Leisure And Entertainment Essays - , Term Papers

Leisure And Entertainment Leisure and Entertainment In meiner Freizeit spiele ich FuBball , Kricket und Tennis. Ich hore Musik wenn Eminem singt.Am wochenende treffe ich mich mit meiner freunden und wir spielen FuBball und wir fahren rad. Ich bin sehr sportlich. Ich spiele FuBball, Tennis, Kricket, Tischtennis, Basketball und Hockey. Fruher habe ich fur die Schulmannschaft gespielt aber ich spiele nicht jetzt. Ich spiele nicht in einem Klub. Ich bin nicht so musikalisch aber ich hore Musik. Ich hore Dr DRE und Eminem gern. Ich gehe ins kino einmal pro woche um film zu sehen. Ich habe ?Scary Movie' gern gesehen. Der letzte film, den ich gesehen habe war ?Any Given Sunday' mit Cameron Diaz und LL.Cool.J. Ich gehe in schwimmbad einmal pro woche um zu schwimmen. Ich sehe jeden tag zwischen 5 bis 7 fern. Ich sehe ?Neighbours' und ?Eastenders' weil sie sehr interessant sind. Am wochenende gehe ich mit meinen freunden aus. Wir treffen uns bei mir zu Hause. Dann wir gehen zum Park um FuBball zu spielen. Letztes wochenende bin ich nach Springfield Park gegangen. Wir haben FuBball gespielt und chips gegessen. In den Sommer machen wir Familienausfluge nach Birminghham und Manchester. In Hackney kann man in Park FuBball spielen, schwimmen gehen, ins Kino gehen und Radfahren. Freizeit ist wichtig weil man viel Stress hat in der schule. Ich wurde nach Amerika flieigen, wenn ich die ganze woche frei hatte. Ich will meine Kousin besuchen. Das letzte Buch, das ich gelesen habe war Harry Potter von JK Rowling und es war langweilig. Bibliography my own

MBA Correspondence Courses in USA Essays

MBA Correspondence Courses in USA Essays MBA Correspondence Courses in USA Essay MBA Correspondence Courses in USA Essay Before we show you these MBA correspondence courses in USA, let us first define it. Many students, who want to continue with their education and pursue an MBA degree, confuse the correspondence course with something else. Try and put it this way. The distance learning MBA or popularly called an online MBA course is pursued by correspondence. In this case, correspondence means ongoing remote communication that is held between two different parties. This type of educational format connects the students, who are not physically present to the class, and the lessons. MBA correspondence courses are made for those who have limited resources and time. Recent graduate, busy professional and mothers who want to gain advanced education are the most interested parties into pursuing an MBA degree on this way. All courses require a bachelor’s degree and meeting the required criteria which can be different depending on your school. The cost you need to pay for getting an MBA degree on this way is cheaper than the part-time or regular MBA. Most of the professionals and students who don’t want to take a regular MBA course are afraid of lack of materials. They don’t need to worry anymore because every school has its own online library that is open 24/7. These students will even receive assignments that need to be completed at the specified period of time. You will be supervised by professionals who have become really famous in the business. If you feel the need to climb higher on the corporate success ladder, getting an MBA degree will help you with that goal. According to the latest distance MBA correspondence courses we can see that many great schools offers great options for you. Let’s see the schools that made it up to our top 3 MBA schools’ list. Indiana University – Kelly School of Business This university is based in Bloomington, IN and it has everything that you need to continue your education.   You are required with a GMAT score and the school is AACSB accredited. Minimum credit hours for completing this course is 51 that is equal to 24 months of commitment time. North Carolina State University – Poole College of Management The university is located in Raleigh, North Carolina and offers specializing in many fields. It also requires GMAT scores and has 45 minimum credit hours for getting the degree. It’s AACSB accredited and you will need 24 months for completing this course. University of Illinois: Springfield – College of Business and Management This university is based in Springfield, IL and it is AACSB accredited. Since its start with MBA courses, this school is highly ranked each year. You have the opportunity to finish this program for 21 or 24 months and for getting the MBA degree you will need to complete minimum 36 credit hours. These three will give you the best correspondent MBA courses and they are affordable, too. Given that you need to know more information before deciding to enroll to these programs, you need to visit their official websites in order to do so.

