Total Quality Management Essays (1420 words) - Quality Management

Total Quality Management The emergence of the global marketplace demands that a company act on a global scale to be competitive. Competing on this level requires that a company provide a superior product and superior service. Companies desiring to achieve international quality status now have a manufacturing, quality control, and documentation standard in which to strive. ISO 9000 is the implemented international process management baseline for which all participating organizations will adhere. Standardization appears to be the key to survival in today's domestic and international marketplace. Consumers and businesses alike demand the assurances that the products they purchase from one company are equal in quality to the product they purchase from another. Consumers also demand that every product they purchase from a particular company meet the same specifications as the next. The key to developing this uniformity of standards and quality among and within companies is to establish a set of closely monitored procedures to be followed by all. The focus on the ISO 9000 and ISO 9001 standard is not on manufactured products, but the process implemented to achieve that product. By certifying a manufacturing and documentation process with the Geneva based International Organization for Standardization, registered companies have realized a dramatic decline in customer complaints and significant reductions in operating costs. This is due to the required certification process. By successfully completing the ISO 9000-registration process, companies can identify and correct processes that are costly and unproductive. This is simply good for business. Additionally, ISO 9000 registered companies, critical of their ISO registered product, demand that their suppliers be ISO 9000 registered. The ISO 9000 series consist of five standards that fall into two categories. The five standards are ISO 9000-1, ISO 9001, ISO 9002, ISO 9003, and ISO 9000-4. The two categories provide for contractual situations and non-contractual situations. Contractual elements (ISO 9001, ISO 9002, and IO 9003) have been developed for external quality assurance. Meeting these standards indicate to a customer that a company's quality assurance program is capable of providing a quality product or service. Non-contractual elements, ISO 9000-1 and ISO 9004-1, used as guidance standards, have been developed to assure quality management. ISO 9001, the most extensive of the ISO 9000 series, are directed towards quality system requirements of the organization. ISO 9001 encompass all of the elements listed in ISO 9002 and ISO 9003. This standard contains twenty clauses that address issues such as management responsibility, process control, and corrective and preventative actions. These clauses are designed to promote conformity of processes such as design, production, and servicing by striving towards the goal of total quality management. ISO 9000-1 addresses quality management and quality assurance standards. This document defines the primary concept of the series such as principal objectives and responsibilities, the process of an organization, and the roles of documentation. This document also provides a definition of terminology and provides guidance needed for all ISO 9000 series issues. ISO 9004-1 addresses internal procedures such as organizational goals, management responsibilities, training, and servicing. As in the ISO 9001 series, this series also contains twenty clauses. This is also the standard, which provides for the most misunderstandings. It is important that companies completing the certification process understand the relationship of this standard to the other ISO 9000 family standards. Clauses within the ISO 9004-1 standard provide the foundation for completing certain ISO 9001 requirements. The purpose of proper documentation is not to create enormous amounts of paper, but to assist the company in its undertaking of implementing ISO 9000 standards. Implementing any project of magnitude requires a formal project plan. The minimum topics that should be covered in a project plan are project definition, structure, responsibilities, results and analysis, schedules, required resources, and constraints. Once these requirements are defined, the process of implementation can begin. Systematically categorizing and adherence to the project plan are necessary. It is important to remember that this documentation will be scrutinized during the certification process. Documentation procedures are a critical element of the management process. They should be used to provide information such as reference points, definitions of responsibilities and authorities, and the identification of errors and resolutions. Adequate documentation such as this will provide a reference, and if followed correctly will lead to further

