The 7 Habits of Highly Effective People essay Example | Topics and Well Written Essays - 750 words

The 7 Habits of Highly Effective People - Essay Example nd discussion will be useful with respect to convincing the information provided within the text and appropriately/accurately engaging it within everyday life. The first of these 7 habits that are discussed within the effects is that of being proactive. Ultimately, this is simplistic goal is one which is almost each and every individual can utilize within the course of their daily lives. For instance, by analyzing situations, understanding their determinants, and anticipating potential outcomes, be proactive individual will be more suited to maximizing their gains and situating themselves in a favorable position; regardless of the situation in question. Habits two and three are closely linked. Number two focuses upon the need to began with the end in mind. Accordingly, habit number 3 is contingent upon prioritizing goals and putting first things first. As the reader can accurately denote, both of these two habits can easily be applied within the life of the individual merely by taking time to consider the outcomes of key situations and planning the approach that would maximize their own best interests to the higher degree. Habit 4 encourages the individual to think of the â€Å"win-win†. The application that this has is for the individual to break free of the zero sum game attitude that is so oftentimes part and parcel of the way that individuals engage with situations throughout their lives. However, by understanding an problem or issue outside of the terms of personal gain or benefit, analyzing it from different perspectives can be highly beneficial in terms of creating a degree of benefit for all parties involved. Further, habit 5 was concentric upon listening prior to coming forward with potential solutions or means of integrating with a particular issue. From a personal perspective, this habit was perhaps the most beneficial to this particular student; due in part to the fact that my proactive nature oftentimes leads me to seek an immediate fix to a

Im African American, Not Ghetto Yet Im White Essay Example for Free

Im African American, Not Ghetto Yet Im White Essay I’m African American, Not Ghetto Yet I’m â€Å"White†? Stereotypes are a part of the reason why people are so judgmental today. In the world, speaking â€Å"like† an African American usually refer to slang/illiterate terms while speaking Caucasian would refer to intelligence. The stereotype I chose, â€Å"If you’re black but don’t act ghetto you’re considered â€Å"white†; is seldomly brought up but constantly judged throughout the business world and education systems or even in everyday tasks such as shopping. Deon Cole Black Box is a comedy show that The first media selected was an episode from â€Å"Deon Cole’s Black Box†. This video focused on an African American man working in a business consisting of mostly Caucasian people. The speaker, Deon Cole spoke to a moreover adult audience conveying that African American speaking intellectually and using words such as â€Å"awesome† are considered speaking white and is not acceptable. The purpose of this stereotype is to compare the speaking difference between African Americans and Caucasians. The speaker delivered the message with a humorous point of view. He consistently talked in a different way compared to when he talked to people of his same race. Although to his other coworkers he sounded normal, to people of his own race he sounded odd. The speaker confronted him on this saying how he talked â€Å"white†. This added to the stereotype ‘If you’re black but not ghetto, you’re automatically considered â€Å"white†Ã¢â‚¬â„¢. The Second media I chose was an article called â€Å"Racism in High School I’m not Oreo or ghetto—I’m just being me†. The author Nesshell Rainford communicated her opinion on how others were considering her an Oreo. This meaning others felt she talked white on the inside but was African American on the outside. The intended audience was any teenager who may have experienced or is experiencing this. She expressed how she felt towards teasing, insults, racism and judgments she dealt with in high school.

Pride And Prejudice :: essays research papers

Overcoming Pride and Prejudice through Maturity and Self- Understanding Jane Austen, born in Steventon, England, in 1775, began to write the original manuscript of Pride and Prejudice, entitled First Impressions, which was completed by 1797, but was rejected for publication. The work was rewritten around 1812 and published in 1813 as Pride and Prejudice. During Austen’s career, Romanticism reached its zenith of acceptance and influence, while Pride and Prejudice displays little evidence on the Romantic movement, it also reveals no awareness of the international upheavals and consequent turmoil in England that took place during Austen’s lifetime. The society of Jane Austen’s era is a stratified one, in which class divisions are rooted in family connections and wealth. Austen is often critical of the assumptions and prejudices of upper- class England and her novels distinguish between internal merit and rank or possessions. The central concern of this â€Å"comedy of manners† is Mrs. Bennet's dogged efforts to find suitable husb ands for her daughters. The amiable Jane and the gentle Bingley are almost drawn to each other. In contrast, the arrogant, insolent, conceited Mr. Darcy and the spontaneous, high- spirited, vivacious Elizabeth have several encounters of a battle of wits throughout the novel. Austen studies social relationships in the limited society of a country neighborhood and investigates them in detail with an often ironic and humorous eye. The significance of the title helps determine the actions of the two main characters and thereby the course of the plot. â€Å"Pride† is an unrealistic exaggeration of one’s importance. Prejudice prevents people from judging others according to their real merits. Both pride and prejudice are moral distortions and prevent the individual from seeing things as they really are. Marked by an elegant structure, and sharp satire, Pride and Prejudice encompasses the primary theme that maturity is achieved through the loss of illusion, particularly perta ining to the relationships between the witty yet prejudiced Elizabeth Bennet and the cultured yet prideful Fitzwilliam Darcy. Throughout the novel, Austen satirizes the manners of all classes, exposing people who have excessive pride as rude and often foolish, regardless of wealth or station. While the terms of pride and prejudice pertain particularly to Mr. Darcy and Elizabeth, there are other characters as well that portray these traits as well. Austen uses Mr. Collins as an extreme example of how excessive pride can affect one’s manner. In Mr. Collin’s case, he prides himself on his sense of respectability, his profession, and his association with Lady Catherine.

Early Christian Art Essay

The present state of Christianity is completely different to its past. During the early years of Christianity, Christians were persecuted for their faith. Due to heavy persecution, early Christians had to use some kind of secret communication. This had given way to the birth of Early Christian art. Due to the proximity in the timeline, Early Christian art had shown much influence from Byzantine art. However, Early Christian art had to undergo change during the Late Antiquity in the Roman Empire. Much of the early Christian Art in the Late Antiquity was influenced by the prevalence of wars and political instability (Spier 2007). Since there was no more need for secrecy, Early Christian art had become more focused on politics rather than the religion. During the early years of Christianity, storytelling was regarded as the most effective way of mass communication. Written language was still unavailable for the consumption of all, thus people had used Oral narratives to communicate and preserve cultural ideas. One of the propagated stories was that of Christianity. On the other hand, symbols were used to avoid persecution from those against Christianity. Through storytelling and symbols, early Christian artists were able to continue their faith and avoid persecution at the same time. Perhaps two of the most common symbols in Early Christian art are the dove, lamb, and the fish. The dove was used as a symbol for purity and peace, something of high value to Christians. On the other hand, the fish was used as a symbol for Christ. The fish had become an ingenious symbol for Christ as it symbolizes the last supper and the water used for Christian baptism. And lastly, the lamb had become another symbol for Christ, particularly when he had bled during the crucifixion. In addition to that, the lamb could also serve as a symbolism for Christians wherein Christ is the good shepherd. Reference Spier, Jeffrey. (2007). Picturing the Bible: the earliest Christian art. Connecticut: Yale University Press

