Critical Annotated Bibliography Tranexamic Acid Essay

Critical Annotated Bibliography Tranexamic Acid - Essay Example Amandip Singh is also a doctor in the department of anaesthesiology at DMCH. The researchers assert that tranexamic acid significantly decreases blood loss after operation and reduces the need for blood transfusion among students after undergoing total knee replacement (TKR).According to the researchers, Tranexamic acid, which is a synthetic derivative of amino acid lysine, is an effective antifibrinolytic agent. The acid is may reversibly block lysine-binding sites on the plasminogen molecules, thus hinder the formation of plasmin. Other researchers have showed increased use of tranexamic acid in orthopaedic surgery due to its safety, efficacy and low cost. The research was conducted in a tertiary health care facility after obtaining approval from the hospital heath ethics committee with informal consent taken from patients involved in the study. The researchers used randomized double-blinded study involving 40 patients scheduled to undergo unilateral TKR for osteoarthritis. Three s urgeons who had experience in the field to ensure validity of the test conducted the study. The first half of the population was injected with 10mg/kg of tranexamic acid. Conversely, the placebo group underwent the same procedure only that normal saline was used instead of tranexamic acid. ... It was concluded that routine administration of the acid was beneficial to patients undergoing operation. The limitation of the research is that it involved a limited number of populations. Also, the researchers did not monitor the plasminogen levels, D-dimer, thromboelastography, and fibrin degradation products. In addition, the researchers failed to measure hemoglobin levels of transfused blood and weigh sponges, which could have affected the accuracy of calculations. The text did not have sufficient clinical evidence and literature supporting the use of tranexamic acid in preventing preoperative blood loss. The relevance and usefulness of the text to my research is that it informed on the importance of the Tranexamic acid in reducing blood loss during operations in patients. Sekhavat, L., Tabatabaii, A., Dalili, M., Farajkhoda, T., & Tafti, A. (2009). Efficacy of tranexamic acid in reducing blood loss after cesarean section. The Journal Of Maternal-Fetal & Neonatal Medicine. Vol. 22(1), 72-75. The authors of this research journal are medical practitioners at the department of obstetrics and gynecology at Shahod Sehud Hospita, and Health Services, Yard, Iran. They have the ability to produce credible research that can be used in any academic research. The argument presented by the researchers is that cesarean section (CS) rate has been on the increase among women delivering and that CS posse many complications as compared to the normal vaginal birth due to complications related to postpartum bleeding. The medications that have been used to reduce bleeding include prostaglandins, oxytocin, and methylergonovine. The researchers however feel that tranexamic acid, a synthetic derivative of the amino acid lysine that has been applied for several years in the

Purpose and History Essay Example for Free

Purpose and History Essay The Code of Ur-Nammu assumed an understanding that the law descended from the gods, and the king or ruler was the administrator of the law on the part of the people. Under this code, severe penalties were considered to be unnecessary for the majority of crimes. Since people believed to know how they should behave towards each other, monetary fines served as a reminder of how to behave (Mark, 2014). The structure of the Code of Hammurabi is very particular, with each offense having a distinct discipline. The punishments tended to be extremely critical compared to todays modern day standards, many of the offenses resulted in death, disfigurement, or the use of what we know today as Eye for eye, tooth for tooth (Lex Talionis Law of Retaliation) philosophy. The Code of Hammurabi is one of the earliest examples of law where the assumption of innocence has been incorporated, and the accused and accuser have the opportunity to produce and present evidence on their behalf. However, no provisions were made for extenuating circumstances to be presented in order to alter any prescribed punishment. History of prison development During the early colonial years, prisons had not yet been developed as a form of punishment for crimes. The colonists did however use jails, copying the English system of gallows, in order to hold defendants who were awaiting trial or for those already convicted and were awaiting their corporal or capital punishment. These jails had deplorable conditions. Poor men, women, and children were all housed together, with very little food or sanitary conditions. Offenders who could afford it paid a fee in order to avoid jail; this early bail system enabled the rich to pay a fee in order to be released. The conditions in both the English and colonial jails during the 1600s and 1700s were so deplorable that few doubted the need for reform (Richard P. Seiter, 2011). Comparison of the Pennsylvania and Auburn system The Pennsylvania system was known as the separate and silent system, with silence enforced and inmates not allowed to see or talk with each other. Through this approach, it was believed that offenders would not be morally contaminated and be trained in crime by other prisoners. There were several problems with the Pennsylvania system. First, it was almost impossible to keep prisoners from seeing and communicating with each other. Second, it was very expensive to operate, as a requirement to keep prisoners separated this increased the number of staff members needed. Third, there was very limited productivity by inmates, as a requirement to work alone in their cells did not allow for as much production of goods for resale as was desired. Fourth, opponents of the operation of the Pennsylvania prisons suggested that the solitude imposed on prisoners made many of them mentally ill. Finally, the planned operation was modified almost immediately. Two prisoners were placed in a cell together so one could learn a trade from the other and increase the production of goods. The warden of the Eastern Penitentiary, Samuel Wood, used prisoners as servants in his home and allowed them to communicate. The Pennsylvania system seemed doomed from its beginning and forced prison operators in other states to search for new approaches to overcome the problems. Although there was great interest in the Pennsylvania system, only two states (New Jersey and Rhode Island) adopted its separate and silent system. However, both soon abandoned the Pennsylvania system in favor of the improved system that was created in Auburn, New York (Richard P. Seiter, 2011). The Auburn system became known as the congregate and silent system as officials continued to reduce the spread of criminal ideas by inmates through silence and strict discipline. Barnes and Teeters describe the enforcement of the system through lockstep marching with eyes downcast, hard work an d activity while outside cells, and prohibitions of inmates even being face to face. After the operation of Auburn was copied at Sing Sing prison in New York, as well as at prisons in other states, the Auburn system was recognized as better than the Pennsylvania system. The prisons were cheaper to build and operate, the congregate style allowed production of goods and more income for the state, and fewer prisoners developed mental health problems. Other prisons being built across the country adopted the Auburn system. The operation of prisons for sentenced  offenders received international attention, and many countries sent representatives to examine the operation of both the Pennsylvania-style and Auburn-style prisons. Although the Pennsylvania style of prisons was seldom favored in the United States, most international visitors found advantages in both, and many preferred the Pennsylvania system because of its effort to avoid contamination among prisoners. During the first half of the nineteenth century, the Auburn style of silence, hard work, separation at night, congregation during the day to maximize production of goods, and strict control was the method used for most American prisons (Richard P. Seiter, 2011). Impact and involvement of prison labor over time Throughout US history, there have been many laws both morally and ethically concerning prison labor. The Hawes-Cooper Act and the Ashurst-Sumner Act made interstate trading of prison-made goods illegal. During the 1970’s, many of laws regarding prison labor were amended. The Justice System Improvement Act of 1979 allowed for the privatization of prisons and the transport of their goods across state lines. Once this change in the law took place, the prison industry profits sky rocketed from $392 million to $1.31 billion. Prison industry partnerships benefit both businesses and inmates. Businesses are provided with a stable, motivated work force, with reduced overhead, an alternative to overseas operations, and a made in the USA label. Inmates are provided with income to offset the cost of their incarceration, allows for compensation to victims and provides the inmates family with support. Inmates have the ability to learn a trade and gain valuable work experience (U.S. Prison L abor At Home and Abroad, 2003). References Mark, J. J. (2014). Ancient History Encyclopedia. Retrieved from http://www.ancient.eu.com/Ur-Nammu/ Richard P. Seiter. (2011). Corrections an introduction. Retrieved from Richard P. Seiter, CJA234 – Bachelor of Science in Criminal Justice Admin/Human Services website. U.S. Prison Labor at Home and Abroad. (2003). Retrieved from http://www1.american.edu/TED/jail.htm

