An Unusual Request free essay sample

An unusual request. Why did I even attempt to help that man? Why was I so foolish? I should have smelt a rat. Complying with that request has caused me so much trouble. I should have been more cautious. Relating back to that incident, I felt how simple-minded I had been†¦ In the morning, the scorching and blazing hot sun shone mercilessly towards planet earth, baking the ground with a vengeance. Sitting in front of my study table, the menacing heat of the sun had already started to force body sweat out of me. Halfway through studying, I stared into space as boredom begun crept me. I decided to go down to the park beside my house for a stroll. As I entered the park, the fresh air filtered my nostrils. The cool breeze caressed my cheeks. I witness cute baby birds chirping sweetly. The laughter and joy of the children in the park made felt a pinch of jealousy as they could enjoy their lives while I had to struggle with my studies. We will write a custom essay sample on An Unusual Request or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The park seemed more peaceful than ever with the fresh green grass and clear blue clouds filling the background. At an instance, a man with a built-body came running towards me. He was wearing a dark-blue hoody and a shades. He had an ugly scar across his cheek. He had this crooked look in his eyes. He was holding a suspicious looking parcel. Panting breathlessly, he begun† excuse me boy, can you help me hold this parcel while I drive my car over to the roadside? † I gave him a quizzical look and then reluctantly agreed to help him. He gave me a creepy smile and thanked me for my help. I waited for him for approximately 20 minutes but he failed to appear. I started getting anxious, worrying about where he had gone. Then out of curiosity, I decided to check out what was inside the parcel. I carefully opened the parcel and the most gruesome sight had befallen me. A bloody head, without a body, stared lifelessly at me. I threw the box in the air in shock and shrieked hysterically. I nearly puked at the disgusting scene. I grabbed my smartphone out of my pocket with trembling hands and made an instant police report. The police arrived in the speed of light and they poised tons of questions, giving me a massive headache. I later had to return to the police station with them and file a police report. I sighed at the trouble I got myself into. I had caused myself so much unnecessary problems from this incident. I vow to spectatculate scenarios when strangers ask me to help and think twice before I act. I will never allow the same mistake to occur ever again. This incident will etch in my mind forever†¦

Gambling Casinos Essays - Gambling, Entertainment, Free Essays

Gambling Casinos Essays - Gambling, Entertainment, Free Essays Gambling Casinos Gambling Casinos: A Plague on Society Gamblers no longer need to trek to Las Vegas or Atlantic City to find the action they so badly crave. It is available today in their own hometowns. Legalized gambling is one of the fastest growing industries in the United States. Gamblings tremendous popularity is evident in the recent increase in the number of off-track betting parlors (OTBs) and riverboat casinos that dot the midwest and the Mississippi Delta. Billboards on major highways depict the action and excitement available at such facilities. For most of the industrys patrons, gambling is fun and a form of harmless entertainment. For the four to six percent of gamblers who become problem or pathological (compulsive) gamblers, however, it can be a devastating illness that negatively affects every aspect of their lives. Im worried that the more legalized gambling havens that open up, the more problems we can expect as a result of them. The greatest social cost of legalized gambling is the probable increase in problem and pathological gambling. In Connecticut for example, the Foxwoods Resort Casino opened up in 1995 and the number of pathological gamblers sky-rocketed. In 1994, there were 235 calls to the Gambling Anonymous hotline and in 1995 (after the casino opened), there were 588. In 1997, the state of Connecticut also launched a massive media campaign for community awareness of the social problem and encourage to get help for people with gambling addictions because at least 70,000 adults in Connecticut have gambling problems. Pathological gambling is a progressive disease that devastates not only the gambler, but everyone with whom he or she has a significant relationship. In 1980, the American Psychiatric Association accepted pathological gambling as a disorder of impulse control . It is an illness that is chronic and progressive, but it can be diagnosed and treated. Some of the costs are: physical and psychological stress, significant increase of substance and alcohol abuse, major depressive disorders and attempted suicide. The gambling addict is basically a slave to the habit. He needs the stimulation that winning money creates and this possibility keeps him going. The underlining problem is a self-image of himself as a failure and this destroys his self esteem. Many of them have been laid off work or ousted from a relationship and gambling tends to distract one from thinking about ones failures. Besides the negative effects that gambling can have directly on an individual, there are overwhelming economic and social costs of widespread casino gaming that many states (particularly the ones which allow legalized gambling) have to deal with. In 1996, Professors William N. Thompson and Ricardo C. Gazel of the University of Nevada Las Vegas conducted a BGA (Better Government Association) study on the effects of riverboat gambling on the state of Illinois. Thompson and Gazel found that the social costs of one pathological gambler is $10,000 a year, this includes the economic cost of debt, insurance, crime, incarceration, and clinical treatment. In Wisconsin, Thompson and Gazel did a study of Indian gaming, and they concluded that there was no net economic impact- none whatsoever. Thompson said: All that was happening was poor people- the players, were losing their money, the poorer players- the Indians. Theyre paying your taxes. With local players instead of new tourists, Thompson says, there is very little, if any, job creation; gambling simply initiates a massive transfer of money from the owners of local business to the owners of casinos. Because they havent been around long enough, no one knows yet what the impacts of Indian gaming will be. The only thing that I would say in respect to the people living where Indian gaming is legal, is that youre rolling the dice with the quality of life, Thompson said. Ten years from now, he predicts, somebody will do a study and realize the real economic and social impacts of gaming. Another big concern for the future is video gaming, which many local businesses want to compete with casinos. Thompson calls video gaming the crack cocaine of gambling. Be careful of wide-open video poker all over the place, he warns. You could really screw this place up. Gambling is a big business in America. Gambling is a three hundred billion dollar business

SHOULD DRUGS BE BANNED Essay Example | Topics and Well Written Essays - 750 words

