Hw4 Assignment Example | Topics and Well Written Essays - 250 words

Hw4 - Assignment Example You can produce an Excel plot, or use other software, to paste into your Hwk 4 submission. If you plot by computer, please be sure to make the graph look similar to that shown on page 3.) Note that the distance scale is in kilometers and the depth scale is in meters. Thus, the depth data are vertically exaggerated (by a factor of 200) which enhances the subtle features of the ocean basin topography. A plot at true (1 to 1) scale will be provided later to show the actual topography. Vertical exaggeration is useful to display profile data when the horizontal extent of the data is very large and when the profile is relatively smooth. The data that are given in the table are sampled at a large interval (100 km between data points) and, thus, the bathymetric profile is only a rough approximation of the true ocean basin topography. However, the main features of the ocean basin are visible on the graph. A similar graph is shown in Figure 9.15 of L&T, 2014 and L&T, 2011. For additional infor mation, refer to pages 302-312, Lutgens & Tarbuck, 2014 (pages 265-270 of L&T, 2011; pages 250-257, L&T, 2008). 2. What is the approximate ocean depth at the mid-Atlantic ridge and the relief of the ridge (difference in depths, or elevations, between the top of the ridge and the adjacent, relatively flat ocean bottom)? 3. What is the approximate slope of the west flank of the mid-Atlantic Ridge (measure the difference in ocean depth along the profile between about 2200 km and 3200 km distance and divide by the difference in distance, 3200-2200 or 1000 km. Be sure that both measurements, differences in depth, and distance, are in the same units, either km or m. The resulting number will be the slope expressed as a ratio. The slope can also be given as a percent or as an angle. (Information (review) on calculating the slope of a line:

A Comparison of Free

A Comparison of Freedom Documents Essay †¢ Throughout most of U.S. history, in most locations, what race has been in the majority? What is the common ancestral background of most members of this group? The United States is a very diverse country, racially and ethnically. Six races are officially recognized in the U.S. and they are White, American Indian and Alaska Native, Asian, Black or African American, Native Hawaiian and Other Pacific Islander, and there are also the people of two or more races; a race which is called Some other race is also used in the census and other surveys, but is not official. Throughout U.S. history White Americans are the racial majority, with a 72% share of the U.S. population, according to the 2010 US Census. The majority of the 300 million people currently living in the United States are descended from European immigrants who have arrived in the past 400 years. †¢ What are some of the larger racial minorities in U.S. history? What have been the common ancestral backgrounds of each of these groups? When did each become a significant or notable minority group? Some of the larger racial minorities in U.S. history are American Indian and Alaska Native, Asian, Black or African American, and Native Hawaiian. Some of the common ancestral backgrounds of each of these groups are: Asian American-The U.S. Census Bureau definition of Asians refers to a person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent. African American- African Americans make up the second largest racial and ethnic minority in the United States. Most African Americans are of West and Central African descent and are descendants of enslaved blacks within the boundaries of the present United States. Hispanics and Latino Americans- Hispanic thus includes persons from Spain and Spanish-speaking Latin Americans excluding Brazilians while Latino excludes persons from Spain but includes both Spanish-speaking and Portuguese-speaking Latin Americans. †¢ In what ways have laws been used to enforce discrimination? Provide examples. These laws were intended against which racial minorities? Affirmative action of the courts and prison systems which discriminates against Blacks and Hispanics, gives them 20% longer sentences, targets their neighborhoods, racially profiles, weakens minority neighborhoods electorally, created the culture of fatherless homes as a reaction to the Civil Rights Movement, fills prisons with low-level offenders for petty drug offenses, with illegal searches and in some states; where those crimes have been decriminalized anyways and disproportionately targets minority youths in instances where white youths would be dealt with informally, which is masked by Affirmative Action which largely benefits white women and Jews anyways. There were also the Convict codes, which were used to put Blacks back on the plantation, the loitering laws, the Blogs Act which targeted Blacks and Mexicans for marijuana until it was realized whites use it more, the sentences disparity between crack and cocaine at a 100 to 1 ratio, the lynch laws and various others. †¢ In what ways have laws been used to eliminate discrimination? Provide examples. Did the laws work to eliminate discrimination? There are some laws and act that are anti-discrimination. 1) Age Discrimination Act of 1975 is a law which prohibits discrimination based on age in programs or activities that receive federal financial assistance, for instance, financial assistance to schools and colleges, provided by U.S. Department of Education. 2) The Americans with Disabilities Act of 1990 (ADA) is a law that was enacted by the U.S. Congress in 1990. 3) The Immigration and Nationality Act of 1965 (Hart-Celler Act, INS, Act of 1965, Pub.L. 89-236) abolished the National Origins Formula that had been in place in the United States since the Immigration Act of 1924.

Bosch Strategy :: essays research papers

Dublin Institute of Technology Table of contents 1 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‚¬ ¦......  Ã‚  Ã‚  Ã‚  Ã‚  04 2 Company Profile†¦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‚  Ã‚  Ã‚  Ã‚  05 2.1 History and development†¦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‚  Ã‚  Ã‚  Ã‚  05 2.2 The foundation†¦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‚  Ã‚  Ã‚  Ã‚  06   Ã‚  Ã‚  Ã‚  Ã‚  2.3 Size and Scope†¦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‚  Ã‚  Ã‚  Ã‚  07 3 Mission Statement†¦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‚  Ã‚  Ã‚  Ã‚  08 3.1 Attitude and Commitment†¦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‚  Ã‚  Ã‚  Ã‚  08 3.2 Values†¦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‚  Ã‚  Ã‚  Ã‚  09 4 Strategy†¦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‚  Ã‚  Ã‚  Ã‚  09 4.1 Corporate Strategy†¦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‚  Ã‚  Ã‚  Ã‚  09 4.2 Business Strategies†¦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‚  Ã‚  Ã‚  Ã‚  Ã‚  10 5 Organisational Structure†¦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‚  Ã‚  Ã‚  Ã‚  12 5.1 Business Sectors†¦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‚  Ã‚  Ã‚  Ã‚  12 5.1.1 Automotive Technology†¦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‚  Ã‚  Ã‚  Ã‚  12 5.1.2 Industrial Technology†¦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‚  Ã‚  Ã‚  Ã‚  13   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  5.1.2.1 Automation Technology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..  Ã‚  Ã‚  Ã‚  Ã‚  13   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  5.1.2.2 Packaging Technology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.  Ã‚  Ã‚  Ã‚  Ã‚  14 5.1.3 Consumer Goods and Building Technology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.  Ã‚  Ã‚  Ã‚  Ã‚  14 5.2 Organisational Structure and Hierarchy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  15 5.2.1 CEO†¦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‚  Ã‚  Ã‚  Ã‚  16 5.2.2 Heads of Sectors†¦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‚  Ã‚  Ã‚  Ã‚  16 5.2.3 Heads of Divisions†¦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‚  Ã‚  Ã‚  Ã‚  Ã‚  17 6 Employment†¦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‚  Ã‚  Ã‚  Ã‚  18   Ã‚  Ã‚  Ã‚  Ã‚  6.1 Performance and development discussions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  18 6.1.1 The Performance Review Discussion (PRED/MAG)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  18 6.1.2 The Individual Development Discussion (MEG)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...  Ã‚  Ã‚  Ã‚  Ã‚  19 6.1.3 The Management Potential Review (MED)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.  Ã‚  Ã‚  Ã‚  Ã‚  19 6.2 Bosch employee motivation†¦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‚  Ã‚  Ã‚  Ã‚  20 7 Analysis†¦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‚¬ ¦...23 7.1 Analysis of organisational characteristics.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦23 7.1.1 Level of centralisation†¦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‚  Ã‚  Ã‚  Ã‚  23 7.1.2 Level of Bureaucracy†¦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‚¬ ¦24 7.1.3 Level of hierarchy†¦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‚¬ ¦..24 7.1.4 Level of authority and control†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦25 7.1.5 Level of labour organisation and complexity†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  26 7.1.6 Level of Formalisation†¦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‚  Ã‚  Ã‚  Ã‚  26 7.2 The SWOT Analysis†¦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‚  Ã‚  Ã‚  Ã‚  27 7.2.1 Strengths†¦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‚  Ã‚  Ã‚  Ã‚  27 7.2.2 Weaknesses†¦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‚  Ã‚  Ã‚  Ã‚  28 7.2.3 Opportunities†¦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‚  Ã‚  Ã‚  Ã‚  29 7.2.4 Threats†¦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‚  Ã‚  Ã‚  Ã‚  30 8 Conclusion†¦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‚  Ã‚  Ã‚  Ã‚  30 9 References†¦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‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  32 1 Introduction In the present paper, the company Robert Bosch GmbH will be presented. The target of this paper is to give a broad overview of the company’s structure and to analyse its current situation and strategy. Starting with chapter 2, the reader will get an idea of Bosch’s company profile. In this chapter the Bosch history and the company’s development over time will be envisioned as well as the Bosch foundation. Chapter 3 will look at the company’s mission, its attitudes and values. The next chapter will look at the company’s corporate and business strategy, followed by Bosch’s business sectors and its international structure described in chapter 5. The following chapter will give some information on employment at Bosch and employee motivation This will be followed by an analysis of this worldwide operating company, regarding the strengths and weaknesses as well as the opportunities and threats that Bosch might face in the future. Finally chapter 8 concludes the paper. Sources for this paper have been literature, the Annual Report 2003, further Bosch publications and internet sources. 2 Company Profile 2.1 History and development The company began as a â€Å"Workshop for Precision Mechanics and Electrical Engineering† which the founder Robert Bosch opened in Stuttgart in 1886. The company’s international activities can look back on a long tradition: as early as 1898, only a few years after having found his company, Robert Bosch opened his first representative office in London. The next step towards internationalisation followed one year later with the foundation of a second Bosch representative office in Paris to provide the French and Belgian markets. Particularly important for the further development of the foreign organisation was the opening of an agency in New York in 1906 and the commencement of production in the USA in 1910.