Distinction Between Absolute And Strict Liability Offences Law Essay

Distinction Between Absolute And Strict Liability Offences Law Essay In general, the criminal liability requires the proof of both actus reus and mens rea before convicting a person. When the necessity for the prosecution to prove mens rea (in the sense of intention, knowledge or recklessness) regarding the actus reus elements of the offence is disregarded, either expressly or impliedly, the offence in question is described as strict or absolute liability offence. What is the distinction (if any) between absolute and strict liability offences? The distinction can be seen by what the prosecution must prove. Strict liability offences do not require proof of mens rea in respect of at least one element of the actus reus, usually the essential element. However, proof of mens rea may be required for some of the elements of the actus reus. Absolute liability offences do not require proof of any mens rea element, but are satisfied by proof of the actus reus alone. The distinction can be seen by examining the issue of causation In strict liability, the prosecution is required to prove the causation of the actus reus and the offence. In Empress Car Co (Abertillery) Ltd  [1]  , the lordship said that, While liability [for water pollution] is strict and therefore includes liability for certain deliberate acts of third parties à ¢Ã¢â€š ¬Ã‚ ¦ it is not an absolute liability in the sense that all that has to be shown is that the polluting matter escaped from the defendants land, irrespective of how this happened. It must still be possible to say that the defendant caused the pollution. In absolute liability, however, a crime may not require any causation link at all, if the specified state of affairs exists. In Winzar  [2]  , the defendant was removed from a hospital by police and was then arrested and found guilty of being drunk on the highway, even though the police officers had put him there. The court held that it was enough to show that D had been present on the highway and was perceived to be drunk. It didnt matter that his presence on the highway was momentary and involuntary. The distinction can be seen by what defences are available to the defendant Many academic papers differentiate strict and absolute liability by the availability of the defence of honest but mistaken belief, which is a common law defence. Where it is available the liability is strict, where it is not available the liability is absolute. The situation becomes complex in case where defence are provided in the statue for the defendant to escape liability. If common law defence is held by court to be excluded from the offence, does the provision of statutory defence disqualify an offence from being absolute? In the case HKSAR v So Wai Lun  [3]  , the court of appeal has the opportunity to look into the case B (A Minor) v DPP  [4]  , and made the following observation. Section 5 of the Sexual Offences Act 1956 made it an offence for a person to have unlawful sexual intercourse with a girl under 13 while section 6 made it an offence in relation to girls under 16. Under section 6, a defence was expressly set out where the defendant, provided he was under the age of 24, believed the girl to be 16 or over Lord Steyn said à ¢Ã¢â€š ¬Ã‚ ¦since section 5 contained no such defence, it plainly created an offence of absolute liability. So the court is suggesting that unlawful underage sexual intercourse, a traditional example of absolute liability, will not be considered as absolute liability per se in the present of statutory defence in provision. This observation is reaffirmed in the recent case Hin Lin Yee v HKSAR  [5]  by Ribeiro PJ in paragraph 198 (ii) and (iii). In other jurisdiction like Australia, the definition of absolute liability is even more blurred by the fact that common law defence like duress and self defence are available for absolute liability. How does one determine if an offence is one of strict or absolute liability? The question of whether a statutory offence requires proof of mens rea or is strict liability is treated as a matter of statutory construction, the statutory provision enacting the offence must be construed to determine the legislative intention. In Gammon (Hong Kong) Ltd  [6]  , the lordship has summarized the approach to the interpretation: There is a presumption of law that mens rea is required before a person can be held guilty of a criminal offence. The presumption is particularly strong where the offences is truly criminal in character. Truly criminal offence usually refers those dealing with violence against persons or property. The presumption is particularly strong due to the stigma that attached to the offence. The presumption applies to statutory offences, and can be displaced only if this is clearly or by necessary implication the effect of the statute. Sometimes the offence will expressly specify the type or level of mental fault by using words such as willfully, recklessly, carelessly, etc. In such cases, the court must then go on to define the precise meaning of those mens rea words. Where a statute is silent as to the mens rea for an offence, the courts must decide as a matter of general principle or statutory interpretation what level or type of mens rea applies. The only situation in which the presumption can be displaced is where the statute is concerned with an issue of social concern, and public safety is such as issue. Strict liability has often been imposed in regulatory offences concerning social concern and public safety, such as licensing, pollution, health and safety, driving offences, environmental offences and public health offences. Even where a statute is concerned with such an issue, the presumption of mens rea stands unless it can also be shown that the creation of strict liability will be effective to promote the objects of the statute by encouraging greater vigilance to prevent the commission of the prohibited act. In Lim Chin Aik v R  [7]  , the defendant had been convicted under the immigration laws of Singapore by remaining there (after entry) when he had been prohibited of entering. The aim of the law was to prevent illegal immigration. The defendant had no knowledge of the prohibition order and there was no evidence that the authorities had attempted to bring the prohibition order to his notice. Since there was nothing D could have done to determine whether a order had been made against him and thus ensure compliance with the relevant legislation, the Privy Council ordered that the offence was not one of strict liability because it did nothing to promote enforcement of the law. What policies are behind the creation of absolute and strict liability? It is said that the imposition of strict liability encourages greater observance of and compliance with law, especially to the employer who is vicariously liable to employees act, and this is particularly important where matters of public safety, public health and public welfare are concerned. High standards can be achieved and maintained only if those conducting activities involving risks to safety, health, the environment and so on are made to feel that it is not enough just to take reasonable care; they must take all possible care. Secondly, it is said that strict liability, by relieving the prosecution of the task of investigating and proving mens rea against an alleged offender, enhances the efficiency of our administrative and judicial systems. How do the concepts of absolute and strict liability assist or hinder the Prosecution, the Accused and the Court in a criminal trial? Prosecutor It relieves the prosecutor of the virtual impossibility of proving intent or knowledge of the wrongful conduct, particularly where the defendant was a company rather than an individual. No significant hindrance is observed for prosecution in regard to the application of concept. Accused Strict liability draw a clear line between legality and illegality, which may reduce the information cost for the accused to determine whether himself is guilty or not in some minor offence (e.g. speeding). Unnecessary legal fee may also be saved in this regard. On the other hand, the concept imposes liability on accused who have taken all possible steps to prevent the offence being committed and should not be blameworthy. The onus of proof is also reversed to the defendant side. Court The concept allows the court to strike down the many bogus defense that would otherwise succeed if excusable ignorance or mistake were always accepted as defense. On the other hand, the courts need to engage in time consuming debates about whether the legislature intended strict or absolute liability to apply. The difficulties in identifying strict liability offences can be seen from lack of clarity in judgements. Also, the court often need to justify the creation of strict liability does not per se contravene with the Bill of Rights.  [8]   Conclusion Overall I feel that strict liability is necessary, but that it should be used wisely and that statutes should be extremely carefully worded. Other jurisdiction is slowly moving away from creating new offences of strict liability and phasing out some of the older ones, or at least revising the statute and adding possible defences. Hong Kong should also revisit the issue and see if any improvement can be made.

Argumentive Essay Against Euthanasia -- essays research papers

Euthanasia The mind is a terrible thing to waste, stated by anti-drug commercials. We all will either appreciate or underrate our life based on certain experiences we live through. Many go through dramatic experiences that make life uncomfortable or more strenuous than surrounding patrons do. Religious beliefs often affect the reasoning of decisions and the importance of life. Some people live in a vegetable status since their body is still performing, but their mind is not. The government will not allow their death since it is unconstitutional and deemed as murder. Euthanasia ends a life and is exercised regularly overseas. The immoral act of euthanasia defies humanity and the purpose of life. Some feel euthanasia needs legalization throughout the United States for vegetable patients. Currently Oregon allows physician-assisted suicides if certain medical conditions are present. The Pope John Paul II stated ?A man, even if seriously sick or prevented in the exercise of its higher functions, is and will be always a man ... [he] will never become a 'vegetable' or an 'anim...