Einsteins Theory of Relativity

Einsteins Theory of Relativity Einsteins theory of relativity is a famous theory, but its little understood. The theory of relativity refers to two different elements of the same theory: general relativity and special relativity. The theory of special relativity was introduced first  and was later considered to be a special case of the more comprehensive theory of general relativity. General relativity is a  theory of gravitation  that   Albert Einstein developed by  between 1907 and 1915, with contributions from many others after 1915. Theory of Relativity Concepts Einsteins theory of relativity includes the interworking of several different concepts, which include: Einsteins Theory of Special Relativity - localized behavior of objects in inertial frames of reference, generally only relevant at speeds very near the speed of lightLorentz Transformations - the transformation equations used to calculate the coordinate changes under special relativityEinsteins Theory of General Relativity - the more comprehensive theory, which treats gravity as a geometric phenomenon of a curved spacetime coordinate system, which also includes noninertial (i.e. accelerating) frames of referenceFundamental Principles of Relativity What Is Relativity? Classical relativity (defined initially by Galileo Galilei and refined by Sir Isaac Newton) involves a simple transformation between a moving object and an observer in another inertial frame of reference. If you are walking in a moving train, and someone stationary on the ground is watching, your speed relative to the observer will be the sum of your speed relative to the train and the trains speed relative to the observer. Youre in one inertial frame of reference, the train itself (and anyone sitting still on it) are in another, and the observer is in still another. The problem with this is that light was believed, in the majority of the 1800s, to propagate as a wave through a universal substance known as the ether, which would have counted as a separate frame of reference (similar to the train in the above example). The famed Michelson-Morley experiment, however, had failed to detect Earths motion relative to the ether and no one could explain why. Something was wrong with the classical interpretation of relativity as it applied to light ... and so the field was ripe for a new interpretation when Einstein came along. Introduction  to  Special Relativity In 1905,  Albert Einstein  published (among other things) a paper called  On the Electrodynamics of Moving Bodies  in the journal  Annalen der Physik. The paper presented the theory of  special relativity, based  on  two postulates: Einsteins PostulatesPrinciple of Relativity (First Postulate):   The laws of physics are the same for all inertial reference frames.Principle of Constancy of the Speed of Light (Second Postulate):  Light always propagates through a vacuum (i.e. empty space or free space) at a definite  velocity, c, which is independent of the state of motion of the emitting body. Actually, the paper presents a more formal, mathematical formulation of the postulates. The phrasing of the postulates  are  slightly different from textbook to  textbook  because of translation issues, from mathematical German to comprehensible English. The second postulate is often mistakenly written to include that the speed of light in a vacuum is  c  in all frames of reference. This is actually a derived result of the two postulates, rather than part of the second postulate itself. The first postulate is pretty much common sense. The second postulate, however, was the revolution. Einstein had already introduced the  photon theory of light  in his paper on the  photoelectric effect  (which rendered the ether  unnecessary). The second postulate, therefore, was a consequence of massless photons moving at the velocity  c  in a vacuum. The ether no longer had a special role as an absolute inertial frame of reference, so it was not only unnecessary but qualitatively useless under special relativity. As for the paper itself, the goal was to reconcile Maxwells equations for electricity and magnetism with the motion of electrons near the speed of light. The result of Einsteins paper was to introduce new coordinate transformations, called  Lorentz transformations, between inertial frames of reference. At slow speeds, these transformations were essentially identical to the classical model, but at high speeds, near the speed of light, they produced radically different results. Effects of Special Relativity Special relativity yields several consequences from applying Lorentz transformations at high velocities (near the speed of light). Among them are: Time dilation (including the popular twin paradox)Length contractionVelocity transformationRelativistic velocity additionRelativistic doppler effectSimultaneity clock synchronizationRelativistic momentumRelativistic kinetic energyRelativistic massRelativistic total energy In addition, simple algebraic manipulations of the above concepts yield two significant results that deserve individual mention. Mass-Energy Relationship Einstein was able to show that mass and energy were related, through the famous formula  Emc2. This relationship was proven most dramatically to the world when nuclear bombs released the energy of mass in Hiroshima and Nagasaki at the end of World War II. Speed of Light No object with mass can accelerate to precisely the speed of light. A massless object, like a photon, can move at the speed of light. (A photon doesnt actually accelerate, though, since it  always  moves exactly at  the speed of light.) But for a physical object, the speed of light is a limit. The  kinetic energy  at the speed of light goes to infinity, so it can never be reached by acceleration. Some have pointed out that an object could in theory move at greater than the speed of light, so long as it did not accelerate to reach that speed. So far no physical entities have ever displayed that property, however. Adopting Special Relativity In 1908,  Max Planck  applied the term theory of relativity to describe these concepts, because of the key role relativity played in them. At the time, of course, the term applied only to special relativity, because there was not yet any general relativity. Einsteins relativity was not immediately embraced by physicists as a  whole  because it seemed so theoretical and counterintuitive. When he received his 1921 Nobel Prize, it was specifically for his solution to the  photoelectric effect  and for his contributions to Theoretical Physics. Relativity was still too controversial to be specifically referenced. Over time, however, the predictions of special relativity have been shown to be true. For example, clocks flown around the world have been shown to slow down by the duration predicted by the theory. Origins of Lorentz Transformations Albert Einstein  didnt create the coordinate transformations needed for special relativity. He didnt have  to because the Lorentz transformations that he needed already existed. Einstein was a master at taking previous work and adapting it to new situations, and he did so with the Lorentz transformations just as he had used Plancks 1900 solution to the  ultraviolet catastrophe  in  black body radiation  to craft his solution to the  photoelectric effect, and thus develop the  photon theory of light. The transformations were actually first published by Joseph Larmor in 1897. A slightly different version had been published a decade earlier by Woldemar Voigt, but his version had a square in the time dilation equation. Still, both versions of the equation were shown to be invariant under Maxwells equation. The mathematician and physicist Hendrik Antoon Lorentz proposed the idea of a local time to explain relative simultaneity in 1895, though, and began working independently on similar transformations to explain the null result  in  the Michelson-Morley experiment. He published his coordinate transformations in 1899, apparently still unaware of Larmors publication, and added time dilation in 1904. In 1905, Henri Poincare modified the algebraic formulations and attributed them to Lorentz with the name Lorentz transformations, thus changing Larmors chance at immortality in this regard. Poincares formulation of the transformation was, essentially, identical to that which Einstein would use. The transformations apply to a four-dimensional coordinate system, with three spatial coordinates (x,  y,   z) and  one-time  coordinate (t). The new coordinates are denoted with an apostrophe, pronounced prime, such that  x is pronounced  x-prime. In the example below, the velocity is in the  xx direction, with velocity  u: x (   x  -   ut  ) / sqrt ( 1 -   u2  /   c2  )y   yz   zt {  t  - (  u  /  c2  )  x  } / sqrt ( 1 -  u2  /  c2  ) The transformations are provided primarily for demonstration purposes. Specific applications of them will be dealt with separately. The term 1/sqrt (1 -  u2/c2) so frequently appears in relativity that it is denoted with the Greek symbol  gamma  in some representations. It should be noted that in the cases when  u  Ã‚  c, the denominator collapses to essentially the sqrt(1), which is just 1.  Gamma  just becomes 1 in these cases. Similarly,  the  u/c2  term also becomes very small. Therefore, both dilation of space and time are non-existent to any significant level at speeds much slower than the speed of light in a vacuum. Consequences of the Transformations Special relativity yields several consequences from applying Lorentz transformations at high velocities (near the speed of light). Among them are: Time dilation  (including the popular Twin Paradox)Length contractionVelocity transformationRelativistic velocity additionRelativistic doppler effectSimultaneity clock synchronizationRelativistic momentumRelativistic kinetic energyRelativistic massRelativistic total energy Lorentz Einstein Controversy Some people point out that most of the actual work for the special relativity had already been done by the time Einstein presented it. The concepts of dilation and simultaneity for moving bodies were already in place and the mathematics had already been developed by Lorentz Poincare. Some go so far as to call Einstein a plagiarist. There is some validity to these charges. Certainly, the revolution of Einstein was built on the shoulders of a lot of other work, and Einstein got far more credit for his role than those who did the grunt work. At the same time, it must be considered that Einstein took these basic concepts and mounted them on a theoretical framework which made them not merely mathematical tricks to save a dying theory (i.e. the ether), but rather fundamental aspects of nature in their own right. It is unclear that Larmor, Lorentz, or Poincare intended so bold a move, and history has rewarded Einstein for this insight boldness. Evolution of General Relativity In  Albert Einsteins  1905 theory (special relativity), he showed that among inertial frames of reference there was no preferred frame. The development of general relativity came about, in part, as an attempt to show that this was true among non-inertial (i.e. accelerating) frames of reference as well. In 1907, Einstein published his first article on gravitational effects on  light  under special relativity. In this paper, Einstein outlined his equivalence principle, which stated that observing an experiment on the Earth (with gravitational acceleration  g) would be identical to observing an experiment in a rocket ship that moved at a speed of  g. The equivalence principle can be formulated as: we [...] assume the complete physical equivalence of a gravitational field and a corresponding acceleration of the reference system.as Einstein said or, alternately, as one  Modern Physics  book presents it:There is no local experiment that can be done to distinguish between the effects of a uniform gravitational field in a nonaccelerating inertial frame and the effects of a uniformly accelerating (noninertial) reference frame. A second article on the subject appeared in 1911, and by 1912 Einstein was actively working to conceive of a general  theory of relativity  that would explain special relativity, but would also explain gravitation as a geometric phenomenon. In 1915, Einstein published a set of differential equations known as the  Einstein field equations. Einsteins  general relativity  depicted the universe as a geometric system of three spatial and one time dimensions. The presence of mass, energy, and momentum (collectively quantified as  mass-energy density  or  stress-energy) resulted in a bending of this space-time coordinate system. Gravity, therefore, was movement along the simplest or least-energetic route along this curved space-time. The Math of General Relativity In the simplest possible terms, and stripping away the complex mathematics, Einstein found the following relationship between the curvature of space-time and mass-energy density: (curvature of space-time) (mass-energy density) * 8   pi G  /   c4 The equation shows a direct, constant proportion. The gravitational constant,  G, comes from  Newtons law of gravity, while the dependence upon the speed of light,  c, is expected from the theory of special relativity. In a case of zero (or near zero) mass-energy density (i.e. empty space), space-time is flat. Classical gravitation is a special case of gravitys manifestation in a relatively weak  gravitational field, where the  c4  term (a very big denominator) and  G  (a very small numerator) make the curvature correction small. Again, Einstein didnt pull this out of a hat. He worked heavily with Riemannian geometry (a non-Euclidean geometry developed by mathematician Bernhard Riemann years earlier), though the resulting space was a 4-dimensional Lorentzian manifold rather than a strictly Riemannian geometry. Still, Riemanns work was essential for Einsteins own field equations to be complete. What Does General Relativity Mean? For an analogy to general relativity, consider that you stretched out a  bed sheet  or piece of elastic flat, attaching the corners firmly to some secured posts. Now you begin placing things of various weights on the sheet. Where you place something very light, the sheet will curve downward under the weight of it a little bit. If you put something heavy, however, the curvature would be even greater. Assume theres a heavy object sitting on the sheet and you place a second, lighter, object on the sheet. The curvature created by the heavier object will cause the lighter object to slip along the curve toward it, trying to reach a point of equilibrium where it no longer moves. (In this case, of course, there are other considerations a ball will roll further than a cube would slide, due to frictional effects and such.) This is similar to how general relativity explains gravity. The curvature of a light object doesnt affect the heavy object much, but the curvature created by the heavy object is what keeps us from floating off into space. The curvature created by the Earth keeps the moon in orbit, but at the same  time, the curvature created by the moon is enough to affect the tides. Proving General Relativity All of the findings of special relativity also support general relativity, since the theories are consistent. General relativity also explains all of the phenomena of classical mechanics, as they too are consistent. In addition, several findings support the unique predictions of general relativity: Precession of perihelion of MercuryGravitational deflection of starlightUniversal expansion (in the form of a  cosmological constant)Delay of radar echoesHawking radiation from black holes Fundamental Principles of Relativity General Principle of Relativity:  The laws of physics must be identical for all observers, regardless of whether or not they are accelerated.Principle of General Covariance:  The laws of physics must take the same form in all coordinate systems.Inertial Motion is Geodesic Motion:  The world lines of particles unaffected by forces (i.e. inertial motion) are timelike or null geodesic of spacetime. (This means the tangent vector is either negative or zero.)Local Lorentz Invariance:  The rules of special relativity apply locally for all inertial observers.Spacetime Curvature:  As described by Einsteins field equations, the curvature of spacetime in response to mass, energy, and momentum results in gravitational influences being viewed as a form of inertial motion. The equivalence principle, which  Albert Einstein  used as a starting point for general relativity, proves to be a consequence of these principles. General Relativity the Cosmological Constant In 1922, scientists discovered that application of Einsteins field equations to cosmology resulted in an expansion of the universe. Einstein, believing in a static universe (and therefore thinking his equations were in error), added a  cosmological constant  to the field equations, which allowed for static solutions. Edwin Hubble, in 1929, discovered that there was redshift from distant stars, which implied they were moving with respect to the Earth. The universe, it seemed, was expanding. Einstein removed the cosmological constant from his equations, calling it the biggest blunder of his career. In the 1990s, interest in the cosmological constant returned in the form of  dark energy. Solutions to  quantum field theories  have resulted in a huge amount of energy in the quantum vacuum of space, resulting in an accelerated expansion of the universe. General Relativity and Quantum Mechanics When physicists attempt to apply quantum field theory to the  gravitational field, things get very messy. In mathematical terms, the physical quantities involve diverge, or result in infinity. Gravitational fields under general relativity require an infinite number of correction, or renormalization, constants to adapt them into solvable equations. Attempts to solve this renormalization problem lie at the heart of the theories of  quantum gravity. Quantum gravity theories typically work backward, predicting a theory and then testing it rather than actually attempting to determine the infinite constants needed. Its an old trick in physics, but so far none of the theories have been adequately proven. Assorted Other Controversies The major problem with general relativity, which has been otherwise highly successful, is its overall incompatibility with quantum mechanics. A large chunk of theoretical physics is devoted toward trying to reconcile the two concepts: one which predicts macroscopic phenomena across space and one which predicts microscopic phenomena, often within spaces smaller than an atom. In addition, there is some concern with Einsteins very notion of spacetime. What is spacetime? Does it physically exist? Some have predicted a quantum foam that spreads throughout the universe. Recent attempts at  string theory  (and its subsidiaries) use this or other quantum depictions of spacetime. A recent article in New Scientist magazine predicts that spactime may be a quantum  superfluid  and that the entire universe may rotate on an axis. Some people have pointed out that if spacetime exists as a physical substance, it would act as a universal frame of reference, just as the ether had. Anti-relativists are thrilled at this prospect, while others see it as an unscientific attempt to discredit Einstein by resurrecting a century-dead concept. Certain issues with black hole singularities, where the spacetime curvature approaches infinity, have also cast doubts on whether general relativity accurately depicts the universe. It is hard to know for sure, however, since  black holes  can only be studied from afar at present. As it stands now, general relativity is so successful that its hard to imagine it will be harmed much by these inconsistencies and controversies until a phenomena comes up which actually contradicts the very predictions of the theory. Quotes About RelativitySpacetime grips mass, telling it how to move, and mass grips spacetime, telling it how to curve - John Archibald Wheeler.The theory appeared to me then, and still does, the greatest feat of human thinking about nature, the most amazing combination of philosophical penetration, physical intuition, and mathematical skill. But its connections with experience were slender. It appealed to me like a great work of art, to be enjoyed and admired from a distance. - Max Born