Admission Personal Statement Essay

Care is supreme to the survival of all life on earth. In the attitude of care, understanding and useful therapy any individual including adults with Parkinsonism and speech defects, children with autism, cerebral palsy and similar speech impairments can survive; they can live to impact the planets in government, politics, economics, arts.They can be better songwriters than Ludwig van Beethoven, and their records in literature can surpass that of Helen Keller, American author and lecturer who was blind and deaf. Irrespective of the impairments they may be living with, the dedication of   speech pathologists and therapists can be of immense help to this category of people; This is the essence of my intention to pursue a Master’s degree in Speech language pathology Programs in this renowned institution.Honing my skills as a speech pathologist is by no means an easy task and responsibility. As a person, I can effectively communicate diagnostic test results, diagnoses, and propos ed treatment in a manner which is easily understood by friends and families.This is useful to clients/patients and their families. I understand that the patient’s response to speech therapy may be slow and therefore I am patient and compassionate enough to listen to the patient has need be.   As a speech therapist, the management or therapeutic pattern for each patient is individualised to suit the need of the patient. Irrespective of the origin of the speech deficit, I believe strongly that I can be of immense help.I believe my upbringing has a significant share in my desire to further develop craft as a speech pathologist. Being a Russian immigrant, I easily can adapt to children who seem to be struggling to adopt their second language in this country. As a child coming to America at a very young age of 12, I saw how my parents also struggled to keep up with the language barriers. But I used this incident to further bolster my desire to be a good speech pathologist.Beside s, seeing the difficulty of my parents, I strove to include in my work as a speech pathologist programs wherein parents would be empowered to be supportive of their children as they work together in speech therapy programs. I'm not a rigid type of teacher; I structure my programs around non-formal means of teaching environments.I am sensitive to my wards, in the sense that I exert just enough pressure on them to learn without being too forceful. My skills are being put to use as I have been caring for my grandfather who is legally blind for the past 6-7 years although his hearing is fine and speech is fine. Besides, I have become more patient even to the extent of advocating for elderly rights to notice nursing home neglects. I am persuaded that people need care irrespective of their presumed disability.In my stay in the Big Apple Academy in New York, during my internship and volunteer duties at the institution, I participated in various activities through which I gained more knowle dge about my chosen field: I learnt a lot at Big Apple and at First Step Early Intervention also in New York about children who had difficulty in their learning modules at speech therapy.In my stay at the academy, I learned about â€Å"Prompts for Restructuring Oral-Muscular Phonetic Targets† (PROMPTs). I believe that learning must never stop; it must be a constant activity if one wishes to perfect his or her skill; that is the reason for my application to study in this highly-placed institution.Suffice me so state that it is quite impossible to say that if I do get admitted into your prestigious program, I would be able to create a cure-all for speech deficiencies in all children. On the contrary, children who possess these special conditions are just that, special. They need extra care and love and understanding from us, and, not to be self appreciating, I consider myself to have been blessed with an extra measure of love, compassion and patience.But if I do invent a cure a t all, your program would have an extra measure of credit, since the knowledge I would have gained from your program would have gone a long way in contributing to my discovery!The facilities in this institution are adequate for effective teaching and productive learning; this is why I have chosen this institution. As a diligent and thorough student, I will be of great asset to the school, with contributions to the body of knowledge through research, to sports through team spirit and to social development by effective relationship skills. In the end, I can say many things about why my application should be considered.Suffice it to say that I am hardworking, driven and highly motivated in my desire to be accepted into your program. I also am a team player; I work well in an environment where the confluence of ideas will contribute in my learning process as a speech pathologist. I do my work on time, with an extra effort to see to it that the work I will do in the program will be top q uality each and every time.In concluding, I admit my knowledge is limited and still so much to learn. I believe that the program in your honourable institution will further strengthen the bedrock that I have in the field of speech therapy.I am grateful that this country affords people like me, a Russian Jew, opportunities to better myself without fear of discrimination or recrimination. My dreams may not be to change the world but I can make a difference by an excellent Speech therapist and graduate of your institution’s Master’s program.

Critically evaluate the claim that culture is best understood as a system of symbolic classification Essay

Introduction                      This essay will focus on evaluating the claim that culture is perfectly understood as a symbolic classification system. Culture can be defined as cumulative deposit of beliefs, attitudes, knowledge, values, experience, roles, meanings, spatial relations, hierarchies, notions of time, possessions and material objects obtained by a group of individuals in the course of the generations through group and individual thriving. Culture involves patterns implicit and explicit, for and of behavior obtained and conveyed through symbols, representing the unique achievement of the human groups, comprising of their personifications in artifacts; the fundamental core of culture include the traditional ideas and particularly their emotionally involved values; culture systems on the other hand may be deemed as products of action. A symbol refers to any object, usually material, meant to stand for another, even though there is no significant relationship. Typically culture is founded on a shared set of meanings and symbols. Symbolic culture allows human communication and therefore must be taught. The symbolic culture is more adaptable and malleable than biological evolution. Humans subconsciously and consciously, strive always in making logic of their surrounding world. Some symbols like objects, words, gestures and signs assist individuals in understanding the world. Usually symbols offer clues in understanding the experiences. They usually express familiar meanings which are shared by the societies. Uniform and badge held by police officers represent symbols of law or authority enforcement. When an officer is seen wearing a uniform or in a squad car enhances reassurance in man citizens, and anger, fear, or annoyance among others (Browne et al, 1990, p38-p42). The world has countless symbols. Company logos, traffic signs and sports uniforms are some of the symbols. A gold sign in some cultures symbolizes marriage. There are some symbols which are very functional; for example, stop signs offers valuable instruction. They belong to the material culture since they are physical objects, however they function like symbols, in addition they pass on nonmaterial cultural meanings. Some of the symbols are only helpful in what they signify. Gold medals, trophies and blue ribbons, for instance, provide no other function other than representing the accomplishments. However numerous objects have both nonmaterial and material symbolic value. Symbols are usually taken for granted easily. Few individuals challenge or even consider sticking the figure signs on the public bathrooms’ doors. However those figures signs are more than being mere symbols which informs women and men which bathrooms they are supposed to use. Also they uphold the value, in U SA, that restrooms ought to be gender exclusive. Even if stalls are comparatively private, most places do not offer bathrooms that are unisex (Hoijer, 1954, p. 14). Symbols frequently get recognized when used out of context. Symbols express strong messages and are used unconventionally. Even destruction of symbols is perceived to be symbolic. Effigies signifying public figures are beaten so as to express anger at particular leaders. Crowds in 1989 tore down Berlin wall a symbols which decades-old of the division between West and East, capitalism and communism. While diverse cultures have different systems of symbols however language is common to all. Language refers to a symbolic system by which individuals’ converse and through which the culture is spread. Various languages include a system of symbols utilized for written communication, whereas others rely on nonverbal actions and spoken communication. Societies regularly share one language, and a lot of languages have the same fundamental components. An alphabet refers to a written system which is made of symbolic shapes which refer to sound which is spoken. These symbols taken together , express definite meanings. English alphabet employs a mixture of 26 letters in order to create words; where these 26 letters create over 600,000 English words which are recognized (Smith, 2001, p. 46). Case study 1                      Additionally, through using language, individuals’ converse without using words. The communication which is nonverbal is symbolic, and, similar to the case of language, a lot of it is learned by the individual’s culture. Various signals are almost universal: crying regularly represents sadness and smiles frequently signify joy. Additional nonverbal symbols differ across the cultural backgrounds in their meaning. For instance, a thumbs-up symbol in the United States shows positive support, while in Australia and Russia, it signifies an offensive curse. Various gestures differ in meaning depending with the individual and the situation. A symbol of waving the hand can represent numerous things, considering for whom it is done and how it’s done. It may signify â€Å"no thank you,† â€Å"hello,† or â€Å"I’m royalty,† or â€Å"goodbye.† Winks express a range of messages, comprising of â€Å"Iâ€⠄¢m only kidding,† or â€Å"I’m attracted to you,† Or â€Å"We have a secret.† From a distance, an individual can comprehend the emotional idea of two individuals in conversation just through examining their facial expressions and body language. Folded arms and Furrowed brows signify a serious topic, perhaps a disagreement. Smiles, with arms open and heads lifted, imply a cheerful, friendly conversation (Durkheim, 2003, p. 41). Case study two                      Even though language is possibly the most apparent system of symbols that used in communication, numerous things we do express a symbolic meaning. For instance, of the way individuals dress and what it signifies to other individuals. The manner in which a person dress symbolically communicates to other people if that individual care about academics or if he or she is a fan of their school’s football group, or it might converse that the individual is a fan of punk music or has adopted an anarchist philosophy. In various urban settings, the symbolic meaning of individual’s clothes can signify gang connection. Other gang associates use these symbolic sartorial signs to identify allies or enemies. Anthropologists argues that, through their evolution course, individuals evolved a universal individual capacity to categorize experiences, as well as encoding and communicating them symbolically, like with language which is written. Due to the f act that symbolic systems were learned as well as being taught, they started developing independently of the biological evolution. Since this capacity for social learning and symbolic thinking is a human evolution product confuses older arguments regarding nurture versus nature. This view of culture shows that individuals who live away from each other begin develops distinct cultures. Basics of different cultures, but, can spread easily from one group of individuals to another. Belief that culture is coded symbolically and can, consequently, can be taught from one individual to another, meaning that cultures can change even if they are bounded. Culture is dynamic can be learned and taught, which makes it a rapid adaption form potentially to variations in the physical conditions. Anthropologists usually view culture both as supplement and product of the biological evolution; culture can be perceived as the core means of human version to the world which is natural (Middleton, 2002, p. 16). The above view of culture as symbolic system with the adaptive functions varying from one place to another, made the anthropologists to conceive of various cultures as described through different structures or patterns of continuing conventional meaning sets. These meanings took solid form in diversity of artifacts like rituals and myths, tools, well as the planning of villages and the design of housing. Anthropologists differentiate between symbolic culture and material culture, not only since each signifies distinct types of human activity, however also because they comprise of different forms of data that necessitate dissimilar methodologies to study. The culture sociology relates to culture since it is evident in the society: the ways of acting, the ways of thinking and the material objects that collectively shape the individual’s way of life. In regard to Max Weber, the symbols are very essential features of culture: individuals employ symbols to convey their spirituality as well as the spiritual side of actual events, and perfect interests are obtained from the symbols (Smith, 2001, p.21-24). In accordance with the sociologists, symbols composes one of the five essential basics of culture, the others being norms, values, language and beliefs. Symbolic anthropology perceives culture as independent system of meaning decoded through interpreting the key rituals and symbols (Werness, 2000, p.37). In conclusion, it is evident that culture is as set of symbolic classifications, referred to as a group of symbols which can prearranged into a paradigmatic set, frequently hierarchical. These systems of classifications show a world view or tribal order. Languages are constituted of the systems of classifications like grammars. Grammars classify number, person and time. Cultures consist of unconscious classifications which include relatives, plants, colors and animals. References Browne, R. B., Fishwick, M. W., & Browne, K. O. (1990). Dominant symbols in popular culture. Bowling Green, Ohio: Bowling Green State University Popular Press. Durkheim, E. (2003). Emile Durkheim sociologist of modernity. Malden, MA: Blackwell Pub..Hoijer, H. (1954). Language in culture: conference on the interrelations of language and other aspects of culture. Chicago: University of Chicago Press. Middleton, J. (2002). Culture. Oxford, U.K.: Capstone Pub..Smith, P. (2001). Cultural theory: cn introduction. Malden, Mass.: Blackwell :. Werness, H. B. (2000). The Continuum encyclopedia of native art: worldview, symbolism, and culture in Africa, Oceania, and native North America. New York: Continuum. Source document