How To Use Your Blog To Tell A Story

How To Use Your Blog To Tell A Story A story can prick a conscience. A story can motivate into action. A story can cause outrage or empathy. A story can take a reader off of her sofa and on an adventure across the world. We often talk about using story in content marketing as a way to tell about our brand, our team, our product, or our service. We discuss how to use storytelling for businesses as a way to make themselves more human. We give pointers on how to write copy  in a story-like manner that would make it interesting to read. But what about telling a genuine story, free of the responsibility of overtly furthering your brand? In an age of long form content, it makes sense to delve into telling stories online. Our brains like stories. It makes them active, and if the story uses the right words, it causes our brain to respond as if what we were reading was really happening to us. Words that speak of action make our motor cortex buzz. Words that speak of textures get our sensory cortex alight. In other words, when we read a story, our brains light up like a meteor shower on a dark winter night. Our brain, on a diet of stories, is intense. The Plays the Thing, wherein Ill catch the conscience of the King. Hamlet What Makes A Good Story No one will agree on what makes a good story completely. We all have our own tastes that dictates which kinds of stories we are drawn to, and the kind of language we prefer to read. But there are a few ways to consider good story as you create your own. There are also a few generalizations that can tentatively be applied across the board, no matter which approach to story you take. 1. Simplicity is best. A simple plot is ideal. It is the convoluted plot that allows a soap opera to go on endlessly for 30 years. A simple plot, with simple motivations, will always be easier for you to write and a reader to follow. A simple plot can be deceptively complex, depending upon how you tell the story. Unique and conflicting points of view, jumping back and forth in time–these all make a simple plot compelling and deep. Can you sum up the plot in a sentence or two? Simple language that is clear and concise is also best. 2. Boring words dont work. Cliches  don’t work. Phrases that have become common don’t work. Our brain skips over phrases it is used to seeing without registering them as anything special. Common phrases (tough as nails) dont light up our brain. This isnt a license to write purple prose that is extravagant and excessive.  In his 10 Rules Of Writing, author Elmore Leonard ended his list with this: Try to leave out the part that readers tend to skip. Leonard understood how people read books, whizzing by solid paragraphs of purple prose to get to the dialogue. The dialogue, after all, is where the characters develop, where they interact, where the action happens. Avoid cliches, but dont turn to purple prose to do so. Look for concise and unusual word pairings that readers brains havent become accustomed to yet. 3. Get familiar with literary devices. When telling a story, you cant avoid using literary elements, even if you wanted to. These include things like  plot, dialog, setting, narrative, characters, mood, theme, and so on. Without them, there is no story. You could, however, avoid using literary techniques, though that would be a shame. These include things like allegory, irony, personification, metaphor, etc. They make your story richer. Even the simplest story becomes a real story when you use literary techniques. In The Old Man And The Sea, the plot could be summed up as an unlucky fisherman finally catches a marlin. Of course, Hemingway made that simple idea into much more than that, using conflict and allegory and imagery to tell something completely different. Use classic  literary devices  in your story if youre not sure how to make a boring story interesting. Once you realize how many  literary techniques  you can use to tell the same story, you wont suffer from the I dont have a story to tell syndrome that keeps you from giving storytelling a try. 4. There must be conflict. Without conflict, your story is not a story. It is an article. A listing of facts. It is informative but not dramatic, readable but not eminently so. Conflict is what propels and pushes a story forward, what keeps a reader guessing and reading. Though there has been disagreement on what kinds of conflicts are truly legitimate (depending upon your philosophy), here is a list of possible  narrative conflicts  you might use in a story: Man against man. Man against society/institution. Man against nature. Man against machine. Man against self. Man against God. Even a superhero cannot be so super that there is no conflict, no thing that could stand in the way. There must at least be Kryptonite. Conflict, in stories, is the engine that keeps them going forward.5. Have characters your readers can cheer for. Along with having conflict, you need characters that your readers can cheer for. Ever read a book and disliked the main character? You end up disliking the book, even if the story was good. Its tough to be sympathetic with characters we dont like. Readers want to be able to root for someone. They want a character that at some point is a fill-in for the heroic or the noble or the daring or the adventurous–the things they dont experience in daily life. Sometimes the best way to tell your reader about a character is to create another character who acts as a  foil. A foil contrasts another character in such a way that it highlights qualities that you could otherwise not reveal. For example, Draco Malfoy and Harry Potter. You learn more about these two characters by how different they are when contrasted with each other. How To Approach Storytelling Lets look at a few different approaches that people have used to understand story, a kind of crash course on some storytelling basics. The 7 Basic Plots In 2006, after 34 years of writing, Christopher Booker published  The Seven Basic Plots: Why We Tell Stories. In it, he proposed that all stories can fit into one of seven basic plots: Overcoming the monster. Protagonist vs. antagonist. The antagonist is threatening the protagonist and all that the protagonist holds dear. Rags to riches. Poor protagonist acquires vast wealth, loses it, then finally gets it back when he/she has grown as a person. The quest. Protagonist (and friends) set out to find something, facing many challenges along the way. Voyage and return. Protagonist travels to a strange place, faces challenges, and returns with nothing but valuable experience. Comedy. Protagonists are destined to be together, but something keeps getting in the way. By the end, it is all resolved. Tragedy. The protagonist becomes the villain, falling from grace. His/her death at the end is a good thing. Rebirth. The protagonist is a villain or unlikeable. By storys end, though, has completely turned around. Others have come up with their own efforts to diagram story in a similar manner to Booker. Ronald Tobias wrote 20 Master Plots And How to Build Them, coming to a different conclusion than Booker and going into more detail (get a PDF checklist of these plots).  Georges Polti created a list of 36 Dramatic Situations in which he came up with every possible situation that might occur in a story. These are not quite the same as categorizing an overall plot; they could be used in many combinations within one of Bookers plots. Whether you agree with Booker or Tobias understanding of plot, the key is to be able to familiarize yourself with available plots.  Understanding these plots may help you tell your story better just by knowing how you are approaching what you are trying to say. Brands can also  use these basic plots as a way to understand how to tell a story about themselves (and maybe understand they are not relegated to just being funny and inane). The Heros Journey In 1949, Joseph Campbell wrote a book, The Hero With A Thousand Faces, that proposed that almost all mythical stories across culture followed a similar pattern. This monomyth was known as The Heros Journey. Everyone from musicians, video game makers, writers, and movie makers have used The Heros Journet as a model for their stories. Blogger Lisa Paitz Spindler has done an excellent job explaining and illustrating The Heros Journey. While Campbells theory on how to interpret myths has come under fire as being an oversimplification of complex myths, many writers still turn to his theory for their stories. You can see several of Bookers seven plots as possibly fitting into The Heros Journey (quest, rags to riches, monster, etc.) Modern mythology, such as Lord of the Rings and Star Wars, reflect elements of this Heros Journey.  If youre a Star Wars fan, youll recognize the plot almost immediately. George Lucas all but followed Campbells approach to monomyth to the letter.  Movies have further refined and simplified The Heros Journey into a formula of sorts; you are likely quite familiar with the pattern you see here, even if in a simpler form. The Inverted Pyramid The Inverted Pyramid method of telling a story is most commonly associated with journalists and news articles. In it, you tell the most important part of your story right at the beginning and then gradually break it down with details as the story progresses. This is because people might not read the full news story, but instead rely on the headline and the first paragraph or two to get a summary of the story. It is also a way to play your hand up front, trusting that the dramatic and explosive beginning will securely hook a reader and keep them reading. Pennsylvania State University, Newsletter, January 2011 The important questions–who, what, when, where, how–get answered in the first paragraph. The why is explained later in the article, as less important details and backstory trickle out. Letting Readers Decide Do you remember the delightful Choose Your Own Adventure books? As a kid, I loved reading them. A while back, I attempted a kind of CYOA on the Todaymade blog in the form of a social media adventure. A bit corny, yes, but readers had fun with it. When you let the reader decide how the story unfolds, you get to write several alternate endings (a bit of fun) but have to keep everything organized (a bit tricky). Youll write several types of plots, conflicts, and endings with the same characters, which can be a challenge. You will also write so that the main character is the reader. There are other ways to make your story interactive. Michael Lutzs story My fathers long, long legs is clever as a story and incredibly creative in how interactive it is for the reader (follow it through all the way to the end). Lutz uses methods you could only use in online storytelling. Recommended Reading: The Hero With A Thousand Faces  by Joseph Campbell Save The Cat!  by Blake Snyder The Seven Basic Plots: Why We Tell Stories  by Christopher Booker 20 Master Plots And How to Build Them  by Ronald Tobias 10 Rules Of Writing  by Elmore Leonard Putting Story To Work: Snowfall Snowfall.  You’ll either think of this as something from winter, or you’ll think of an avalanche and a 2012 online article from the New York Times. With Snowfall, the Times put forth an amazing effort to tell a story online like no one else had done before. They followed up their Pulitizer Prize-winning Snowfall with The Jockey and A Game Of Shark And Minnow; other publishers followed suit, covering stories about Greenland and the Iditarod. Big and flashy stories seemed to be the direction the web was heading. Dissecting How Snowfall Worked Lets take a look at Snowfall. In this classic man vs. nature true story, the Times started with the climactic moment of the avalanche. They got you hooked because you met characters in danger and distress and would hopefully keep reading to know what happened to them. Next, they filled in the backstory, introducing new characters and telling us more about all of the characters in a personal way so that we could identify with their humanity. After revealing the climax, they started back at the beginning so that the reader could put what they just read in context. They broke the story up into chapters, which helped keep the reader from getting confused. Snowfall is a long piece, and chapters help guide the reader through it. The Times used interactive maps and graphics, pull quotes, photos, and video to flesh out the story in an attempt to create extra content that was related, but not necessary, to reading the story. Readers could plow on through the text and read just the story, or they could venture into these extra elements and learn a bit more. This was no article. It was a story,  a true one, and the Times meant to put you right there, on the mountainside, to experience it.