Symbolism in “The Storm”

Symbolism in â€Å"The Storm† â€Å"The Storm†, written by Kate Chopin in 1898, examines the uncontrollable desires of a young wife, lured into the arms of her past lover as her husband and son are caught in a storm. Bobinot and four-year-old Bibi are running errands when the storm suddenly hit. Bobinot’s wife, Calixta was at home sewing when she noticed the severe storm happening outside. When Calixta went outside to gather some clothing, her old lover Alcee asked for shelter during the storm. Through her use of symbolism, Chopin gives the reader her feelings on the love affair between Calixta and Alcee.Chopin’s uses symbolism in her use of different colors throughout the story. The color white is mentioned multiple times in the story. White symbolizes light, purity, and innocence. Calixta’s neck and breasts are described as being white, which means that she is a very pure person. Calixta and Bobinot’s bed is a white, monumental bed. This su ggests that their marriage is loveless and passionless. She refers to the passion between them as a white flame. In addition to these meanings, the white is also symbolic as the hottest part of a flame. Their passion was an overwhelming force, too powerful for them to control.Red means passion, anger, blood and disorder. Alcee notices Calixta’s red lips as he is comforting her about the storm. Her red lips are a symbol of all the disorder in her life and in the storm, as well as the passion that is sparking between her and Alcee. When the rain is over and Alcee is leaving his lover, the world is green and the sun is shining. Green means hope, growth, and fertility. The sun symbolizes enlightenment and wisdom. By the two of them walking into this green world where the sun is shining, it is as if their love affair is acceptable.The storm itself is very symbolic in this story. The storm is parallel to their tryst and also to the internal battle in Calixta. The storm sets the sce ne for their love affair and is full of intensity and exhilaration as it rages outside. The reader can sense the wildness that is taking place inside and outside Calixta's home. But, in the midst of the mayhem there is a sense of peace and harmony within the walls of her home. When Alcee first arrives at Calixta’s home, the rain has just started getting bad. The sexual tension etween the two of them heightens when lightning strikes a tree and scares Calixta. This causes her to throw herself into Alcee’s arms for protection. While they are in the throes of passion, the rain reaches its full force. By the time Alcee and Calixta have finished their affair, the rain has stopped and the storm has moved on. It seems as though the rain has washed away their sin of adultery, because when they walk outside the world is shiny and bright. All this time, Bobinot and Bibi have been waiting at the store. When the storm finally passes, they are able to go home.On their way, Bobinot i s afraid that his wife will be angry with him for taking so long at the store and for not being presentable. To his surprise, when they come in the backdoor, Calixta is fixing dinner and is in a wonderful mood. She checks them over to make sure they are dry and unharmed. She seems genuinely happy to see her husband and son. However, when Bobinot gives her the treat he picked up for her; she only kisses him on the cheek to show her gratitude. This reinforces the suspicion that they are in a loveless or passionless marriage.

Jesus and Mohammad, Christianity and Islam

Jesus and Mohammad, Christianity and Islam Free Online Research Papers Jesus and Mohammad shaped what Christianity and Islam are today. These two men were born at different places and times in history that touched many lives that begin from birth through their lives to beyond their deaths. Though their teachings were about one God, their beliefs were different in many ways. Tracing their lives to compare and contrast their differences will show each of us the meaning and purpose each of these men had here on earth. The beliefs of Jesus and Mohammad are carried on today throughout society in many different ways. Comparing their births starts with Jesus being born of the Virgin Mary and adopted father, Joseph around 4 B.C. in the town of Bethlehem. An angel came to Mary to tell her she was going to have a son and to name him Jesus, which means Savior. Jesus was raised by both Joseph and Mary throughout his childhood. Mohammad was born around 570 A.D. by his mother Aminah and father Abd Allah in the town of Mecca. Mohammads name means Praised One. Mohammads father died before he was born and his Mom died by the age of six leaving Mohammad to be raised by a nurse, then his grandfather and finally by his uncle. Both these boys had different childhoods as Jesus labored as a carpenter with his adopted father, Joseph and Mohammad started out as a shepherd then became a camel-caravan leader. Jesus at the age of 12, started going into the temple to listen, ask questions of his elders and speaking knowledge of the word that a boy of this age normally would not know. Mohammad traveled many distances as a young boy with his uncle doing main trade routes. Mohammad went to work for a woman by the name of Khadijah bint Khuwaylid, who happened to be the wealthiest person in Qurasih. She trusted Mohammad with her trades which brought much money in return. At the age of 25, Mohammad married the widow woman Khadijah. Mohammed was known to go into the mountains to meditate and pray to God. At the age of 40, according to (Rivzi 2009),On Mount Hira that an Angel by the name of Gabriel came to Mohammad and bought him a message that Allah (God), choose him as the last prophet with a mission to preach submission to the will of Allah. The will of God is that the Prophet to-be should undergo the entire sufferings, pains and privations incidental to human life in order that he might learn to bear them with becoming fortitude and raise his stature in human perfection (Rizvi 2009). By the age of 30, Jesus was seeking John the Baptist, to perform a baptism for him in the Jordan River. Jesus then went into the wilderness and was tempted by Satan. Jesus as God was in human form here on earth to show that he was thirsty, hungry, and tempted as a normal man but could prove to everyone that he was in perfect form and could resist any temptation. Jesus went on to perform miracles, had followers fall at his feet, and continued to spread the good news, the Word of God. Jesus never married and Mohammed married many times over the course of his life. Jesus was literate and Mohammed was illiterate but commanded by Angel Gabriel to read. Mohammed learned to recite and memorize the revelation of Gods word. This revelation was revealed in the book of Holy Quran. With Jesus, the word of God was revealed in the New and Old Testament of the Holy Bible. Jesus lived a life free of sin and did not have to ask forgiveness where Mohammed prayed to Allah (God) sometimes five to seven times daily. Jesus did not wage any wars, ordered death and established love for everyone around him. Jesus was sent to earth to become a sacrifice for our sins. Believe in Him and have everlasting life. Jesus created a spiritual kingdom while here on earth and was recognized as a Savior, the Son, God, Holy Spirit, Messiah, Redeemer, Prophet, and Lord among other things. Mohammed created an earthly empire and by the permission of Allah (God) waged war by fighting or leading battles in which he was Messenger of God to reunite all people. One of Mohammads best recognized qualities was his representation of his proclamation of principles of universal brotherhood and doctrine of equality of everyone. He was recognized also as a Prophet, a king, a warrior, a businessman, a general, a preacher, a judge, a protector and a saint among other things. Mohammed became a significant figure in Islam regarding his qualities of honesty, sincerity, and noble virtues where Jesus became a significant figure to Christianity for his qualities of miracles, teaching and knowledge, giving, willingness, and sacrificing himself for our chance at eternal life. Mohammed became ill died sometime in his sixties. Mohammed is believed to have gone to heaven after his passing to be with Allah (God) in Paradise. Jesus was persecuted, tortured, and crucified to death on a cross. Jesus resurrected three days after his burial to ascend back to heaven. There are those who believe that Jesus crucifixion and death symbolized a chance of forgiveness of sins. His death gives those who believe salvation and redemption from hell. There are many disputes over the Christian belief of what transpired during Jesus time and has many beliefs and different denominations that are known today. Mohammeds death was merely losing a leader, someone of importance to the traditions, faith and unity of Islam. Again, Mohammads death created different beliefs and splitting the Islamic faith. Christians today follow the teachings of the Old and New Testament of the Holy Bible. The common belief for Christianity is that God sent his Son, Jesus Christ here on earth to pay a price for our sins, so that we would have a chance at Eternal Life, residing with him in Heaven. For those who do not believe in Jesus as their personal Savior and ask for forgiveness will pay the price and reside in the fiery pits of hell forever. The common belief for Muslims is their full submission to Allah, the only God. Muslims strive hard to protect the Holy Quran to its original form. Muslims also believe that at the end of the world, each one will resurrect from the grave and be held accountable for his or her actions on earth and those who were good, will reside in Heaven and those who were bad, will reside in hell. Both Jesus and Mohammed were extraordinary men for their time here on earth and the religion they taught others, setting an example to others, and holding true to their faith and belief in God (Allah) to their followers. Throughout history both religions, Christianity and Islam have created many conflicts among many people but each person is entitled to his or her beliefs and most hold true to their heart what is considered to be religiously correct. Everyone according to the Christianity and Islamic belief is that each of us will be held accountable on Judgment Day. Research Papers on Jesus and Mohammad, Christianity and IslamBook Review on The Autobiography of Malcolm XComparison: Letter from Birmingham and CritoPersonal Experience with Teen PregnancyHip-Hop is ArtWhere Wild and West MeetNever Been Kicked Out of a Place This NiceMind TravelThe Fifth HorsemanAnalysis Of A Cosmetics AdvertisementCanaanite Influence on the Early Israelite Religion