Alcohol Abuse Among Teenagers Essay Example

Alcohol Abuse Among Teenagers Essay Example Alcohol Abuse Among Teenagers Essay Alcohol Abuse Among Teenagers Essay Essay Topic: 7th Grade It’s really interesting that I find myself composing about something that non merely is commonsensible. but what is more. something that every one knows about in general but may non in peculiar. Alcohol usage among adolescents is a serious job and is responsible for decease and hurt in car accidents. physical and emotional disablement. impairment of academic public presentations. aggressive behaviour that causes a figure of other sociological jobs in households and among friends. It is besides the primary cause of condemnable behaviour and a prima cause of broken matrimonies. As we know it’s a wide subject hence I’ll expression at the function that alcohol dramas in the society and it’s impact on teenage dependence. Matter OF CONCERN ( Causes and effects ) The age when immature people are taking their first drink is going lower each twelvemonth. Many surveies show that preteens are experimenting with intoxicant and many are already heavy drinkers ( Cahalan 1997 ) . It may be hard for parents and instructors to believe that a 7th grade pupil can hold an intoxicant job. but a survey of pupil imbibing patterns shows that 5 % of seventh-grade male childs and 4. 4 % of seventh-grade misss are earnestly mistreating intoxicant ( Royce 1996 ) . That’s why we see the effects in footings of antisocial behaviour. school failure. attending shortage. larning disablements and route accidents among the adolescents. THE MAIN CAUSE? . . MEDIA. Despite the jobs caused to immature and old by intoxicant. society sends assorted signals to its young person. Media presents alcohol imbibing with equals as non merely acceptable but besides to see friendly relationship and as a romantic drink. Movies present a realistic image of intoxicant maltreatment. A study by scientific analysis corporation examined imbibing patterns on telecasting and found that out of 225 plans 701 alcoholic imbibing Acts of the Apostless were recorded which were against the voluntary codification ( Jean Lennane. 1995 ) of the spirits industry. The codification states that: a ) Any histrion shown imbibing must be over the age 60. a ) Any imbibing shown should be natural. reasonable and responsible. a ) Ads should non propose that imbibing intoxicant contributes toward societal. sexual or back uping success or as being a pre-requisite of relaxation. a ) Ads should non dispute or make bold people to devour intoxicant. We can see the ads any dark and justice instead how many don’t breach the voluntary codification. AVAIBILITY AND ACCEPTABILITY A prima cause is that alcoholic drinks can be easy obtained and these are socially more acceptable than other drugs. Parents. adolescents and pedagogues frequently fail to recognize the possible for jobs that alcohol nowadayss to the immature mind and organic structure ( Kay Healey. 1997 ) . At the clip when organic structure and emotions are maturating. frequent or inordinate usage of intoxicant can do irrapareable harm. Misconception: Drinking intoxicant is merely viewed as an grownup behaviour in the society. Alcoholic drinks are advertised and marketed as being associated with gender and love affair. but. infact intoxicant is a sedative which decreases overall sexual public presentation and dulls enjoyable feelings. ( Kay Healey. 1997 ) FAMILY FACTORS: Parental attitude and behaviour sing intoxicant usage drama of import function in how their kids view it’s usage. Evidence exists that a household history of antisocial and hapless parenting increases the hazard of holding kids who use intoxicant and other drugs. The place is the primary beginning of intoxicant for the immature stripling. ADOLESCENT DEVELOPMENT: Adolescents report that they drink for enjoyment. to bury jobs or to cut down emphasis and anxiousness in their lives. Adolescents. nevertheless are at increased hazard of going intoxicated while imbibing less than grownups because of their limited experience with intoxicant and smaller organic structure size. Depressed or those adolescents who have been physically or sexually abused may utilize intoxicant in an effort to get by with their psychological hurt DRUNK DRIVING Inexperienced drive combined with inexperient imbibing is a deathly combination. A study from National Centre For Health Statistics shows that motor vehicle accidents are the taking cause of decease among individuals Between 15-23 old ages of age. Although they may reserve the right to drive. but. of class no right to set the others in danger while accidents. OTHER EFFECTS: Underage imbibing has infinite effects and hence. it’s impossible to take all of them into history. Research shows that of those who began imbibing at the age of 18. 66 % later are classified with intoxicant dependance and 7. 8 % with intoxicant maltreatment. If a individual waits until the age of 21 before taking their first drink. these hazards lessenings by 60 % . ( Grant 103 ) Alcohol usage can impact adolescents wellness. household relationships and can besides put other members of the society in danger. It has a inclination to take down the productiveness and the quality of work being done and can do jobs in both one’s school and calling. Economic costs are besides an issue when it comes to underage imbibing. IDENTIFYING THE Problem: Identifying the adolescent intoxicant maltreater is hard but non impossible. Specific behaviour and features to watch for to find if intoxicant maltreatment is happening include the undermentioned ; a ) frequent absenteeism. B ) diminution in academic public presentation. degree Celsius ) deficiency of involvement in extracurricular activities d ) jobs with equals e ) self destructive behavior degree Fahrenheit ) deficiency of energy g ) deficiency of concern about personal well-being. H ) obvious marks of poisoning CONCLUSION: Alcohol maltreatment among adolescents and even younger kids is a quickly turning societal job. Alcohol is glamorized in films and telecasting. Beer commercials utilizing athleticss figures try to convert adolescents. As a society we send assorted signals to our young person about intoxicant usage. on the one manus we talk about it. gag about it. and handle it as non merely acceptable but besides desirable. On the other manus we recognize the jobs caused by intoxicant maltreatment. Death and hurts in traffic accidents. loss of productiveness. kid maltreatment. broken places and other serious social jobs linked to alcohol. Redress: In my suggestion. an intensive instruction plan supported by the community with qualified individuals and besides supported by the authorities in footings of fiscal support can positively alter the attitudes and cause important alteration in cognition about intoxicant. Schools can play an of import function to originate instruction and preventative attempts because they reach more pupils than any other topographic point. It besides involves complete committedness with extended planning. REFERENCES Â · Grant 1996. adolescent drug maltreatment. vol 76. pgg 84. 85. Â · Cahalan 1997. underage usage and maltreatment of intoxicant. pg 87 Â · Royce 1996. intoxicant. the national katzenjammer. pg 44 Â · Jean Lennane 1995. intoxicant. pg 56 Â · Alcohol. the facts. 1997. Australian authorities publication service. pg148 Â · Key Healey. 1997. Alcohol. The facts. pg 176 ADDITIONAL READINGS Â · Gall T. L. . 1996. Statistics on intoxicant usage. gale research inc. Â · Alcoholism. 1998. vol 64. Neil kessel and Henry Walton.