SHOULD DRUGS BE BANNED - Essay Example Production of illegal drugs occurs mainly in underdeveloped countries where poor farmers are exploited by drug traffickers. Drug production business causes several environmental damages and involves a high rate of corruption and criminal activities. Recent technological advancements like electronic money laundering have enabled drug traffickers to earn huge profits. Even in those countries which are economically benefitted by the drug production business the problems created by these drug traffickers more often debilitates these benefits and the growth of the country. Among the drugs the illegal trade of cocaine and marijuana has spread from urban cities to small rural towns. The use of these drugs has stabilized at high rates and is affecting the health and safety of the American population. It has also increased the rate of violent and criminal activities associated with drug trafficking. Trafficking of these drugs by Mexican, Columbian and Canadian organizations has increased over the past years. In addition media, internet and groups favoring legalization of these drugs have increased the popularity and sale of these drugs (Almanac of Policy Issues, 2004). On a health basis large consumption of illicit drugs has adverse effects on the health such as birth defects, poor performance in academics, negative psychological effects such as anger, excitement and aggression, neurological problems in case of drug overdose and involvement in criminal and violent activities. Consumption of harder drugs such as crack cocaine is associated with severe psychological and pharmacological effects and has increased the emergency hospital admissions related to its use. Consumption of illegal drugs also affects social relations of individuals and increases the rate of accidents and other disasters. It also causes unnecessary financial burden both for the individual and the government which spends for police, military, and expenditure for treatment and welfare programs. Another major concern in the recent years has been the rise of HIV related infections among those using drug injections (UNRISD, 1994). Drug trade can be controlled by law and order measures , effective government regulatory policies and strategies, provision of alternative opportunities of income generation for farmers involved in the production of these drugs, implementing harsh sanctions on consumers, and designing effective awareness strategies can all help to reduce the demand for illicit drugs (UNRISD, 1994). In his message against drug abuse and trafficking, the Secretary General of the United Nations, Ban Ki-Moon has called for a concerted effort by governments, law and order, society and the media to promote greater awareness about the potential harmful effects of these drugs. He further added that providing alternative work opportunities for farmers could help bring about a change. Ban also cited the drug rehabilitation program offered at a center in northern Italy which had changed the lives of nearly 1200 men and women (Chakwe, 2013). In an earlier report Ban cited the pathetic state of the Afghan people, a majority of whom are involved in drug production an d trafficking and called for the need of vigilant law enforcement measures to

Extensible Markup Language Essay Example | Topics and Well Written Essays - 500 words

Extensible Markup Language - Essay Example change it into computer readable form or it can serialize it. It is designed in such a way so that it is user-friendly and humans can easily read it and understand it. Even application languages can be implemented in XML if the boulders of language, that is the semantic constraints are added to it. 1 An XML document can pass for being one if it has two levels of correctness within it. Firstly, the document should be consistent and following all the syntax rules that XML has in its rules book. When an XML document fulfills all syntax rules, it is called a well formed document. Secondly, the document should also be formed with care in the sense that it fulfills all semantic rules that is the language used is comprehensible and suitable to XML as well as human legible. Such documents are called valid. The company Windows specializes in making operating systems, which are one of the most essential software management programs. When it comes to .NET, it is a software component, that is a small portion of a big software package, which is a part of many Microsoft Windows operating systems. It comes with a hefty library, consisting of pre-set and coded solutions/diagnosis of the programming problems/diseases that are commonly faced by programmers. It does not just provides solutions, rather it also has the responsibility to execute the programs written for its own framework.

Westmount Retirement Residence Case Essay Example | Topics and Well Written Essays - 1500 words

Westmount Retirement Residence Case - Essay Example The new costing system is based on the three suite options and on the three levels of medical needs of the residents. The costs of supportive services have been allocated based on the level of medical needs of the residents. Half the costs of facilities have been allocated based on square feet area of the three different suite options. The pricing recommendations, based on the new costing system have been made to Helen Rosewell in the final section of the main report. The recommended pricing is based on the new costing system. It is also recommended that spouses living in one bedroom should be charged twice the monthly rates. The biggest limitation of the current costing model at Westmount is that it does not give a clear picture of how much each of the services that are being offered at Westmount cost. The pricing system charges the same price per month from the residents irrespective of the services used by them. This pricing is only based on the type of residence being used by the residents. The costing model does not reflect the level of medical care and service required by the individual clients. The price differentiation is based solely on the size of the accommodations. The model is also is based on the implicit assumption that a resident having a 25% larger accommodation is also using 25% more services of Westmount. The costing system does not show any difference between patients requiring different levels of medical needs. There are usually three categories of residents at Westmount: those requiring no medical need, those requiring medium medical need and those requiring high medical needs. The biggest drawback of this costing system is that it is treating all the costs as fixed or period costs. The costing system is unable to differentiate between fixed costs and variable costs. All the costs are treated as periodic costs and they are charged to the expected number of residents.