Functionalism Functionalist Perspective and Theory

Functionalism Functionalist Perspective and Theory The functionalist perspective, also called functionalism, is one of the major theoretical perspectives in sociology. It has its origins in the works of Emile Durkheim, who was especially interested in how social order is possible or how society remains relatively stable. As such, it is a theory that focuses on the macro-level of social structure, rather than the micro-level of everyday life. Notable theorists include Herbert Spencer,  Talcott Parsons, and Robert K. Merton. Emile Durkheim The totality of beliefs and sentiments common to the average members of a society forms a determinate system with a life of its own. It can be termed the collective or creative consciousness. The Division of Labour (1893) Theory Overview Functionalism interprets each part of society in terms of how it contributes to the stability of the whole society. Society is more than the sum of its parts; rather, each part of society is functional for the stability of the whole. Durkheim actually envisioned society as an organism, and just like within an organism, each component plays a necessary part, but none can function alone, and one experiences a crisis or fails, other parts must adapt to fill the void in some way. Within functionalist theory, the different parts of society are primarily composed of social institutions, each of which is designed to fill different needs, and each of which has particular consequences for the form and shape of society. The parts all depend on each other. The core institutions defined by sociology and which are important to understanding for this theory include family, government, economy, media, education, and religion. According to functionalism, an institution only exists because it serves a vital role in the functioning of society. If it no longer serves a role, an institution will die away. When new needs evolve or emerge, new institutions will be created to meet them. Lets consider the relationships between and functions of some core institutions. In most societies, the government, or state, provides education for the children of the family, which in turn pays taxes on which the state depends to keep itself running. The family is dependent upon the school to help children grow up to have good jobs so that they can raise and support their own families. In the process, the children become law-abiding, taxpaying citizens, who in turn support the state. From the functionalist perspective, if all goes well, the parts of society produce order, stability, and productivity. If all does not go well, the parts of society then must adapt to produce new forms of order, stability, and productivity. Functionalism emphasizes the consensus and order that exist in society, focusing on social stability and shared public values. From this perspective, disorganization in the system, such as deviant behavior, leads to change because societal components must adjust to achieve stability. When one part of the system is not working or is dysfunctional, it affects all other parts and creates social problems, which leads to social change. Functionalist Perspective in American Sociology The functionalist perspective achieved its greatest popularity among American sociologists in the 1940s and 50s. While European functionalists originally focused on explaining the inner workings of social order, American functionalists focused on discovering the functions of human behavior. Among these American functionalist sociologists is Robert K. Merton, who divided human functions into two types: manifest functions, which are intentional and obvious, and latent functions, which are unintentional and not obvious. The manifest function of attending a church or synagogue, for instance, is to worship as part of a religious community, but its latent function may be to help members learn to discern personal from institutional values. With common sense, manifest functions become easily apparent. Yet this is not necessarily the case for latent functions, which often demand a sociological approach to be revealed. Antonio Gramsci. Hulton Archive/Getty Images Critiques of the Theory Functionalism has been critiqued by many sociologists for its neglect of the often negative implications of social order. Some critics, like Italian theorist Antonio Gramsci, claim that the perspective justifies the status quo and the process of cultural hegemony which maintains it. Functionalism does not encourage people to take an active role in changing their social environment, even when doing so may benefit them. Instead, functionalism sees agitating for social change as undesirable because the various parts of society will compensate in a seemingly  natural way  for any problems that may arise. Updated  by Nicki Lisa Cole, Ph.D.