Sir Thomas Stamford Raffles Essay Example

Sir Thomas Stamford Raffles Essay Example Sir Thomas Stamford Raffles Paper Sir Thomas Stamford Raffles Paper Sir Thomas Stamford Raffles is one of the key persons who are responsible to the founding of modern Singapore. He played an important role in forming a British Settlement, Singapore, in the Melaka straits despite facing rejections, such as Dutch or even resistance in London itself. He is a controversial person even in his time. Hence there is no doubt that there are lots of information about him and founding of Singapore in the internet. However, how do we assess these websites for its appropriateness towards scholarly research is the main objective of this essay. According to The Sheridan Libraries an appropriate source for scholarly research would have information such as â€Å"authorship, publishing body, point of view, referral to other sources, verifiability and currency† . In the case of internets sources, at least we could have an idea who is the author and a way to contact, such as telephone or email, to clarify the information provided in the internet or even arranged an interview. The first source regarding Sir Thomas Stamford Raffles and the founding of Singapore which I’m going to examine is taken from Wikipedia. Let just put aside for a moment the authorship and verifiability of the passage, and for a moment assume it is what it is. Wikipedia provides a very detailed explanation of Sir Thomas Stamford Raffles. The information in Wikipedia is like a series of events that arranged chronologically. This is by far a more interesting and captivating way for the readers. Nonetheless, the events and points that provided by Wikipedia are also very broad. The general impression that I gained, from Wikipedia, that summarize who Sir Thomas Stamford Raffles was, was a hardworking, wise, fair, rational and both lucky and unfortunate person. When I read the passage, I generally felt that all he had done were good things. He was a very hardworking child, despite the early death of his father. He was lucky enough to be hired by East India Company and had the opportunity to expose himself to South East Asia, and based on his talent, picked up the native language, Malay, and good enough to impress the Governor to promote him as a Resident of Java at the age of 30. He abolished slave system, led an expedition to restore Borobudur, replaced Dutch forced agriculture system with land tenure, founded a more administrative Singapore and throughout the end, I elt sorry with his early death and his lost of family members. All the events are centralizing in the goodness of Sir Thomas Stamford Raffles. However, aren’t these very subjective opinions from a historical point of view? In the passage, it mentioned â€Å"considered Farquhar unfit for the position of Resident, so Raffles took direct control with a heavy hand. † The Wikipedia source didn’t really stated why William Farquhar was unfit for the position. Did he done something wrong that suffer the indigenous people? Did he make a lost in financial during his tenure? We may get some answer for these questions from how well the author think Singapore did as soon as the take over from British until the return of Raffles at year 1822 base on the paragraph â€Å"†¦as Singapore grew at an exponential rate, the Dutch gave up their claim on the island†¦Ã¢â‚¬  This in certain account created ambivalence from the author, and let just assume what both lines are true. Maybe the author is trying to tone down the confrontation between Farquhar and Raffles. By providing a reason for the discord, which reasonably present with a glim, it seems what Raffles did is reasonable. Besides that, under the â€Å"Founding of Singapore† session in the Wikipedia source, Farquhar was only credited for securing of British possession in the Riao’s area. This is by far had neglected his role in the founding of Singapore. The second source that I am going to examine is a website from USP, NUS. Once again, put aside verifiability and authorship. Let examine the passage’s point of view towards Raffles and the founding of Singapore. The passage gave a more general view of Raffles. At least at the first glance of the passage, I won’t have a feeling that he is almighty. Just take an example, â€Å"†¦Raffles became a subject of controversy and a target of attack, from British as well as Dutch adversaries. To some, Raffles was an admired reformer, who wanted to abolish the slave trade, and ameliorate the lot of the people. To others, he was simply a young and ambitious schemer. † This paragraph gives me a feeling that he is a controversial figure even during his time. The word â€Å"ambitious schemer† also reflects that he may not be as pure as a saint. All these that I have mentioned, didn’t come to me when I was reading the source from Wikipedia. With these, in certain account, there is a different in objectivity of the author of these two sources. Besides that, â€Å"it was Farquhar who worked alongside the Malay rulers for four years to secure the survival and growth of the British settlement on Singapore Island†¦Ã¢â‚¬  gives a general account on what Farquhar had contributed to the development of Singapore. This just gives me an impression of what Singapore was at that time, and it was definitely not the sole contribution and hard work of Raffles. The source did mention an outline of the life of Raffles. The author did give a high regards on Raffles effort to abolish slavery. This can be showed â€Å"He held strongly to moral principles on the dignity and equality of human beings † . Besides that, the source also mentions two important names in the founding of Singapore, William Farquhar and Dr John Crawfurd, and credited them as â€Å"The Founders of Colonial Singapore† . This source gives an alternative view of who were possible founders, or who had at least contributed to the radical founding of early Singapore. With these additional information provided, Raffles is not the only one credited with the establishment of early Singapore and thus gives a more objective view of early history of Singapore under British possession. The third source I’m going to examine is from suit101 . This passage gives a general overview of Raffles and his involvement in Singapore. This source is a summary of his early life, his career, and also how it links to the founding of Singapore. Compare to the first two sources, this source is comparatively less detailed information. For example, â€Å"Following the hallowed English tradition of divide and conquer, Raffles and his successors †¦Ã¢â‚¬  The source didn’t mention about who are the other successor. Is it Farquhar? Is it John Crawfurd? Or is it somebody else? This source gives a very subjective view towards Raffles, â€Å"Raffles continued to enjoy a long and celebrated career in imperial administration. † How does the author know the feelings of Raffles despite so many obstacles in his tenure as stated in the first and second source? Before I choose one of these sources to be an appropriate source for scholarly historical research, let me examine the authorship of these three sources. The source from Wikipedia, apparently is edited by not a few but a lot of authors. Just a brief view in the â€Å"history† link in the wikipedia webpage toolbar, there is approximate 500 entries of editorial in the Stamford Raffles site and still counting. In some account, base on the large amount of authors, contradictory may occur and there maybe a more objective viewpoint regarding the topic, â€Å"†¦emergence of resonance will only come after experiencing some dissonance. However, this is not an appropriate source for scholarly historical research mainly because of its multi-authorship and anonymous authorship. How can we verify the source when there are anonymous authors? Meanwhile, the second source from USP weblink, was the work of an associate professor in the History Department of NUS. The author is highly qual ified and contactable. Finally, the last source, it was also from a single author, John Walsh from Mahidol University International College. In terms of verifiability, the second and third source provides a direct contact name and title to verify the content or for further research. However for the first source, Wikipedia, if the readers have any doubt of the source, they have little chance to clarify with the author. There is no direct contact number and there is little chance of knowing the name, beside username of the author or even anonymous authorship. However as an ordinary user, we can raise the mistakes in the content to the webmaster, rise in discussion or edit the page. Finally, regarding citation, both sources from Wikipedia and John Walsh didn’t provide any; presumably every word is directly from the author. Source from the USP and Wikipedia, did provide references. In certain extend, this provides the readers a way for further research of the topic. This helps the reader to verify the points and facts in the source too. In Wikipedia, the â€Å"general look† is more appealing, with pictures of Stamford Raffles and well credit where the picture’s origin. The more user appealing part of Wikipedia is its usage of Wiki software to develop its webpage, and this may be a good start for newbies and for background reading â€Å"†¦wikis should not take authoritative, but can relied upon for ‘background reading’. After assessing the qualities of these websites, source from the USP website regarding Stamford Raffles and founding of Singapore is an appropriate source for scholarly historical research. This is due to its authorship; it provides a name and a title from the author, and it ensures verifiability. The publishing body, which is the NUS website, is a well ma intained and contactable publishing body. The details provided in the source are sufficient for a person to understand Stamford Raffles and the founding of Singapore reasonably well. It also provides other possible founders or contributors to the founding of Singapore. As a conclusion, it has all the attributes of an appropriate source for scholarly historical research. Bibliography Elizabeth E. Kirk, â€Å"Evaluating Information Found on the Internet†, Sheridan Libraries (1996), 8 February 2008, library. jhu. edu/researchhelp/general/evaluating/ â€Å"Stamford Raffles†, Wikipedia, The Free Encyclopedia. Wikimedia Foundation, Inc. (10 Aug. 2004), 17 February 2008, http://en. wikipedia. org/wiki/Stamford_Raffles Ernest C. T. Chew. The Founders of Colonial Singapore†, USP (12 October 2002), 17 February 2008, usp. nus. edu. sg/post/singapore/history/chew/founders. html John Walsh, â€Å"Raffles: Sir Stamford Raffles and the Founding of Singapore. † Suit101 (9 Jan 2004). 8 February 2008, suite101. com/article. cfm/east_asian_history/105792/1 Alvin Tan Peng Hong, â€Å"Allowing Dissonance†, The History Journal (1998), p. 14 Lesl ie Goh, â€Å"Share your knowledge or ignorance†, Straits Times (17 October 2006), 7 March 2007, http://news. independent. co. uk/world/americas/article2331980. ece Stephen Foley, â€Å"Wikipedia Hits An Identity Crisis As Student Admits Posing As Professor†, 2007 Independent News And Media Limited (7 March 2007) Noam Cohen, â€Å"A History Department Bans Citing Wikipedia As Research Source†, The New York Times (21 February 2007), 2 March 2007, nytimes. com/2007/02/21/ education/21wikipedia Marshall Poe, â€Å"The Hive†, The Atlantic Monthly (September 2006), 6 January 2007, theatlantic. com/doc/print/200609/wikipedia Stacy Schiff, â€Å"Can Wikipedia Conquer Experts†, The New Yorker (24 July 2006), 31 July 2006, newyorker. com/printables/fact/060731fa_fact