Solicitar estatus de refugiado para Estados Unidos

Solicitar estatus de refugiado para Estados Unidos Las personas perseguidas o que teman sufrir represalias pueden solicitar asilo en Estados Unidos o que se les otorgue el estatus de refugiado. La gran diferencia es que el asilo se pide estando ya fà ­sicamente en EEUU o en un puerto de entrada y la condicià ³n de refugiado se solicita en el extranjero. Condiciones para que la condicià ³n de refugiado sea reconocida por Estados Unidos Deben cumplirse las siguientes premisas: 1. Vivir en un paà ­s distinto del propio o al de residencia habitual. Hay excepciones previstas legalmente, como el caso de los cubanos. 2. La persona que solicita que se le conceda el estatus de refugiado no puede tener và ­nculos fuertes en el paà ­s en el que se encuentra actualmente. Por ejemplo, si su cà ³nyuge es de ese paà ­s o tiene un trabajo estable se considera que tiene lazos fuertes. 3. No puede regresar a su paà ­s porque tiene un miedo fundado de que si lo hace sufrir represalias o ser perseguido por razà ³n de su raza, religià ³n, pertenencia a un determinado grupo social o à ©tnico o por su opinià ³n polà ­tica. 4. Y, finalmente, que conceder la condicià ³n de refugiado a una persona en particular se encuentre dentro de las prioridades del gobierno de los Estados Unidos de Amà ©rica, que es el à ºnico con potestad para decidir quà © es prioridad para el paà ­s. Procedimiento para solicitar el estatus de refugiado Dependiendo del caso, se contacta con una oficina consular o, en la mayorà ­a de los casos, se viene referido por una organizacià ³n, como por ejemplo, el Alto Comisionado de Naciones Unidas para los Refugiados (UNHCR, por sus siglas en inglà ©s). Hay que tener en cuenta que en la inmensa mayorà ­a de las oficinas consulares de Estados Unidos no se tramitan las peticiones de refugiados. Sà ³lo en un nà ºmero reducido de las mismas.   Ser precisamente ante un oficial de Inmigracià ³n del USCIS asignado a una oficina consular ante el que hay que probar que se tiene un caso para ser considerado refugiado. Adems, hay que contar con la promesa de un patrocinador en los Estados Unidos que, en el caso de que sea concedida la peticià ³n de refugiado, sirva de apoyo para su recolocacià ³n en Estados Unidos. Si finalmente el USCIS otorga el estatus de refugiado, la persona recibir una visa para entrar y vivir en EEUU. A tener en cuenta En el proceso para conseguir el estatus de refugiado es necesario entrevistarse en persona con el oficial del USCIS a cargo del caso. Si la persona que alega ser refugiado se encuentra en otro paà ­s, el gobierno de Estados Unidos no corre con los gastos de su desplazamiento hasta el paà ­s donde se encuentra la oficina consular que debe tramitar el caso. Tampoco puede ayudar a conseguir visados para llegar a ese paà ­s, si fuesen necesarios. Tips Casa caso es un mundo. Por lo que es muy arriesgado juzgar si una persona puede ganar o no el estatus de refugiado. En todo caso es fundamental tener de verdad miedo de ser perseguido o sufrir represalias. Asimismo, se tiene que tener la capacidad de probar y explicar adecuadamente las razones de ese miedo. Y, finalmente, no hay que olvidar que Estados Unidos tiene sus propias prioridades. No todas las peticiones son iguales y es materialmente imposible conceder el estatus de refugiado a todas las personas que lo solicitan. En todo   caso, la solicitud de condicià ³n de refugiado para los nacionales de 7 paà ­ses de mayorà ­a musulmana se ha visto muy alterada por la  presidencia de Donald Trump, si bien las cortes se han pronunciado en contra de la prohibicià ³n que se impuso por orden ejecutiva a los refugiados de dichos paà ­ses.. Diferencia entre el asilo y el estatus de refugiado Segà ºn la ley americana, el asilo sà ³lo se puede solicitar cuando las  personas se encuentran ya fà ­sicamente en Estados Unidos o que lo solicitan en un aeropuerto o puerto de entrada a Estados Unidos y demuestran miedo creà ­ble. En cada uno de estos casos el procedimiento es distinto y no aplican las mismas reglas a las personas que ya se encuentran dentro del paà ­s y a las que solicitan el asilo nada ms llegar a la frontera. Adems, hay que recordar que se ha puesto fin  a la polà ­tica de de pies secos, pies mojados  para cubanos y tambià ©n las  visas CMPP  para personal sanitario de la misma nacionalidad en misiones en el exterior. Los cubanos pueden seguir el mismo procedimiento de peticià ³n de asilo que el resto de las nacionalidades. Si bien sigue en vigor la Ley de Ajuste Cubano. Segà ºn esa norma, los cubanos podrn solicitar la tarjeta de residencia al pasar 1 aà ±o y 1 dà ­a de presencia fà ­sica en Estados Unidos, pero la condicià ³n es que el ingreso haya sido legal. Finalmente, para entender el asilo y la condicià ³n de refugiado resulta conveniente tomar este test de respuestas mà ºltiples. Contiene las respuestas correctas y brindan ayuda para aclarar dudas e inquietudes. Este es un artà ­culo informativo. No es asesorà ­a legal.