Academic and employability skills report Essay

1. 0Abstract Academic skills are important to acquire in- order to obtain relevant skills required in a working environment. The purpose of this report is to detect and distinguish the relevance and importance of academic standards and skills that are mandatory to succeed within a University and how this links with employment skills. 2. 0Introduction This report will be based on academic skills and how this is associated to employability skills and reflect upon my own skills. The report will be sectioned by numbers and a sub heading these titles will consist of; effective literature research, academic sources, reflect upon personal academic research skills, effective presentation skills, reflect upon personal presentation skills, identification of core academic skills, critique of personal skills audit, academic skills associated to employability skills, association to a specific career path and an conclusion. 3. 0Effective literature research. There are many vast ways of finding relevant literature; however, it is important when collecting information that you understand the physiognomies of the content and how this can be implemented (Walliman, p. 63, 2011). Blaxter, L. , Hughes, C and Tight, M (2001, cited in Bell, 2005), states that the internet and the library are effective ways of literature researching, for instance; the internet has many PDF and E-journals as-well as relevant web sites however, facts that need to be considered are how reliable your source is and weather the authors are credited. The library has many books that can be effective when researching literature. 3. 1Academic sources Academic sources vary for instance; there are many different types of academic sources such as journals, books, PDF and the scholarly website online. To distinguish if a source is academic can be done by ensuring that the source is reliable and the author is creditable and the information implemented is accurate, likewise the date must be considered the more up to date a sources is the more reliable this is likely to be for instance if an another publish a book in 2005 there might be another book or edition published with more up to date information on a later date. On the other hand, journals are more collective and modern with a creditable author however; their work has not been endorsed or reviewed by other authors. Books are a good academic source as the have been reviewed and credited nevertheless, it is important to check year of publication as there may be more up to date information. The internet is not usually advisable nevertheless this can be used if the source is creditable such as government sites (direct.gov). 3. 2Reflect on personal academic research skills To begin with I found finding academic sources hard as I want not familiar with journals and the Solent Library website on the portal. However, I have now gained the sills of using the library the portal and have found that keywords are important in finding more relevant information and how to employ my time more effectively. I have also established what is reliable and what is not and I am only to use books and journals however, if I do need to use the internet I will only use a government website as I know it is creditable, I also understand that on the portal there are other ways to find academic information such as succeed at Solent that can help me get academic information that I require. 4. 0Effective presentation skills. To have an effective presentation it is important to know your observers, for instance if you are presenting for a particular organisation is it important to know the companies background and what the hope to aim to achieve this will enable the presenter to understand what the organisation is looking for which will help deliver an effective presentation, (Hatcher, McCarthy, 2002). Correspondingly the structure is important for a successful presentation for instance; most structures contain a clear introduction, main body and conclusion. A clear introduction should signpost the contents of their presentation on the first slide stating the topic on which the presentation is based on and highlighting the main arguments. The main body consists of the main arguments or key point of the topic; this should be clear and easy to understand. The conclusion is a clear evaluation of the contents of the presentation, (Reimold, 2003). Similarly the delivery is the main key for success if the delivery is precise for instance; when presenting it is important to use visual aid or hand-outs and have practised their speech beforehand so that the presenter feels confident and the presentation timing can be accurate, it is not advised to have your full speech on the day but have reminders of key points, also speech needs to be considered for an effective delivery for example, it is important to speak loud and clear so that the listeners are not confused on what is being said. Body language is another thing that should be considered effective body language sets off a good atmosphere, which can be done a simple smile and regular eye contact with the audience (Mandel, 1999). 4. 1Reflect on personal presentation skills When I am presenting I feel nervous and need to work on my confidence as this affects my delivery, however, I feel if I practise more I would feel more confident as I would know my speech as well as my topic that I am presenting. I do feel that I’m good at my introductory slides and that i use relevant information from academic sources to argue my points in the main body, nevertheless, I could also improve my skill by getting to know my audience better as this could help me when presenting as this could also improve my contents of my presentation and my delivery. Likewise I feel more practise is needed especially if I am working with a group as it helps with confidence, delivery, organisation and timings. 5. 0Identification of core academic skills. Core academic skills are important for students to understand dissimilar methods in producing academic work to enable an individual to become an independent learner to succeed at university for instance; researching is an important core academic skill as this finds relevant academic sources that contain important information (Shapiro, 2010). Academic writing which is writing in the third person with the usage of academic sources and Harvard references is important for students to improve their writing abilities. Presentations which aid oral communications this supports many students to develop and improve their communication skills. Problem solving is another core academic skill for instance; students deliver oral presentations, essays, and reports all of the elements of work require evaluation and analysis which suggests that students have problem solved, core academic skills also teach organisation and time management skills, (Baldwin Wallace University, 2012). 5. 1Critique of personal skills audit I have acquired a vast amount of skills during my education for example; I have learned organisational skills and have realised how important organisation is for my assignments and in a profession. I also have developed crucial analytical and evaluation skills I feel I need to improve my skills on oral communication and academic writing however; I do feel I have gained good time management and efficient researching and reflection skills that will hopefully enable to succeed on my university course and future employment. The are many diverse ways that I could improve and develop my skills such as action planning, essay plans and starting assignments early with a clear plan of action. 6. 0Academic skills associated to employability skills Most academic skills such as academic writing, organisation, time management, meeting deadlines, researching, oral communication, critical analysis/ evaluation and problem solving skills are all relevant to employability skills. Depending on the job title many of the above skills will be required for instance; academic writing is used in most jobs such as writing references or reports, most jobs also require people to attend work on time be organised and able to meet specific deadlines. Oral communication is important for staff to be able to communicate effectively and problem solving is important to being successful in an organisation (Thomas, C, J, 2003). 6. 1Association to a specific career path Academic skills are implemented in the events industry for example; Meeting deadlines is essential for an event companies success this takes a lot of time management and the usage of load in and load out plans, organisation, effective oral communication, writing reports and schedules. It is also important to problem solve in the events industry so implementing contingency plans are an effective way of problem solving. 7. 0Conclusions In conclusion effective literature research is important to be able to find relevant information that is reliable for instance; using the library and the internet is an effective way of finding the relevant sources required however, it is important to consider dates and authors that are credited, this skill is important for higher education. Similarly there are many different types of academic sources such as; books, PDF and journals conversely, how creditable a source is depends on the date of publication because different arguments and findings could have been released on a later date. Journals are more frequently published however, they have not be credited if a person implements a journal in their work they should check that the information is correct and reliable. On the other hand website are not valued as a reliable source nevertheless, using the right website can be used as an academic source such as government websites. I personally found it hard to find academic sources, however, being able to use technology and the internet I have found it easier to access academic sources to find the relevant information I require, I also understand the importance of using sources with recent dates as this makes my sources more creditable, furthermore I have also learned that the only time I must use a website is if it was a government website. Presentation skills are important for higher education however, they can also be important in particular jobs, for an effective presentation it is important to consider the listeners background; the structure needs a clear introduction main body and conclusion, the use of visual aid help with an effective delivery. However, it is also is important to practise the presentation previously as this helps strengthen the confidence and the delivery, this also helps with the timings when speaking this should be down calm slow, loud and clear and always with a smile it is also equally important to have regular eye contact. However, I feel I have acquired some of these skills such as a clear structure including a clear introduction, main body and conclusion and that my information is relevant and comes from academic sources, my delivery I feel that I do have a smile and I do look at my audience nevertheless, I do need to improve my skills on confidence I think this can be done by more practise beforehand. I think presentation skills are important if I want to succeed at university and be successful in the events industry. Similarly Core academic skills helps students gain a knowledge of different skills to succeed in university and employment for instance; important skills such as organisation, communication, time management, academic writing, references and problem solving are key skills for university but also to be successful in a particular career. I feel I have developed and improved certain aspects of my skills that I have acquired for instance I feel I have good time management researching and organisation skills. However, I need to improve certain areas such as; confidence when presenting which can be done by practising my delivery, I also need to improve my oral communication this can also be done through the usage of presentations, my academic writing could also be improved this can be done by action planning and writing reports and essays. Academic skills relate to employability skills for instance many skills that are developed in higher education are implanted at work such as; organisation, researching, oral communication, problem solving and time management skills. These skills are important to develop in-order for a person to become successful at work these skills help people to work at a higher standard. Academic skills are also used in the events industry certain skills acquired form higher education will be used when at work such as organisation, meeting deadlines, time management, oral communication, problem solving and writing skills. These skills are important to develop and improve as this will help people succeed in the future. References Baldwin Wallace University,. 2012. Core Academic Skills Definitions. [online]. Available: < http://www. bw. edu/resources/registration/info/core-day/skills/> [Access date 19/01/13]. Bell, J. , 2005. Doing your Research Project. 4th ed. Berkshire: Open University Press. Hatcher, C. , McCarthy, P. 2002. Presentation Skills: The Essential Guide For Students. Australia :Allen & Unwin. Mandel, S,. 1999. Effective presentation skills: A practical guide for better speaking. Los Altos, CA : Crisp Publications. Reimold,C,Reimold, P. 2003. The short road to great presentations. Wiley: New York. Shapiro, S, E. 2010. Academic skills problems. 4th ed. Gilford press: New York. Thomas, C, J,. 2003. Comprehensive handbook of psychological assessment. 4th ed. New Jersey :John wiley and sons inc. Walliman, N. , 201. Effective literature searching for research. 2nd ed. New York: Taylor & Francis e-library. Appendix It is also important to remember that gaining experience in presentations helps develop powerful communication skills that can be used throughout a persons life. Reimold,C,Reimold, P. 2003. The short road to great presentations. Wiley: New York.