Facilitation of Voluntary Goal-directed Action by Reward Cue

Facilitation of Voluntary Goal-directed Action by Reward Cue TITLE Using a human fear paradigm, Lovibond et al (2013) attempted to show competition between an instrumental avoidance response and a Pavlovian safety signal for association with omission of shock. Pavlovian and instrumental conditioning are two forms of associative learning. Pavlovian conditioning involves humans learning that initially neutral conditioned stimuli (CSs), such as a tone or colour, predicts an outcome (US), such as electric shock, or in the case of safety signals, safety, such as an omission of shock. Instrumental learning refers to learning associations between voluntary responses (such as a button press, or an avoidance response) and outcomes or reinforcers, such as shock or an omission of shock. In their first, overshadowing, experiment, expectancy data but not skin conductance levels (SCLs) suggested mutual overshadowing, as when the avoidance response (button press, *) and safety signal (C) were both presented with stimulus A, expectancy of shock was significantly lo wer than when A was only presented with the avoidance response or safety signal. In the second, blocking, experiment, no matter whether the avoidance response or C was pre-trained, the pre-trained element yielded the lowest expectancies of shock (i.e. greater safety learning), while safety learning of the alternate element was suppressed. Lovibond et al (2013) conclude that the expectancy data, as well as the non-significant SCL data, in the blocking and overshadowing paradigms exhibit evidence that competition occurred between the instrumental avoidance response and Pavlovian safety signal, and therefore a common learning mechanism underlies both forms of associative learning. In this paper, Lovibond et als (2013) experiments, and their conclusions, shall be critiqued. Strengths Lovibond et al (2013) exhibited considerable strength in the planning of their experiments. In both experiments, they used a variation of a previously used paradigm, such that their experiments already had relatively sound internal consistency and construct validity. They had the foresight to acknowledge the possibility that participants would learn a response-stimulus-outcome relationship rather than viewing the avoidance response and safety stimulus C as separate predictors. That is, they saw a potential weakness in their experimental design in that C could become a mediator of the causal efficacy of the avoidance response, rather than a competing cause. As such, in both experiments, they deliberately adjusted their design in order to prevent this by adding BC- trials and varying the time interval between the avoidance response and safety signal, to weaken the response-stimulus C association. They additionally asked participants to rate the degree of association between them, as we ll as with shock, so that they would know if response-stimulus-outcome learning had nonetheless occurred. Lovibond et al (2013) used previous research in order to resolve potential issues that could arise before running their experiment. For example, they doubled the number of B- trials in the pre-training phase because a prior study of theirs showed that predictors of no shock are more slowly learnt than predictors of shock, and they needed to ensure differential conditioning to stimuli A and B had occurred. Furthermore, aware that C being novel could be more anxiety-provoking and hence confound results by resulting in more conservative expectancy ratings and a higher SCL, Lovibond et al (2013) ensured that the first trial of the compound phase was always a BC- trial to reduce the novelty of C before it was paired with stimulus A. They acknowledged , in experiment 1, the possibility of participants having never experienced a trial with just the instrumental response or just the saf ety signal before the test phase, and thus participants may have been more conservative in their judgments, and account for this through directly evaluating competition via a blocking paradigm in experiment 2 where one group pre-trained Pavlovian (AC- trials) and the other pretrained (A* (+)) to ensure wasn’t just conservative ratings etcetera Lovibond et al (2013) also exhibited strength in their rigorously controlled experimental design. The use of headphones constantly emitting white noise (except when the tone stimulus was presented), ensured safety signal-shock learning was not confounded by external, extraneous sounds. The 180 degree rotary dial presented a more accurate measure of expectancy than a typical Likert 1-10 confidence scale. Lovibond et al (2013) used inter-trial intervals to ensure adequate time between trials to prevent confusion, to ensure shock was paired with the correct stimulus (A or B), and to allow SCL to return to baseline levels. Furthermore, they used Bonferroni correction to control for the extra possibility of type I error from using two measurements (expectancy and SCL data). In terms of theoretical strengths, Lovibond et al (2013) attempted to explain unexpected results; and provide alternate explanations for expectancy data. In experiment 1, they excuse the lack of difference in expectancy to shock between A+ and B- trials in the pre-training phase, by explaining that across the remainder of the experiment, there was a significant difference in expectancies between the two (that is, differential conditioning occurred, it simply took longer than they expected). In experiment 1, they also provided an explanation for SCL unexpectedly increasing in the compound phase from trial 1 to trial 2, explaining that only 37% of participants made an instrumental response on the first trial, so that most participants received a shock then (so SCL would have been higher for trial 2 as they would be more anxious about being shocked), and from trial 2 onwards SCL declined appropriately. In experiment 1, they provided an alternate explanation for the expectancy data, by c laiming that it may have just been the novelty of A*- and AC- (that is, the novelty of testing the avoidance response and safety signal individually) that may have lead to the more conservative expectancy ratings when they were presented individually compared to when in conjunction. That is, they highlighted that it may not have been mutual overshadowing or competition that lead to lowered shock expectancies when in conjunction compared to when elements were presented individually, but rather an effect of novelty. This retained a sense of objectivity that is often forgotten in psychological reports which are determined to present their findings as definitive conclusions. Furthermore, while they do not bring this argument up, it is clear that this was not the case based on similar expectancy data from the blocking paradigm in Experiment 2, where either A* or AC- were pre-trained (that is, they were not novel in the test phase), and similar results emerged. They conclude by mentioning that the evidence of a single learning mechanism found in the paper is preliminary, not definitive, which is a strength as it highlights the need for repetition and an accumulation of more data to prove without a doubt that there is a single learning mechanism Lovibond et al (2013) do not make any assumptions. This is furthered by their outline of limitations in their own experiment by attempting an objective evaluation of their own experiment, a practice which is sometimes forgotten by psychologists who wish to convince their readers of their findings. As they highlight, the strongest evidence for competition was a cross-experiment comparison. They attempt to dismiss this limitation by saying that the same participant pool was used, with the same equipment, experimenter and same time frame, and that the common trials (A+ and B-) gave highly congruent data, suggesting that the test phases could be directly compared across experiments. Nonetheless, they acknowledge that a within-subjects design would be better. They highlight the limitation that only the expectancy measure yielded significant effects, but attempt to excuse this by explaining that autonomic conditioning results are often insignificant due to large individual differences which inflate the error term and reduce power. Weaknesses Unfortunately, Lovibond et al (2013)’s design had some flaws. Although they added BC- trials and varied time intervals between the avoidance response and presentation of safety signal C to ensure the avoidance response and stimulus C were independent, competing causes of shock, the post-experiment questionnaires where participants rated the degree of relationship between the two revealed that they were aware of a relationship between them. This means that the results (the lowered expectancies to shock when the avoidance response and safety signal were presented together, than when presented individually), which Lovibond et al (2013) saw as evidence for competition between an avoidance response and safety signal (and thus evidence for a single learning mechanism) may have simply occurred as the safety signal C, as a mediator of causal efficacy of the avoidance response, would have resulted in lower expectancy of shock when combined with the avoidance response, than when they we re separate (no competition necessary), whether in the blocking or overshadowing paradigm. Lovibond et al (2013) failed to discuss this, brushing it off as an intrinsic problem when there are voluntary responses. Continuing, while not the most ethical