How to Study for a Multiple Choice Exam

How to Study for a Multiple Choice Exam Studying for a multiple choice exam is a skill that you can learn, hone, and perfect. These steps for studying for a multiple choice exam will improve your chances of getting the grade you want. Start Studying The First Day of School That sounds crazy, but its true. Your exam prep starts on the first day. Nothing beats time and repetition when it comes to learning. The best way to learn anything is to participate in class, take careful notes during lectures, study for your quizzes, and learn as you go. Then, when its a multiple choice test day, you will just be reviewing the information instead of learning it all for the first time.   Ask for the Multiple Choice Test Content Before you begin officially studying for your exam, ask your teacher or professor for information about the test content with questions like these: Are you providing a study guide?  This should be the first question out of your mouth. You will save yourself a ton of time scavenging through your book and old quizzes if your teacher or professor gives you one of these.  Will vocabulary from this chapter/unit be tested?  If so, how?  If you memorize all the vocabulary with their definitions, but you cant use the words appropriately, then you may have wasted your time. Many teachers will ask for a textbook definition of a vocabulary word, but there are a bunch of teachers who dont care if you know the definition word for word, as long as you can use it or apply it.  Will we need to apply the information weve learned or simply memorize it? This is an important question. A simple knowledge-based multiple choice exam, one where you have to know names, dates, and other detailed info, is pretty easy to study for. Just memorize and go. However, if youre going to need to be able to synthesize, apply, or evaluate the information y ouve learned, that requires a much deeper understanding and more time.   Create a Study Schedule Establish a study schedule at least two weeks before your test day. Using this schedule, you can determine exactly when you have a few extra hours available, then make the most of that study time, rather than cramming minutes before the exam. To study for a multiple choice exam, its best to start several weeks in advance, studying in short bursts until test day. Organize Your Chapter Notes Your teacher has probably already given you much of the test content in your notes, quizzes, and former assignments. So, go back through the material. Rewrite your notes or type them up so theyre legible. Find the answers to incorrect quiz questions or problems you missed on your assignments. Organize everything so its ready to be studied. Set a Timer Dont spend three hours studying for a test in a row. Instead, select a chunk of material to master and set a timer for 45 minutes. Study with focused attention for all 45 minutes, then take a 5-10 minute break when the timer goes off. Once the break is over, repeat: set the timer for another 45 minutes, study, and take a break. Continue this process until youre confident in your knowledge of the material. Master the Material Youre going to have choices on this multiple choice exam (thats why its called multiple choice, after all). As long you can differentiate between the right and kinda right answers, youre likely to succeed. Remember, you dont have to recite any details- rather, youll just need to recognize correct information. For memorizing facts, use mnemonic devices like singing a song or drawing pictures to help you memorize the information. Use flashcards to memorize vocabulary.   When studying complex concepts or ideas, explain the idea out loud to yourself as if youre teaching it to someone else. Alternatively, explain the idea to a study partner, or write a paragraph about it in simple language. If youre a visual learner, draw a Venn Diagram comparing and contrasting the concept with an idea that you already know well. Ask Someone to Quiz You To test your knowledge, ask a study partner to quiz you on the material. The best type of study partner will also ask you to explain your answer to see if you  really  know what youre talking about rather than just reciting the content.

Operational Management Principles Essay Example | Topics and Well Written Essays - 500 words

Operational Management Principles - Essay Example Expansion of the plant would be an ideal solution which will solve all the issues related movement of the equipment, tracks, men and if any repairing to be carried out. The establishment itself should be planned in a manner that if in future when it is required to expand the plant then the existing plant layout should be valuable for a change. The primary concern is for the movement of carriers and tracks. If we come out with a solution such as, issuing tokens to trucks at the gate, which will be, have information like what type of load would be placed and quantity of load specified to transit through the plant. And to which point the trucks should report for loading or collecting the compliments only those trucks should be allowed at the particular points with tokens. This procedure will rule out the fault that the drivers getting impatient wasting at the point and baking. One more solution is to increase the number of points for the product pickups. This procedure will if implemented then drivers need not have to wait for long hours. If we employ a few supervisors at the transport which will help the customer contracted trucks to pass immediately from gate to gate which may take less than two hours from gate to gate and will also help in earning the goodwill for the company. With these kinds of changes, you can schedule the trucks for the product pickup within 4 hours notice. Even 2 hours notice before the purchase can also be served with ease. The customer contracted trucks appearing at the gate with an unanticipated purchase order can also be entertained and can be regulated to the respective pickup points thereby pleasing the customers with high-end professional service.

Character biography of Wintertime by Charles L. Mee Essay

Character biography of Wintertime by Charles L. Mee - Essay Example Although she is married, Maria is happy to stay in an illicit relationship with her lover Frank. She invents her own views on love in order to justify the complex relationships that define her social life. Maria emphasizes on the value of her freedom on matters of love, family and the discourse of sex. For instance, she reinvents the aspect of womanhood by projecting views that appear abnormal to the larger society. Her philosophies on matters of sex appear to be idiosyncratic and even rebellious. She tells her husband about the desire of a woman to engage in some form of wild sexual engagements and deliberate deviation from the order and tranquility of the domestic space without a free conscience that operates on the sidelines of the acceptable. Although she admits her love deep love for Francois, he shocks him by admitting that she reserves every Friday night for a routine sexual relationship with Frank (Mee 6). This sense of strange freedom and order unsettles Francois whose conce pt of love appears to be bound in philosophies that are more conventional than Maria’s is. A clear understanding of Maria’s peculiar approach to life could gbe drawn from a comparative assessment between her views on love and those projected by Ariel. The two women have exactly opposite views about then discourse of love. While Ariel indulges her mind in the innocence of youth by upholding the sublime and real element of love, Maria takes an opposite view by establishing categories of love. For instance, she views love in two broad perspectives. One of the perspectives is about romantic love. Maria believes that romantic love should be separate from the other kind of love that attaches couples in a marriage. She reminds Frank, her husband, that she never intended to love him in a romantic kind of love. She only loves him as some kind of duty that a wife ordinarily owes to her husband. Maria’s personality has a redemptive effect to the social disadvantages that w omen have to endure because of traditions, values, and expectations. She presents life in terms of a sum total of her own views and the practical things of life. Maria lives in a conservative society. This society demands women to live in accordance with specific laws and specifications. There is a patriarchal undertone in the dominant philosophies that undergird perspectives and reactions. As a result, she rebels and creates a world that would accommodate the feelings and opinions of a liberal woman (Case and Elaine 56). Her defiance could be understood as a rebellion against the domestic space. She affirms ownership of the Winterhouse and does not regard Frank in any terms larger than a companion. She comes to the defense of fellow women whenever situations demand. In this manner, Maria could be considered as an influential matriarch of women liberation with a deep desire to create an alternative frame of reference for the conquered women in the society. On this score, it makes se nse to consider her attitude in terms of the multiple challenges that are systematically created to stifle the course of women empowerment. Normally, the society would want to convert Maria into an ideal woman who dutifully plays the role of wife and mother in total submission. Instead, Maria appears to be untamed and subscribing to strange philosophies that define her relationship to both Francois and Frank. She is a strong defender of women freedom

In your opinion, what creates magic in an essay What is effective, how

In your opinion, what creates magic in an What is effective, how and why - Essay Example Its benefit is a life of reflection that would allow one to â€Å"suck the marrow of life† or to be able to understand the essence of life. The message of simplicity and reflection that emanates from the works of Thoreau teaches us on how to create magic in an essay because the readers are able to relate what we are trying to say as it came from our hearts. After all, the magic of an essay depends on how it touches its reader and the best way to touch the reader is to write from the heart as what Thoreau’s writings teach. Also, the values of simplicity and reflection that are present in Thoreau’s works are now seemingly gone with pervasive materialism, insecurity and skepticism. Thus, Thoreau’s works are like a charm because it remind and ground students about the lost value of simplicity, reflection and self-reliance. It makes a good reminder to students about the essence of life by engaging us to a work of genius that reflects about what really matters in life. By truly understanding Thoreau and his work, we may realize that life is really not that complex and in fact can be better lived if we live in simplicity and reflection. This understanding helps us create our own magic in our own compositions because we are able to move our readers in a manner that Thoreau moved his readers albeit ours may be to a lesser degree. To be able to understand Thoreau’s magic in writing, it would be necessary to know him and examine his influences. This would enable us to know and understand where the magic came from, and with this understanding we may develop our own sense of magic in our writings. Thoreau’s Walden is a product of a social experiment of how life would be in one is to live an ascetic life. This social experiment is consistent with the writing of Ralph Waldo Emerson’s â€Å"Self-reliance† who was Thoreau’s teacher

History Essay Example | Topics and Well Written Essays - 1250 words - 3

History - Essay Example The workers are exploited on only on physical basis but also on mental level (Schweickart 9-11). This paper explores the attributes of colonization, and implications as it is practiced in modern times. The effectiveness of colonization, with respect to capitalism is the chiefly dealt with in this paper. Colonization and capitalism Under certain contexts, colonization and capitalism have become synonymous. A colonized world is always divided or compartmentalized in the sense that it is divided between the natives and the new comers. For instance the racial problem occurred during South Africa apartheid is an instance of this. During the first half of twentieth century, the whites practiced racial prejudice against the native blacks (Allen 95- 102). Division of class goes in line with the Aristotelian logic where there is no possibility of conciliation. The sector for colonists is strongly built with all pleasures and fineries. It is a protected space, clean and pleasant. The native qu arters are poles apart. None ever notices when a niggers takes birth or dies. Both the people and the place remain dingy and dirty. They lust for material possessions. As a matter of fact, wealth too was concentrated in the hands of the oppressor class. The reason why they accumulate wealth is that simply because they belong to the colonist’s sector. ... Similarly the sense of exploitation also passed from one generation to another and the horrors of submission and inhibition seem to be familiar. It makes maintenance of rules and regulations easier for the capitalist class. A characteristic feature noticed in colonized countries is that there always exist certain groups, sermonizers, and councilors who butt in between the capitalist class and the exploited. (Fanon 1-15) Decolonization is a situation where the aspects and practices of colonization are challenged. The colonized world possesses little values and ethics. The colonized state experience destruction and corruption. These in turn negate their values and make them exposed to instruments of blind forces. The colonizer, as Manichaean states often inflict violence. As was found out by Chungara, the labor class she described went through similar experiences. The capitalist class had exploited them to their very last means. The struggle which they had to do on a daily basis is has become a familiar thing. (Fanon 1-32) Struggle and protest is another characteristic feature of colonized states. There are several aspects that oppressed people learn from their maters or from the ruling class as a whole. The most important aspect is individualism. Contestation is an important aspect of colonization. Whenever there is any case of violence, the oppressor tries to exercise full control over the oppressed classes. This period is generally marked with violence and suppression. However the colonized people continue to rebel and these results in sporadic occurrence of violence. (Fanon 1-32). Global capitalism is one of the rising concerns in present times. Ibrahim’s book deals with Egypt. The adverse effects of capitalism on Arabic society,