Learning Styles Inventory

LEARNING STYLES INVENTORY The report is the outcome of the project titled â€Å"Learning Styles Inventory† . This project report aims to determine the learning Styles of the employees and also to develop a learning styles Inventory. The management can better understand their faculty and environment, conduct effective and productive meetings, refine conflict resolution skills and assemble more effective teams. India, one of the strongest contenders for the leadership in the Global IT industry, is fast emerging as the â€Å"New† leader, especially in the â€Å"New Economy† services such as Software Development, IT Services and Business Process Outsourcing services. KGFSL, an acclaimed Information Technology (IT) consulting company catering to clients globally has always focused on leveraging new technologies in a proven, cost-effective fashion by the way of developing quality employees. Everybody has a preferred learning style. Knowing and understanding the learning style helps one to learn more effectively. Through identifying the learning style, one will be able to capitalize on his strengths and improve the self-advocacy skills. Howard Gardner's Multiple Intelligence Theory which teaches many aspects of human intelligence, learning style, personality and behaviour – in education and industry forms the major input for the study. The study was conducted with a sample of 80 employees of the company,who were actually involved in developing the financial business solution softwares . The sample represented the entire population . The researcher collected primary data from the respondents by means of questionnaire. The Questionnaire is divided into three parts namely, ‘Personal variables’, ‘Training programs’, and ‘Learning Styles’. Multiple Intelligence questionnaire was completed by the respondents and their scores as Visual, Aural, Linguistic, Kinesthetic, Logical, Solitary and Social learners were recorded. The topic Learning Styles Inventory is relevant for modern era. People have preferences about how they like to learn (learning style). This learning preferences sometimes account for problems in learning. The problem may not be entirely due to their learning style but also due to their previous experience. From the cohort of employees of KGFSL it was found that Visual, Aural and Logical Intelligences were dominant with them. Also a high degree of correlation is found to exist between the Visual and Social intelligences. Hence it is suggested that the training materials emphasis on interaction coupled with pictorial and diagrammatic representations, multimedia applications utilising sounds and music and procedural flow of concepts need to be incorporated while designing the training materials to exploit the available human talent. LEARNING STYLES INVENTORY A learning style is the method of learning, particular to an individual that is presumed to allow that individual to learn best or Learning styles are simply different approaches or ways of learning. It is commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information. Based on this concept, the idea of individualized â€Å"learning styles† originated in the 1970s, and has gained popularity in recent years. Learning style Inventory(LSI) will provide details of different learning preferences and to determine a student’s learning style. The LSI diagnoses an individual’s preferences and needs regarding the learning process. It does the following: 1) Allows students to designate how they like to learn and indicates how consistent their responses are 2) Provides a foundation upon which teachers can build in interacting with students 3) Provides possible strategies for accommodating learning styles 4) Provides for student involvement in the learning process 5) Provides a class summary so students with similar learning styles can be grouped together. Everyone has a mix of learning styles. We each learn and process information in different ways. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. Nor are the styles fixed. The learning style of one may have more influence than he may realize. Using multiple learning styles and â€Å"multiple intelligences† for learning is a relatively new approach. Multiple Intelligences Theory posits that there are seven ways people understand in the world, described by Dr. Howard Earl Gardner in 1983 as seven core intelligences. It suggests that the traditional notion of intelligence, based on I. Q. testing, is far too limited. Instead, Dr. Gardner proposes seven different intelligences to account for a broader range of human potential in children and adults. Types Of Multiple Intelligence : Visual (spatial) intelligence – prefers using pictures, images, and spatial understanding. Aural (auditory-musical) intelligence – prefers using sound and music. Verbal (linguistic) intelligence – prefers using words, both in speech and writing. Physical (kinesthetic) intelligence – prefers using your body, hands and sense of touch. Logical (mathematical) intelligence – prefers using logic, reasoning and systems. Social (interpersonal) intelligence – prefers to learn in groups or with other people. Solitary (intrapersonal) intelligence – prefers to work alone and use self-study. According to Gardner, intelligence is much more than IQ because a high IQ in the absence of productivity does not equate to intelligence. In his definition, â€Å"Intelligence is a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture†. The visual (spatial) learning style – Picture Smart The visual style learners, prefer using images, pictures, colors, and maps to organize information and communicate with others to retain information. They can easily visualize objects, plans and outcomes in their mind’s eye. They also has a good spatial sense, which gives them a good sense of direction. They can easily find their way around using maps, and rarely get lost. When they walk out of an elevator, they instinctively know which way to turn. Learning strengths : =; Remembers what they read and write. ; Enjoys visual projects and presentations. =; Can remember diagrams, charts, maps well. =; Understands information best when they SEE it. Traits : =; Prefers to see words written down =; When something is being described, the visual learner also prefers to have a picture to view. =; Prefers a time-line or some other similar diagram to remember historical events. =; Prefers written instructions rather than verbal i nstructions. =; Observes all the physical elements in a classroom. =; Carefully organizes their learning materials. ; Enjoys decorating their learning areas. =; Prefers photographs and illustrations with printed content. =; Remembers and understands through the use of diagrams, charts and maps. =; Appreciates presentations using OHP transparencies or handouts. =; Studies materials by reading notes and organizing it in outline form =; Enjoys visual art activities The aural (auditory-musical-rhythmic) learning style – Music smart These musically inclined learners think in sounds, rhythms and patterns. They immediately respond to music either appreciating or criticizing what they hear. They have a good sense of pitch and rhythm. They typically can sing, play a musical instrument, or identify the sounds of different instruments. Certain music invokes strong emotions. They notice the music playing in the background of movies, TV shows and other media. They often find themselves humming or tapping a song or jingle, or a theme or jingle pops into their head without prompting. Learning strengths: =; Remembers what they hear and say. =; Enjoys classroom and small-group discussion. =; Can remember oral instructions well. =; Understands information best when they HEAR it. Traits: =; Remembers what they say and what others say very well. =; Remembers best through verbal repetition and by saying things aloud. =; Prefers to discuss ideas they do not immediately understand. =; Remembers verbal instructions well. =; Enjoys the opportunities to present dramatically, including the use of music. =; Finds it difficult to work quietly for long periods of time. =; Easily distracted by noise, but also easily distracted by silence. =; Verbally expresses interest and enthusiasm. =; Enjoys class and group discussions. The physical (bodily-kinesthetic) learning style – Body smart Kinesthetic learners learn through , moving, doing and touching. If the physical style is more like them, it’s likely that they use their body and sense of touch to learn about the world around them. They would prefer to pull an engine apart and put it back together, rather than reading or looking at diagrams about how it works. They have the ability to control body movements and handle objects skillfully. These learners express themselves through movement. They have a good sense of balance and eye-hand co-ordination. (e. . ball play, balancing beams). Through interacting with the space around them, they are able to remember and process information. Learning strengths: =; Remembers what they DO, what they experience with their hands or bodies (movement and touch). =; Enjoys using tools or lessons which involve active/practical participation. =; Can remember how to do things after they've done them once (motor memory). => Have good motor coordination. Traits => Remembers what they DO very well. => Remembers best through getting physically involved in whatever is being learnt. > Enjoys acting out a situation relevant to the study topic. => Enjoys making and creating. => Enjoys the opportunities to build and physically handle learning materials. => Will take notes to keep busy but will not often use them. => Enjoys using computers. => Physically expresses interest and enthusiasm by getting active and excited. => Has trouble staying still or in one place for a long time. => Enjoys hands-on activities. => Tends to want to fiddle with small objects while listening or working. => Tends to want to eat snacks while studying. The verbal (linguistic) learning style – Word Smart Linguistic learners find it easy to express themselves, both in writing and verbally. They love reading and writing. They like playing on the meaning or sound of words, such as in tongue twisters, rhymes, limericks and the like. They know the meaning of many words, and regularly make an effort to find the meaning of new words. They use the words, as well as phrases that the other person have picked up recently, when talking to others. The logical (mathematical) learning style – Logic Smart Logical learners like using their brain for logical and mathematical reasoning. They can recognize patterns easily, as well as connections between seemingly meaningless content. They can classify and group information to help so that they can learn or understand it. The logical learners work well with numbers and can perform complex calculations. They remember the basics of trigonometry and algebra, and can do moderately complex calculations in their head. They typically work through problems and issues in a systematic way, and like to create procedures for future use. They are happy setting numerical targets and budgets, and track their progress towards these. They like creating agendas, itineraries, and to-do lists, and typically number and rank them before putting them into action. These learners ask lots of questions and like to do experiments. The social (interpersonal) learning style – People smart If one has a strong social style, he communicates well with people, both verbally and non-verbally. People listen to these learners or come to them for advice, and they are sensitive to their motivations, feelings or moods. They listen well and understand other’s views and may enjoy mentoring or counseling others. The social learners typically prefer learning in groups or classes, or like to spend much one-on-one time with a teacher or an instructor. They heighten their learning by bouncing their thoughts off other people and listening to how they respond. They prefer to work through issues, ideas and problems with a group. They thoroughly enjoy working with a â€Å"clicking† or synergistic group of people. The people smart prefer to stay around after class and talk with others. They prefer social activities, rather than doing their own thing. They typically like games that involve other people, such as card games and board games. The