option, conditioning may have been more robust (in particular, SCL results may have been significant) if the level of shock selected for participants was manageably painful instead of just uncomfortable. This is because more variability in SCL would have emerged as participants would have been more anxious. The highly constructed laboratory setting, where they deliberately presented twice as many B- trials, and made as many adjustments as possible to find significant results, begs the question as to how often competition between avoidance responses and safety signals occurs in real life, and whether the single mechanism of learning proposed by Lovibond et al (2013) really exists or is just a fabrication of the laboratory procedures use d. Furthermore, humans are quite intelligent: by giving them instructions telling them that pressing a button or hearing a tone may or may not effect an outcome, it would be much easier for them to gain an accurate perception of expectancy of shock, particularly if they were undergraduate psychology students, which they probably were, and this may have confounded the results by lowering the expectancies in significant amounts accordingly that is, rather than genuine competition, participants may have just believed that there were connections from the instructions given, that there was less chance of shock when a button press or tone, and in conjunction, there was the least chance. Continuing, Lovibond et al (2013) claim, in their first experiment, that they had 53 participants, and in their second experiment, 89 participants, but after exclusions, the sample sizes of these experiments were 30 and 57 respectively. While they still had significant expectancy data, Lovibond et al (2013) should have specified more accurately the number of participants in each experiment. Furthermore, if they had had a larger sample size, they may have found significant SCL results due to greater power. Lovibond et al (2013), make faulty conclusions regarding SCL data. They conclude that the SCL data pattern mirrors that of the expectancy data across both experiments. However, as the SCL results were not significant, it is inappropriate to conclude this, as there is a higher probability that any mirrored pattern could be the result of chance alone. Statistically speaking, if the SCL data was not significant, than no real differences between the instrumental response and safety signal tested individually versus together have been found. Furthermore, Lovibond et al (2013) brush off the lack of findings in SCL data by claiming that the SCL measure is unreliable. However, it must be asked then, why Lovibond et al (2013) used such a measure in the first place if it is so unreliable. They claim that SCL have greater individual variability and greater sensitivity to extraneous factors and that is why there were no significant results, but in real life, those extraneous factors are bound to interfere, and if there were non-significant results with such factors, one must ask how applicable a single learning mechanism approach is. Granted, it could be argued that Lovibond et al (2013) is a highly theoretical paper by nature, interested in modeling conditioned learning (by claiming a single underlying mechanism defines conditioned learning structure), rather than application. However, one must ask how relevant or important a model could be if it does not have any external validity. Lovibond et al (2013), furthermore, make assumptions in their conclusions. They fail to explain why it follows that because there seems to be a common associative mechanism that the critical association in instrumental learning is an R-O association in order to explain competition with a Pavlovian S-O association. They do not attempt to explain why, in their cross-experiment comparison, expectancy measure responding in the blocked condition was significantly higher than in the overshadowing condition. Continuing, they assume that if there is a single-learning mechanism, it must be propositional by nature. This is problematic, because while the common thought among single-learning mechanism theorists is that the mechanism is propositional, Lovibond et al (2013) do not explain how their experiment exhibits a propositional mechanism. Even if they have provided evidence for a single-learning mechanism, they have not provided evidence regarding the nature of this single-learning mechanism . Propositional accounts claim that associative learning depends on effortful, attention-demanding reasoning processes. However, one must ask which part of this experiment showed that learning was an effortful process. Continuing, propositional models are faulty. Propositional accounts of learning fail to align with animal and developmental psychology. Non-human animals exhibit associative learning, although they do not have the language to deploy propositions to infer relations about events. If p, then q (or contingency) propositions, are not understood until children are 6years old. However, despite lacking the language abilities and contingency propositions to infer relations about events, backward blocking and other evidence of associative learning has been shown in children as young as 8 months. As X claims, there is not enough evidence to justify structured mental representations existing when associative learning occurs (i.e. a propositional model), over a broad, non-proposit ional associative link between representations. In their introduction, Lovibond et al (2013) are pedantic with their definitions in their introduction when explaining how Pavlovian and instrumental learning could be separate mechanisms. They differentiate between performance and learning claiming that Pavlovian performance is involuntary while instrumental responses are voluntary, but that does not mean they are not learnt the same way. However, if they are to be differentiated, as Lovibond et al (2013) do, whether in their experiment they are actually measuring an underlying mechanism or performance in the test phase, as generated expectancies could simply be another measure of performance their anxiety levels (CR) conditioned to the safety signal or avoidance response. Continuing, they claim that the notation E1 and E2, where E1 could be a stimulus (Pavlovian) or action (Instrumental conditioning), and where E2 is the outcome, reinforces the notion that a single learning mechanism may underlie both types of associative learning . However, this is simply induced notation. Equally, one could use the notation S-S for Pavlovian learning (the CS-US link, hence S-S), and R-O for instrumental learning (the response-outcome relationship), to portray them as separate learning mechanisms, and to support a dual-process model. Thus, Lovibond et als (2013) proposal of a single learning mechanism is largely based on unfounded claims. Furthermore, in their introduction, while Lovibond et al (2013) attempt to provide evidence for a single-learning mechanism, evidence can also be provided for a dual-process model. For example, a single learning mechanism assumes awareness is required for conditioning. However, Baeyens et al 1990 found flavour-flavour learning occurred in absence of any contingency awareness. Continuing, in Perruchets task where a tone was either paired with an air-puff or was presented alone, when the tone and airpuff had recently been paired together, expectancy of an air puff on the next trial was reduced, the probability of an eyeblink CR occurring was heightened. Furthermore, neurological data suggests different brain regions are involved in different learning processes, for example, the amygdala plays a large role in fear conditioning. Therefore, it is possible that instrumental and pavlovian are equally run by different parts of the brain. Lovibond et al (2013) did not actually provide evidenc e against such a model. For example, they could have argued against the dual-process model by claiming that the dissociation between the eyeblink CR and expectancy when CS-US pairings have recently been presented in the Perruchet task, which some learning theorists use to support the dual-process model, that the eyeblink CR results from sensitisation from recent US presentation (a recent air puff). Alternately, they could counter-argue that while the amygdala has a large part in fear learning, it could simply be a subcomponent of a broader, singular system of learning. It would have been a more convincing argument that the experiments were necessary and that a single learning mechanism were possible if they had had more depth in the lead up to their hypotheses. Conclusion Lovibond et al (2013) claim from their experiments that a single learning mechanism underlies Pavlovian and instrumental conditioning. However, despite their attempts to remain objective and their rigorous planning and control of their experiment, they fail to address vital problems to their experiment (such as the possibility of the safety signal being a mediator for the efficacy of the avoidance response), assume, without sufficient evidence, that if a single learning mechanism underlies both types of associative learning, it must be propositional in nature (a faulty assumption), speak of SCL data as if it were significant when it was not, and in the lead-up to their hypotheses regarding a single learning mehcanism, fail to dismiss the possibility of a dual-process model. Reference Lovibond, P.F. and Colagiuri, B., 2013. Facilitation of voluntary goal-directed action by reward cues.  Psychological Science,  24(10), pp.2030-2037.