Ethos pathos and logos Essay Example | Topics and Well Written Essays - 250 words

Ethos pathos and logos - Essay Example been consuming healthy foods for a long time since my very early childhood so that the audience knows that what I am saying is not just theory but a reflection on my personal life experiences. To establish pathos in the presentation, I would try to make emotional connection with the audience by enriching my speech with gestures that reinforce my ideas, by randomly asking the audience easy questions to keep them engaged with me, including funny pictures wherever possible in the presentation not only to entertain the audience, but also to give them a break now and then, and by sharing with them some experiences of my mom’s friends who have suffered great losses in life because of consuming unhealthy foods. To establish logos in the presentation, I would organize the slides in a way that my speech reflects smoothly point after point as I make it. I shall suggest certain eatables and drinks that can be made available in the cafeteria within the school’s budget so that everybody knows that what I am proposing is practicable and thus not to be taken

Advanced Entrepreneurship Proposal Research Paper

Advanced Entrepreneurship Proposal - Research Paper Example 24). The nature of the product is self explanatory hence most of the customers would not require any introduction or advertisement into the market. The name Qdat is derived from a personal perspective so as to enable the same producers to demonstrate and make recommendations on the best way that the product will be used so that any further scientific implementers may come from other parts of the world to stop over dependence and monopoly that affects product/ service prices (Sampson, 2009, p. 41). Technology Due to fierce competition in the global arena, most companies prefer working with both hardware and software which are compatible with the competitive edge. However, as technology changes customers are forced to damp the current electronic devises so that they could purchase the compatible ones that are able to work under structures and wireless infrastructures respectively. The number of customers whoa re not able to purchase the electronic appliances are able to smile to the sh ops. Qdat is electronic equipment which is able to integrate any electronic gadget that could translate information from and to digital signal.Through Triangle’s Company the poor citizens also are able to have fun and information at their fingertips comparatively to the well off individuals who are able to purchase the new product directly from the electronic shops. ... company are evenly distributed within the global market so as to reach every person who is willing to purchase the microchip and its programs, which could be installed into any communication gadget. When carrying out research on the market and industry, we realized that many people visit social networks frequently. However, this is not the case for those who are not able to purchase top most phones which require a lot of money. Thus it would be practical to start using then gadget as it bridges the gap between the rich and the poor creating a level ground for update both within the neighborhood as well as global surrounding (Harland, 2004, p. 44). In order to efficiently and effectively compete within the business locality, goods and services are produced utilizing the prevailing optimal methods. For a company to achieve a competitive adge, proper logistics are necessary. For instance, the mode of transportation, and the distribution strategy should be effectively and efficiently pla nned in order to conveniently meet the delivery requirements of the customers globally (Sampson, 2009, p. 59). In a business environment, the Triangle Company will utilize supply chain management to organization the work process, from acquiring raw materials up to the point of consumption. Therefore, effective management of Qdat product requires a thorough understanding of business processes and strategy formulation Qdat microchip should utilize the availability of internet services in order to reach a wide market globally (Assaf, 2006, p. 71). Introducing the new product into the market Entering new markets leads to longer lead times, which interferes with flexibility, thus creating the need for more inventories. Sometimes it is not practically possible to shorten lead times further.

USA Foreign Policy and Intervention Essay Example for Free

USA Foreign Policy and Intervention Essay During the first half of the 1990s, many intervention operations were launched, including in Somalia. In general, their main aim of intervention in Somalia was to alleviate the conflict. Notwithstanding, the instruments that were used to achieve this goal were mainly military. The reaction of the Western military establishment, asked to intervene in armed conflicts in the developing world, has been to look at familiar concepts used in military training and operations (Deutsch 12). It has been argued that their outlook on armed conflict, dominated by Cold War inter-state war thinking, was at the heart of the many difficulties the intervening states faced in these interventions. What has gone wrong in Somalia, what could have been done differently and how to change approach? Answers to these problems range from instituting a different emphasis in the training of soldiers, to reform of the United Nations to deal with armed conflicts. Background and Overview At the beginning of 1992, Mohammed Siad Barre, who had ruled Somalia for two decades, was overthrown. At this time civil war and starvation grasped Somalia. In January of 1992, the United Nations Security Council passed a resolution. This resolution called to cease fire a political settlement of the conflict (Duyvesteyn 78). In March this cease-fire went into effect. However, already by August â€Å"as many as 1. 5 million of an estimated Somali population of 6 million were threatened with starvation, with approximately 300,000 Somalis already having died, including roughly 25 percent of all children under the age of five† (Duyvesteyn 80). In April, the Security Council created a modest military operation. However, negotiations with Somali factions detained the implementation of the operation. On July 27, the Security Council voted to airlift food to Somalia, and on August 12 the U. N. announced plans to send 500 troops to protect the international relief effort. On August 14, the White House announced that the United States would take charge of the airlift (Duyvesteyn 90). The 500 troops arrived in September—â€Å"with the support of four U. S. warships carrying 2,100 Marines†Ã¢â‚¬â€but proved unable to do much to protect the relief effort (Duyvesteyn 78). In November, U. N. secretary general Boutros Boutros-Ghali declared the Security Council that the relief measures were not working. On November 26, the Bush administration decided that the United States to send troops to Somalia. For this the Security Council had to pass an authorizing resolution. On December 3 the Security Council passed the resolution. On October 3-4, 1993, eighteen U. S. soldiers were killed and dozens were wounded in a fierce firefight in Mogadishu, Somalia. Their deaths were the direct result of U. S. leadership in a series of United Nations -sanctioned military interventions in Somalia that. With the Cable News Network (CNN) providing almost instantaneous transmission to audiences in the U. S. and abroad, the victorious Somali forces not only paraded a captured U. S. helicopter pilot, Corporal William Durant, through the streets of Mogadishu, but also dragged the naked corpse of a U. S. soldier past mobs of Somali citizens who vented their anger by spitting on, stoning, and kicking the body (Freidman 2). These media images triggered a firestorm of public debate that asked, in the words of one journalist: â€Å"How did an operation that began with American soldiers feeding starving Somalis wind up with an American soldiers corpse being dragged through the streets of Mogadishu by Somalis starving only for revenge? † The visceral response of the American public was to demand an immediate withdrawal of U. S. military forces. â€Å"Its really very simple,† explained Tony Bright, an emergency health care administrator who captured the public wave of protest against any further U. S. involvement in Somalia. â€Å"If I have to choose between pictures of starving Somalian babies or dead American soldiers being dragged through the streets of Mogadishu, well, I dont want to see any more dead Americans. Sorry. Its time to bring the boys home† (Ayres 3). The Somalia case presents a splendid opportunity to examine U. S. decision making in the post-cold war period. The implementation of Operation Restore Hope constituted the first time that the U. S. had supported a peacemaking (as opposed to a peacekeeping) operation under the auspices of the U. N. and without the approval of the sovereign government of the target country. The case is also unique in that the U. S. experience had a negative impact on the way U. S. policy makers perceived the viability of future U. S. involvement in peacemaking operations in Africa and the other regions of the Third World, most notably the U. S. ability to resolve ethnic strife and the practicality of launching joint U. S. -U. N. military operations. High-Level Neglect in the Bush Administration The first phase of U. S. policy lasted from January 1991 to December 1992. In this phase presidential and congressional attention focused mainly on the Gulf War. This phase involved leadership from the traditional foreign policy bureaucracy, especially the State Departments Africa Bureau. The decline of cold war tensions ensured that neither the Somali civil war nor the impending overthrow of the Siad regime attracted the ongoing attention of the White House, despite the fact that President Bush had to authorize the emergency evacuation of U. S. embassy personnel in Mogadishu. Humanitarian Crisis and Military Intervention under Bush In the late fall of 1992, the second phase of U. S. policy began. It involved high-level attention to what was perceived to be an accelerating crisis in Somalia. Images of a humanitarian disaster displayed daily in practically every media outlet. Congressional and public criticism was increasing. White House attention focused on Somalia shortly after the 1992 election. As a consequence of high-level White House reviews in November 1992, President Bush and his top advisers devised a plan to deal with the events in Somalia. In sharp contrast to the limited objectives associated with Operation Provide Relief, Bush announced on December 4, 1992, that his administration was prepared to lead a massive multilateral military operation to â€Å"create a secure environment† for the distribution of famine relief aid. Five days later the first contingent of U. S. troops led by three teams of navy SEALS (sea-air-land commandos) landed on the beaches of Mogadishu and secured the airport and the port. The U. S. military operation popularly was referred to as Operation Restore Hope and known in U. N. circles as the United Task Force (UNITAF). The operation was sanctioned by U. N. Security Council Resolution 794. In the weeks that followed, over 38,000 foreign troops from twenty countries (including approximately 25,000 U. S. military personnel) occupied various cities and towns throughout central and southern Somalia. The troops began the task of opening food supply routes, as well as creating distribution networks. The UNITAF ground forces were under the direct command of Lieutenant General Robert Johnston, chief of staff to General Norman Schwarzkopf during Operation Desert Storm, who reported to General Joseph P. Hoar, commander of the U. S. Central Command (CENTCOM) (Scott 65).