Effects of the 2008 financial crisis on the investment Essay

Effects of the 2008 financial crisis on the investment - Essay Example The financial crisis of 2008 was observed to impose non-negligible impacts on the Middle East, particularly Qatar, holding the biggest position in the oil and gas resources. The fall in the oil and gas price, have further, strongly impacted the Middle East causing adverse affects the region of Qatar. The decrease in the oil and gas price has made larger exporters to observe the bad debt scenario and has also challenged the countries to pay off their international debts with greater transparency (Council on Foreign Relations, 2009). This not only slowed down the economic growth prospects, affecting the price on the commodity (Setser, 2008). Additionally, it made Middle East countries like Qatar suffer with limited financial capacity to fund projects on continuation, resulting in their failure to suffice developmental needs in time and as planned. Moreover, as the country withdrew from importing vast amount of oil and gas from the US to rejuvenate its financial position, it greatly impacted the monetary policy of the United States Federal Reserve, causing political and economic disruptions in the international trade practices for both the nations (Setser, 2008). Consequently, the sovereign wealth and central bank were considered for greater use in helping the firms and local banks aimed at stabilizing the fiscal position of the economy by refinancing their growing debts. Since the financial crisis, Qatar has used sovereign funds at a greater proportion to recapitalize their banking system and other smaller countries within the Middle East region, shifting its prime focus from attracting foreign funds. To maintain domest ic investment at a positive side and backstop the banks from incurring greater debts in the international market, many Gulf governments needed to draw on their accessible assets (Isfahani, 2008). A direct effect of the financial crisis was observed on the financial institution and the real estate of Qatar, as these

Portfolio Essay Example | Topics and Well Written Essays - 1000 words - 6

Portfolio - Essay Example ess surplus, they may be restricted to use it.Their main aim is not to be successful in terms of prosperity, but to give value to the groups of people they deal with. These organizations target to help people globally (Neal, 2001). Moreover, organizations are self-governing meaning they are separate from the government and they control their own activities and also non-compulsory involving some meaningful level of voluntary services. This is the attraction of funds from other sources to non-profit organizations. An organization’s resources are obtained from the communication of its needs. These organizations have different marketing strategies that are utilized to get money or revenues while spending little of what they have. For a non-profit organization to be financed it should determine whether the purpose of being financed is viable financially. It should ensure that it demonstrates some competitive advantage to ensure program viability. Marketers learn about the stakeholders who are involved for the course of the organization. The agency of these non-profit organizations understand the world of marketing and tactics more than they are given credits and are better than many institutions think and they need to be treated and also understand that an agency may need to raise funds. Communication program: According to McLeish (2011), marketing can be seen as a systematic philosophy and approach used in carrying out business. It is important to understand that marketing requires interacting business activities and reinforcing the premises that each area of management has a task to play to have a successful operation. Pricing: In non-profit organizations, price is the link between the resource allocation and the resource attraction. The company’s price of a product allows it to attract more resources than what they use in the production. Some of these organizations use more than one constituency donors and clients to get more resources for the day-to-day

Effects of the 2008 financial crisis on the investment Essay

Effects of the 2008 financial crisis on the investment - Essay Example The financial crisis of 2008 was observed to impose non-negligible impacts on the Middle East, particularly Qatar, holding the biggest position in the oil and gas resources. The fall in the oil and gas price, have further, strongly impacted the Middle East causing adverse affects the region of Qatar. The decrease in the oil and gas price has made larger exporters to observe the bad debt scenario and has also challenged the countries to pay off their international debts with greater transparency (Council on Foreign Relations, 2009). This not only slowed down the economic growth prospects, affecting the price on the commodity (Setser, 2008). Additionally, it made Middle East countries like Qatar suffer with limited financial capacity to fund projects on continuation, resulting in their failure to suffice developmental needs in time and as planned. Moreover, as the country withdrew from importing vast amount of oil and gas from the US to rejuvenate its financial position, it greatly impacted the monetary policy of the United States Federal Reserve, causing political and economic disruptions in the international trade practices for both the nations (Setser, 2008). Consequently, the sovereign wealth and central bank were considered for greater use in helping the firms and local banks aimed at stabilizing the fiscal position of the economy by refinancing their growing debts. Since the financial crisis, Qatar has used sovereign funds at a greater proportion to recapitalize their banking system and other smaller countries within the Middle East region, shifting its prime focus from attracting foreign funds. To maintain domest ic investment at a positive side and backstop the banks from incurring greater debts in the international market, many Gulf governments needed to draw on their accessible assets (Isfahani, 2008). A direct effect of the financial crisis was observed on the financial institution and the real estate of Qatar, as these

The relation of quality management and risk management -or- the future Thesis Proposal

The relation of quality management and risk management -or- the future of quality management with risk management - Thesis Proposal Example Widdop et al (2007, p.2) observes that integrating the two approaches to management requires communication. There is a gap in the existing literature of the lack of a framework of enhancing the integration of quality management with risk management and this is the focus of this study. Developing this integrative framework will make it easy for organizations to manoeuvre these important approaches to management. According to Williams et al (2006, p.68) risk management intersects with quality management at the point at which it seeks to ensure the effectiveness, efficiency and economy of a business strategy or process. Quality management is the design and execution of products and services with the objective of meeting and preferably exceeding customers’ expectations without the wastage of available resources (Williams et al 2006, p.68). Risk management identifies, prioritizes, addresses, and eliminates potential sources of failure of the services and products to meet their set objectives. In this context, risk management is a pre-emptive, proactive, predictive, and preventive endeavour. After studying a number of companies, Williams et al (2006, p.69) found that reducing risk deltas reduces objective gaps and variation hence increasing process quality. Kuhn and Youngberg (2002, p.159) asserted quality is one of the important issues in risk-based approach to management alongside health, safety and environment. After examining five organizations, Kuhn and Youngberg (2002, p.159) found that continuous improvement, stakeholder satisfaction, adherence to standards and checks and balances, optimizing the quality of every investor’s dollar and prevention are quality principles and practices that seamlessly fit into risk management. Kuhn and Youngberg (2002, p.160) observe that the Six Sigma is an exemplar case of how to integrate quality management with risk management. For example, he notes that Six Sigma’s DMAIC (Define, Measure, Analyze, Improve,