same applies to team sports such as football or soccer, basketball, baseball, volleyball, baseball and hockey. These social learners are great organizers, although they sometimes resort to manipulation. Generally they try to maintain peace in group settings and encourage co-operation. They use both verbal (e. g. speaking) and non-verbal language (e. g. eye contact, body language) to open communication channels with others. The solitary (intrapersonal) learning style – Self Smart Solitary learners are more private, introspective and independent. They can concentrate well, focusing their thoughts and feelings on their current topic. They are aware of their own thinking, and may analyze the different ways they think and feel. They spend time on self-analysis, and often reflect on past events and the way they approached them. They take time to ponder and assess their own accomplishments or challenges. They keep a journal, diary or personal log to record their personal thoughts and events. The self smart like to spend time alone and have a personal hobby. They prefer traveling or holidaying in remote or places, away from crowds. They feel that they know themself and think independently. They may have attended self-development workshops, read self-help books or used other methods to develop a deeper understanding of themself. These solitary learners prefer to work on problems by retreating to somewhere quiet and working through possible solutions. They may sometimes spend too much time trying to solve a problem that they could more easily solve by talking to someone. They feel a deep sense of dissatisfaction if they don’t know their current direction in life. Inshort the self smart have the ability to self-reflect and be aware of one's inner state of being. These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses. As per the multiple intelligence theory these learning styles provide absolutely pivotal and inescapable indication as to people's preferred learning styles, as well as their behavioural and working styles, and their atural strengths. The types of intelligence that a person possesses (Gardner suggests most of us are strong in three types) indicates not only a persons capabilities, but also the manner or method in which they prefer to learn and develop their strengths – and also to develop their weaknesses. The pressure of possible failure and being forced to act and think unnaturally, have a significant negative influence on learning effectiveness. Happy relaxed people learn more readily than unhappy stressful people. Develop people through their strengths and we not only stimulate their development – we also make them happy (because everyone enjoys working in their strength areas) – and we also grow their confidence and lift their belief (because they see they are doing well, and they get told they are doing well too). Developing a person's strengths will increase their response to the learning experience, which helps them to develop their weaknesses as well as their strengths The different intelligences – in Gardner's context are not a measure or reflection of emotion type. Intelligences are emotionally neutral. No type of intelligence is in itself an expression of happiness or sadness; nor an expression of feeling good or bad. In the same way, the multiple intelligences are morally neutral too. No type of intelligence is intrinsically right or wrong. In other words intelligences are amoral, that is, neither moral nor immoral – irrespective of a person's blend of intelligences Intelligences are separate to the good or bad purposes to which people apply whatever intelligences they possess and use. Intelligences are not in themselves good or bad. People possess a set of intelligences – not just one type and level of intelligence. The primary driver of Gardner's thinking is the fact, or assertion, that intelligence is not a single scalable aspect of a person's style and capability. Historically, and amazingly a perception that still persists among many people and institutions and systems today, intelligence was/is thought to be measurable on a single scale: a person could be judged – supposedly – to have a high or low or average intelligence; or a person would be considered ‘intelligent or ‘unintelligent'. Gardener has demonstrated that this notion is ridiculous. Intelligence is a mixture of several abilities (Gardner explains seven intelligences, and alludes to others) that are all of great value in life. But nobody's good at them all. In life we need people who collectively are good at different things. A well-balanced world, and well-balanced organisations and teams, are necessarily comprised of people who possess different mixtures of intelligences. This gives the group a fuller collective capability than a group of identically able specialists. By the same token a person who struggles with language and numbers might easily be an excellent sportsman, or musician, or artist. Many very successful business-people were judged to be failures at school. They were of course judged according to a very narrow definition of what constitutes intelligence. Each one of us has a unique and different mix of intelligence types, and commonly the people with the least ‘conventional' intelligence actually possess enormous talent – often under-valued, unknown and under-developed. Gardner pointed out that managing people and organising a unique mixture of intelligence types is a hugely challenging affair. Gardner said that one should not judge and develop people (especially children, young people, and people at the beginnings of their careers) according to an arbitrary and narrow definition of intelligence. We must instead rediscover and promote the vast range of capabilities that have a value in life and organisations, and then set about valuing people for who they are, what they can be, and helping them to grow and fulfill their potential. The seven intelligences are a bloody good first step towards valuing and developing people in a more compassionate and constructive way. One of the most remarkable features of the theory of multiple intelligences is how it provides seven different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. The theory of multiple intelligences has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the pportunity to develop through courses, hobbies, or other programs of self-development. The seven intelligences are measurable, we know what they are, what they mean, and we can evidence or illustrate them. However the potential additional human capabilities, perceptions and attunements, are highly subjective and complex, and arguably contain many overlapping aspects. Criticisms: The theory has been widely criticized in the psycho logy and educational theory communities. The most common criticisms are, ? Gardner's theory is based on his own intuition rather than empirical data and that the intelligences are just other names for talents or personality types. ?Intellectual relativism: People have differing abilities within these types of intelligences. Albert Einstein and a person who is good at mathematics both display logical-mathematical intelligence, but at no point does the theory say that all people with the logical-mathematical intelligence are equally intelligent. Despite these criticisms, the theory has enjoyed a great deal of popularity amongst educators over the past twenty years. Multiple Intelligence theory served as a base for the development of the questionnaire on learning syles. The Questionnaire is divided into three parts namely, ‘Personal variables’, ‘Training programs’, and ‘Learning Styles’. Based on the details elicited an Inventory of learning styles is made. Deciding on the learning styles will provide for the proper development of the training content. This content when matched with the learning preference of the target it will contribute to the success of the training program. Furthermore tips for Trainers is also given. Learning styles are simply different approaches or ways of learning. It is commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information. Through identifying the learning style, one will be able to capitalize on his strengths and improve the self-advocacy skills. The need to retrain during the career has increased over the past 20 years. As economies and job roles change faster and faster, the ability to learn well, adapt to change and stay mentally healthy has an increasing importance n the future employment & livelihood. Most employees have elements of more than one learning style. It may be useful for the employees to think about their strongest style and weakest style to identify how they learn. By thinking about their preferred style, they can try and apply this to learning new things. If they are able to use their natural style, they may find learning much easier and quicker. Knowing the learning style may help the employees to develop coping strategies to compensate for the weaknesses and capitalise on strengths. It can no longer be assumed that all employees will achieve by being taught the same way, and consequently new teaching practices are required. The interchange between tutee and tutor plays a vital role in the dynamics of a session. Because of this, it is very important that the tutor uses appropriate and varied tutoring techniques. BIBLIOGRAPHY BOOKS ?A. K. Sah, Systems Approach to Training and Development,Sultan Chand And Sons , Reprint 1992, pp 135-145. ?Ahwathappa. K. , Human Resource Management and personnel Management,Edition 2002,pp 408-421. Anthony Landale, Training and Development-A complete handbook, John Wiley & Sons Ltd, First edition-2004, pp 47,48,67-72. ?C. R. Kothari, Research Methodology ,New age International Publishers, Reprint edition 2006, pp 2 -3, 258-270. ?E. D. Setty, A Practical handbook on Training, Himalaya Publishing House,First edition-2003, pp 42-56,171-180. ?John Braton,Gold Human Resource Management, MacMillan, Edition 1994,pp 666-678. ?Martyn Soloman, A Handbook for Training Strategy, Mohit Publications, First edition-2001, pp 32-38. ?P. L. Rao, HRD Through in-house Training, TATA Mc. GrawHill, First edition-1995,pp 163-174. ?Sumathi Reddy, Training and Development Trends and experience, Himalaya publishing House, First edition-2003, pp 123-138. ?T. V. Rao, Readings in HRD, Mohit Publications, Fourth edition-2003, pp 142-149. ?Udai Pareek, Training Instrument in HRD and OD, New Age International Publishers, Second edition-2003,pp 351-354. ?Vijaya Kumari kaushik, S. R. Sharma, Education and Human Resource development, Sultan Chand and Sons, Reprint-2004,pp 284-297. ?Wendell L. French, Human resource development, Houghton Mittlin Company Boston, New Jersey, 1990, pp 326-331. JOURNALS Colleen Aalsburg Wiessner, Tim Hatcher, Diane Chapman, Julia Storberg-Walker,† Creating new learning at professional conferences: an innovative approach to conference learning, knowledge construction and programme evaluation†, Human Resource Development International, Volume 11, Issue 4 September 2008 , pages 367 – 383. ?David McGuire, Thomas N. Garavan, David O'Donne ll,Sudhir K. Saha, Maria Cseh,â€Å"Managers' personal values as predictors of importance attached to training and development: a cross-country exploratory study†, Human Resource Development International, Volume 11, Issue 4 September 2008 , pages 335 – 350 Steven Eric Krauss, Khaw Ai Guat , † An exploration of factors influencing workplace learning†, Human Resource Development International, Volume 11, Issue 4 September 2008 , pages 417 – 426 ? Yahn-Shir Chen, Bao-Guang Chang, Chia-Chi Lee ,†The association between continuing professional education and financial performance of firms†, The International Journal of Human Resource Management, Volume 19, Issue 9 September 2008 , pages 1720 – 1737. WEBSITES ?MargaretC. Lohman,http://books. google. co. n/books? id=FueGlAOAM9IC&pg=PA118&lpg=PA118&dq=factors+affecting+learning+styles&source=bl&ots=FJHLBiCAdd&sig=PAggcKGlja0C1NN3YYZSo1sB_o8&hl=en&sa=X&oi=book_result&resnum=7&ct=result#PPA1 19,M1 ? Bethany R. Hartshorn, Dante R. Hill, and Dominique F. Keaton , http://www. learning -styles-online. com/inventory/ ? Colin P West and Tait D Shanafelt, http://www. dominican. edu/query/ncur /display_ncur . php? id=3159 ? French W. L , http://www3. interscience. wiley. com/journal/119534767 ? Paulet &