Disneys Whitewashing of Pocahontas Essay -- Movie, Film 2014

In 1995, Disney produced a romanticized version of relationships between early Native Americans and Europeans in the film, Pocahontas. It is controversial whether this movie was intended to enlighten children about the beginning of America in a story-like manner, or a way to conceal a dark past and brainwash future generations with this illusion of a happy beginning to the United States of America. In order to make the Pocahontas and John Smith love myth suitable for children, it is understandable that Disney needed to alter the story. However, Disney's version of the Pocahontas myth is not only altered for the sake of violence, racial content, and ethnic content, it is also altered to be more appealing to Americans and to agree with their beliefs and culture. The film's purpose is controversial because there is a strong support for the European settlers and a lack of Native American culture shown. In addition, the little Native American culture that is shown, is not shown accurately. As a result, children across the nation are learning a distorted early American history through Pocahontas and sugar-coated songs taught in grammar school that share the same message. The most significant factor that a historical movie for children should have as opposed to an entertaining movie, is historical accuracy. This way, the film will be educational and will not give the audience false information to soak in. If the purpose of Pocahontas is in fact to educate, the film can be misconstrued as a brainwashing mechanism to hide the violence between two cultures because it gives a false interpretation of the Europeans and Native Americans's relationship. The reason for leaving the physical violence out of the... ... whether European and Native American, went through in order to gain a civil interaction with one another. By preparing American youth with the United States history that does not have gaps, they will be better prepared to comprehend when these topics are discussed more thoroughly in their higher levels of education. Works Cited Borthaiser, NÃ ³ra (2008). A Whole New World [Electronic Version]. Americana: E-journal of American Studies in Hungary, 4, 5-5. Dundes, Lauren (2001). Disney's Modern Heroine Pocahontas: Revealing Age-Old Gender Stereotypes and Role Discontinuity Under a Facade of Liberation [Electronic Version]. Giamo, Michael. Pocahontas. Disney, 1995. Film. Smith, John. From The Generall Historie of Virginia, New-England, and the Summer Isles. The Bedford Anthology of American Literature. Bedford: Boston, 2008: P. 110-119.

Coal industry of pakistan Essay

Pakistan has a very large coal reserve base only Thar coal can be used to make 40,000 MW of Electricity for the next 100 years. Regional powers like China are very much interested in the project and are willing to pour billions of dollars in these projects if the Govt. of Pakistan issues sovereign guarantee. Sector will essentially contribute to the wiping out of the difference in the electricity shortage. It would stabilise the economy as oil imports are going to decrease which contribute to $8 Billion of our imports. Coal can be exported to countries around the world. Many countries are shifting to coal as means of energy and this raises export opportunity for the coal exports too. The labour cost in the mining industry is very low as compared to other parts of the world and essentially have higher profit margins. The Tax rate is nil during exploration, mine construction and extraction phase. WEAKNESSES Serious lack of infrastructure facilities Many government restrictive policies and not much help provided by the government. Government not fulfilling there contracts. There is no consistency in Government policy. Low quality coal available mostly Too much capital required to extract the coal. Thermal energy would mean more pollution OPPORTUNITIES Expansion of energy base of Pakistan Expansion of export base and reduction of oil imports. Opportunity to boost lagging industries. Growing demand of Coal THREATS Foreign involvement which might restrict local development Restrictive policies and red tapism by government Control of reserves by only a few major players Oil Lobby being a very strong force in Pakistan. Problem faced by this Industry Lack of safety and security Pakistan’s image and political situation is a deterrent to investment Pakistan’s image and political situation is a deterrent to investment The industry sustained a stab back in the recent years. Lack of knowledge of the mineral potential. Lack of Labour Safety. Lack of Government vision. Development expenditure being used for crisis management purposes. The industry relies on the findings of the PCSIR laboratories.PCSIR labs do not possess the necessary tools and equipments for refinement of minerals. Not a convenient supply of coal and at times they have to revert to oil and gas for there production mostly the cement companies. Recommendation for the industry There has to be innovation in the sort of mining techniques being adopted in Pakistan. Adoption of modern exploration techniques like photo geology, satellite imaging, Underground Gasification can be useful for the industry. Information regarding coal reserves, grades and annual production must be maintained for the information of investors that may guide their future programme and work. And it must be easily available on Government portal. Mineral development fund to be created & spent by outsourcing the infrastructure programmes to private organizations. Allocation of funds from World Bank for mineral sector programmes. Due representation to be given to all the stakeholders from mineral sector i.e. laborers, Investors e.t.c. In order to for people to be interested in the mining sector, government has to provide facilities for the workers and management near to the mining facilities. Improve the efficiency of the emergency rescuers in case of an accident in a mine. Participate in international minerals exhibitions and fairs for creating awareness of Pakistan’s mineral potential to foreign investor. This would also built the Image of Pakistan. In most of the mining camps basic facilities of roads and other basic infrastructure facilities have not been provided. As a result the mine to market accessibility is very low and also increases the cost of mining. More degrees relating to the mining industry should be started as there are only 3 till date in Pakistan A separate board for mining be made involving technocrats. Train & improve capacity of all persons in minerals managements. Establish mini power plants on coal in the mining areas. Provide in service training to technical staff i.e. laborers. Establish machinery-pool to extend services on cost effective basis Provide soft loans in the mining Industry.