The Power of Observation Essay Example for Free

The Power of Observation Essay The power of sight and observation are two actions that are generally associated with one another. However, what we fail to acknowledge is that these two actions, although associated with the same sense, have different responsibilities to fulfill. Although seeing is a habitual act we perform the second we open our eyes to when we fall asleep, we are not always observing our surroundings. Observation differs from sight due to the fact that when we observe, we are vividly noticing aspects of something or someone in order to gain information whereas sight is simply the faculty, or driving force, of seeing. We are able to obtain more powerful knowledge if we go about our days observing rather than just living a life full of brief sights. Michel Foucault, a French philosopher explores several elements in the ways in which our humanity and social sciences work. In his work, Discipline and Punishment: The Birth of the Prison he uses Jeremy Bentham’s design for a panoptic prison in which prisoners are watched constantly to explore how observation can change an individual’s behavior. Similarly Foucault believed, observation works as a disciplinary tool that forces individuals to act a certain way under constant surveillance, creating permanent effects. Foucault was correct in the sense that surveillance works in the same manner continuously within our society however, although an individual’s behavior is altered by the observation of another person, he is wrong to believe that their actions remain static. An individual’s behavior can be altered in several different circumstances due to the type of audience and the fear of being misjudged. Foucault explores the concept of a prison imagined by Jeremy Bentham called the Panopticon. The Panopticon was initially created to establish discipline and â€Å"to induce in the inmate and state of conscious and permanent visibility that assures the automatic functioning of power. So to arrange things that the surveillance is permanent in its effects even if it is discontinuous in its action.† (288) The idea that the tower is located centrally is important in order to see all of the prisoners. However, what truly exercises the power of observation is that they feel they are constantly under surveillance even if no one is utilizing it in the panopticon. The prisoner is constantly â€Å"seen, but he does not see; he is the object of information, never the subject in communication.† (287) Foucault believed that anyone could obtain this power simply by remaining invisible in this tower and their â€Å"invisibility [was] a guarantee of order† and that this power could be mobilized in institutions such as schools, hospitals, and prisons as long as observation was intact. (287) Furthermore, what gives the observer absolute potency is the fear the prisoners have that they will be punished for acting incorrectly in the eyes of the observer as well as being mislabeled. Foucault extended his theory by observing that not only would the power of observation work inside the walls of the prison but that â€Å"on the whole, therefore, one can speak of the formation of a disciplinary society in this movement that stretched from the enclosed disciplines, a sort of social quarantine.† (300) By taking the idea of the Panopticon and stretching the power outwards, we would be creating â€Å"useful individuals† who ultimately mask themselves to behaving a certain way in public. While Foucault believed that our masked identities consisted of only one side, he failed to acknowledge that within society there are different views of what one considers to be a â€Å"useful individual.† There are several different groups within the community that we can be a part of, ultimately giving us several different masks we can put on. In order to be seen positively in the eyes of each individual group we must become that â€Å"useful individual† they believe in. As seen in Foucault’s Panopticism, the labels given to us by society automatically brand us and we are required to fulfill a type of role or expectation based on the title given to us. The labels given to us are assigned because of how an individual perceives us whether they are based off of appearance or our actions. Unlike the Panopticon, there is not just one central tower that has an observer watching us but rather the people we pass on the street have the power to observe as well. There is no longer just one observer who has the central power but several people who can watch our every move and perceive us in certain ways. As Foucault states the â€Å"power of spectacle† still maintains the same effect and â€Å"our society is one not of spectacle, but of surveillance.† (301) However with all this surveillance, â€Å"his ‘true’ name, his ‘true’ place, his ‘true’ body† starts to be defined; thus the formation of labels. (284) The pressure to behave accordingly has increased because we are constantly under the surveillance of society and having our every move be recorded and observed. Furthermore, while those surrounding us have the power to observe, as individuals we begin to take in those around us and begin to judge them as well. Nevertheless, it is not the label that first defines us, it is the observer. They are the ones who have the initial power to influence our actions simply by feeling as though those around us are judging us. Once we are branded into our label, we feel obligated to act these different roles and put on several different masks in order to please those around us who are associated in our group. As individuals we constantly feel the need to be accepted into a group and are highly concerned with how we are being perceived, especially if we do not know the people observing us. The gaze that has the strongest influence on our actions is the gaze of a stranger. Although we may not personally know those who pass us on the street and surround us a majority of the time, these are the observers we fear most because we worry about the way they are perceiving us. We constantly care about how we will be perceived even if we do not know those forming opinions on us because we were designed to feel the need to be socially accepted. The feeling that a strangers â€Å"gaze is everywhere† compels us to do what we feel those around us consider to be socially acceptable. We are most restricted in public places because as Foucault states the power of observation â€Å"reaches the threshold of a discipline when the relation of the one to the other becomes favorable.† (304) For instance, when I am in public I certainly do not sing songs that play on my iPod because I fear what those around me will think about what type of person I am; perhaps I will receive a reputation for being known as the weird girl who sings to herself. Once we start to care more about what those around us see in ourselves we become a prisoner of their examination, behaving in ways that those around us do. We never become comfortable when surrounded by several strangers because we will never know what their opinions of us are. Authority figures such as professors, officers and adults, also have a great deal of control over our actions. Unlike the stranger we encounter and never get to know, these authority figures are people we interact with on several occasions and generally reappear in our daily lives. When first interacting with these people who possess authority over ourselves, we generally want to make a good impression and desire to be in their good graces because we feel they have the power over us. Figures such as professors, adults and even the police officers Foucault addresses are members who are associated within this group. These authority figures work in the same manner as the traditional panoptic situation where we are constantly aware of how we are being observed and put on a lasting mask of how to behave in front of them. However, what alters our comfort between a stranger and an authority figures’ gaze is that we have the opportunity to become comfortable with those who have authority. As we encounter those authority figures on a daily basis, we begin to form a comfort with the assumed role we are required to fulfill. For instance, when first encountering my professors I felt that I needed to be depicted as the â€Å"perfect student† because I did not know them. Although they are figures where I am under my best behavior, a level of comfort is created as the semester progresses and an appropriate relationship begins to form between my professors and I. It ties together two important elements that while we become more comfortable with those around us, we start to become more of who we are and are able to unveil the many masks we must put on to those we feel most comfortable around. While Foucault argued that family was the first panoptic system we felt most pressured under, the observation of our family and friends are the ones we actually are most comfortable and acquainted with. He may have asserted that we have â€Å"made the family the privileged locus of emergence for the disciplinary question of the normal and the abnormal.† (300) However, while we generally are concerned with what those who are close to us believe, we are able to break the barrier of being a stranger because we know these are the people who are most accepting of the actions we take. These are the people who we in fact feel we can be ourselves around because we spend so much time with them and there is a comfort level within that relationship. These observations being made are so frequently that we are eventually able to take off our masks and be who we truly are. We simply have internalized our behavior, which forces us to be ourselves because we do not fear what judgment will be passed. Although Foucault discusses how institutions are able to exercise the power of observation and the effect on our behaviors, today those observations are beyond the walls of a prison, hospital or school. The eyes of observation follow us everywhere we go, and the most restraining observers are the ones we do not know. By being surrounded by those we are comfortable with, we are able to take off our several masks we are forced to put on while in the community or in front of those we do not know. Unlike Foucault, it is not a matter of surveillance but a matter of who we feel the most comfort with. Works Cited Foucault, Michel. â€Å"Panopticism.† Ways of Reading, 9th Edition. Eds. David Bartholomae and Anthony Petroski. Boston: Bedford/St. Martins, 2011 282-309.

The Wizord Of Oz Symbolizing The Gilded Age :: essays research papers

The story ( The Wonder World of OZ ) written by Frank Baum is filled with symbolism. Symbolism a style of writing using symbols and indirect suggestion to express ideas, emotions, people etc. The story gives a lot of symbols relating to the gilded age in American history which took place from 1880– 1900. The main symbols are: Dorothy, the Land of Oz, lion, Emerald City, flying monkeys. The first person the story talks about in the story is Dorothy. She’s a girl that comes form Kansas and was carried by a tornado. In the story when the reader first meet Dorothy he finds out that she is very curios, and straight forward. Dorothy in the story represents the average farmers in Kansas. On the other hand the tornado represents the change that has come up on farmers â€Å" The Industrial Age.† Therefore the story creates a comparison between Dorothy and her new challenge getting back home and the farmer’s industrialization problem and fall of crop prices. The Land of Oz was a whole new area, which acted like a whole new country. I had it’s own system. Dorothy was scared of it she didn’t know the laws and how the people acted. To me I think The Land of Oz symbolizes the Western US. That is because the Western US’s lacking of power and it has no voice, they only follow the east. The Land of Oz is closely related to the Western US due to the fact that they are only under the wizard’s rule and that the people have no voice. The munchkins organize themselves in order for them to get rid of the witch. And so did the westerners they created Alliances so they can get rid of problems much faster and much easier. The loin in the story has no courage and is seeking courage form the wizard in order for him to be the king of the jungle. He tries to scare people or even hurt them but he cant. The lion creates a direct comparison with William J. Bryant. This is because when William Bryant tried to solve the problem that was going on in the US Treasury by improving the treasury with free gold. Both the lion succeeds in protecting his forest and so does Bryant by receiving a higher rank in office, and becoming more popular. Another straight comparison is Emerald City.

Meaning of life Essay -- essays research papers

The True Meaning of Life What is the meaning of life? Well known Greek philosphers such as Socrates and Plato believed that our purpose in this life was to gain knowledge in preparation for the next life. Other Philosophers such as Epicurus believed that pleasure is the main goal in life. After giving these ideas lots of thought, I have come to my own conclusion that the true meaning of life is far more complex than either of these; far too complex for any human to fully comprehend. In fact these two different philosophies are only part of the grand picture. If it were that easy for men to figure out our lives wouldn't be so messed up now. The meaning of life revolves around many different things. I think these things include: self-understanding, development of mind and soul, and an afterlife. According to Epicurus, pleasure was the meaning of life. His ideas of life were completely opposite of Plato. Epicurus, in my opinion was a little bit niave and narrow minded in his view on the subject. He would say that the meaning of likfe was to experience pleasure until the end of your existence. He did not believe in an afterlife or that a person had a soul that lived forever. He just thought when you are gone that's it. I disagree with all of that because I have many religious beliefs from which I derive the meaning of life. One of these beliefs is that there is life after death, and that there is one supreme being of the universe. This goes back to Aristotle's first mover theory. I would however agree that life is a balancing act between pain and pleasure; or good and evil. You can't have one without the other. For every thing in existence there is always something of opposition. Another ancient Greek philosopher was Socrates. Socrates said "the unexamined life is not worth living." I agree with this in a sense that if you can't look back at your life and be proud of your accomplishments, then everything that you ever did was in vain. You have to be able to look at the mistakes you have made and be able to learn from that or you are doomed to repeat those mistakes. Maybe on a deeper level Socrates might have been talking about analyizing the purpose of one's life. This in my opinion is just as important. I feel that in order for me to succeed in life I ha... ... of these different philosophers are not necessarily inaccurate, just incomplete. All peices to a puzzle that I have no way of fully figuring out. Socrates spoke of a higher good to be achieved. Nobody has seemed to accomplish this yet in life. There are so many obstacles that we face as we try to achieve a higher good. Many of these are based in the fact that we are human beings, and because of that are flawed by the ways of our culture. Things such as self-doubt, worry, ignorance, and the values put into our heads since the day we were born all are road blocks on our way to a higher level. Also being human beings makes vulnerable to the ways of the world around us, so it is not easy to block these things out of our lives. In a summary I believe this life to be stage in which we are to develop our minds, bodies, and souls to their highest potential in preparation for the afterlife. A person living by this philosophy would probably become a genius or great thinker. But like Eupic ures, Aristotle, Socrates, and Plato I could only form my own opinions of the subject. There isn't anyway for me to figure out whether I am right or wrong. Only God could ever really know the true meaning.