Final Case Study Example | Topics and Well Written Essays - 500 words

Final - Case Study Example The three main functions of this system are closely interrelated as seen from recent designs of commercial buildings (David 12). The system provides ventilation, maintains pressure between occupied spaces and reduces air permeation. The process through which air moves to and fro the spaces is known as room air distribution (David 14). It is quite prevalent that modern building designs integrate the installation and control systems into heating, ventilating and air conditioning systems. In commercial buildings, engineers analyze the design of the building, and they specify heating, ventilation and air conditioning systems to be used in the premises. As for small buildings, the system can be purchased and installed. This is because code-conformity inspections and building permits regarding the system installation are mandatory for all building sizes. Therefore, the heating, ventilation and air conditioning industry has become a global enterprise (David 5). Some of the basic roles of the industry include system construction and design, maintenance, operation, manufacture of the equipment and sales. Also, the industry is used as a research and educational centre. In this system, heating is easily achieved through heating equipments or via radiation. Ventilation is also beneficial in this system. This is because ventilation sustains adequate mixture of breathable gases, hence; eradicating odor and contaminants from the occupied space (David 20). This ensures that the occupants of the space are productive and healthy. In this case, ventilation can be achieved through mechanical distribution systems which are powered by fans and natural ventilation. Lastly, air conditioning is enhanced through heat removal. This is normally achieved through radiation and convection which is achieved through the heat pump systems (David 29). As analyzed above, the

From job interview to promoting a business how effective is marketing Dissertation

From job interview to promoting a business how effective is marketing yourself - Dissertation Example In both situations there are certain things that are important to do. I would like to study how effectively marketing yourself works in both situations. 2. Focus for the Study My research topic is the importance of marketing yourself in a job interview or in promoting a business. One of the first things that people say when you are reading books on this topic is that everyone should become a networker both online and offline. Tara Hunt, author of the book, The Whuffie Factor, states that online networking is essential to gaining more business or to find a job. She explains that "whuffie is the residual outcome-the currency of your reputation" (4). She goes on to say that you can build it or ruin it based on what you do in the community and what people think about you. This is one way to look at marketing yourself because you are putting yourself or your business into the public eye and you want to make sure that people see you in the best light. John Milton Fogg adds more focus to th is discussion because he tells people through a story, that networking is about building relationships. If you build solid relationships by helping others, they will in turn help you. Networking seems to be the most effective way of marketing yourself. ... The new way of networking is to know what someone needs and let them know your skills and abilities and how you can help their company (74). This method seems to be very important because you have to know your own skills and abilities before you can tell someone else about them. Networking is not the only aspect of marketing yourself. Jim Kukral states that people must understand they must think "out of the box" when marketing a business. This means that people must become very creative and find ways of marketing that others have not found (62). In other words, this will set them apart from others in their field. He continues that successful business people understand that they must get someone to react to something they do in order for them to pay attention (65). In other words, if you are opening for a job interview or creating a business, you have to do something different to get people to pay attention. Personality place a large part in marketing yourself because some people have stronger personalities than others. Paul Tieger and Barbara Barron-Tieger suggest that by understanding your own personality type, you can make better decisions about a job or a business and how it will work with your personality. Marketing yourself through your personality does have validity because people seem to hire people they like who can do their job. The Home Shopping channel is one example of how businesses market themselves in this arena. They have to do something different in order to set themselves apart from the other types of businesses like them in order for people to want to buy their product. Susan Berson, a lawyer specializing in finance, states that marketing is important to business because it helps people find current clients who can later provide

Free

Free Will in Experimental Philosophy Essay Although the â€Å"free will† problem envelops a spectrum of ideas, I agree with the following belief: â€Å"The folk are compatibilists about free will. † While there are, of course, incompatibilists and indeterminists, for the most part, the general population consists of compatibilists. Now, I know experimental philosophy has a problem with the use of generalizations without actual statistics, but throughout this paper, I will explain exactly why the world revolves in a generally compatibilist manner. Firstly, to speak of compatibilism, you’d have to assume that the world is deterministic, meaning that everything that happens from here on out, including human action, is caused by the facts of everything that has happened before it. With that assumption in mind, compatibilist believe that we still have free will as long as we aren’t operating under external limitations. The problem with that is that although compatibilists believe we are free, there is still disagreement on just exactly how free we may be, which is the weak spot indeterminists and incompatibilists use to try to break the argument. One nature of compatibilism is referred to as classic compatibilism. This means that we’d be acting freely as long as we, without being impeded by any outside force, take a course of action that we personally choose for ourselves. These compatibilists believe that it is the presence of impediments such as â€Å"physical restraints, lack of opportunity, duress or coercion, physical or mental impairment, and the like† that would cause us to not act freely (Caruso, 2012). However, this line of reasoning is not accepted by those who support the Consequence Argument. In the simplest terms, this argument states that no one has power over the facts of the past and the laws of nature. Also, no one has power over the fact that the facts of the past and the laws of nature entail every fact of the future (i. e. , determinism is true). Because of that, no one has power over the facts of the future (McKenna, 2004). Compatibilists respond to this by saying that the focal point should be the differentiation between free and un-free, and not by the absence of causes. Other philosophers argue that we act freely when our first order and second order desires become aligned. Because our mental processes are more developed than those of younger children and simpler animals, we have the rationale to decide whether our instincts or raw desires should be acted upon. That rationale is referred to as the second order desires (Frankfurt, 1971). For example, Chris is at the bar with his girlfriend Ana. While Chris has stepped away to the restroom, Jose approaches Ana and flirts with her in a manner that she does not feel comfortable with. Once out of the bathroom, Chris sees this. Enraged, he initially wants to go and physically put Jose in his place. In spite of this, he remembers that he is up for a promotion at work, and getting into a bar fight probably won’t help his chances of receiving it. He tells Ana to collect her things. They leave. What we see here is the protagonist, Chris, experiencing first order desires that make him want to hurt Jose. His second order desires are what tell him that although he is feeling those first order desires, his second order desires are not in agreement and therefore, he shouldn’t act on them. Although some compatibilists seem to be satisfied with this reasoning because it justifies the causation of our actions, it doesn’t explain whether our thoughts and desires are consequences of the past as well. An example would be that Kate feels the desire to take a run in the park and does so. Yet, if determinism is true, which compatibilists believe it is, she is already determined to feel that way, and although she may want to feel that way, without any outside force acting on her she is not free (McKenna, 2004). Her first order and second order desires may even align, but without the ability to do otherwise, due to determinism, she would not be free. Even so, compatibilist Michael Levin says â€Å"minding or accepting one’s desires is as much an effect of past causes as the desires themselves,† but if our internal desires are causally determined, they cannot also be free. All it would be is a different form of causality (Caruso, 2012). Nevertheless, compatibilists argue that it isn’t necessary for an individual to have been able to do otherwise (Nahmias, Stephen, Nadelhoffer, Turner, 2005). If there were the choices of A through Z and someone that could manipulate me into doing A that would do so if I didn’t do it on my own, I would still have free will if I picked A without the manipulation. In this case, compatibilist see me as having had free will because I chose A on my own. My 1st order desires were aligned with my 2nd and that is why A happened. If I had been manipulated to do so, then the problem of free will would once again come into question, but being that the manipulator is fairly irrelevant to the story since I acted on my own accord, and would have done the same thing without the potential manipulative factor. Also, there a couple of studies done to determine what relationship non-philosophers believed existed between free will, determinism, and moral responsibility. In Study 1, there were three scenarios. Scenario 1 was negative. Scenario 2 was positive, and Scenario 3 was neutral. In all three cases, between 68 – 79% of folk said there was free will. While there were some fluctuations in percentages when it came to the association between free will and the ability to choose otherwise, the amount of participants making judgments that disagreed with incompatibilism was two to three times greater than those that followed along with incompatibilist intuitions. This study was supported by their second study. In this study, they tell the subjects that everything in the universe is caused completely by their genes and environment. The scenario takes twins, Fred and Barney, and places Fred with the Jerksons and Barney with the Kindersons. One day they both find a wallet with $1000. Fred keeps it, while Barney returns it to its rightful owner. When polling the participants, 76% said they both acted on their own free will and could have done otherwise. This shows that the majority of folk believe that compatibilism is true, and while external factors and facts of the past might influence the choice making process, it does not define it; therefore we are free within the confines of a determined universe (Nahmias, Stephen, Nadelhoffer, Turner, 2005). Now, why do I personally find â€Å"the folk are compatibilist about free will† to be true? Aside from the aforementioned statistics, the reason is that if we did not find a middle ground between free will and determinism, we wouldn’t do any of the things we do. Everything from the grading systems used in schools to receiving a promotion at work all the way to fighting wars is done in a compatibilist manner. The premise of all these concepts is the idea that if you choose do X, having the option of Y, Z will happen. If you work hard enough in school (X), you will receive good grades (Z), even though you can just be lazy (Y). If you are the most productive and pleasant at your job (X), you will receive a promotion (Z). If we go into a war (X), we have the chance of winning (Z). While all the factors in each of those scenarios might have also been determined, there is no reason for us to feel disappointment when we really studied but still managed to only get a B on a test or when we lose troops across seas. Though the previous paragraph does explain that folk believe in free will, it doesn’t explain why folk have the compatibilist view of free will. The reasoning for that is because while compatibilists believe that you can control some aspects of your life, you can’t control all of them. As Michael Levin said, â€Å"Compatibilist usually agree that free will does require behavior at least to be determined, since you cannot freely do what is beyond your control. † For example, we are born and we die. The sun rises. The sun sets. We inhale oxygen and exhale carbon dioxide. There are certain laws of physics that we must adhere to. Some will argue that we believe those to be stable laws of how the universe will operate, but only because that’s what it’s done until now. Tomorrow we might not have the sun rise, and tomorrow we might inhale carbon monoxide and exhale nitrogen. However, since certain things have been fixed for a trustworthy amount of time, we, the folk, have accepted it as determined facts of the universe. The determined factors of the universe are the skeleton upon which we place the flesh that is our free will. ? References Caruso, G. D. (2012). The Folk Psychology of Free Will: Arguement Against Compatibilism. Kriterion Journal of Philosophy, 26, 56-89. Frankfurt, H. G. (1971, January 14). Freedom of the Will and the Concept of a Person. The Journal of Philosophy, 5-20. McKenna, M. (2004, April 26). Compatibilism. Retrieved from Stanford Encyclopedia of Philosophy: http://plato. stanford. edu/entries/compatibilism/ Nahmias, E. , Stephen, M. , Nadelhoffer, T. , Turner, J. (2005, October). Surverying Freedom: Folk Intuitions about Free Will and Moral Responsibility. Philosophical Psychology, 18(5), 561 584.