Comparing Mintzberg and Fayol Essays

Comparing Mintzberg and Fayol Essays Comparing Mintzberg and Fayol Essay Comparing Mintzberg and Fayol Essay Management is a vital component to be recognized in every organization. Without an effective  and  an efficient management, an organization will not run successfully. Throughout the years development of management theories have been characterized by different beliefs from various people about what  and  how managers need to fulfil their specific tasks in their own dynamic business environment. These management theories have been applied on humans daily activities and  decision making. Two of the most prominent theorists who have attempted to define management are Henri Fayol and Henry Mintzberg, both of which have similar and contrasting views of management. When discussing these two theories, one of the most commonly asked questions is: â€Å"Is the work of managers’ best described by the objectives of management or the roles one undertakes as a manager? This is a question posed since 1971, when Henry Mintzberg established his contemporary theory on Management roles, which evidently differed to Henri Fayol’s 1949 classical theory on Management Functions. Henri Fayol is the  founding father of the administration school, and  first to describe management as a top-down process based on planning and the organization of people while Henry Mintzberg articulated  his  fundamental belief that management is about applying human skills to systems, not apply ing systems to people. Fayol theory about management and administration was built on personal observation and experience of what worked well in terms of organization. His aspiration for an administrative science sought a consistent set of principles that all organizations must apply in order to run properly. Fayol argued that principles existed which all organizations must follow in order to operate and be administered efficiently. This type of assertion typifies a one best way approach to management thinking. Fayol identifies five functions of management all of which he believed were necessary to facilitate the management process; they are planning, organising, co-ordinating, commanding and controlling Mintzberg on the other hand considers management activities as roles and classify them within three broad groups, they are:-interpersonal, informational and decisional which encompass his ten management roles of figurehead, leader, liaison, spokesperson, disseminator, monitor, resource allocator, entrepreneur, disturbance handler and negotiator. Although due to their differences, these theories can be treated as competing views, both can also be perceived as reinforcing the other as many parallels and similarities intrinsically exist. Consequentially the term ‘managerial style’ combines the two theories. Mintzberg obtained his theory as a result of research based on observation of actual managers operation instead of the organization. Hence, his roles directly depict what managers do. He argues that Fayol’s functions ‘do not describe the actual work of managers at all; they describe certain vague objectives of managerial work’ (Mintzberg 1971). As he observed the managers in his research, he found that all activities captured at lease one of his ten roles in practice whereas they could not be simplified to be known singularly as one of Fayol’s functions. For example, a manager sending a memo out to subordinates informing them of the outcome of the mornings meeting is directly taking on the informational role of disseminator- providing internal personnel with information obtained either external or internal of the organisation. Expanding on Fayol’s five functions which describe management as firstly to forecast and plan: This includes a plan of action the result envisaged, the line of action to be followed, the stages to go through, and the methods to use is at once the chief manifestation and most effective tool of planning (Fayol 1949:43). It is in taking the initiative for the plan of action that managers carry out the managerial function. He also sees planning as a process requiring important personal and interpersonal competencies, including those related to managing the organizations internal stakeholders The second function is to organize: Fayol describes organizing as to provide the undertaking with everything useful to its functioning: raw materials, tools, capital, personnel (Fayol 1949:53). Fayol (1949:53-54) divides organization into material and human organization and focuses on the latter. He then lists the managerial duties associated with organizing as ensuring the plan is judiciously prepared and strictly carried out; matching the resources to the plan; leadership (a single, competent energetic guiding authority, unity of command, control, supervision); harmonising and coordinating activities; decision making; job analysis and design; staffing selection; empowerment (encouraging a liking for initiative and responsibility); performance management fair and appropriate remuneration; maintenance of discipline and sanctions against faults and errors; subordination of ndividual interests to the general interest; and fighting against excess regulations, red tape and paper control. To command refers to setting the organization going (Fayol 1949:97). The object of command is to get the optimum return from all employees, while the art of command rests on certain personal qualities and knowledge of general principles of management (Fayol 1949:97). To the extent that managers aim at making unity, energy, initiative and loyalty prevail among the personnel (Fayol 1949:98) modem writers would more properly describe this managerial function as concerned with motivation, leadership and empowerment. In co-ordination, it is found that Fayol is committed to the principles of balance and contingent action. For Fayol , to co-ordinate is to harmonize all the activities of a concern so as to facilitate its working and its success; to accord things and actions their rightful proportions, and to adapt means to ends. Coordination is achieved, inter alia, by the precious instrument of team meetings (weekly conferences of departmental heads). It is effected generally by combined action on the part of general management which supervises the whole, plus local managements whose efforts are directed towards the successful working of each particular part To control means seeing that everything occurs in conformity with established rule and expressed command. Fayol’s theory of the functions of management also includes a synthesis of 14 principles for organizational design and effective administration, they are, Specialization/division of labour, Authority with corresponding responsibility,  discipline,  unity of command,  unity of direction,  subordination of individual interest to the general interest,  remuneration of staff,  centralization,  scalar chain/line of authority,  order,  equity, stability of tenure,  initiative and esprit de corps. The principle of work allocation and specialization is in order to concentrate activities to enable specialization of skills and understandings, more work focus and efficiency. If responsibilities are allocated then the post holder needs the requisite authority to carry these out including the right to require others in the area of responsibility to undertake duties. Authority stems from that ascribed from the delegation process; the job holder is assigned and given authority to act as necessary to carry out the task delegated. The job holder is authorized to use the necessary resources needed, such as budgets, assets and staff members to carry out the responsibilities. The person should have the requisite expertise to carry out the responsibilities and the personal qualities to win the support and confidence of others. A manager should never be given authority without responsibility and also should never be given responsibility without the associated authority to get the work done. It is viewed by Fayol that discipline is essential for the smooth running of a business and without it the standards, consistency of actions and adherence to rules and values would be absent and such the organization could not prosper. It is said â€Å"in an essence obedience, application, energy, behaviour and outward marks of respect observed in accordance with standing