Facing It Essay Example

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Vietnam War - Essay Example In U.S. eyes, the Vietnamese were a passive and uninformed people, totally unready for self government" (Herring, 13). A survey of New York Times articles published during the First Indochina War revealed that the U.S. foreign policy analysis, media and public overwhelmingly concentrated on the French perspective of the conflict. Little attention was given to the Vietminh perspective or to the perspective of the French backed government of South Vietnam. This viewpoint continued until 1949 when China's civil war ended and the Communist took control of China. Shortly after taking control Mao Zedong, the Communist leader acknowledged the Democratic Republic of Vietnam (DRV) and the Soviet Union quickly followed suit. After that, the U.S. media placed a greater emphasis on Cold War rhetoric when dealing with Vietnam. As noted, the Cold War mindset permeated much of American culture during this time period; "it was an age of ideological consensus, and this was true above all in foreign p olicy" (Hallin, 50). At the conclusion of the First Indochina War, the U.S. ... From 1957-1961 the U.S. attention shifted heavily on Vietnam's fate in relation to the turmoil in Laos and Cambodi as well as to the Soviet threat. This perception dominated the public opinion, media and U.S. foreign policy well into President John F. Kennedy's Administration. THE VIETNAM WAR (1955-1975): ANALYSIS OF EVENTS On August 5, 1964, Congress considered the Southeast Asia Resolution, commonly called the "Gulf of Tonkin Resolution" (Johnson, 118). After two days of debate it passed the Senate by a vote of 88-2 and the House by a resounding 416-0 (Johnson, 118). It was a resolution to deliberately allow the United States a broad hand in protecting peace and security in Southeast Asia. A second section asserted that "peace and security in southeast Asia" was vital to American national security and therefore the president, acting in accord with the Charter of the United Nations and as a member of the South East Asia Treaty Organization (SEATO), would "take all necessary steps, including the use of armed force," to assist member states of SEATO "in defense of [their] freedom" (Young, 109). Finally, the resolution would expire when the president determined "peace and security had returned to the area" (Young, 109). It could also be terminated by a subsequent congressional resolution. On March 8, 1965, 3,500 Marines landed at Da Nang. In May the first United States Army units arrived (Westmoreland, 124). With air attacks against both North and South Vietnam being launched from bases in the South, airfields were a logical target for forces from the National Liberation Front, the Communist guerrillas fighting against the South Vietnamese, and no one placed much confidence in the protection from the forces of the Army of the Republic

Business plan Essay Example | Topics and Well Written Essays - 2500 words

Business plan - Essay Example Business Description The products to be sold are washable slippers—they are mainly used in the bath tubs and within the house. They are not designed for outdoor purposes. Their texture is soft, and the material they are made from is flexible and water-proof; that is, the washable slippers neither contaminate nor pollute the bathwater. This business plan details the procedures necessary for selling a brand of washable slippers for middle-aged male users. Though other categories of consumers can use the slippers; however, the initial research on this product was carried out with middle-aged male consumers in mind. Below are the data and chart that reveal how profitable the business is going to be when the target consumers/market is given ample consideration. 2 Table 1: Preferences for the Washable Slippers Comfortable (%) Uncomfortable (%) No comment (%) Middle-aged Male Users 75 20 5 Middle-aged Female Users 62 30 8 Teenagers 45 45 10 The data above was obtained by asking 20 mi ddle-aged men, women and teenagers to fill in their preferences in questionnaires concerning another pair of washable slippers. Their responses are tabulated above to demonstrate the likeness middle-aged men have for washable slippers. ... The form of organization chosen for this business is partnership. The major reasons for making this choice are that: (i) the size of the business is small; (ii) the capital to run the 4 business is limited; (iii) the partners can equally share the liability and profits accruable from the business; (iv) and being a medium-sized business, the partners would be able to concentrate more on rapid business development (Lazonic, 1993). Industry and Market Analysis The footwear industry in the United States is a large business: according to the US Census 2003, the value of men’s slippers that were manufactured alone in that fiscal year went up to about $3.6 million, while the total amount of slippers was $20 million (US Census 2003). However, the industry offers great opportunity for medium-sized enterprises to operate without undue competition from big players in the industry. And this is the main reason this business would be partnership, and the partners would be able to compete ev enly in the production of middle-aged men’s slippers without losing edges (Lazonic, 1993). Competitive Analysis Washable slippers are relatively new in the footwear industry. This kind of product will be so competitive in the market against the following primary and secondary competition. Primarily, rivals in the footwear industry normally compete on (i) price; (ii) look or appearance; (iii) durability. The washable slippers to be produced and marketed can 5 overcome these primary competitive indices by (i) offering considerable or moderate prices for the slippers; (ii) designing washable slippers that would have light weight and float easily in the bathwater; (iii) using good material to produce the slippers. Similarly there are some secondary

Marketing Ethics and Regulations Essay Example | Topics and Well Written Essays - 500 words