Alfred Sisley, French Impressionist Landscape Painter

Alfred Sisley, French Impressionist Landscape Painter Alfred Sisley (October 30, 1839 - January 29, 1899) was a French impressionist painter who straddled British and French national identification. Although he received far less praise than some of his contemporaries, he was one of the key artists who began the French impressionist movement. Fast Facts: Alfred Sisley Born: October 30, 1839 in Paris, FranceDied: January 29, 1899 in Moret-sur-Loing, FranceProfession: PainterSpouse: Eugenie LesouezecChildren: Pierre and JeanneArtistic Movement: ImpressionismSelected Works: The Bridge in Argenteuil (1872), Regatta at Molesey (1874), Barges on the Loing at Saint-Mammes (1885)Notable Quote: The animation of the canvas is one of the hardest problems of painting. Early Life and Training Born in Paris, France, the son of wealthy British parents, Alfred Sisley grew up and lived most of his life in France, but he never renounced his British citizenship. His father operated a business exporting silk and artificial flowers. Sisleys mother was extremely knowledgeable about music. In 1857, the parents sent young Albert to London to study for a career in commercial trade. While there, he visited the National Gallery and examined the work of the painters John Constable and J.M.W. Turner. In 1861, Albert Sisley returned to Paris, and a year later began art studies at the Ecole des Beaux-Arts. There, he met fellow painters Claude Monet and Pierre-Auguste Renoir. They frequently took trips to paint landscapes outdoors in an effort to realistically capture the changing impact of sunlight throughout the day. Sisley met Eugenie Lesouezec in 1866. Together, they had two children, Pierre, born in 1867, and Jeanne, born in 1869. Although they remained together until Eugenies death in 1898, they didnt marry until August 5, 1897. In 1870, due to the impact of the Franco-Prussian War, Sisleys fathers business failed. Sisley and his family lived in poverty for the rest of his life, surviving on the income from selling his paintings. The value of his works didnt increase significantly until after his death. The Seine at Point du Jour (1877). Hulton Fine Art / Getty Images Landscape Painter Camille Pissarro and Edouard Manet were primary influences on the style and subject matter of Albert Sisleys paintings. Pissarro and Manet were key figures who provided a bridge to the development of impressionism in the latter part of the 19th century. Sisleys primary subject was landscape painting, and he often depicted dramatic skies. The painting The Bridge in Argenteuil, painted in 1872, shows Sisleys primary interest in the landscape and architecture of the bridge despite the presence of strolling people in the painting. He boldly depicts the clouds in the sky and the rippling effect of waves in the water. The Bridge in Argenteuil (1872). Mondadori Portfolio / Getty Images Barges on the Loing at Saint-Mammes, painted in 1885, shows the bold colors created by the intense sunlight of a warm summer day. The reflections of the buildings along the beach are shown broken up by the movement of the water, and the eye is drawn through perspective to a railway viaduct in the distance. Friendship With Pierre-Auguste Renoir and Claude Monet Alfred Sisley became close friends with Pierre-Auguste Renoir and Claude Monet, two of the most prominent impressionists. The trio often painted and socialized together. Sisley was close enough to Renoir that the latter painted multiple portraits of Sisley both alone and with his partner, Eugenie. Albert Sisley painted by Pierre-Auguste Renoir. Yorck Project / Wikimedia Commons / Public Domain Sisley was never as prominent in the Paris art scene as his two close friends. Some observers theorize that is due to the fact that Sisley insisted on embracing both his French and British roots, straddling two cultures, while his better-known colleagues were French through and through. Later Career Constantly seeking a lower cost of living due to struggling to get by on his income from selling paintings, Sisley moved his family to small villages in the French countryside. Late in his career, he began focusing more intently on architecture as a subject in his art. An 1893 series of paintings focuses on a church in the village of Moret-sur-Loing. He also painted a series of depictions of the Rouen Cathedral in the 1890s. Barges on the Loing at Saint-Mammes (1885). Heritage Images / Getty Images Albert and Eugenie traveled to Great Britain for a final time in 1897. They married each other in Wales and stayed along the coast where Sisley executed nearly 20 paintings. In October, they returned to France. Eugenie died several months later, and Albert Sisley followed her to the grave in January 1899. To assist with the financial needs of the children Sisley left behind, his good friend Claude Monet arranged an auction of the artists paintings in May 1899. View of Fontainebleau Wood (1885). Mondadori Portfolio / Getty Images Legacy Alfred Sisley received little acclaim during his lifetime. However, he was one of the founding artists of French impressionism. His early paintings provide a link between the neo-impressionistic works of artists such as Edouard Manet, and key impressionists such as Claude Monet and Pierre-Auguste Renoir, both good friends of Alfred Sisley. Some also see Sisley as a rightful predecessor to the work with light and color in the paintings of Paul Cezanne. Source Shone, Richard. Sisley. Harry N. Abrams, 1992.