agreements between firms and its employees 1916, is necessary for good results in the firm. Unity of command is based on the idea that an employee should receive instructions from one superior only. This generalisation still holds even where we are involved with team and matrix structures which involve reporting to more than one boss or being accountable to several clients. The basic concern is that tensions and dilemmas arise where we report to two or more bosses. One boss may want X, the other Y and the subordinate is caught between a rock and a hard place. The unity of command idea of having one head (chief executive, cabinet consensus) with agreed purposes and objectives and one plan for a group of activities is clear. Fayols beleif was that one employees or one group’s interests should not prevail over the organisation as a whole. There should be clear outlined directives as to the mission, goals and guidelins of the organization and all employees must be guided by that. Ethical dilemmas and matters of corporate risk and the behaviour of individual chancers would be mitigated by this. Fayols work assumes a shared set of values by people in the organization, a unitarism where the reasons for organisational activities and decisions are in some way neutral and reasonable. The general principle is that levels of compensation should be fair and as far as possible afford satisfaction both to the staff and the firm (in terms of its cost structures and desire for profitability/surplus). Centralisation is essential to the organisation and a natural result of organising. It is important that information and resources are centralized and are easily accessed by all levels of employees. The modes of control over the actions and results of devolved organisations are still matters requiring considerable attention. The scalar chain of command of reporting relationships from top executive to the ordinary shop operative or driver needs to be sensible, clear and understood. There should be equal amount of respect regardless of the level of command. Orderliness implies steady evolutionary movement rather than wild, anxiety provoking, unpredictable movement. Essentially an organisation should provide an orderly place for each employee along with their assigned activity. The ultimate product of the organization should be as a result of coordinated activities involving orderly steps from one employee to the other, with each contribution critical to the next. Employees should see how their roles fit into the organisation and be confident and able to predict the organisations behaviour towards them. Thus policies, rules, instructions and actions should be clear and understood. Equity, fairness and a sense of justice shouldpervade the organisation in principle and practice. Time is needed for the employee to adapt to his/her work and perform it effectively. It is important that the employee feels some form of security in their current position in the organization, which is usually achieved through permanent appointment to the organization. Stability of tenure will motivate employee and can result in loyalty to the organisation, its purposes and values. Here Fayol emphasises the need for building and maintaining of harmony among the work force, team work and sound interpersonal relationships at all levels of the organisational structure, zeal, enthusiasm and energy are enabled by people having the scope for personal initiative. Henry Mintzberg is an internationally renowned academic and author on business and management with over 140 articles and thirteen books written. He came up with the roles of management, which he believes cover most of the hings a manager will encounter in their job. These roles are split into 3 interpersonal roles, 3 informational roles and 4 decision making roles. Mintzbergs (1973) key contribution to notions of management is given in The Nature of Managerial Work, where he poses the question What do managers do? and then answers the question in terms of what he describes as the ten working rol es of managers. As he does so, he quotes approvingly from Barnard (1938/1968) that Executive work is not that of the organisation, but the specialised work of maintaining the organization in operation. Mintzberg (1973) defines managers as those persons formally in charge of organizations or their subunits. This excludes many of those in middle management'. He identifies the following basic reasons why organizations need managers, they are to: * ensure the organization serves its purpose the efficient production of goods/services. * design and maintain the stability of the organizations operations * take charge of the organizations strategy-making system, and therein adapt the organization in a controlled way to its changing environment. ensure the organization serves the ends of those persons who control it * serve as the key informational link between the organization and its environment. * operate the organizations status system. Mintzberg three groups of managerial activities as previously mentioned are concerned primarily with interpersonal relationships (interpersonal roles), the transfer of information (informational roles), and decision-making (decisional roles). The 3 interpersonal roles are; the figurehead which helps reinforce what the company stands for and reinforces the organisational culture, the leader who provide their employees with a sense of mission and the liaison who mixes with others outside the business to represent the needs of their group. The 3 informational roles are; the monitor who collects information form within the group and finds out what is going on in the business, the disseminator who shares the information with others who would not find out the information and the spokesperson who represents the views of the group in the wider environment. The 4 decision making roles are; the entrepreneur who make decisions to improve the contribution of their subordinates to the performance of the business, the disturbance handler who deals with any problems that might occur within the group, the resource allocator    who allocates resources throughout their subordinates and the negotiator who negotiates to secure contracts, budgets etc. These activities are derived from the formal authority of the manager office. From formal authority, and the attendant status in the organisation, comes the interpersonal roles, which place the manager in a unique position to get information. This access to information, combined with the authority and status, place managers at the centre of organisational decision- making. Mintzberg states that each role is observable such that, one can witness a manager handling a disturbance or acting as a figurehead. At the same time, although the roles are described individually, they cannot be isolated. Rather, Mintzberg argues, they form a gestalt, where the manager is an input (information) output (information and decisions) system. Given Mintzbergs contention that the basic content of all managers work can be described in terms of these ten roles, it is necessary then to account for the differences as well as the similarities in managers work. Mintzberg states that the size of the industry or sector within which the organization operates; the managers level in the organization; the units function (production, marketing, etc); the managers personality and style; and changes in the job over time all contribute to differences in the managers work. It is important to note however, that, in discussing the differences in managers work, Mintzberg is concerned with the emphasis of different roles rather than the differences in operationalizing the behaviours attendant on each role. He goes on to outline eight managerial job types that emphasise different roles, for example, the Team Manager whose key role is Leader versus the Expert Manager whose key roles are Monitor and Spokesman. Mintzberg (1973:10) argues that these categories are not useful because they cannot be linked to specific activities: Which of these activities may be called planning, and which may be called organizing, coordinating or controlling? Indeed, what relationship exists between these four words and managers activities? These four words do not, in fact, describe the actual work of managers at all. They describe certain vague objectives of managerial work.

