into an enclosed structure (formal cause), fashioned together by a carpenter (efficient cause), in order to provide shelter from the elements (final cause). We can describe the what, but without further details about the explanation, we don’t really know the nature of a house. Similarly the soul is why, it gives the explanation for, the life activities of a living body. At this point Aristotle’s notion of the soul is quite clear; it is the first actuality of a natural body that is potentially alive, it is a set of capacities for life-giving and defining activities of organisms, and it is the form, the source of motion, and the means (it directs) to the end of the living body. Souls of different living beings are differentiated by their capacities to engage in the activities characteristic of that type of organism, which comprise their livelihood and survival. It is these differentiating faculties that make up the soul. Among these faculties are the nutritive and reproductive, perceptive, locomotive, and the capacity for thought and understanding. Aristotle claims, â€Å"the soul is the principle of the potentialities we have mentioned—for nutrition, perception, understanding, and motion—and is defined by them† (Aristotle, De Anima 413). There are three types of souls, arranged in a nested hierarchy, so the possession of a higher soul entails possession of all that are below it. The lowest, or most basic, in this hierarchy is the nutritive soul. All living things possess the capacity for self-nourishment, for without this they would not live. Next is the sensitive soul, which is possessed only by animals. The highest type of soul is the rational soul, belonging only to humans. These three souls are differentiated by their function, corresponding to the ensouled being in possession of the soul with the power to exercise that function. While the animal soul possesses the nutritive and the sensitive, and the human soul the rational as well, each has but one unified soul with a various sets of capacities (Shields). The nutritive soul is the potentiality held by all living things to preserve it and equip it for life. The function of this soul is the use of nourishment and generation, or reproduction. Generation is the most natural function, as it is a means for a living being to participate in the future (the â€Å"everlasting and divine†) by producing something else of its own sort. The use of nourishment allows the being to preserve itself, only existing while it is nourished. Nourishment allows an organism to grow as well as decay, according to its form. Since all living things possess the nutritive soul, all living things have the capacity for self-nourishment, growth, decay, and for reproduction. Further, since all nourishment involves digestion, and digestion involves heat, all beings contain heat (Aristotle, De Anima 415-416). The sensitive, or perceptive soul, distinguishes plants from animals. Perception is a type of alteration, in that a suitable sense-organ in perception is affected or changed by an external object. The external object acts as the agent, possessing the qualities in actuality that the sense-organ possesses potentially. Aristotle describes that it is through an intermediate condition, such as air, that sense organs receive the forms or qualities of the objects of perception, not the matter, when involuntarily acted upon by the external object. Thus, the sensitive soul has the capacity to receive sensible forms, resulting in perception. The sense-organs become like the agent after being affected, or receiving the qualities (Shields). Again, we can see Aristotle returning to his theory of Hylomorphism in describing perception as the change in the sense-organ as a result of the acquisition of form. The potential of the sense-organ is made actual in virtue of the external object which possesses the form in actuality. Aristotle states that every animal has the sense of touch, but not all possess the sense of sight, hearing, taste and smell. Animals are further distinguished along these lines; while each possesses a nutritive and a sensitive soul, there are various degrees of complexity of the latter soul corresponding to the activities of the animal. Aristotle continues further that the possession of the perceptive soul implies that the animal has the capacity to desire, and desiring includes appetite, emotion, and wish. He also determines possession of this soul entails the ability to feel pleasure and pain and it is in virtue of this soul that some animals possess the power of locomotion (Aristotle, De Anima 413-415). The rational soul, perhaps the most difficult section to interpret of De Anima, is essential and indicative of humans alone. It is in virtue of the rational soul, the intellect, that we come to know and understand things. The intellect is the seat of thought and thus reason. Thinking is similar to perception, as it involves the reception of form by a suitable capacity. However, while the object of perception is external and is the composite of form and matter, the object of thought is within the soul and is form alone (Shields). While hard to follow, I believe the objects of thought are the forms of forms; they get their intelligible forms in virtue of the sensible forms sensed in perception. Aristotle discusses the concept of â€Å"appearances†, which are different from perceptions and beliefs, for appearances exist while we sleep, with no external stimuli actualizing the ‘sensation’, and beliefs involve conviction, while appearances do not. Appearances are images resembling objects of perception (Aristotle, De Anima 428). It is helpful to think of appearances as the representation of reality we see in imagination. I believe Aristotle is claiming that it is these appearances that are the objects of thought. In intellection, the