Pediatric Ethics and the Surgical Assignment of Sex Essay -- Medical G

Pediatric Ethics and the Surgical Assignment of Sex One in every 2,000 babies born every year are neither male nor female, they are what is known as hermaphrodites. These children and their families are forced into a life of hardship and encounter many conflicts, which need to be addressed. Should the parents choose the assignment of the sex to a newborn child and subject them to a life of surgery and doctor visits? There are 100 to 200 pediatric surgical reassignments every year. Many of these children are subjected to doctor visits for the rest of their childhood. Worst of all, many of these children find themselves resembling or identifying with the gender opposite of that which their parents chose for them. Conditions That Qualify for Gender Reassignment: Over the past five decades, surgical interventions have been recommended as standard procedure for infants who are born with either ambiguous genitalia or who suffer from traumatic genital injury. Surgical advances in this century have made it possible for physicians to choose a gender for the child and then sculpt the appropriate genitalia. Some of the conditions that demand gender reassignment for children can be a result of chromosomal or hormonal defects. Typically males have XY chromosomes, and women have XX chromosomes; however, hermaphrodites are neither male nor female. One reason comes from Turner's Disease where the chromosomes are XO, and there is a sex chromosome missing. Another mutation is the XXY chromosomes, known as Klinefelter's Disease, which occurs in an average of one out of every 1000 births. There is also, Mosaicism, where different cells split into different parts, making up XY and XO chromosomes. Hormonal complications can change the gender... ... who believe the same. Surgery may never even be needed. Conclusion: To protect the lives of intersexed children, it is in their best interest if the parents wait until after the child reaches puberty before going through with the surgery. Surgery should only be done if the child suffers from further health risks. References 1) J. Money and A. Ehrhardt, Man and Woman, Boy and Girl (Baltimore: John Hopkins University Press, 1972) 2) P.K. Donahoe, and J.J. Schnitzer, "Evaluation of the infant who has ambiguous genitalia, and principles of operative management," Seminars in Pediatric Surgery 5 (1996) 3) http://www.ukia.co.uk/diamond/ped_eth.htm 4) http://mind.phil.vt.edu/sex/emma.html 5) http://www.afn.org/~sfcommed/pedethics.htm 6) http://www.isna.org/library/recommendations.html 7) http://bmei.org/jbem/volume4/num2/scipione.htm

Amenhotep iv & Egyptian

Amenhotep IV is an Egyptian king who is famous for introducing monotheistic religion in Egypt. Before his reign, Egyptian people worship many gods and the role of priest in their polytheistic religion. For a short period of time, he initiated a major religious revolution that affected the entire kingdom. In the early period of his reign, he changed his name from Amenhotep IV to Akhenaton. He changed his name after moving his capital to the newly designed city of Akhet-Aten. (euler. slu. edu) It depicts a major change in their religious belief.Akhenaton means â€Å"the servant of Aten†. â€Å"In the process of this religious revolution, Akhenaton placed him self as the intermediary between Aten and the people. This helped eliminate the need for the priesthood. As the only one with access to the god, Akhenaten established himself as a god-king and became the first king to be called Pharoah. † (Chesser, ehistory) The removal of â€Å"Amum† in his name is an indicati on that he is rejecting their old religion. Amum is one of their old god who is also known as god of secrets.â€Å"To have effectively removed Amun from his name seems like an all-but-open declaration of warfare against the dominant religious authority in the day, the Amun priesthood based in Thebes† (usu. edu) Akhenaten was the son of Nebmaatre Amenhotep III and Queen Tiye. He was not the oldest royal son or the heir of the throne. His older brother Prince Tuthmosis was originally the heir of the throne but he died during the reign of Amenhotep III. (euler. slu. edu) Meanwhile, his wife is the famous Nefertiti which some scholars believed as Akhenaten himself or her mother.â€Å"Evidence suggests she was wed to Akhenaten as the daughter of a high official during Amenhotep III’s reign, or of Amenhotep himself. Similarly, debate still remains as to whether or not Nefertiti was in fact the actual mother of Akhenaten, and his wife at the same time. The mysteries of Nefer titi’s origins remain a large topic of debate. † (mnsu. edu) On the other hand, it was believed that it was Nefertiti who urged Akhenaten towards religious reformation. (mnsu. edu) Religious Reformation His first step of religious reformation is moving his capital from Thebes to Akhenaten.He imposed a monotheistic religion by placing Aten as the only subject of worship. â€Å"Later, he went so far as to order the word â€Å"gods† removed and changed to â€Å"god,† wherever it occurred on public inscriptions. † (usu. edu) I was believed that the monotheistic belief of Akhenaten was inspired by Judaism through Moses or Joseph. But according to some scholars, Akhenaten belief is not purely monotheistic for the Apis cult maintained other gods. Because Akhenaten’s religious reformation was not really monotheistic, we can’t conclude that it was influenced by Judaism.(ancientegyptonline. co. uk) As part of his religious reformation, he opened Egyptian religion for all instead of being exclusive for Egyptian priest. The reason why he rejected Amun as god is because he is the god of secrets. Instead of worshipping a god of secret, he wanted the Egyptian people to worship a god like Aten which reflects its presence through the rays of sun. (usu. edu) Mark Damen described Akhetaten’s god as follows: â€Å"The religious iconography of Akhenaten's new belief system centered around the aten as a divine presence.Representing the life-giving force of the universe, the sun-disk is often depicted in either abstract or personified form, occasionally both at the same time. Though it's most often pictured as a mere circle with rays of light radiating downward, the aten also appears sometimes with little hands appended onto the end of its solar beams holding out to worshipers the ankh, the Egyptian sign of life. In a few instances, the hands are even shoving the ankh rather unceremoniously up the noses of the blessed, a figura tive assertion, no doubt, that the sun offers the â€Å"breath of life.† It would seem less comical today if this sacrament didn't look so much like an incontinent ear-swab. † (usu. edu) Although Akhenaten desired the entire Egptian people to have a relationship with Aten, still the said relationship became exclusive for Akhenaten and his family. Instead of worshipping Aten directly, they just worship the royal family. (ancientegyptonline. co. uk) â€Å"All this concurs well with Akhenaten's religion, where the pharaoh was said to serve as the conduit between humanity and the Aten. In other words, it's through and because of him the sun-disk bestows life on the planet.In his own words, a hymn Akhenaten claims to have composed himself about the Aten† (usu. edu) One reason for this is the torturing heat of the sun in Egypt. One way of worshipping is standing under its presence and basking in its radiance. On the other hand, priests during his reign did not like his religious reformation. His own imposed religion disregard the significance of priest in their religious life for Akhenaten served as a priest. Threats in his kingdom During the Amama period, a widespread of famine and diseases affected the Egyptians. Scholars believed that a plague or influenza killed thousands of lives during that time.I was also believed that that was the same plague in the book of Exodus that there is no sufficient evidence for that. (ancientegyptonline. co. uk) Egyptians viewed this plague as a consequence of neglecting their other gods. Death According to archeologist, there are indications that Akhenaten died in his middle age. Although the cause of his death is still unknown, there are assumptions that he died because of skin cancer. (usu. edu) As part of his religious duty, exposed himself to the torturous heat of the Egyptian sun that might caused him that disease. References Akhenaten and Monotheism.Usu. edu. Febraury 6 2008 Ancient Egypt Online. FEbraur y 6 2008 Bart, Anneke. Ancient Egypt. Euler. slu. edu Febraury 6 2008 Nefertiti: Queen of Dynasty XVII. Mnsu. edu. February 6 2008 Preston, Chester. E History Archive. February 6 2008