Theoretical dimensions involving criminal behavior Research Paper

Theoretical dimensions involving criminal behavior - Research Paper Example Cultural norms are actions and practices that are well-accepted in society, while deviant actions are those that are not acceptable. All forms of crime are considered deviant. It is not acceptable for a person to break into the house of someone else and take everything. It is not acceptable for a person to randomly kill another person. Thus, deviants, most especially, criminals, need to be punished in order for them to be accepted again into society. Theories on Criminal Behavior One of the sociological theories that were applied to criminal behavior was Durkheim’s concept of anomie. Anomie is the mismatch between a person’s (or a group’s) beliefs and that of the majority. When a feeling of anomie exists, then the two groups can not exist in the presence of the other. One has to give way, usually, the smaller group adapting the norms of the larger group. When the smaller group decides to continue going against the norms, then conflict would occur. The concept of anomie was used by Robert King Merton and other sociologists to develop what they refer to as the Strain Theory. The strain theory states that social structures and norms within society may pressure citizens to commit crime. It follows Durkheim’s study of anomie and suicide. He believed that a person commits suicide due to a feeling of insignificance and alienation. Merton used Durkheim’s views to further explain deviance and criminal behavior. ... et of social relationships in which members of the society or group are variously implicated." Anomie, the state of normlessness, arises when there is "an acute disjunction between the cultural norms and goals and the socially structured capacities of members of the group to act in accord with them." (Merton, 1968) Merton then links all the three concepts and believes that discontinuities between culture and structure cause deviance. Source: Wikipedia.org If Merton’s theory would be applied to the social context at present, an example we can use is the common belief that crimes increase in times of economic crisis. People have certain cultural practices, and these practices are supported by the structure (government and economy). Once the structure breaks down, like in an economic crisis, the people would have to adjust their practices. Those who cannot adjust to the new structure, or those who does not want to adjust, tend to do crimes. It’s like a person who steals mo ney from the bank so that he or she can buy food and other basic needs. Robert Agnew further explained Merton’s theory, believing that a theory should not be tied to social class or culture. He popularized the general strain theory, which focused more on an individual’s immediate social environment. He argued that an individual's actual or anticipated failure to achieve positively valued goals, actual or anticipated removal of positively valued behavior, and actual or anticipated presentation of negative behavior all result in strain. For example, if an individual fails to get the kind of attention that he or she expects from others, then that would cause that individual to feel bad about other people. These situations are more common among children, and if this kind of feeling builds up, then

Corporate Computing Essay Example | Topics and Well Written Essays - 250 words

Corporate Computing - Essay Example The process may take ages to unfold, but the technological advancement is already taking place. Virtualization, Web services and grid computing are three advances 'which are of considerable significance', though their importance has frequently been hidden by the arcane terms used to explain them.Virtualization erases the variations involving proprietary computing platforms, hence enabling applications intended to run on one working scheme to be deployed in a different place. Web services regulate the interfaces connecting applications, whirling them into modules that can be assembled and disassembled simply.  Ã‚  Grid computing enables large information of hardware mechanism such as disk drivers or servers to successfully act as a sole device, pooling their capability and allocating it mechanically to diverse jobs. In diverse ways, the three technologies play a function parallel to that of the untimely recent converters. They make possible a vast, compactly incorporated system to b e constructed out of assorted and formerly irreconcilable components. Independently, the three technologies are remarkable; however, collective they become innovative.The need for utility services has forced some companies to connect their old hardware and software into traditional data centers. Certainly, firms frequently forgo if not striking utility services or run into difficulties with outsourcing planning since the necessary incorporation with their bequest systems is so complicated.

Industrial hygiene Case Study Example | Topics and Well Written Essays - 1250 words

Industrial hygiene - Case Study Example c among many others, an industrial hygienist therefore ensures the safety of the employees at a place of work by ensuring that the risks presented by the above hazards do not materialize at the place of work. The goal of industrial hygiene is to prevent both industrial diseases and industrial accidents both of which incapacitate the employees thereby causing immense inconveniences in their productivity. In doing this, industrial hygienists use a number of scientific techniques including exposure assessment, risk management, and industrial safety among others. The profession employs rigorous and stringent methodologies that often require professional judgments based on both experience and education in its determination of the potential exposures to hazardous environments. In doing this, the professionals implement safe procedures, systems and methods of completing tasks in a company. I. A professional hygienist conducts effective health programs in a governmental organizational or an industrial plant with the view to recognizing, eliminating and controlling the occupational hazards and diseases. The hazards may arise from either the working environment or the nature of the work. As such, the professional collects various samples including vapors, dusts and gases among other materials that may possess a level of toxicity for in-depth analysis in laboratories. After the scientific analyses, the professional makes recommendations depending on the level of the risks that the materials present to the employees thus making the place of work safer for the employees. II. A professional hygienist investigates the sufficiency of the exhaust equipment installed in a company, lighting and ventilation among other features that may risk the health of the employees. In measuring the efficiency of such facilities, the professional considers the number of the employees in the organizations and determines the ability of the resources to safeguard the health of the employees. This

How World Wide Web and Internet Affected Globalization Essay

How World Wide Web and Internet Affected Globalization - Essay Example Social networking has also made the world small and accessible to most individuals, regardless of their location, age, and economic status. The cost of internet connections has become cheap, allowing most individuals, regardless of economic status, to use the internet. In effect, the internet has made it easy for social, economic, and political interactions to be carried out among people from most parts of the globe. In other words, the internet has expanded the extent of globalization. This paper will discuss and critically evaluate the extent to which the World Wide Web and the internet have affected globalisation. This discussion shall start with an overview of globalization and the internet use. A critical discussion on the impact of the internet on globalisation shall follow. Finally, concluding remarks shall end and summarise the discussion. Globalisation and the Internet Overview Globalisation refers to the process of making a phenomenon, activity, or product worldwide in scop e or utilization (Milward, 2003, p. 14). Generally, globalisation is also considered the process of incorporating the world closely with each other in terms of its economics, politics, and culture. The World Wide Web and the internet, on the other hand, basically refer to the interconnected global networks of computers where documents, images, messages, and similar information are transmitted electronically to each other (Bidgoli, 2004, p. 264). The internet is in many ways a tool for globalisation, expediting the process of globalisation and allowing it to reach a bigger population at a faster and more efficient pace. In effect, the internet has significantly impacted on globalisation, allowing for a more comprehensive process of globalisation to be implemented in most parts of the globe. Critical Evaluation Computers and the internet support globalization by providing major changes in the processes of communication, making geographical considerations superfluous elements in establ ishing collaborations and business interactions with other countries and other nationalities (Adam, et.al., 1997, p. 115). Globalized computer technology has also allowed new technologies and social organizations which impact on the effectiveness of businesses and the improvement of lives of ordinary individuals. The impact of globalization, however, is based on people’s understanding of globalization, including its social and economic aspects. Globalization can be seen at the international and national level; infrastructure is also usually established nationally as people often use their telecommunication structures within their countries (Adam, et.al., 1997, p. 116). These structures are crucial to the internationalization processes of globalization and other elements and issues which refer to the international operations of globalized infrastructures. Globalization is made possible by various commercial processes and incentives in the improvement of efficiency; it is also driven by the need to improve the quality of lives of individuals. The internet is a major element of current globalization practices because the internet allows for a wide and open marketplace for information, goods, and services (Adam, et.al., 1997, p. 117). With the advantages of the internet, the globalized marketplace has now made possible the establishment of electronic analogues in financial practices. The internet combines researches and related technologies from various fields and