mind is made to be like the object of thought through reception of its intelligible form. The intellect is pure potentiality, it potentially has all of these objects of thought, and only in thought do these intelligible forms become actualized in the mind (Shields). As Aristotle’s philosophical worldview rests on a Hylomorphic principle, it is difficult to see how the alteration, bringing the intellect from potentiality to actuality in thought, comes about. In perception, this is in virtue of an external object that acts as an agent for change in the sense-organ. But what is the agent of change in intellection? Aristotle divides the intellect into the active and passive intellects. The active intellect acts as the agent of change; when the mind thinks the active intellect actualizes the intelligible forms in the passive intellect. The passive intellect stores the concepts of knowledge and intelligible forms in potentiality, to be recalled by the active intellect during thought. This means however, that the actual must precede the potential, contrary to what was discussed above. The nature of the active intellect is its activity, so it must be unremittingly active in order to cause the passive intellect to act and us to have thoughts and reason. If it is continuously active, this part of the rational soul must be eternal and thus stands in stark contrast with the rest of the souls Aristotle posits, but this controversial point is something I will not take up in this paper (Shields).

Factors Affecting Cross Culture Communication Cultural Studies Essay

Factors Affecting Cross Culture Communication Cultural Studies Essay Holliday, Kullman and Hyde (2004) assert that the term `culture refers to patterns of human activity and the symbolic structures that give such an activity some significance. It includes technology, art, science, as well as moral systems and the characteristic behaviors and habits of the society. Different human societies have different cultures, and the personal culture of one individual can be different than another one. Intercultural is the philosophy of exchanges between cultural groups within a society. Intercultural communication is about how people from different countries and different cultures interact with each others; and how they behave, communicate and perceive the world around them. And effective intercultural communication involves understanding both ones own linguistic and cultural identity and that of the people with whom one is communicating. In that, cultural identity has a very important role. The following is a discussion about how issues of identity affect commu nication between people from different languages and cultures. Nationality identity can greatly affect the effectiveness of communication. Different nationality means different in cultures and in most cases languages. People from different countries tend to have different ways of understanding the world around them. It affects the way people think and behave in different situations. People who have different nationalities are likely to have different ways to exchange information and perform various activities that are unique to their countries (Lyerly 1997). This may lead to misunderstanding when people from different countries trying to communicate with each others. Regional differences create even more cultural gaps between human. Thus its effect on communication is even significant than that of nationality. The differences in geography, environment and culture are often too large that people tend to suffer from severe cultural shocks when they travel from one region to another. And that is the main force that affects the efficient communicati on between people from different nations and/or region. Ethnicity identity is another major force that may contribute to the effectiveness of communication. Due to the different of the ability to understand and gain information of people, there are gaps in how different person understands the same piece of information. And that created the two groups of people: the haves and the have-nots. As for that, it is important to take the issue of ethnicity into account in order to improve the effectiveness of communication between these two groups of people. Holley (2008) stated that ethnic groups are identified by common culture, language, religion, and/or ancestral origins. He also argued that there are no internationally agreed upon ethnic categorizations because history often plays a role in what aspects are considered most important for ethnic identity. That is, history is usually the major factor that defines ethnic identity. Language is arguably the most important element of communication. Language is mean, in which the content of the communication is transferred and received. Or as Samovar, Porter McDaniel (2008) put it: Language is the medium through which a culture expresses its world view. Language is also considered as a communication tool that needs to be learned and used effectively in order to achieve successful intercultural communication. And if language is a tool then culture may be considered as the environment that has all the effects on language. Because of that, culture is, in many circumstances, what defines the meaning of language. That is why, in some situations, the same word can bring different meanings due to the differences of cultures. The matter is even worse when two cultures talk in different languages. In this case, a translation tool is needed, however the potential of misunderstanding is also raised as a word translated between two different languages between two different c ultures may result in totally different meaning. For that, language and culture must be thoughtfully considered in intercultural communication. Or as Sarbaugh (1988) concluded the most important element