List of Greek Words in the English Language

List of Greek Words in the English Language List of Greek Words in the English Language List of Greek Words in the English Language By Michael After French, Latin and Viking (and Old English of course, but that is English), the Greek language has contributed more words to modern English than any other perhaps 5%. Many Greek words sprang from Greek mythology and history. Knowing those subjects was evidence that a person was educated, so dropping a reference to Greek literature was encouraged even into the 20th century. From Greek mythology, we get words such as atlas, chaos, chronological, erotic, herculean, hypnotic, muse, nectar, promethean, and even cloth. But most Greek-origin words in English did not come straight from ancient Greek. Many are modern, not ancient, combinations of Greek root words. For example, you probably know the telephone was not used by the ancient Greeks. But the word itself is all Greek, made up of the Greek words for distant and sound. Besides tele and phon, common Greek roots include anti, arch, auto, bio, centro, chromo, cyclo, demo, dys, eu, graph, hydro, hypo, hyper, logo, macro, mega, meta, micro, mono, paleo, para, philo, photo, poly, pro, pseudo, psycho, pyro, techno, thermo and zoo. Among others. Comparing the original and the modern meanings of Greek words that became English words sometimes shows not only how much language has changed, but how much culture has changed. idiot Someone of very low intelligence. For the ancient Greeks, an idiot was a private citizen, a person not involved in civil government or politics. Related: idiosyncracy, idiom, and other individualistic words. metropolis The Greek roots of this word are â€Å"mother† and â€Å"city. Socrates, convicted in court of corrupting the youth with his philosophy, was given a choice between drinking poison or exile from his mother city of Athens. He chose poison because he wasnt an idiot, in the ancient sense. If you chose exile, you might be an idiot in the ancient sense, but you would be a live idiot. acrobat This circus performer who demonstrates feats of physical agility by climbing to the very top of the rope gets his name from the Greek words high and walk, with the sense of rope dancer and tip-toe. bacterium From a Greek word that means stick because under a microscope (another Greek word), some bacteria look like sticks. cemetery The Greek word koimeterion meant sleeping place, dormitory. Early Christian writers adopted the word for burial ground, and thats why college students stay in the dormitory and not in the cemetery. dinosaur You may have heard this one before. Our word for these ancient reptiles is a modern (1841) combination of the Greek words for terrible and lizard. hippopotamus The ancient Greeks called this large, moist African animal a hippopà ³tamos, from the words for â€Å"horse† and â€Å"river.† In other words, river horse. rhinoceros Continuing our African theme, this large, dry African animal is named after the Greek words for nose and horn. Horns usually dont grow on noses. history The Greek word historà ­a meant inquiry, record, narrative. dialogue A monologue has one speaker, but a dialogue doesnt necessarily have two speakers (that would be a di-logue, but theres no such word). Dialogue comes from Greek words that mean across-talk, and more than two people can do that if they take turns. economy The Greek word for â€Å"household administration† has been expanded to mean the management of money, goods, and services for an entire community or nation. But economical still refers to personal thrift. metaphor In ancient times, this word meant â€Å"transfer† or â€Å"carrying over.† When my grandfather called my grandmother a peach, metaphorically speaking, he used a figure of speech that transferred the sweetness of the fruit to his sweet wife. planet The ancient Greeks get blamed for everything wrong with astronomy before the Renaissance, but they were astute enough to notice that while most stars stood still, some wandered from year to year. The word planet comes from the Greek word for wandering. schizophrenia People with this mental disorder have been described as having a split personality, and the name comes from Greek words for split and mind. Symptoms may include hallucinations, delusions, or disorganized speech. technology This word was not limited to industry or science until the mid-19th century, during the Industrial Revolution. Originally it referred to technique (same Greek root) or the systematic study of an art or craft – the art of grammar, at first, and later the fine arts. grammatical Speaking of grammar, the Ancient Greek word grammatike meant â€Å"skilled in writing.† Now it means correct in writing. syntax A combination of Ancient Greek words that mean â€Å"together† and â€Å"arrangement.† Syntax is how words are arranged together. sarcasm Though it was used to describe bitter sneering, the Greek word sarkazein literally meant to cut off flesh, which you might feel has happened to you when subjected to cutting sarcasm or critical humor. sycophant Not a word that Ive ever used, but you might like it. It means servile, self-seeking flatterer. In ancient Greek, it meant one who shows the fig. That referred to an insulting hand gesture that respectable Greek politicians wouldnt use against their opponents, but whose shameless followers could be encouraged to do so. telescope Another all-Greek word that wasnt invented by the Greeks, but perhaps by the Dutch around 1600. Its roots mean far-seeing and Galileo Galilei was one of the first astronomers to use a telescope to see faraway things. As you can see, Greek is deeply woven into modern English. To prove it, in the late 1950s, Greek economist Xenophon Zolotas gave two speeches in English, but using only Greek words, except for articles and prepositions. The results were rather high-sounding, but mostly comprehensible. As you become more familiar with Greek words, English will be easier to understand. And probably, more colorful. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:When to Capitalize Animal and Plant NamesUse a Dash for Number RangesWhat is an Anagram?

Week 3 Discussion Essay Example | Topics and Well Written Essays - 250 words

Week 3 Discussion - Essay Example Schools need to take an active role in developing as well as promoting the physical, emotional, mental, and social health of students. There is also need to engage students in meaningful work. Since health is so relevant to students, undertaking tasks that are related to promoting their health can be used in capturing students’ interest and enhance development of skills and knowledge in other curriculum areas. By working closely with the community and families, schools have a chance to positively influence the health of students. In the past, many schools were against allocating their resources to health programs since benefits of these programs seemed insufficient. Today, however, benefits of these programs are clear. Studies have shown that introducing school-based health programs have many positive changes in the health-related behaviors of students (Meeks et al., 2011). The curriculum should demonstrate students’ ability to well with a wide range of both at school and out of school. It should encourage students to behave in positive ways towards others. It is will be of great importance for one to distinguish between a person’s own feelings about the behaviors or opinions and the need to respect the rights of others (Meeks et al., 2011). The curriculum needs to emphasize on different nutritional needs during different stages of life. For example, it needs to emphasize on different nutrition during infancy, early childhood, adolescence, and adulthood. The effects of nutrition on appearance, behavior and mental performance should be highlighted in the curriculum (Meeks et al.,

A Critical Assessment of the Predominant HR Cultural and Institutional Term Paper

A Critical Assessment of the Predominant HR Cultural and Institutional Features in Germany and the UK - Term Paper Example The collective cultural dimensions are what drive either corporatist philosophy or neo-liberal policies. The UK institution is founded on neo-liberal principles which involve more consensus and shared decision-making whilst German institutions follow a more stringent corporatist philosophy. The extent and composition of HR strategies in both countries are strongly influenced by these evolutions that have occurred historically due to changes in society, business, and government. This essay seeks to examine the most critical cultural characteristics within Germany and the UK that influence the development of HR policy. The objective is to provide a critical comparison of both cultures as it relates to institutional philosophy, taking into consideration a variety of mitigating institutional features that predict positive HR performance or conflict using a respected cultural model (such as Hofstede’s Cultural Dimensions framework) as a guiding source for HR development. The essay focuses primarily on individualism versus collectivism and the influence of tolerance for power distance in both countries from an institutional perspective to determine their disparate or congruent human resources policies and practices. Culture in the United Kingdom is dominantly individualistic. Individualism is considered a type of cultural characteristic in which the predominant values are ensuring well-being and utility for the self or direct kin in a traditional nuclear family context (Hofstede, Hofstede and Minkov 2010; Hollinshead 2009; Hofstede 2001; Hofstede 1984). Individualists seek opportunities for unique self-expression and, oftentimes, these needs and beliefs manifest themselves in how the individual views their identity within the organization with many inherent demands for recognition for individual accomplishment.