Effective Listening Essay -- Listeners Emotions Essays

Effective Listening The ability to listen well is an important tool for understanding others. Sadly, very few people know how to listen well. In fact, most people can think of only one or two good listeners in their lives. Listening is not simply agreeing - it is much more. Good listeners are able to better understand and respond to others, complete assignments accurately, settle disagreements before they escalate, and establish rapport with difficult people. Listening is often confused with hearing. This serious misconception can lead us to believe that good listening is instinctive. In fact, good listening is an active, sophisticated process – a learned behavior – that demands focus and attention. Listening takes place on several levels. We often move from one level to the other throughout the day, sometimes even within a single conversation. Our listening level often depends on the situation. Some of us listen to our boss but not to our team members. Others listen well at work but tune out their spouse or kids at home. The Three Levels of Listening Deep Listening We all need to strive to be good listeners. Deep listeners are able to free themselves of any distractions. Including their own thoughts and feelings. They listen to the talker without judgement and place themselves in the talkers shoes. They notice the words and the feelings behind the words, what is not said and they acknowledge and respond respectfully. This level of listening is heart centered, which opens the door to respect and understanding. Content Listeners Most people think content listening is real listening. Content listeners listen to words of a communication but ignore all the other elements of the message. They often liste... ...tiating an appropriate response and getting to the heart of the issue under discussion. Conclusion In conclusion, reflecting content refers to clarifying the main idea of the message and the details that support it. Reflecting feeling refers to verifying the emotions surrounding the message. Emotions are difficult to identify because they are abstract. Talkers don't always come right out and say how they are feeling. Sometimes a listener must go beyond the content and dig deeper for the meaning of a message. The listener needs to take a more active role, checking for verbal and non-verbal cues that indicate feelings and emotions. References Netsyndicate, Inc. (1999) Are you really listening? available at http://www.click2learn.com/lessons/netsyndicate/listen/sections/index.html Pearson, J., & Nelson, P. (1997). An introduction to human communication Effective Listening Essay -- Listeners Emotions Essays Effective Listening The ability to listen well is an important tool for understanding others. Sadly, very few people know how to listen well. In fact, most people can think of only one or two good listeners in their lives. Listening is not simply agreeing - it is much more. Good listeners are able to better understand and respond to others, complete assignments accurately, settle disagreements before they escalate, and establish rapport with difficult people. Listening is often confused with hearing. This serious misconception can lead us to believe that good listening is instinctive. In fact, good listening is an active, sophisticated process – a learned behavior – that demands focus and attention. Listening takes place on several levels. We often move from one level to the other throughout the day, sometimes even within a single conversation. Our listening level often depends on the situation. Some of us listen to our boss but not to our team members. Others listen well at work but tune out their spouse or kids at home. The Three Levels of Listening Deep Listening We all need to strive to be good listeners. Deep listeners are able to free themselves of any distractions. Including their own thoughts and feelings. They listen to the talker without judgement and place themselves in the talkers shoes. They notice the words and the feelings behind the words, what is not said and they acknowledge and respond respectfully. This level of listening is heart centered, which opens the door to respect and understanding. Content Listeners Most people think content listening is real listening. Content listeners listen to words of a communication but ignore all the other elements of the message. They often liste... ...tiating an appropriate response and getting to the heart of the issue under discussion. Conclusion In conclusion, reflecting content refers to clarifying the main idea of the message and the details that support it. Reflecting feeling refers to verifying the emotions surrounding the message. Emotions are difficult to identify because they are abstract. Talkers don't always come right out and say how they are feeling. Sometimes a listener must go beyond the content and dig deeper for the meaning of a message. The listener needs to take a more active role, checking for verbal and non-verbal cues that indicate feelings and emotions. References Netsyndicate, Inc. (1999) Are you really listening? available at http://www.click2learn.com/lessons/netsyndicate/listen/sections/index.html Pearson, J., & Nelson, P. (1997). An introduction to human communication