Effectiveness of Ra 8049 or Anti-Hazing Law Essay

Under the Anti-Hazing Law, hazing is defined as â€Å"an initiation rite or practice as a prerequisite for admission into membership in a fraternity, sorority or organization by placing the recruit, neophyte or applicant in some embarrassing or humiliating situations such as forcing him to do menial, silly, foolish and other similar tasks or activities or otherwise subjecting him to physical or psychological suffering or injury. The physical, mental and psychological testing and training procedure and practices to determine and enhance the physical, mental and psychological fitness of prospective regular members of the Armed Forces of the Philippines and the Philippine National Police as approved by the Secretary of National Defense and the National Police Commission duly recommended by the Chief of Staff, Armed Forces of the Philippines and the Director General of the Philippine National Police [are not] considered as hazing†. (Section 1) Requirements 1. No hazing or initiation rites in any form or manner by a fraternity, sorority or organization shall be allowed without prior written notice to the school authorities or head of organization 7 days before the conduct of such initiation. The written notice shall indicate: 1) the period of the initiation activities which shall not exceed 3 days, shall include 2) the names of those to be subjected to such activities, and shall further contain 3) an undertaking that no physical violence be employed by anybody during such initiation rites. (Section 2) 2. The head of the school or organization or their representatives must assign at least 2 representatives of the school or organization, as the case may be, to be present during the initiation. It is the duty of such representative to see to it that no physical harm of any kind shall be inflicted upon a recruit, neophyte or applicant. (Section 3) Liability for Hazing Section 4 of the Anti-Hazing Law defines those criminally liable as principals and accomplices. Criminal Liability 1. If the person subjected to hazing or other forms of initiation rites suffers any physical injury or dies as a result thereof, the officers and members of the fraternity, sorority or organization who actually participated in the infliction of physical harm shall be liable as principals. The person or persons who participated in the hazing shall suffer: 1) The penalty of reclusion perpetua (life imprisonment) if death, rape, sodomy or mutilation results there from. 2) The penalty of reclusion temporal in its maximum period (17 years, 4 months and 1 day to 20 years) if in consequence of the hazing the victim shall become insane, imbecile, impotent or blind. 3) The penalty of reclusion temporal in its medium period (14 years, 8 months and one day to 17 years and 4 months) if in consequence of the hazing the victim shall have lost the use of speech or the power to hear or to smell, or shall have lost an eye, a hand, a foot, an arm or a leg or shall have lost the use of any such member shall have become incapacitated for the activity or work in which he was habitually engaged. 4) The penalty of reclusion temporal in its minimum period (12 years and one day to 14 years and 8 months) if in consequence of the hazing the victim shall become deformed or shall have lost any other part of his body, or shall have lost the use thereof, or shall have been ill or incapacitated for the performance on the activity or work in which he was habitually engaged for more than 90 days. 5) The penalty of prison mayor in its maximum period (10 years and one day to 12 years) if in consequence of the hazing the victim shall have been ill or incapacitated for the performance on the activity or work in which he was habitually engaged for more than 30 days. 6) The penalty of prison mayor in its medium period (8 years and one day to 10 years) if in consequence of the hazing the victim shall have been ill or incapacitated for the performance on the activity or work in which he was habitually engaged for 10 days or more, or that the injury sustained shall require medical assistance for the same period. 7) The penalty of prison mayor in its minimum period (6 years and one day to 8 years) if in consequence of the hazing the victim shall have been ill or incapacitated for the performance on the activity or work in which he was habitually engaged from 1 to 9 days, or that the injury sustained shall require medical assistance for the same period. 8) The penalty of prison correccional in its maximum period (4 years, 2 months and one day to 6 years) if in consequence of the hazing the victim sustained physical injuries which do not prevent him from engaging in his habitual activity or work nor require medical attendance. 2. If the hazing is held in the home of one of the officers or members of the fraternity, group, or organization, the parents shall be held liable as principals when they have actual knowledge of the hazing conducted therein but failed to take any action to prevent the same from occurring. 3. The officers, former officers, or alumni of the organization, group, fraternity or sorority who actually planned the hazing although not present when the acts constituting the hazing were committed shall be liable as principals. A fraternity or sorority’s adviser who is present when the acts constituting the hazing were committed and failed to take action to prevent the same from occurring shall be liable as principal. The presence of any person during the hazing is prima facie evidence of participation therein as principal unless he prevented the commission of the acts punishable herein. Accomplices The school authorities including faculty members who consent to the hazing or who have actual knowledge thereof, but failed to take any action to prevent the same from occurring shall be punished as accomplices for the acts of hazing committed by the perpetrators. Liability of Owners of the Hazing venue The owner of the place where hazing is conducted shall be liable as an accomplice, when he has actual knowledge of the hazing conducted therein but failed to take any action to prevent the same from occurring. Administrative Liability The responsible officials of the school or of the police, military or citizen’s army training organization, may impose the appropriate administrative sanctions on the person or the persons charged under this provision even before their conviction. The maximum penalty herein provided shall be imposed in any of the following instances: 1. When the recruitment is accompanied by force, violence, threat, intimidation or deceit on the person of the recruit who refuses to join; 2. When the recruit, neophyte or applicant initially consents to join but upon learning that hazing will be committed on his person, is prevented from quitting; 3. When the recruit, neophyte or applicant having undergone hazing is prevented from reporting the unlawful act to his parents or guardians, to the proper school authorities, or to the police authorities, through force, violence, threat or intimidation; 4. When the hazing is committed outside of the school or institution; or 5. When the victim is below 12 years of age at the time of the hazing. The law states that it applies to the president, manager, director or other responsible officer of a corporation engaged in hazing as a requirement for employment in the manner above mentioned. Lastly, the law specifies that any person charged is not entitled to the mitigating circumstance that there was no intention to commit so grave a wrong. Had the Anti-Hazing been in place in 1991, those acquitted of causing Lenny Villa’s death may still be languishing in jail. (Although, perhaps, had our prosecutors been more diligent in their prosecution of all accused in the death of Lenny Villa, there would at least have been more than 5 convictions – even without the Anti-Hazing Law.) But why do hazing deaths continue to occur despite the law? It is significant to note that the Supreme Court decision on the hazing-death of Lenny Villa, as quoted above, recognizes that: the hazing â€Å"rituals were performed with Lenny’s consent† and â€Å"even after going through Aquila’s grueling traditional rituals during the first day, Lenny continued his participation and finished the second day of initiation.