All Day Kindergarten Essay

After critically analyzing the current kindergarten scheduling trends, there is a shift in many schools from half-day kindergarten programs towards full day kindergarten programs. A full day kindergarten or all day kindergarten program is a program in which pupils attend school each weekday for approximately six hours. The growing number of all day kindergarten programs can be attributed to a change in the American society and education in general. To be specific the growing number can be attributed to the increase in single parents and dual employment households and finally a general belief that all day programs better prepare children for school. There has been a looming legislation, which is going to give powers to the local, state and federal governments to control standards of education. Kindergarten education is targeted by this piece of legislation because it promotes all day kindergarten programs at the expense of half-day programs. I fully support this piece of legislation that promotes all day kindergarten programs because of the benefits that are inherent with the program. It’s my prayers that the legislation is approved so that our schools can start churning out very competitive graduates. I believe all day kindergarten programs are the best because of the following: †¢ A research conducted in 1990s reported a consistent positive academic outcome for all children enrolled in all day kindergarten programs. A subsequent research also showed that children who attended all day kindergarten programs scored higher points on standardized tests than their half day counter parts. Hough and Bryde found out that there is more individualized instruction in all day programs when compared to half-day programs. Individualized training makes it possible for the teacher to understand each and every need of the pupil and therefore attend to them accordingly. A research carried out by Cryan and his friends found out that there was a positive relationship between participation in full day kindergarten program and later academic success. After comparing similar half day and full day programs in a nationwide study, Cryan found out that full day kindergarteners exhibited more independent learning, classroom involvement, and productivity in work with peers and reflectivity than half-day kindergarteners. †¢ Other researches pointed out that there is a clear relationship between the kind of kindergarten program and the children’s behavior. Teachers rated children in all day kindergarten higher. (Cryan et al, 1992). Other researchers who have studied social and behavioral outcomes found out those children in all day kindergarten programs were engaged in child-to-child interactions and this had a positive effect in building their learning, communication and social skills. (Elicker & Mathur, 1997). The full day kindergarteners were more likely to approach the teacher; they expressed less anger, shyness, withdrawal and blaming behavior than half-day kindergarteners. †¢ Both teachers and parents whose children were enrolled in all day kindergarten proved that all day programs better prepared children for their first grade. They also indicated preference for all day kindergarten because of the more relaxed atmosphere, more time for creative activities and more opportunity for students to develop their own interests. The teachers also concluded they had more time to know the children and their families thus enabling them to better meet the children’s specific needs. (Elicker & Mathur, 1997) It’s definite that there are more positives in all day kindergarten programs but it’s important to remember that what the children are doing during the day is more important than the length of the day. Experts are warning administrators and parents against full day kindergarten programs that are academically rather than intellectually engaging in tone. Some of the intellectually engaging activities that should be incorporated in all day kindergarten programs include the following: 1. Programs that emphasize language development. 2. Programs that offer balance of small group, big group and individual activities. 3. Programs that asses pupils’ progress through close teacher observation and examination of pupils’ work. 4. Programs that develop children’s social and interpersonal skills including conflict resolution strategies. 5. Programs that involve children in first hand experience and informal interaction with objects, other children and adults. (Rothenberg, 1995) To successfully implement this project, the government should commence creating space and teacher capacity. It should also set aside enough funds to make sure the schools can afford equipment necessary for all day kindergarten programs. References Cryan, J. R. , Sheehan, R. , Wiechel, J. , & Bandy-Hedden, I. G. (1992). Success outcomes of full-day kindergarten: More positive behavior and increased achievement in the years after. Early childhood research quarterly, 7(2), 187-203. EJ 450 525 Elicker, J. , & Mathur, S. (1997). What do they do all day? Comprehensive evaluation of a full-day kindergarten. Early childhood research quarterly, 12(4), 459-480. EJ 563 073. Hough, D. , & Bryde, S. (1996, April). THE EFFECTS OF FULL-DAY KINDERGARTEN ON STUDENT ACHIEVEMENT AND AFFECT. Paper presented at the annual conference of the American Educational Research Association, New York: ED 395 691.

Environmental Examples Essay

The lamentable condition of the Amazon River is featured in the You Tube video â€Å"The Amazon Dries Up†. It shows major portions of the river drying up with boats stranded, fish dying because of lack of oxygen, and people traveling far in search of clean water to drink. Going through this video brought up feelings of sadness and anxiety at the same time because of the deplorable status of the environment in the area, and the apparent hopelessness of the situation. Forests have been denuded for the benefit of a few but with a predictably great impact in the offing. It is scary to think about the future basing from this video especially since this video was done in 2006 yet. The emphasis of the film is against deforestation and more emission of greenhouse gases which are said to be the culprits behind the drought in the Amazon. Environmental degradation (Ferris & Stein, Ch. 15) has emerged to become one of the world’s major social problems as humans have acknowledged its effects like global warming (Ferris & Stein, Ch. 15) and climate change. The problem is actually one that is of a major dimension because many people will be affected if these problems continue to worsen. As we feel the effects of global warming, not a lot of the world’s inhabitants may survive and some species may become extinct. Furthermore, climate change can bring about devastations of unknown magnitudes. Just the recent flooding and earthquakes which occurred this year are some typical examples of unexpected destruction to the environment, to man and property. Furthermore, ongoing extinction of species may cause ecological imbalance which may also result to other unanticipated results which are still unknown, and may never be reversed. The environment needs to be everyone’s concern. Taking things one step at a time will not bring anyone to the goal immediately, yet slowly but surely, the goal can be reached. Small simple steps like the 3 Rs : Reduce, Reuse, Recycle, making use of car pools, conserving electricity will all add up to make the goal of making the environment more habitable an attainable possibility. The worst case scenario is one where the leaders we look up to seem to be passive in their stance regarding these issues. Nevertheless, it is still a conglomeration of efforts which will be the best way to address these environmental issues. Works Cited Ferris, Kerry & Stein, Jill, The Real World: An Introduction to Sociology New York: W. W. Norton & Company, 2009. Print.

Infinitely Waiting for Godot Essay

Vladimir and Estragon are two tramps waiting for someone who is never going to come around. We all may find ourselves waiting at one point in time may it are at the grocery store or simply waiting outside of my English class. One may come to find that these two characters are a picturesque example of the futility of human life. â€Å"They talk, they walk, they play different games, they abuse and rebuke each other, even they try to attempt suicide to free themselves from the agonies of life but this remains just an abortive attempt† (Shabnum 1). This inability to free themselves from the shackles of their average day to day monotony makes for a repetitive and predictable play. This repetitiveness only furthers the idea that the pair will be waiting for Godot eternally. The pair seems to be drawn to Godot for one reason or another and cannot bring themselves to leave before they meet Godot. â€Å"As Vladimir and Estragon are already condemned to endless suffering in the form of ceaseless waiting, the spectator might expect them to focus their game on a more optimistic issue† (Karic 2). As Vladimir and Estragon wait on Godot they exemplify the senselessness of human life. Vladimir who can be characterized as the alpha male of the group constantly states that he would like to leave, but the drive to stay put precedes his desire to leave. Knowing this one could assume that Vladimir is extremely discontent with himself. His alpha male persona he portrays is simply a faà §ade to hide his inner feelings of boredom and loneliness. The exchanging of hats between Vladimir and Pozzo show that, Vladimir is yearning for outside stimulus. This give-and-take of hats can be looked at as an interchange of Vladimir’s and Pozzo’s thoughts. This longing for an external source of sensory information is what keeps Vladimir endlessly waiting. Estragon is a sharp contrast from the boldness of Vladimir. Estragon seems to be sitting throughout the entire play which shows his submissiveness to Vladimir. This submissiveness not only defines Estragon’s personality but his viewpoint on life as well. As the play begins to unwind Estragon’s mental continuity begins to deteriorate. This mental deterioration is caused by the endless waiting on Godot. â€Å"In Waiting for Godot, the gradual dilapidation of every character can be felt through different forms of depravity, for depravity exists in all its form – mental, physical, spiritual†(Shabnum 1). This decline is exemplified when Estragon cannot recognize Pozzo and Lucky. Estragon is stuck waiting for Godot for many of the aforementioned reasons stated above. Foremost, Estragon can never seem to make decisions on his own which in turn will keep him waiting for Godot. This lack of decision making on Estragon’s part shows that his real reason why he waits for Godot, is that he is seeking some sort of guidance which Godot can provide. If one can view Godot as a heavenly figure then a religious aspect is added onto why the pair continues to wait for Godot. â€Å"In any case, the tramps expect that when Godot will at last come, they will sleep in a warm and secure shelter, in dry straw, their stomachs filled, and this is why one of them exclaims, â€Å"We shall be saved† (Terrian 7). This idea that Godot is a god figure coming to provide the pair with salvation from death is what keeps them waiting. While the pair continues to wait on Godot they are inevitably coming closer and closer to their death. Although, Vladimir and Estragon could be waiting for a savior they are at the same time killing themselves. In both of the characters minds there is something that Godot can provide for them that they themselves cannot obtain. This only further reinforces the idea that Godot is either some sort of angelical or extraterrestrial being. Why would the pair continue to wait for Godot if they could achieve what they w anted without Godot? The possibility of Godot bestowing the pair with something unworldly is clearly a prospect for thought. Each character also brings to the table many characteristics both innate and learned. First, Vladimir easily draws us into his persona by showing us that he is the most assertive of the pair. In most cases people are drawn to figures of authority. Vladimir perfectly takes on this role of authority over Estragon and this is what first draws the reader into his persona. As one delves deeper into Vladimir’s actions and persona it is easily seen that Vladimir cannot make decisions easily. This is a stern contradiction with his commanding relationship over Estragon. This distinction between being a leader and being unable to make decisions is what makes the pair extremely magnetic. Almost like a married couple, the pair has become so used to bickering and fighting that they need that in their lives to survive. This reliance on one another is also what draws the pair together. The reliance that each of these characters has on one another is not a true friendship as neither of their actions show any deeper relationship between the two. Many times throughout the play Vladimir and Estragon both suggest that they would be better off alone but the pair is extremely hesitant to separate from one another. The setting in which the pair are stuck waiting for Godot is extremely desolate. This lack of anything else to rely on for entertainment or sustenance is what drives the two characters to come together and form a mutual relationship. This sense of nothingness and desolation of the location they are currently in is only combatted by the presence of one another. Vladimir seems to have either had a severe sleeping problem or that he does not want to be lonely when Estragon falls asleep. Constantly trying to wake Estragon up, Vladimir shows us that he does not like to be alone with his thoughts.