Marketing Ethics and Regulations - Essay Example This is besides considering the emergent ones like that of recently AMA’s ethic meant to seek clients’ consent of whether they wish to be receiving promotional emails. Since, they want to settle to the right choice instead of seeming to bombard them with unnecessary and disgusting emails. In addition, this step also ensures marketers uphold the privacy of their respective client with dignity such that unintended persons do not intrude into clients’ privacy. Officers despite holding outside representative posts, they provide guidance in terms of both compliance as well as resolution of varied cases relayed to them. They are charged with the task of imparting staff with the necessary information meant to induce their compliance, which is only through training. Hence, uphold any given firm’s ethics and values, which are essential in delivering services adequately to the intended clients or building of healthy interactions in their working settings. Additionally, they aid in arbitrating conflicts among staff though by employing necessary principles that guide them in how to handle varied cases that involve even top managers. However, execution and compliance to ethics embrace fundamental blocks of the necessary ethics programs. This is in such a way the involved training officer advises the staff to embrace ethics in all their capacities for they are essential in not only ensuring smooth firm’s running but also healthy interactions. Hence, augment the firm’s productivity, which is not the case without adequate observance of theics. One of these issues encompasses staff seeking client’s consent regarding whether they wish to be receiving promotional alerts in their respective emails. Since, mails constitute personal accounts whereby firms in their quest as they undertake varied tasks intended to inform the clients these emails may end up intruded by unintended

Vietnam War Essay Example | Topics and Well Written Essays - 2000 words

Vietnam War - Essay Example In U.S. eyes, the Vietnamese were a passive and uninformed people, totally unready for self government" (Herring, 13). A survey of New York Times articles published during the First Indochina War revealed that the U.S. foreign policy analysis, media and public overwhelmingly concentrated on the French perspective of the conflict. Little attention was given to the Vietminh perspective or to the perspective of the French backed government of South Vietnam. This viewpoint continued until 1949 when China's civil war ended and the Communist took control of China. Shortly after taking control Mao Zedong, the Communist leader acknowledged the Democratic Republic of Vietnam (DRV) and the Soviet Union quickly followed suit. After that, the U.S. media placed a greater emphasis on Cold War rhetoric when dealing with Vietnam. As noted, the Cold War mindset permeated much of American culture during this time period; "it was an age of ideological consensus, and this was true above all in foreign p olicy" (Hallin, 50). At the conclusion of the First Indochina War, the U.S. ... From 1957-1961 the U.S. attention shifted heavily on Vietnam's fate in relation to the turmoil in Laos and Cambodi as well as to the Soviet threat. This perception dominated the public opinion, media and U.S. foreign policy well into President John F. Kennedy's Administration. THE VIETNAM WAR (1955-1975): ANALYSIS OF EVENTS On August 5, 1964, Congress considered the Southeast Asia Resolution, commonly called the "Gulf of Tonkin Resolution" (Johnson, 118). After two days of debate it passed the Senate by a vote of 88-2 and the House by a resounding 416-0 (Johnson, 118). It was a resolution to deliberately allow the United States a broad hand in protecting peace and security in Southeast Asia. A second section asserted that "peace and security in southeast Asia" was vital to American national security and therefore the president, acting in accord with the Charter of the United Nations and as a member of the South East Asia Treaty Organization (SEATO), would "take all necessary steps, including the use of armed force," to assist member states of SEATO "in defense of [their] freedom" (Young, 109). Finally, the resolution would expire when the president determined "peace and security had returned to the area" (Young, 109). It could also be terminated by a subsequent congressional resolution. On March 8, 1965, 3,500 Marines landed at Da Nang. In May the first United States Army units arrived (Westmoreland, 124). With air attacks against both North and South Vietnam being launched from bases in the South, airfields were a logical target for forces from the National Liberation Front, the Communist guerrillas fighting against the South Vietnamese, and no one placed much confidence in the protection from the forces of the Army of the Republic

Marketing Ethics and Regulations Essay Example | Topics and Well Written Essays - 500 words

Marketing Ethics and Regulations - Essay Example This is besides considering the emergent ones like that of recently AMA’s ethic meant to seek clients’ consent of whether they wish to be receiving promotional emails. Since, they want to settle to the right choice instead of seeming to bombard them with unnecessary and disgusting emails. In addition, this step also ensures marketers uphold the privacy of their respective client with dignity such that unintended persons do not intrude into clients’ privacy. Officers despite holding outside representative posts, they provide guidance in terms of both compliance as well as resolution of varied cases relayed to them. They are charged with the task of imparting staff with the necessary information meant to induce their compliance, which is only through training. Hence, uphold any given firm’s ethics and values, which are essential in delivering services adequately to the intended clients or building of healthy interactions in their working settings. Additionally, they aid in arbitrating conflicts among staff though by employing necessary principles that guide them in how to handle varied cases that involve even top managers. However, execution and compliance to ethics embrace fundamental blocks of the necessary ethics programs. This is in such a way the involved training officer advises the staff to embrace ethics in all their capacities for they are essential in not only ensuring smooth firm’s running but also healthy interactions. Hence, augment the firm’s productivity, which is not the case without adequate observance of theics. One of these issues encompasses staff seeking client’s consent regarding whether they wish to be receiving promotional alerts in their respective emails. Since, mails constitute personal accounts whereby firms in their quest as they undertake varied tasks intended to inform the clients these emails may end up intruded by unintended

The madding crowd Essay Example for Free

The madding crowd Essay What can I say about this book? For 474 pages worth, this was disappointing. Thomas Hardy must have known something I didnt, because this book didnt do anything for me. And I dont think it can do anything for you. Dont get me wrong, the plot is an original one- a woman being harassed and ogled at by her workers, and her associates. But it quite frankly bores me. Focusing the book on two main characters: Theres solemn Gabriel, the honest bachelor who seemed to do nothing but envy Troy for marrying his seemingly forbidden love, and the powerful temptress known as Bathsheba. Whats the point? They got together in the end. Focusing the story on the friendship between the two- from Gabriels ignorant proposal to the eventual marriage of the two. Hardy couldve saved us 474 pages, and said they were married. Because in the end, thats what it comes down to. All the side distractions like Boldwood, and Troy, were for nothing. The rustic characters disappeared halfway through the book, their full potential never reached. In fact, Ive just told you what happens, so why bother going to read it? And its a shame. Because in these sort of depressant books, you need humour to drag it from the darkest bowels of the reject bin. The only thing funny about this book was the poor attempts at a love story. Hardy was criticised by the public for his other work, and I think this is another of those poor books. Wheres the entertainment? The only interesting part was when Boldwood shot Troy. This is just a book of annoyance. The only thing I can congratulate Hardy on is his sexism. The portrayal of Bathsheba as some form of super-woman made me wonder if reading the book was actually the bright thing to do. After all, what proud man wants to read about some woman running a farm? Bossing everyone about, its inaccurate! Its just stupid! Sanity is restored (Sort of) when Troy marries Bathsheba, but even that is scarred by the womanisers hastiness in marrying the jezebel. All romances end at marriage quotes the Sergeant. Romance? There never was any romance! Lust is the key here. In my opinion, Troy just used Bathsheba to exploit her position. Marry her for her money. Get a nice discharge from the army, a farm, what could be better? Oh, more money. And the brilliance is, he has to take some money to help his ex-fianci! Who dies in the next chapter! With his child! Not the most tear-jerking moment in the book, though. That award goes to the last page, which makes you cry with delight that youve finally seen the end of this travesty. The lady of the house isnt too pleased at this, and their unhappy marriage comes to an abrupt halt when William Boldwood shoots Troy. And so Frank Troy ends. Shame really. He was the life and soul of the book. The last few chapters are indeed entertaining. Theres the suspense of wondering if Boldwoods going to be executed or not. Then, to the disappointment of the bloodthirsty readers in the world, he gets off lightly. Thats what the book is full of: letdowns. Hardys architectural knowledge allows some beautifully described chapters to salvage the novel in parts, but writers require the ability to keep that level of consistency in their writing to write a brilliant novel. And that is what the novel lacks. At certain times, dialogue isnt always at its best. The mental imagery of the scenes are breathtaking- thats what Hardys descriptions do for you. The dialogue, however, destroys that. Too vague. Too boring. Repartees, puns, wittiness is whats needed, especially in the case of the rustics, and these three examples are missing throughout the majority of the book. In novels, I hate repetition. Seeing the word said after every spoken word becomes tedious. Missing are the stated and voiced. Interesting ways to say said benefit books more than you would think. And thats what niggles away at the book. Said is like saying nice to describe things. Its simple, and very dull. It may be petty, but these petty things can improve the novel, and stop this review being so negative. Far From the Madding Crowd is anything but that. It belongs with the mad crowd. Sane people wouldnt pick it up. I wouldnt advise you to buy, or even contemplate reading this book. For the romanticists among us, its great. For the non-romantic types, steer clear of this novel. Youll just be saddened that you paid good money for the book. Why pay good money when you can read this review? Ive told you what happens. Learn by my mistakes. The enjoyment factor is crucial for this books survival, and, sadly, the factor is reading 0.