† The law cannot prohibit some people from wanting to belong and willing to tolerate certain rituals to be accepted as a member of a group, nor can the law prevent some people’s inclination to violence or abuse. So at all times, the willing neophyte’s welfare depends on being hazed by a group of non-violent handlers. But that is never guaranteed. Since the risk exists that the neophyte will be hazed by a group of people prone to violence by nature, by pressure or some substance, it may be all left to the individual (or the family rearing him/her) to eliminate that risk by declining the membership (or convincing said individual to decline) as early as possible. We must see hazing as much more than a legal issue, say, like drugs. It is not enough to stop drug production and trafficking. People must learn to just say â€Å"No.† Those inclined to join should be aware that certain activities benignly termed as rites of passage may very well lead to funeral rites, of their own. (Siesta,2012) Statement of the Problem The purpose of the study was to investigate the effectiveness of a Fraternity or Sorority in a specific area, the benefits that an individual get from joining it and how it should be observed. Specifically, it sought answers to the following questions: 1. How effective is Republic Act 8049: Anti-Hazing Law? 2. Are the rules and limitations on practicing initiation rites under RA 8049 properly observed? 3. What are the perceived solutions proposed by the respondents to resolve the lack of implementation of RA 8049? Conceptual Framework 1. Hazing – Section 1. Hazing, as used in this Act, is an initiation rite or practice as a prerequisite for admission into membership in a fraternity, sorority or organization by placing the recruit, neophyte or applicant in some embarrassing or humiliating situations such as forcing him to do menial, silly, foolish and other similar tasks or activities or otherwise subjecting him to physical or psychological suffering or injury. The term â€Å"organization† shall include any club or the Armed Forces of the Philippines, Philippine National Police, Philippine Military Academy, or officer and cadet corp of the Citizen’s Military Training and Citizen’s Army Training. The physical, mental and psychological testing and training procedure and practices to determine and enhance the physical, mental and psychological fitness of prospective regular members of the Armed Forces of the Philippines and the Philippine National Police as approved ny the Secretary of National Defense and the National Police Commission duly recommended by the Chief of Staff, Armed Forces of the Philippines and the Director General of the Philippine National Police shall not be considered as hazing for the purposes of this Act. 2. Rules and Limitation – Section 2. No hazing or initiation rites in any form or manner by a fraternity, sorority or organization shall be allowed without prior written notice to the school authorities or head of organization seven (7) days before the conduct of such initiation. The written notice shall indicate the period of the initiation activities which shall not exceed three (3) days, shall include the names of those to be subjected to such activities, and shall further contain an undertaking that no physical violence be employed by anybody during such initiation rites. Section 3. The head of the school or organization or their representatives must assign at least two (2) representatives of the school or organization, as the case may be, to be present during the initiation. It is the duty of such representative to see to it that no physical harm of any kind shall be inflicted upon a recruit, neophyte or applicant. 4. Problems due to hazing – Physical injury – Damage or harm done to or suffered by a person or thing:   humiliation- The state of being humiliated or disgraced; shame. depression- A psychiatric disorder characterized by an inability to concentrate, insomnia, loss of appetite, anhedonia, feelings of extreme sadness, guilt, helplessness and hopelessness, and thoughts of death. Also called clinical depression psychological disorder- a psychological disorder of thought or emotion; a more neutral term than mental illness death – a permanent cessation of all vital functions; the end of life. 4. Strict implementation of the R.A 8049 or the Anti-Hazing Law shall be observed by the government because sometimes the government forget about this Republic Act and set it aside. Significance of the Study T he researcher considered the following institutions that will sort benefit of the study. These are the following: Government for them to take action and lessen the crimes that were brought up by unlawful initiation process. Society gives awareness to what are the rules and limitations that should be observed in the initiation process. Neophyte gives them awareness and let them understand what the legal procedures in conducting initiation process are. Future Researchers results of this study maybe used as reference by future researchers. Scope and Delimitation of the Study The parameters of the study pertain to the effectiveness and implementation of Republic Act 8049 which is known to be the Anti-Hazing Law. The researcher studies about the perception of law-makers and individuals expert in the field of law. The researcher prepared interview questions that will be answered by 5 or more respondents which happen to be law-makers and individuals expert in the field of law. The set of questions prepared by the researchers are bound with the questions in the statement of the problem, for example how effective is Republic Act 8049: Anti-Hazing Law, are the rules and limitation in conducting initiation rites are properly observed. Definition of terms Accomplice refers to one who knowingly, voluntarily, or intentionally, and with common intent and criminal purpose shared with the principal offender, solicits or encourages another to commit a crime or assists or attempts to assist in its planning and execution. Brotherhood refers to an association of men, such as a fraternity or union, united for common purposes. Congeniality refers to having the same nature, disposition, or tastes. Connation refers to a commonly understood subjective cultural or emotional association that some word or phrase carries, in addition to the word’s or phrase’s explicit or literal meaning, which is its denotation. Conviviality refers to fond of feasting, drinking, and good company; sociable. Curriculum refers to all the courses of study offered by an educational institution. Disdained refers to regard or treat with haughty contempt; despise. Dissipation refers to wasteful expenditure or consumption Fraternity refers to a chiefly social organization of men students at a college or university, usually designated by Greek letters. Freemason refers to an international fraternal and charitable organization with secret rites and signs. Initiation refers to a ceremony, ritual, test, or period of instruction with which a new member is admitted to an organization or office or to knowledge. Insignia refers to a badge of office, rank, membership, or nationality; an emblem. Law refers to a rule of conduct or procedure established by custom, agreement, or authority. Masonry refers to a work done by a mason. Menial refers to a person who has a servile or low nature Neophyte refers to a novice or beginner Protection refers to the state of being protected. Solidarity refers to a union of interests, purposes, or sympathies among members of a group; fellowship of responsibilities and interests. Sorority refers to a chiefly social organization of women students at a college or university, usually designated by Greek letters.