Nuclear Weapons

The invention of nuclear weaons has been one of the most significant events in the history of humanity. It not only changed the conduct of military warfare, but also completely transformed the geo-political equation by placing humanity’s level of control on its own future through coming in possession of such omni potent means that could wipe out every form of life from earth overnight. The memories of the atomic attack on the Hiroshima and Nagasaki have lived as a constant reminder of the supreme havoc that atomic bombs can inflict. These memories are reinforced further by the repeated instances of nuclear testing and research into the production of atomic weapons that are much more powerful and lethal in comparison of their predecessors. The pursuance of the research into atomic and nuclear weapons, or the weapons of mass destruction, has created a deep ideological and political divide in the world. On the one hand are people supporting nuclear weapons, arguing them as essential tools   to maintain prospects of global peace and also as means to ensure the safety of nations possessing them. While on the other side are people, who see nuclear weapons inherently as a threat to the survival of mankind and campaigning for a world without fear and apprehensions; for a world of the post nuclear age where the veil of the threat of an impending catastrophe is forever lifted over. This paper shall look into the debate on the nuclear policy and relevance of nuclear weapons as a medium to ensure global peace, while critically evaluating the arguments presented on both the sides. It shall also look into the prospects of a nuclear free world and the visions such world entails for humanity. Constructing a nuclear doctrine The debate on the feasibility and utility of nuclear weapons has raged since the day the first military use of nuclear weapons was reported on 6th August, 2006   (Katz, 1987). The standard argument of the advocates of nuclear doctrine have centered on the deterrent effect of the nuclear weapons against any potential attack or threat of aggression (Franklin, 1991). One of the most frequently cited example is that of role played by nuclear weapons in bringing a swift end to the Second World War, with minimum possible casualty in the process (Graham, 2005). They validly argue that without the strikes, Japan would have continued to fight till the last man down, taking up the number of casualties on both sides as well as war expenditures to enormous levels (Franklin, 1991). Since then, the nuclear doctrine has been religiously incorporated in the defense strategy of every major nation, with immense literature created to cite the absolutely necessity and inevitability of nuclear weapons as the only possibly way to ensure global peace and a war free world (Franklin, 1991). Post the end of the Cold War proponents of the nuclear policy have further argued the necessity of effective nuclear policy, especially in the view of the dangers posted by spilling of nuclear weapons in the hands of some of the non responsible nations (Graham, 2005). However, the doctrine of nuclear deterrence has been severely arraigned by the critics for its short comings and narrow visions that it take of subtlety of world geo-politics and the overly simplistic way in which it treats the question of deterrence and global peace (Gottemoeller, 2002 ). Nuclear policy and the race on building up nuclear arsenal have been criticized from ethical, moral, political, practical and strategic point of view over more than half a century, especially in the context of the modern history of humanity that has been torn apart by unimaginable horrors of wars and genocide in the 20th century (Muller, 2004). Thinkers, intellectuals and scientists and many military strategists have strongly argued for a nuclear free world, based on the strong premises that peace is impossible to achieve from those tools that have capacity to utterly destroy life (Cimbala and Scouras, 2002; Cortright, 1999). Their argument is persuasive to reason as it is ironical as a concept and theory to achieve peace by destruction. The only probable way by which nuclear weapons can bring peace is through complete annihilation of people, creating a world where no life would exists to conflict and compete. Even the history of the post nuclear world does not inspire any confidence in the effectiveness of nuclear weapons as a deterrent (Graham, 2005). In more than sixty years after the end of Second World War, innumerable conflicts and at least three wars of international proportion, involving nations equipped with nuclear power have belied the theory that nuclear weapons can act as any potential deterrent to wars (Cimbala and Scouras, 2002). It only creates a danger in escalation of threats of nuclear arm race, where nations without nuclear weapons are trying to possess these coveted means of mass destruction, to create a world of nuclear mutual self destruction (Franklin, 2002). It’s a fact that technology can not be limited as a prerogative to a limited number of nations, as the this dangerous technology spreads out, there are every possible chances that it can be utilized by at some point of time, by some irresponsible and unaccountable regime to create a havoc of unparalleled magnitude (Muller, 2004). The theory of nuclear deterrence also looses its credibility in the face of rise of terrorism as the new danger facing the new world (Graham, 2005). Nuclear deterrence did not act as any deterrent to the attack on the World Trade Centers in 2001, or in London bombing in 2006. On the contrary they create a new and infinitely more powerful threat where possible proliferation of nuclear weapons to terrorist groups can jeopardize the entire concept of national defense strategies of many nations. Conclusion Nuclear weapons can not act as means to achieve global peace. They are weapons of mass destruction, weapons that can kill hundred of thousands of people instantly, razing civilizations to dust, leaving behind death and a scarred earth that would be inhabitable for many generations. This trail of death can not be a harbinger of peace. Global peace can only be achieved by systematic end of nuclear arsenals, and strictly banning the research, testing and possession of nuclear weapons. Reference H. Bruce Franklin. 1991.The Nightmare Considered: Critical Essays on Nuclear War Literature.: Nancy Anisfield – editor. Bowling Green State University Popular Press. Bowling Green, OH. Gottemoeller. Rose. 2002. Tactical Nuclear Weapons: Time for Control. Taina Susiluoto – editor. United Nations Institute for Disarmament Research. Place of Publication: Geneva. Milton S. Katz. 1987. Ban the Bomb: A History of SANE, the Committee for a Sane Nuclear Policy. Praeger. New York. Richard R. Muller. 2004. Getting Mad: A Nuclear Mutual Assured Destruction, Its Origins and Practice. Henry D. Sokolski – editor. Strategic Studies Institute. Carlisle Barracks, PA. Stephen J. Cimbala and Scouras, J.   2002. A New Nuclear Century: Strategic Stability and Arms Control. Praeger. Westport, CT. Thomas Graham Jr. 2005. Sixty Years After Hiroshima, A Nuclear Era. Current History. Research Library Core. David Cortright. 1999. Ban the Bomb. Sojourner. Humanities Module.   