What is Good Death (Meaningful Death) Meant to Christianity Essay

What is Good Death (Meaningful Death) Meant to Christianity - Essay Example Job’s friend, Bildad, typified death as the â€Å"lord of terrors† (Jackson 1). The writer of Hebrews, on the other hand, spoke of those who, through the fear of death, were, throughout their existence, put through bondage and oppression. Though few of us might attain that high peak of faith, where we can say like Apostle Paul that we desire to die, surely with the clarification of the New Testament exposure, we can encounter the mysteries of death with calmer spirits. This paper will discuss what a good death is meant to a Christian. It will dwell on factors such as organ donation, after life and how to live for a meaningful death as a Christian. Death refers to the state of sleeping. The New Testament talks about dead people as those that have fallen asleep in Jesus (Jackson 1). The phrase â€Å"sleep† is utilized in the Scriptures to explain the state of the human body in death. The book of Daniel reveals that only the body of man slumbers in death. Here, it i s certain that the fraction of man, which is laid in the dust of the soil, is that which sleeps. However, it is the human’s body, which is laid into the ground. Therefore, it is the human body, which sleeps in death, not the spirit (Sheehan 34). In the New Covenant, the phrase â€Å"asleep† is said to originate from the Greek word (koimaomai), which is also from keimai, plainly signifying â€Å"to lie down† (Sheehan 34). ... The Bible also sensibly speaks of the rotting of the human body (Sheehan 34). When Adam and Eve committed their sin, the tree of life was taken away from them and; thus, physical immortality. Death is, hence, man’s lot to go back to the dust of the ground. Paul talks about the earthly home of our tabernacle being â€Å"dissolved† or shuttered by death (Jackson 1). The Greek phrase for â€Å"dissolved† is kataluo, accurately signifying to â€Å"loose down,† a clear expression for fleshly decomposition. It is distressing that others decline to acknowledge the fate or destiny of the body, using huge sums of money trying to preserve their mortal remains in anticipation of resuscitation. Regardless of the claims to the opposite, physical immortality will never be attained by the medical profession (Jackson 1). In this age of fast growing health care technology, on a day-to-day, basis Christian nurses are faced with vital issues, which result in questions and un certainty regarding the relationship between Christian ethics, as well as modern medicine. This exercise of organ donation, in addition to transplantation, is one such medical development (Howard 15). Following the first victorious organ transplant, in 1954, the matters circulating this practice have become more and more complicated. Apparently, many people promptly accept the notion that receiving or donating organs is ethically permissible. With regards to Christianity, sacrifice and assisting others are key themes, and; thus, a choice to donate organs is perceived as a constructive thing. Christians should be confident to assist others in need (Howard 16). They see organ donation as an act of love and care to the receiver. It is also a way of

How World Wide Web and Internet Affected Globalization Essay

How World Wide Web and Internet Affected Globalization - Essay Example Social networking has also made the world small and accessible to most individuals, regardless of their location, age, and economic status. The cost of internet connections has become cheap, allowing most individuals, regardless of economic status, to use the internet. In effect, the internet has made it easy for social, economic, and political interactions to be carried out among people from most parts of the globe. In other words, the internet has expanded the extent of globalization. This paper will discuss and critically evaluate the extent to which the World Wide Web and the internet have affected globalisation. This discussion shall start with an overview of globalization and the internet use. A critical discussion on the impact of the internet on globalisation shall follow. Finally, concluding remarks shall end and summarise the discussion. Globalisation and the Internet Overview Globalisation refers to the process of making a phenomenon, activity, or product worldwide in scop e or utilization (Milward, 2003, p. 14). Generally, globalisation is also considered the process of incorporating the world closely with each other in terms of its economics, politics, and culture. The World Wide Web and the internet, on the other hand, basically refer to the interconnected global networks of computers where documents, images, messages, and similar information are transmitted electronically to each other (Bidgoli, 2004, p. 264). The internet is in many ways a tool for globalisation, expediting the process of globalisation and allowing it to reach a bigger population at a faster and more efficient pace. In effect, the internet has significantly impacted on globalisation, allowing for a more comprehensive process of globalisation to be implemented in most parts of the globe. Critical Evaluation Computers and the internet support globalization by providing major changes in the processes of communication, making geographical considerations superfluous elements in establ ishing collaborations and business interactions with other countries and other nationalities (Adam, et.al., 1997, p. 115). Globalized computer technology has also allowed new technologies and social organizations which impact on the effectiveness of businesses and the improvement of lives of ordinary individuals. The impact of globalization, however, is based on people’s understanding of globalization, including its social and economic aspects. Globalization can be seen at the international and national level; infrastructure is also usually established nationally as people often use their telecommunication structures within their countries (Adam, et.al., 1997, p. 116). These structures are crucial to the internationalization processes of globalization and other elements and issues which refer to the international operations of globalized infrastructures. Globalization is made possible by various commercial processes and incentives in the improvement of efficiency; it is also driven by the need to improve the quality of lives of individuals. The internet is a major element of current globalization practices because the internet allows for a wide and open marketplace for information, goods, and services (Adam, et.al., 1997, p. 117). With the advantages of the internet, the globalized marketplace has now made possible the establishment of electronic analogues in financial practices. The internet combines researches and related technologies from various fields and

International Outsourcing of Clothing Industry Dissertation

International Outsourcing of Clothing Industry - Dissertation Example At international level several attempts have been made by the international trading bodies like WTO to liberalize the trade system and as a result there is increase in the outsourcing of different industries. Globalization has drawn lasting effects on the clothing industry as well and global outsourcing is occurring in the industry at increasing rates. Outsourcing of different industries draws significant impacts of the performance of that industry as well as on the entire economy. There are different view points about the potential effects of global outsourcing. Some researchers (e.g. Antras, Helpman, 2004) believe that increased global outsourcing cause unemployment of thousands of domestic highly skilled professionals as the companies offer the employment opportunities to the labor of another country from where they might get the labor at low wages or salaries. On the other hand some social scientists (e.g. Bruce S. Berton, 2004; Amiti, Wei, 2005) strongly believe that the economies in the 21st century must need outsourcing in different industries because it bring variety of benefits and advantages to the countries like the consumers get more choices available in front of them and they also have an easy access to purchase the products at different levels of distribution. Along with these effects of global outsourcing attempts are also made to examine the impacts of outsourcing on the workforce of the countries (e.g. Campa and Linda S. Goldberg 1997; Maria Pia Hernandez, 2004). Despite the fact the a considerable portion of literature is concerned with examining the effects of global outsourcing on industries and the economies, there are few researches that study the impact of global outsourcing of clothing... The dissertation unfolded the international outsourcing of the clothing industry from the US and also provided the information about the various issues that are related to the clothing industry outsourcing. It came out from the study the clothing industry is being outsourced internationally from America for many years ago. It means that there is enough awareness in the businesses of the American clothing industry that they paid attention towards the outsourcing and discovered that the outsourcing will provide them certain benefits. As a result of this thinking outsourcing of clothing industry by the US, clothing firms become a common practice and many of the famous brands also get their clothing assembled in other countries where the manufacturing cost is less than America. The two important factors that were pointed out as the main player that encourage the outsourcing of industries (Technology advancement and Trade liberalization measures) also played an active role in the internat ional outsourcing of the US clothing industry. The clothing firms of US is not only facilitated by the technology to get into the outsourcing practice but the favorable investment and trade condition also makes it possible that the companies to look towards international outsourcing and save the money that is saved from the labor salaries. The clothing industry mostly looks towards the positive consequences of the international outsourcing and they do not take much care of the matter that what will happen to the skill and unskilled labor of home country.