Accident that change My Life Forever

Accident that change My Life Forever An Accident that change My Life Forever â€Å"A little learning can be a dangerous thing.† (-Alexander Pope) Popes statement is explaining having too much knowledge may be dangerous, such as the invention of weapons. I never realize what a simple task my mother has explain to me many times could save my life. I still did not look both ways before going across the street, even though my mom said. â€Å"Look both ways while crossing the street, no matter if it is your turn.† I learned my lesson not listening to my mom. Now every time crossing the street, I look back to the day of the accident. In September 2002, my life change dramatically. On the way to school I got hit by a van while crossing the street. I was only in the 8th grade. From this car accident I experienced a lot of physical problems. This experience has taught me a valuable lesson to teach my daughter when she gets old enough to cross the street, but has took valuable bonding time away from us. On September 2002 the beginning of the school year, I was riding my bike to school. When it was time to cross a busy street I pushed the cross walk button. When it was my turn, I jumped on my bike and started to petal, suddenly I saw an old tan van coming my way. The sun shined through the drivers windshield into his eyes. The vehicle pushed me about fifty feet from the cross walk. The driver stopped and stepped out and said. â€Å"Are you okay?† â€Å"I am very sorry the sun was in my eyes as I was turning.† Two construction guys wearing bright orange shirts came up to me and one of them said. â€Å"Would you like to call your parents on my cell?† They told me that they seen everything that happened. The guy who hit into me called the police. I just wanted to go to school and forget everything. After the police came and took both sides of the story, I started to walk with my bike. My bike had a bent tire and was it was rubbing against the frame. I kicked it to straighten it out and got back on my bike and rode t o school. When I got there the police was talking to the principal about the accident. After they finished talking to the principal, the staff called my mother to pick me up. I was scared of getting into trouble. There were tears rolling down my face. I was going to be grounded forever. After all I did not get any consequences. My mother was to worry that there was anything physically wrong with me. After a few hours later, my mother decided we needed to see a doctor. Six hours after seeing Dr. Chang, he explained how I was going to need some pain medicine for the bruised ribs I sustained. A week prior to my doctor visit, Dr Chang read my X-Ray exams only to find out I had a bulging and deteriorating disk. Disks are the soft gelatinous material that cushions the vertebrae of the spine. In my back where the disk were providing me cushion is now friction between the bony vertebras which creates inflammation. A bulging disk is a condition in the spine. A bulging disk occurs when the disk shifts out of its normal radius and most often occurs with ageing, but happen to me very young. There was a law suit and I closed it in November 2008 for 7,000 dollars. My back causes me to have a lot of pain throughout my body. I have gone through physical therapy. I have gone to the chiropractor many times. I got prescribed pain medication, but no longer take it anymore. I have learned pain medic ation will destroy my body in the long run. My physical problem affects my daughter because it is hard to hold her all the time. She cries when I am not able to hold her under my arm when we are going to bed every night. Once she gets older she will understand why I wasnt able to do certain things for her. We have lost some valuable time together and I hope we can gain it back through the years to come. Even though, she may not able to remember I wasnt able to hold her as much. I would like to explain to her why because it will keep her safer. I will make sure to tell her this story when I am telling her to look both ways before crossing the street. I believe it will help her understand why I am going to tell her a million times every day. I didnt know why. I just crossed the street because I didnt have no knowledge what can happen to me, but she will. Back to Popes statement, knowledge could be a dangerous thing because if vehicles were not invented I most likely would not have thi s physical problem. I would also be able to hold her much as she wants me and be able to do anything for her. The positive thing that came out of this experience, I can tell my daughter about a valuable lesson learned I cannot blame this on technology. I still should have listened to my mother. I hope my daughter does not have to say the same thing.

Societys Reactions To Walden :: essays research papers

When Walden was published during the nineteenth century, the reactions of people were exceedingly different than they are of modern society. These reactions were towards every aspect of Thoreau and altered with every change in time. The foremost reactions toward Henry David Thoreau occurred when he went to live on his own at Walden Pond. As strange as it may seem, some critics think that Thoreau’s choice to live at Walden Pond was simply because he was a hermit. However, his sheltered life was the result of his brother’s death, which promoted Henry to go to Walden Pond (Life 1). Henry explains in Walden, â€Å"I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived† (Life 1). As anyone may obviously see, Thoreau did not choose a life on the pond simply because he was a hermit. He left his nearby town of Conco rd for the life at the pond on July 4, 1845, which was Independence Day (Life 1). By leaving for Walden on July 4th Independence Day, Henry would have spent his first full day at Walden Pond on the anniversary of his brother’s birthday (Life 1). Although many believe Henry was a recluse, Henry was no stranger to society while he lived at the pond (Life 1). As he himself said, â€Å"I had more visitors while I lived in the woods than at any other period in my life; I mean that I had some† (Thoreau 119). These visitors Henry had at the pond included both his family and his friends, who he had, frequent dinners with (Life 1). The reactions of the people during Thoreau’s time were very diverse, some were positive while others were negative. John Burroughs was one of the few people who wrote frequently on Thoreau. He points out quite rightly that Thoreau was more interested in natural philosophy than natural science (Harding 87). In later years he forgot that and devoted most of his criticism to pointing out Thoreau’s many errors in scientific identification of species, and thus lost the broader concept of Thoreau’s work (Hendrick 87). Meanwhile, the reactions of Thoreau’s neighbors weren’t all that bad. In Thoreau’s Journal, Thoreau states, â€Å"How I love the simple reserved countrymen my neighbors who mind their own business and let me alone who never waylaid nor shot at me to my knowledge when I crossed their fields though each one has a gun in his house† (Harding 47).

The Effect of Money on Frequency of Divorce Essay -- Marriage Divorce

Missing Figures INTRODUCTION Despite the fact that divorce is discussed in almost any sociology or anthropology book, no unified explanations for family instability are available. Levinson and Malone (1980: 69) state that "anthropologists have offered little in the way of trustworthy, universal explanations for divorce." The differences in cultures, traditions, and practices among societies make it almost impossible to offer general explanations for family instability. The widely held belief is that when a significant amount of money or property is exchanged, the marriage is more stable. This belief is supported by Minturn et al. (1969: 308) findings that absence of bride price, dowry, and gift exchange at marriage make divorce easier. The purpose of this paper is to investigate how the presence or absence of a marriage transaction and how marriage payments such as bride wealth and dowry affect the frequency of divorce. Definition of Marriage I began my study by looking for a definition of marriage. For I believe how people in these societies view marriage may give me an explanation on why divorce is practiced. Stephens (1963: 5) defined marriage as follows ". . .is a socially legitimate union, begun with a public announcement and undertaken with some idea of permanence; it is assumed with a more or less explicit marriage contract, which spells out reciprocal rights and obligations between spouses, and between the spouses and their future children." Similar to Stephensï ¿ ½ definition, many experts defined marriage as some sort of a permanent relationship between two people. Then, why do societies permit divorce? It can be argued that divorce serves as a way for individuals to get out of abusive and/or unhappy marriag... ...r cope with the in-laws and giving the couple more time to spend together to allow more communication. As a result, a dowry or an indirect dowry is quite effective in reducing the frequency of divorce. BIBLIOGRAPHY Cooper, Barbara M. Womenï ¿ ½s Worth and Wedding Gift Exchange in Maradi, Niger, 1907-89. Journal of African History V36, N1 (Jan, 1995): 121-141. Levinson, David and Martin J. Malone. 1980. Toward Explaining Human Culture: A Critical Review of the Findings of Worldwide Cross-cultural Research. Minturn, Leigh, Martin Grosse and Santoah Haider. 1969. Cultural Patterning of Sexual Beliefs and Behavior. Ethnology 8:301-318. Stephens, William N. 1963. The Family in Cross-cultural Perspective. New York: Holt, Rinehart and Winston. Tambiah, Stanley J. Bride Wealth and Dowry Revisited. Current Anthropology V30, N4 (Aug-Oct, 1989) 413-435.