Non-English speaking community Essay

  The acronym ESL stands for English as a Second Language and it is a common term among Non-English speaking community. Most people who do not know how to speak the English language attend ESL classes so as to gain adequate knowledge. What is experienced most times though is that these categories of Non-English speaking citizens find it hard to cope with various challenges that come their way. Learning the English language needs a lot of rules to be followed and only people who are interested and patient enough will be able to learn fast. In this essay we shall be taking a look at how cultural differences and language variety pose a threat to ESL classes, we shall also highlight how a teacher can identify these problems and overcome them. Finally we shall take a look at the positive effects of linguistic and cultural differences on ESL classes. â€Å"There are many ESL classrooms and cultural sensitivity issues that teachers must address to ensure they are delivering language instruction without prejudice, discrimination, or bias. By understanding the potential problems with cultural sensitivity, teachers can avoid creating an English-centric classroom while increasing their students’ language skills† (ESL Classroom and Cultural Sensitivity , 1996-2010). As a teacher in the ESL class a lot of factors need to be put into consideration in order to reduce misunderstanding and disagreements in the class. Knowing so well that a lot of these students come from various parts of the world, with different languages and cultural backgrounds. These are major factors that affect the level and speed of assimilation of the students in class. The ESL classes teach the students all aspect of English language, such as the intonation and accent, pronunciation, verbal usage, grammatical structures and spelling. These are key areas where the non English speaking students face major problems. DIFFICULTIES POSED BY CULTURAL AND LINGUISTIC BACKGROUND Communication is an essential part of life and clarity is very important. When two people are communicating, the message must be clearly understood. When a listener has various contrasting meanings for what has been spoken then there is a major problem. However, there are various setbacks to effective communication in an ESL class, to which variety of cultural and linguistic backgrounds are amongst. How does cultural background affect the communication in ESL class? Culture is the way of life of an individual and it plays a vital role in his/her overall attitude to life and learning. In an ESL class a teacher will encounter variety of learning attitudes amongst students from other cultural background which affects their learning. â€Å"In many non-English speaking cultures, students are brought up with more passive behaviours when interacting with adults. An ESL student may be less willing to approach a teacher for extra help or tutoring† (ESL Classroom and Cultural Sensitivity , 1996-2010). Take for example the African culture where children are usually flogged and abused by their own parents or guardians. These students are usually scared in the classroom and will hardly ask questions in for the fear of being flogged. In the African culture, beating up the child for wrong doing is rampant and this has had an adverse effect on the development of the child. This same fear for their parents is transferred to their teachers. They therefore have little or no participation in class and consider who do so as being forward. â€Å"Stereotyping can have intense negative effects, especially when educators or managers make fewer attempts to involve those of other cultures because they have been taught not to expect participation† (Billikopf, 2009). Taking a look at the difficulties caused by variety in cultural background from another angle, one can discuss how the meaning that certain gestures and statements have to different cultures. A teacher must be conscious about what he or she says in an ESL class, because what he or she thinks might not be offensive to an average American might be a taboo for other cultures. Some certain cultures frown more at abuses more than others. There are certain words that some other cultures will not embrace in a public arena such as classroom. ‘You must have being very mad when you realised that the answer to the question was not farfetched’. To a non-English speaking fellow, the word ‘mad in the sentence is literarily lifted from the sentence to mean an abuse, whereas someone who is from an English speaking nation knows exactly what the statement means and doesn’t feel offended by it. â€Å"One of the biggest problems ESL teachers face is that one ESL classroom may be filled with students from many nations, even if, for example, they are all Spanish-speaking countries† (ESL Classroom and Cultural Sensitivity , 1996-2010). However, variety in linguistic background can also pose a major barrier to effective communication in English as a second language class. English is a very complex language and it takes time to master. A student from a different linguistic background, has his own idea of sentence structures, writing approach and original accent which. To adjust to the new way of communication could be very difficult because he will find the English language a different ball game to the ones he has been used to for year. When you begin to learn the English language as a non-English speaking student, what you first find confusing is the sentence structure. My little cousin once reported her elder sister to her dad, saying, ‘Daddy, my dress Fadeke wear’. This sentence is definitely faulty in structure, but when I thought of it closely I realized that she literarily translated indigenous language to English following the same structure, not realizing that the English language has a very different sentence structure. Another major concern is the accent of a non-English speaking student. When a Hispanic student speaks English it is difficult to understand because the accent used when talking. You will hardly pick a meaning from what he says not because of the sentence structure or the grammatical usage but the accent. The language one speaks usually affects the accent of the person which is why most Latinos find it hard to pronounce certain letters. You will also notice the trace of their original language when they speak the English language. Finally, learning disabilities can pose a great danger when learning the English language by an ESL student. Dyslexia is a popular disability that makes an ESL student forget what has been taught easily. â€Å"Learning Disability is the term currently used to describe a handicap that interferes with someone’s ability to store, process or produce information. Such disabilities affect both children and adults† (Root, April, 1994). HOW CAN THESE PROBLEMS BE RECOGNIZED? Spotting out the effect of linguistic variety in the ESL requires experience from the part of a teacher. To be able to recognize these difficulties in communication, certain signs and gestures are to be taken note of. These difficulties could be as a result of the two factors highlighted above. These are variety in Linguistics and Cultures. Participation in class is a major clue. Any student not seen participating in class shows a good sign of difficulties in class. Generally, students who are from the English culture are known to be very inquisitive in class and wanting to learn more. They are believed to ask questions in class while the other students from a different culture are less interested. To overcome this, a teacher must be willing to be able to carry them all along in classroom. In order not to be considered bias in class the teacher should make sure to avoid focussing attention on the English speaking students alone. â€Å"If the student lacks the proficiency to participate in the class, another arrangement should be made for the student. It may be possible to place the student in another class more appropriate for their level of proficiency. If this is not a possibility, the teacher should put the ESL student on a syllabus geared to his or her level† (Steenbergen). Another method is to give assignments to the ESL students to assess if they understand what is being taught in the class. You cannot force a student to ask questions in class. Rather, as a teacher, you can only encourage them to be more participating. Most times, these ESL students are less confident about the way they speak the English language and would prefer not to talk in the class than being a source of mockery from the rest of the students. â€Å"As the student in this scenario, you fear the reaction of the students and the teacher because you are unsure of your language. You feel a deep insecurity knowing that your language skills are inferior to those of your peers† (Steenbergen). Another sign of difficulties in communication is the inability to pronounce word spell words very well in their writing and also bad language structure. The English language is one of the most difficult languages to learn and this is as a result of the complexity in details that need to be followed. Lexis structures, spelling, verbal usage and concord. When you notice that a student is literarily translating his/her language to the English Language, not taking cognisance of the structure involved then probably the fellow is having this problem due to linguistic variety. A perfect way to increase the rate at which a student learns the English language is through regular reading of books. â€Å"Every day in school and at home ESL students have many different texts to read. It is through reading that they acquire much of their knowledge and understanding of the different subject areas, and reading often forms the basis of follow-up work such as class discussions or homework questions† (Shoebottom, 1996-2007). Educators know that the best way to subconsciously inscribe the English language into the hearts of the ESL students is to make them imbibe the habit of reading. When you as an ESL student read text regularly, you will learn the English language naturally. Through regular reading, an ESL student naturally masters the grammatical structures, verbal usage, correct spelling of words and many more concepts necessary to be learnt. ESL students also find it hard to relate to some references that are peculiar to the American history when learning and speaking the English language. Reference such as 9-11 refers to the Terrorist attack on the USA floor and someone from another cultural background might not understand it when spoken in class. â€Å"Other cultural references which might come up in text or conversation would be things like Christopher Columbus, George Washington, Sesame Street, Thanksgiving, Halloween, and other aspects. The teaching of such cultural factors is not intended to be a means of promoting mainstream American culture and values† (Kyprianides). POSITIVE CONSEQUENCES IN AN ESL CLASSROOM The major positivity in an ESL classroom is the environment they create. Most of the students are from various countries of different cultural background. This creates an avenue for all the students to learn about various cultures from each other. The advantage is that it makes the English speaking cultural students to see the beauty in other people’s culture. It gives the students a wider knowledge base about other students’ culture and creates more understanding amongst them. â€Å"ESL students can greatly benefit the classroom. They bring linguistic diversity and a richer cultural environment to the class. Teachers must be sure to avoid locking ESL students into an ethnic or cultural stereotype† (Steenbergen). Bibliography Billikopf, G. (2009, June 1). Cultural Differences? Or, are we really that different? . Retrieved May 7, 2010, from http://www. gebillikopf@ucdavis. edu ESL Classroom and Cultural Sensitivity . (1996-2010). Retrieved May 7, 2010, from Your Dictionary: www. yourdictionary. com Kyprianides, R. (n. d. ). Socio-cultural Competence in ESL Education. Retrieved May 9, 2010, from Site Maker- University of Michigan: http://www. sitemaker. umich. edu Root, C. (April, 1994). A Guide to Learning Disabilities for the ESL Classroom Practitioner. Teaching English as a Second or Foreign Language , Vol. 1. No. 1. Shoebottom, P. (1996-2007). Helping ESL students understand written texts. Retrieved May 9, 2010, from A Guide to Learning English: http://www. esl. fis. edu Steenbergen, L. ESL Learners in the Writing Classroom.

Difference Between Celsius and Centigrade

Difference Between Celsius and Centigrade Depending on how old you are, you might read 38 °C as 38 degrees Celsius or 38 degrees centigrade. Why are there two names for  °C and whats the difference? Heres the answer: Celsius and centigrade are two names for essentially the same temperature scale (with slight differences). The centigrade scale is divided into degrees based on dividing the temperature between which water freezes and boils into 100 equal gradients or degrees. The word centigrade comes from centi- for 100 and grade for gradients. The centigrade scale was introduced in 1744 and remained the primary scale of temperature until 1948. In 1948 the CGPM (Conference General des Poids et Measures) decided to standardize several units of measurement, including the temperature scale. Since the grade was in use as a unit (including the centigrade), a new name was chosen for the temperature scale: Celsius. Key Takeaways: Celsius vs. Centigrade The Celsius scale is a type of centigrade scale.A centigrade scale has 100 degrees between the freezing and boiling points of water.The original Celsius scale actually had a boiling point of 0 degrees and freezing point of 100 degrees. It ran in the opposite direction of the modern scale! The Celsius scale remains a centigrade scale in which there are 100 degrees from the freezing point (0 °C) and boiling point (100 °C) of water, though the size of the degree has been more precisely defined. A degree Celsius (or a Kelvin) is what you get when divide the thermodynamic range between absolute zero and the triple point of a specific type of water into 273.16 equal parts. There is a 0.01 °C difference between the triple point of water and the freezing point of water at standard pressure. Interesting Facts About Celsius and Centigrade The temperature scale created by Anders Celsius in 1742 was actually the reverse of the modern Celsius scale. Celsius original scale had water boil at 0 degrees and freeze at 100 degrees. Jean-Pierre Christin independently proposed at a temperature scale with zero at the freezing point of water and 100 was the boiling point (1743). Celsius original scale was reversed by Carolus Linnaeus in 1744, the year in which Celsius died. The centigrade scale was confusing because centigrade was also the Spanish and French term for a unit of angular measurement equal to 1/100 of a right angle. When the scale was extended from 0 to 100 degrees for temperature, centigrade was more properly hectograde. The public was largely unaffected by the confusion. Even though the degree Celsius was adopted by international committees in 1948, weather forecasts issued by the BBC continued to use degrees centigrade until February 1985!