Creativity in Critical Thinking Essay Example for Free

Creativity in Critical Thinking Essay In the health care profession, the skills, and abilities to think critically are an essential component of professional accountability and quality care. In order to manage the complexity of the work environment, and patient care issues, critical thinking will enable nurses think more effectively, and work through challenges to achieve the best possible results. There are many ways critical thinking can be used in nursing profession. Critical thinkers in nursing, demonstrate habits of the mind include flexibility, creativity, inquisitiveness, intellectual integrity, intuition, open-mindedness, perseverance, and reflection to manage complex matters in the health care arena (Rubenfeld, Scheffer, 2010). Nurses use creativity, one of the habits of mind in critical thinking to educate their patients. Example of Creative Thinking in Patient Education To provide safe care to the patients, nurses must utilize critical thinking abilities in the assessment of patient issues, the planning of care, and the implementation of care. Careful examination of all the aspects of patient care helps the nurse to reach a better outcome imparting education for the patient. When providing education or information to a patient, the nurses apply creative thinking, by using the counseling dialogues help the patient raise questions of why, how, and who. The nurses guide patients through identifying, and exploring the problem, consider the patient’s choices, choose a plan of action, and evaluate the results (Ranklin, 2005). For example, reducing falls in the inpatient unit. Fall risk assessment is a key safety issue in many inpatients. Identifying the risk for fall on patient admission, and implementing measures and reevaluate the patient is essential to prevent falls on the unit. Moreover educating the patient and families is a necessary step in preventing patient falls. Evaluation of an Example of Creative Thinking The presented example is a way of creative thinking to impart education to the patients. Firstly, visual observation of the at-risk patients helps the staff, patients, and families to prevent falls. Identification tools on the doors, at the bedside, yellow socks, and falls band on the arms enable the health care professionals to target implementation of fall prevention to the patients. The sign at the bedside which says, â€Å"Please call, do not fall†, and the bed alarm reminds the patients and their families that, they are at risk for falling. Participating communication with other health care personals regarding fall risk in a regular shift report, and creating visual cues in the patients’ rooms, alarm the nurses and other health care professionals to prevent patients getting harm from falling. Justification of Creativity in Critical Thinking Creative thinking helps the nursing professionals identify biological, behavioral and environmental risk factors. Patient fall is preventable by implementing effective, and creative fall prevention programs, and thus help the patients live better. Creative thinkers must have knowledge of the clinical problem. They should have the ability of assessing the present problem, and be knowledgeable about the underlying cause, and be able to overcome the situation. Creativity in critical thinking boosts the nurse’s ability to modify, and expand the existing knowledge in patient related situations. In creative thinking, health care professionals take initiative, examine strategies to use, and recognize the consequences of strategies, and make the decision. Creative thinking remains a key ingredient for individualized client care. In that nurse identifies the specific need of each patient, and makes interventions specific to those needs. Without creative thinking, nursing care would become consistent and routine. There is a strong relationship between critical and creative thinking. In order to provide education to the needy clients, nurses’ needs to utilize critical intelligence and to be a critical thinker (Daniels, 2004). Hence, hospitalized patients need an individual assessment when educating them. It is important that, nurse must learn to utilize critical thinking skills natural way when providing care to the patients.