in effective intercultural communication concerns language. Community is the starting point of identity. Every community has its unique traditions, values, and norms. Communities provide a wealth of organized and deep rooted information, which builds from countless interactions of various socio-political, socio-economic, and socio-cultural attributes that occur over time (Kriesberg 2003). This understanding becomes the property of that particular community and plays an important role in shaping the identity structures of its members. The emergence of various communities, such as professional, academic, and virtual has provided the opportunity for individuals to acquire diverse knowledge by assuming membership in these communities. The interaction of various sub-identities of an individual through his/her membership in different communities continuously shapes the learning, thinking, and perceptual environment, which forms the nature of experiences, value preferences, and knowledge arrangements. This intricate and complex system of socializati on shapes the identity of a person. The role of communities in shaping the personalities of its members depends on the nature of the knowledge that is organized in its socio-cultural traditions. Analysis of an individuals community affiliations can enable the researchers to comprehend the role that community specific knowledge plays in forming the identity. Consequently study of community memberships of an individual can help us to understand the identity dynamics of a person; furthermore examination of community knowledge can shed more light on social interaction process. According to Kriesberg (2003) community knowledge, individual knowledge, and identity are the three constructs that need considerable attention in order to broaden and deepen our understanding of the relationship between a person and the community. Social class has been one of the key elements that directly affect communication since the dawn of time. Social class is to some extend still creating boundaries between human, thus creating obstacles in effective communication (Holliday, Kullman Hyde 2004). The conflicts between the rich and the poor, management and working class were often created by those misunderstanding in communication. People in different social class used to be significantly affected so much that they naturally create a barrier to prevent communication with other social class. It is perhaps in many ways shared the same properties with religion differences. Religion identity is sometimes improving communication where it shares a similar interest. It is also the main cause of conflict when its interest is not satisfied by those of different religion. Throughout history, people always keep trying to solve these significant differences; however, the conflicts with the core causes still remain intractable for man y societies until even now. This issue may only be solved if we can change the core of how human perceive and understand the world. In current society, men and women have the chance to work together more regularly and more personally than before. As traditional male-dominated societies diminish, a dynamic communication emerges where women and men have the same goals and equal chances to pursue and archive their goals (Pinto 2000). While the communication between men and women benefits from this fairness, there are still many information and signal of behavior have to think about, and it is important not to let sexual category identity issues hold up with effective communication. Many research have been devoted to the idea that women and men communicate very differently in fact, it is sometimes stated that women and men communicate so differently from one another that they must have perceived the world from absolute different perspectives (Pinto 2000). The communication between men and women seems to be stable and equal day by day. For example, both men and women can be positive, outgoing, task-focused, or sentim ental. The important point to think about, conversely, is that men and women sometimes identify the same messages to have different senses. Age is of course one of the most important matters that affects intercultural communication. Its role is somewhat similar to gender. People tend to think differently when they are getting older. The more time they spend living, the more experiences they have and the clearer they see through conflicts. This is even true when it comes to multi-cultures. The young generations always have different ideas and the ability to take risks. The older generations see things more thoughtfully and are more cautious when facing new problems. That is why, in my opinion, even come from totally different cultures, the old peoples ways of thinking is, to a great extend, similar. However, it is required the flexibility of the young to cope with cultural differences. To sum it up, the balance between the old and young are need to be balanced out in order to achieve an effective intercultural communication. Identities can greatly affect the communication between people from different languages and cultures. How people think about who they are and who and what others are profoundly influences the effectiveness of their communication. Their sense of identity and conceptions of each other contribute to their understanding of the world around them. Whether and how identities affects the communication depends on their particular qualities. There are different sources of identity which lead to unique understandings of the people and how they think and behave in their world. Thus the communication between people is often suffered by these differences of understanding. To know, understand and use the uniqueness of different groups of people will greatly improve how people communicate with each others.