Using the Spanish Verb Volver

Using the Spanish Verb 'Volver' Although the verb volver typically is translated as to return, it has a wider variety of uses than that simple translation may suggest. Under some circumstances, its meaning can be as varied as to turn (something) over and even to become. Volver Meaning 'To Return' The meaning of to return is the most common, as in the following examples. If the meaning is to return to a specified place, the preposition a typically is used. Note that a variety of ways can be used to translate the verb to English. Pedro volvià ³ a casa de su tà ­a. (Pedro went back to his aunts home.)Volveremos a la ciudad de Panam en el primer ferrocarril transcontinental del mundo. (Well return to Panama City on the worlds first transcontinental railroad.)Volvieron muy contentos de su aventura. (They came back very happy from their adventure.) ¿Cà ³mo vuelvo a mi peso normal? (How can I get back to my normal weight?) Other Meanings of Volver When followed by the preposition a and an infinitive (the verb form ending in -ar, -er or -ir), volver can usually be translated as again: El profesor volvià ³ a preguntar a los estudiantes si el bote estaba lleno. (The teacher asked the students again if the jar was full.)Volveremos a intentarlo. (Well try it again.)Los democristianos vuelven a ganar las elecciones en Holanda. (The Christian Democrats are winning the elections again in Holland.)Si el comandante vuelve a aparecer, vamos a volver a frenarla. (If the commander comes back again, we are going to stop him again.) When used with a direct object, volver can mean to turn something or turn something over: Volvià ³ la pgina y hablà ³ de otro tema. (She turned the page and talked about another subject.)El hombre volvià ³ el rostro en direccià ³n contraria. (The man turned his face in the opposite direction.)Por algo que no puedes cambiar  ¡no vuelvas la vista atrs! (Dont look back for something you cannot change!) In the reflexive form, volverse can mean to become, especially when used to refer to people. Its use in this way doesnt necessarily imply the return to a previous state. Es imposible hablar contigo, te has vuelto muy cà ­nica. (It is impossible to speak with you, for you have become very cynical.)Me volvà ­ vegetariana hace 3 semanas. (I became a vegetarian three weeks ago.)Nos volveremos pobres en menos de un aà ±o. (Well become very poor in less than a year.)En la primera mitad del siglo XX, la ciudad se volvià ³ un centro mundial para la industria. (In the first half of the 20th century, the city became a world industrial center.) Conjugation of Volver Keep in mind when using volver that it is conjugated irregularly. Its past participle is vuelto, and the -o- of the stem changes to -ue- when stressed. Verbs Derived From Volver Several common verbs are made up of volver with a prefix. They all follow the conjugation pattern of volver. Among them are: Devolver can refer to returning to a previous state or returning an item: La noticias le devolvieron su felicidad. (The news brought his happiness back.)La policà ­a devolvià ³ el televisor a la tienda. (The police returned the television to the store.) Envolver is an etymological cousin of the English verbs envelop and involve and can have meanings similar to both of them. Possible translations include to cover, to wrap, to enshroud, and to implicate. Envolvià ³ el regalo de cumpleaà ±os en papel de seda. (She wrapped the birthday gift in silk paper.)La nube envolvà ­a a todo el reino. (The cloud enveloped all of the kingdom.)Ha tenido algunas experiencias que la han envuelto en la controversia. (She has had some experiences that have involved her in the controversy.) Desenvolver usually means to undo an action of envolver. Desenvolvià ³ el regalo de Navidad de su novia. (He unwrapped his girlfriends Christmas present.)Antes de meter el perro en la baà ±era tiene que desenvolver el pelo. (Before you put the dog in the bathtub you have to untangle his hair.) Key Takeaways Volver is a common verb that often means to return. It can also be used to refer to various kinds of change or to repeated actions.Prefixes can be used with volver to form several other common verbs.Volver is a stem-changing verb with an irregular past participle.