Hamlet Study Guide

Hamlet Study Guide The Tragedy of Hamlet, Prince of Denmark is one of William Shakespeare’s best-known works and one of the most widely-read plays in the English language. Estimated to have been written between 1599 and 1602, Hamlet was one of Shakespeare’s most popular plays at the time of its release, and has remained hugely influential since its creation. Fast Facts: Hamlet Full Title: The Tragedy of Hamlet, Prince of DenmarkAuthor: William ShakespeareYear Published: Between 1599 and 1602Genre: TragedyType of Work: PlayOriginal Language: EnglishThemes: Appearance vs. Reality; Revenge and Action vs. Inaction; Death, Guilt, and the AfterlifeMajor Characters: Hamlet, Claudius, Polonius, Ophelia, Laertes, Gertrude, Fortinbras, Horatio, The Ghost, Rosencrantz GuildensternFun Fact: Shakespeare’s son, who died at age 11, was named Hamnet; he may have been an inspiration for the tragic character Hamlet. Plot Summary Hamlet is the story of the events that take place after the king of Denmark is found dead. His son, Hamlet, is visited by the kings ghost, who tells him that Hamlet’s uncle Claudius was the murderer. Hamlet resolves to kill Claudius and avenge his fathers death, but he struggles with the morality of his decision and finds himself unable to act. To fool Claudius into thinking he knows nothing about the murder, Hamlet pretends to be insane; however, Hamlet’s actual mental state becomes less and less certain throughout the play. Meanwhile, when Claudius begins to realize Hamlet knows more than he lets on, he plots to kill him. Hamlet, though, is smart; much of the play depicts his brilliant wordplay and cunning outmaneuvers of the king’s courtiers- until, of course, the play’s tragic ending, which sees most of the royal family killed. Major Characters Hamlet. The protagonist of the story, Hamlet is the prince of Denmark and the son of the murdered king. Possessing a melancholy and depressive disposition, he struggles throughout the play with his inability to act on his desire for revenge. Claudius. The current king of Denmark and the brother of the king, Hamlets late father. Claudius murdered the former king and married his wife Gertrude, stealing Hamlet’s right to succeed his father. Polonius. The father of Ophelia and Laertes and advisor to the king. Obsequious, pedantic, and scheming, Polonius is killed by Hamlet. Ophelia. Hamlet’s love interest and Polonius’s daughter. She aims to please her father and is deeply troubled by Hamlet’s madness, but goes mad herself by the end of the play. Laertes. Polonius’s son. He is a man of action, in direct contrast to Hamlet, and is ready to take his revenge as soon as he discovers Hamlet’s hand in the destruction of his father and sister. Gertrude. The queen of Denmark, Hamlet’s mother, and Claudius’s wife. She was married to the old king, but was unfaithful to him with Claudius. Fortinbras. The prince of Norway, who eventually becomes king of Denmark after Hamlets death. Horatio. Hamlet’s best friend from university, who serves as a foil to Hamlet. The Ghost. Hamlet’s dead father, the former king of Denmark. Rosencrantz and Guildenstern. Hamlet’s childhood friends, whom Hamlet outwits at every turn. Major Themes Appearance vs. Reality. Is the ghost really Hamlet’s dead father? Is Claudius lying? Hamlet must continually grapple with his inability to trust his own interpretation of events, which keeps him in a state of inaction. Death, Guilt, and the Afterlife. Hamlet frequently wonders about the mystery of death. Tied to these thoughts is always the question of guilt, and whether or not his soul- or the soul of another, like Claudius- will wind up in heaven or hell. Revenge and Action vs. Inaction. Although the play is about revenge, Hamlet continually delays the act. Connected to this theme is the question of the afterlife, doubts about which seem to stay Hamlet’s hand. Literary Style Hamlet has had remarkable literary significance from its first performance, which is estimated to have taken place between 1599 and 1602, influencing writers as varied as John Milton, Johann Wilhelm von Goethe, George Eliot, and David Foster Wallace.  It is a tragedy, a genre with roots in classical Greek theatre; however, Shakespeare ignores Aristotle’s injunction for a play to focus primarily on action, not character. Instead, the play follows the twists and turns of Hamlet’s moral struggle much more through soliloquies than plot. The play was written during the reign of Elizabeth I. There are numerous early versions of the play still in existence; each, however, has different lines, so it is the job of the editor to decide which version to publish, and accounts for the many explanatory notes in editions of Shakespeare. About the Author William Shakespeare is arguably the highest-regarded writer in the English language. Although his exact date of birth is unknown, he was baptized in Stratford-Upon-Avon in 1564 and married Anne Hathaway at age 18. Sometime between the ages of 20 and 30, Shakespeare moved to London to start his career in theatre. He worked as an actor and a writer, as well as a part-time owner of the theatre troupe the Lord Chamberlain’s Men, later known as the King’s Men. Since little information about commoners was retained at the time, not much is known about Shakespeare, leading to ongoing questions about his life, his inspiration, and the authorship of his plays.

Marketing Report Research Paper Example | Topics and Well Written Essays - 2500 words

Marketing Report - Research Paper Example This implies that in production, a company needs to have a clear understanding of its customers in relation to the things they need and an analysis of the most preferred size of the commodity. A good product that is acceptable in the market is able to win the confidence of customers and they are easily going to buy it from the market. Production and sale of Dove Soap Bar is one of its kinds because it has put into consideration the needs of the customers and this has made it very competitive in the market and has led many customers to neglect other brands of bar soaps to adopt it. Table of Contents Executive summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2 Table of content†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.4 Supply Side Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦4 Demand Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦5 Segmentation and Targeting†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.......6 Comp etitor Identification and Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦......7 Competitive Advantage of Dove Soap Bar †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.8 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦.10 Introduction Dove Soap Bar contains some ingredients that make it good for bathing for people of different ages and sexes, who value skin protection. This is because in production of the bar soap, the producer focuses on giving people a quality product that has most of the things they like and need in a soap. The soap has different qualities that are physical and chemica l, which add value to it as soap sold in a market that has other varieties. Dove Soap Bar is produced with some diversity so that it can capture different people in the market and have them buy it according to their preferences dictated by their health and socialization (Raju, 1995, p53). Dove Soap Bar appears in the market with different qualities that make it preferable among other soaps in the market. The physical qualities of the soap is that it has sweet blue fig and orange blossom scent which makes it to attract people because it is friendly to them. It also appears in different colors, which include; blue, white, orange and pink, to attract different class of people to whom colors are important in determining the choices they make for products. In this respect, people choose the Dove Soap Bar according to these physical qualities, which manifest without a need for detailed evaluation on its properties. Dove Soap Bar has different properties that make the customers to prefer i t as compared to others that serve similar purposes to the people. For example, the property that it moisturizes after taking a bath with it and leaves the skin feeling soft and smooth makes it a preferable product for different people in the market (Parker, 2006, p57). Supply Side Analysis The supply of the Dove Soap Bar happens from an industry that produces it and presents the orders to customers make from the company. In the US, customers who come from within the industry have ease of access from the shops in the area and different retail opening in the area which supply consumer products in small quantities (Jacoby, 2010, p31). The supply of Dove Soap Bar is established in that it has two main channels i.e. from the industry to consumers and from the industry