Black People and Prejudice Essay Example for Free

Black People and Prejudice Essay â€Å"Ahhhhhhhh!† I squealed and jumped for joy the moment I dropped the phone. I hurrily scurried over to my mom to share the news. â€Å"Mommy, I got my first job!† This was the stepping stone to me being an independent young woman. I was officially employed at Hollister Co. as a sales model. I was ecstatic and excited to make some money at the tender age of 15. My first week was definitely a learning experience; from learning how to maintain a cash registrar to folding tons of polos and jeans. Soon through this journey, it started to become bittersweet. With three months of being employed, my shifts were diminishing from 4 shifts a week to 1 shift a week. As I looked at the schedule postings for the week, I noticed a trend with the scheduling of the shifts. Ironically, most of the employees that were working more hours and more shifts were white females. I figured it might have something to do with the fact that my supervisor is a white surfer-boy who is infatuated with beach-blonde beauties. However that did not stop me from asking him to put me on the schedule more. Sadly, I resent the day I had asked him. Unfortunately, he felt that I didn’t have the â€Å"natural beachy look† that Hollister Co. was trying to perceive. I am of Malaysian decent and have tan skin color. Hearing that definitely bruised my ego and made me self-conscious about my appearance. I felt this was a tactic for me to quit, and so I did. Over the months I begin to realize that ultimately there will be people in the world that have a perspective of life that I cannot seem to change. I had realized that this was not my fault; it was his own personal judgment that led him to think that. I was treated this way because of how I looked not on who I am. Many people have tried to explain the reasoning of why people are prejudiced and discriminate against one another. Two readings that are eye-openers about prejudice are â€Å"Causes of Prejudice† and â€Å"C.P. Ellis.† In the essay, â€Å"Causes of Prejudice,† the author Vincent N. Parrillo explains the reasons for racism and discrimination in the United States. Which brings us to Studs Terkel’s essay â€Å"C.P. Ellis,† he tells us the story of C.P. Ellis, a former Klansmen who claims he is no longer racist. With Parrillo’s essay, we will analyze what caused C.P. Ellis to be prejudice and how he changed. Parrillo’s Causes of Prejudice outlines reasons how and why prejudice exists in today’s society. Parrillo first starts out telling us that prejudice is the rejection of a member of a certain culture, and that ethnocentrism is a rejection of all culture as a whole. He then states that there are four areas of study to consider when dealing with prejudice; levels of prejudice, self-justification, personality, and frustration. This theory is ideal to the root of why and where prejudice starts. He explains that the first level of prejudice is the cognitive level of prejudice. This is a person’s beliefs of a culture. The second level is the emotional level of prejudice. This level includes what kind of emotional response a culture has on a person. These emotions for example can be that of hate, love, fear, etc†¦ The final level, explains Parrillo, is the action oriented level. This is the desire to physically act upon their prejudice feelings toward the person or culture. As stated in the text, â€Å"The emotional level of prejudice encompasses the feelings that a minority group arouses in an individual. Although these feelings may be based on stereotypes from the cognitive level they represent more intense stages of personal involvement† (Parrillo 386). His statement holds true. In the sense of economic competition prejudice occurs frequently. We need to realize that jealousy is an important factor of prejudice. There would still be competitions, hatred, and stereotyping. It is just in our human nature. The story of C.P Ellis begins as he discusses his life as being a white male from a low-income class. His frustrations and misfortunes lead him to become a member of the Ku Klux Klan. His father always told Ellis to stay away from blacks, Jews, and Catholics’ and he obeyed his father’s wishes. In a sense, it seemed as if Ellis truly admired his father. At 17 years old, his father soon passed away and Ellis was forced to work to tend to his family. Ellis discusses his frustrations on having to make ends meet with four children, the eldest being mentally challenged and the struggles he has to endure to make it happen. Ellis begins to blame the black people for his tragedy and his misfortune of not being able to have sufficient funds. In relevance to Parrillo’s essay, he explains that â€Å"frustrations tend to increase aggression toward others† (Parrillo 393). This ties into the anger that Ellis began to direct it towards as he stated, â€Å"I didn’t know who to blame. I tried to find somebody. I began to blame it on black people. I had to hate somebody† (Terkel 400). Ellis believed that blaming others rather than himself was the best way to get over his frustrations. We are then exploited to the self esteem Ellis had and his state of mind when starting his racist rampage. To begin with, Ellis shows throughout the essay that he is weak minded and has very low self-esteem. Ellis states, â€Å"The majority of ‘em are low income whites, people who really don’t have a part in something. They have been shut out as well as the blacks†¦So the natural person to hate would the black person† (Terkel 401). Ellis started to hate the fact that he was poor and turned to the KKK. He felt the KKK opened opportunities he could achieve because of the stability and members of the group. Parrillo states that â€Å"self-justification† is lead to believe the main cause of prejudice. He states â€Å"a person may avoid social contact with groups deemed inferior and associate only with those identified as being of high status† (Parrillo 387). We can identify the behaviors and personality Ellis displays is relevant to the same behaviors and personality of his father. Throughout the story, Ellis directed his hatred towards blacks just like his father did. Ellis states â€Å"The natural person for me to hate would be black people, because my father before me was a member of the Klan. As far as he was concerned, it was the savior of the white people† (Terkel 400). We can recognize that his racist ways came from his father who told him what to believe. We can identify this as the â€Å"socialization† factor of prejudice. When one is taught something which they live by all their life they begin to play a role just as the one who taught them those ways. Parrillo elaborates, â€Å"We thus learn the prejudices of our parents and others, which then become part of our values and beliefs. Even when based on false stereotypes, prejudices shape our perceptions of various peoples and influence our attitudes and actions toward particular groups† (Parrillo 394). We can make the connection that Ellis’s father was racist he gained his father’s characteristics as well as his beliefs. This also ties in when he begins to blame black people because he was taught they were the cause of the economic problems he was facing. Ellis states â€Å"If we didn’t have niggers in the schools, we wouldn’t have the problems we got today† (Terkel 402). Here he did not truly experience what he believed but he was told this and began to live by it, which was passed down by his father. Over the time, Ellis and his views about the blacks changed altogether. In the end, Ellis has an epiphany once he realized how much in common he really had with blacks. He soon began to realize that black people were just as normal and looking for the same thing in life. He tells us what he realized later in his life â€Å"As long as they kept low-income whites and low-income blacks fightin’, they’re gonna maintain control† (Terkel 403). The revelation is going to change his life. He refers to they as being the politicians and government. He began to have his own mind set and realize that all are alike and should not be treated differently. Some white people had just as low incomes as some black people, which led him to realize that they were all at the same level. There is no explanation as to why Ellis really decided to all of a sudden change his views. We can relate this to Parrillo’s statement, â€Å"Although socialization explains how prejudicial attitudes may be transmitted from one generation to the next, it does not explain their origin or why they intensify or diminish over the years† (Terkel 394). In conclusion, both Parrillo’s essay and Ellis’s story go hand in hand in showing us the real reason why prejudice and racism still exists today. Vincent Parrillo exemplifies valid points and key notions on why cause a person to be prejudice and racist. C.P Ellis provides an insightful eye and truly gives us hope that maybe people will change their views over the years. Both showed us that prejudice is a prime factor in this society and this is because everyone was born and raised differently. Everyone has their own beliefs and ideas. Value, attitudes, beliefs and culture all are targets of prejudice. Regardless of anything, we will never be able to change that. People just try to persevere to the stereotyping and criticizing of other races and their own. Parrillo, Vincent N. â€Å"‘Causes of Prejudice.† Rereading America: Cultural Contexts for Critical Thinking and Writing. Ed. Gary Colombo, Robert Cullen, and Bonnie Lisle. 8th ed. Boston: Bedford St. Martin’s, 2010. 384-398. Rereading America: Cultural Contexts for Critical Thinking and Writing. Ed. Gary Colombo, Robert Cullen, and Bonnie Lisle. 8th ed. Boston: Bedford St. Martin’s, 2010. 398-408. 1. Do you have a sufficient number of quoted passages from theoretical essay you have chosen and have you commented sufficiently on each? List the page numbers of the passages below. 2. Do you have a sufficient number of quoted passages from personal essay you have chosen and have you commented sufficiently on each? List the page numbers of the passages below. 3. Explain the order in which you chose to make your points via the passages you quoted. 4. Name three writing errors you are likely to make in your prose and check the rough draft for these. Use the OWL website if necessary to look for examples of how to address these problems. List the likely errors below. Alternating long and short sentences. 5. Read your final draft of the essay aloud so that you do not allow your eyes you’re your brain to self-correct the errors in your essay. List the kinds of errors you found below. Black People and Prejudice. (2016, Dec 23).

DOES THE PRACTISE OF HRM GIVE ORGANISATIONS A COMPETITIVE EDGE Essay

DOES THE PRACTISE OF HRM GIVE ORGANISATIONS A COMPETITIVE EDGE - Essay Example Business organizations has been apt in declaring their commitment in treating employees as valued assets and a source of competitive advantage yet empirically "organisational reality appears 'hard' with an emphasis on the quantitative, calculative, and strategic aspects of managing a head count" (Gill 1999). Empirical evidences on the effectiveness of human resource management as a source of competitive advantage have been widely documented. During 1995, the study of Huselid conducted in almost 1000 US players in various industries concluded that "the magnitude of the returns for investments in high performance work is substantial." Furthermore, "a one percent standard deviation increase in such practices is associated with 7.05% decrease in labour turnover, and on a per employee basis US$27, 044 more in sales, and US$18,641 and US$3,814 more in market value and profits, respectively" (Huselid 1995). This study has been one of the earliest and most extensive works linking HRM to actual business performance. The findings has been strongly supportive on the view that HRM provides companies with competitive edge because HR practices increased employees' trust, job satisfaction, and commitment while eliminating work intensification and reducing stress. In the United Kingdom, wide array of case studies have also been documented which strongly links HRM to organisational performance. In 1997, Patterson et al released the results of their survey utilizing 67 manufacturing industries. This has been published by the Institute of Personnel Development which is currently known as CIPD and highly quoted for its enlightening insights. The study has put forward the "importance of HRM as a driver of, and contributor to, improved performance" (Patterson et al 1997). It is also interesting to note that this study asserts that "HRM had a greater impact on productivity and profits than of other factors including strategy, research and development, and quality" (Patterson et al 19997). Going further, Patterson et al, uncovers that while 8% in variations from profitability is explained by R&D, 17% is explained by HRM practices. This is highly significant compared to the 2% and 1% garnered by the strategy and quality, respectively. The study of Guest et al in 2000 also stresses the importance of human resource management practices in organisational performance. This research links specific human resource practices like job security, recruitment and selection, and training and development with performance outcomes including financial performance, quality, and productivity. It has been uncovered that 70% of the chief executives interviewed for the study asserts that their business strategy relied a lot on people as a source of competitive advantage (Guest et al 2000). On the other hand, less than half of them "felt that 'people issues' are more important than financial and marketing issues" (Guest et al 2000). This particular research opens an important field for further queries. Even though it concluded that HRM is positively correlated with performance, it has also been observed that only a small proportion of the companies considered do practice more than