Benefits of Keeping a Fish Aquarium at Home

Benefits of Keeping a Fish Aquarium at Home THE AQAURIUM THERAPY: POSITIVE EFFECTS OF FISH- KEEPING ON HEALTH AND LIFE. Omkar Pokharkar Abstract: Fish-keeping is a fantastic hobby enjoyed all over the world. It is simply amazing how one individual can sit in front of the aquarium spending hours staring and admiring colorful fishes and their habitat. It is mind boggling how people can kill time with this interesting hobby. This hobby is a boon to the people who lead a stressful life and have cardiovascular disorders/problem. By pursuing this hobby one can experience calmness and happiness effectively reducing stress levels and hence keeping the blood pressure in check. This paper points out only the outline of possible events occurring in the brain and not the detailed mechanism of action of each neurochemicals. With the help of neuroscience it is now possible to understand the correlation between the aquarium and brain neurochemicals which are secreted when an individual gazes at fishes and the dà ©cor of the aquarium. People practicing aqua-hobby are less susceptible to heart diseases, and live a longer and happy life. This concludes that by having an aquarium in the house, the illness caused by stress and other emotional trauma can be effectively tackled to some extent without any mental health medications. Keywords: fish, aquariums, health, therapy, ornamental, neurochemicals. INTRODUCTION: Humans had a long history of capturing and domesticating the animals for their benefits. Humans used animals for production of dairy products, for agricultural production, to obtain meat etc. But certain animals such as fish were also kept captive in tanks for decorational purposes. History of fish-keeping can be traced back to Sumerians around 2500 B.C. Egyptians used to worship fish and romans too used fish as both food and decoration in 1st century A.D. These evidences are based on archeological findings. Chinese during the sung dynasty kept large number of fishes such as ‘carps’ just for decorative purposes and not for consumption. People during these days were not familiar to the concept of â€Å"water change† to remove the excess ammonia caused due to fish waste in the tank and as a result the fishes used to die frequently. In 1805, Robert Warrington found out the concept of water change to keep the fish healthy for long time. First public aquaria were opene d in London at Regents Park in 1853 and took fish-keeping to a whole new level. In 1853, German Emil Robmaber wrote an essay stating that; sea can be captured in a glass, which introduced fish-keeping hobby to the public making it popular. Now in 21st century due to advancement in the field of aquarium technology it has become more convenient to master the hobby and gain health benefits from it, modern aquarium technology acts as the life support system for fishes in the tank making them thrive comfortably in captive for a long period of time. BENEFITS OF FISH-KEEPING ON HEALTH: Stabilizes Blood pressure and induce calmness: Ideal blood pressure is below 120/80, and it must remain in this range for good health. When the blood pressure stabilizes there is a drop in stress levels which is necessary for optimum health. Studies around the globe proved that gazing at a fish aquarium stabilizes the blood pressure which offers a great health benefit for an individual suffering from cardiovascular disorders. Watching the fish swimming in the aquarium with their dazzling colors can induce deep relaxation state. This is extremely therapeutic as it takes away the anxiety and clears the mind of all unnecessary thoughts. This practice of gazing the aquarium and watch beautiful ornamental fishes swim in shoals triggers neurochemicals in the brain called as ‘GABA’ which is an amino acid acting as a neurotransmitter in CNS and it acts by inhibiting or slowing the nerve transmission in the brain reducing the anxiety hence called as Anti-anxiety neurochemical. (See Figure I) and ‘Serotonin’ or 5- hydroxytryptamine is a monoamine neurotransmitter produced both in brain and gastrointestinal tract which is capable of stabilizing the mood. Serotonin maintains a balance between breathing and heart rate, it regulates the sleep cycle, regulates body temperature and pH levels in blood. (See Figure II). (smith, 2014) Figure I. Structure of a GABA molecule Chemical formula-C4H9NO2 Figure II. Structure of serotonin molecule Chemical formula-C10H12N2O Helps Alzheimer/dementia patients Alzheimer’s disease is brain disorder that gradually destroys the memory, thinking skills and ultimately destroys the ability to perform the routine tasks. Fish aquariums induce general sensory stimulation which helps individuals suffering from Alzheimer to eat better, gain weight and stay mentally active. Watching the fish swim, the attention span of patient increases and aggressive behavior reduces to a great extent. The technique that emerged from Neuro-research clinics involved restoring appropriate levels of the master neurotransmitters like serotonin and the catecholamine group such as dopamine and adrenaline. There is an opinion that watching a nicely decorated aquarium with beautiful fishes can naturally induce these neurotransmitters in the brain to some extent. Adrenaline is the neurochemical which is produced by the adrenal glands located at the top of the kidneys and is responsible for an energy surge in the body which takes away the dullness (see Figure III) and d opamine is a neurochemical which acts as a messenger that aids in the proper transmission of signals in brain and other organs. This neurotransmitter is produced in several parts of the brain such as substantia nigra and ventral tegmental area. It is also released by hypothalamus (see Figure IV). (darling, 2015) Figure III. Structure of adrenaline molecule Chemical formula- C9H13NO3 (Macà ©us, 2011) Figure IV. Structure of dopamine molecule Chemical formula- C8H11NO2 Induces a sudden sense of happiness In this competitive and challenging world, there is a huge amount of stress which every individual experiences and it leads to depression or sadness. An aquarium in the house is a perfect solution to get refreshed and it gives a break from the outside world. The sadness and dullness is washed away by simply gazing and admiring the fishes that swim in the tank (see Figure V). Neurochemical such as Endocannabinoids are self-produced cannabisthat acts on the ‎Cannabinoid receptor type 1and 2 of the cannabinoid system. The word ‘Anandamide’ is derived from a Sanskrit word â€Å"Ananda† meaning Bliss or happiness (see Figure VI). It is the most well-known endocannabinoid. This neurochemical is responsible for surge in happiness. (jeffrey senske, 2015) Figure V. Red Discus fish and tetras (Cronk, 2014) Figure VI. Structure of ‘Anandamide’ molecule Chemical formula-C22H37NO2 Benefits hyperactive children Hyperactive kids sometimes can cause a lot of mess in the house; they often have very low focus span and are more notorious. Bringing an aquarium in the house can reduce their hyperactivity and will stay more focused and calm, simply because the fish swimming inside the tank distract children from their hyperactive behavior. In this case, the excess adrenalin rush in hyperactive kids is minimized by a surge in secretion of GABA which occurs due to watching fishes swim. It simply eliminates the transmissions in brain, producing calm effect. Benefits the eyes The fast pace of urbanization is putting lot of pressure on the urban infrastructure in the cities. To see a green patch in the concrete jungles has become nearly impossible. Human eyes can see up to 7 million colors out of these some are eye irritants for instance; bright yellow and some are relaxing like different shades of green. The green color is more desired by the eyes as it feels more relaxing. So an aquarium planted with variety of live plants and driftwood can help stimulate greenery in the house which would be soothing for both eyes and mind (see Figure VII). Many eye specialists have an opinion that, gazing at planted fish aquariums daily for at least 1 hour can significantly improve the vision of an individual. (huachinango, 2013) Figure VII. Blue Discus fish and tetras BENEFITS OF FISH-KEEPING ON LIFE: Education for both children and adults: When children see an aquarium filled with beautiful ornamental fishes in hotels or restaurants they get excited and at the same time start asking questions about the fish. Adults too sometimes get confused and often don’t know anything about the fish species or their natural habitat. A solution to this problem is to simply buy an aquarium and house some fishes from a wide range of habitats. And many books on fishes are available in market which describes in detail the origin of fishes for instance (see Figure VIII). Children can learn how to care for pets; they will become more responsible towards another living creature. They can witness the life cycle of a fish and appreciate biology. They may choose to become a marine biologist or aqua culturist. ( Atsushi Sakurai, 1993) Figure VIII. A Book describing 650 fish species Enhances the interior look of the house: Bringing a fish aquarium can incredibly enhance the inside look of an average house. A big aquarium with live plants, driftwoods and small tropical or other ornamental fishes placed in the right directions in such a way that the tank is visible from every corner of the room would intensify the look of that room. Many people buy aquarium just to improve the look of their living room and bed room (see Figure IX below). Flowing Water from the Filter units in the aquarium make continuous water trickling sound which is music to the ears. (Melissa, 2012) Figure IX. Bedroom with an aquarium for a peaceful sleep CONCLUSION From the points mentioned above it is clear that having an aquarium can significantly influence life and health. Aquariums can heal a stressed out body and mind making it clear of all unwanted thoughts which reduces the stress and blood pressure. Watching beautiful fishes swim in the aquarium provides a break to the viewer from all the routine work in life and cause a sense of relaxation or calmness. It helps kids to gain knowledge about variety of fishes and learn how to care for them. Hyperactive kids become quite and calm. These positive effects on health are caused due to secretion of neurochemicals influenced by gazing at colorful active fishes swimming in the tank. This paper contains a simple explanation of how neurotransmitter in brain can get influenced by this hobby. These neurochemicals include Endocannabinoids, serotonin, GABA, and adrenaline which when are deficient or secreted in low amounts can cause high stress and depression levels. So it’s safe to say that aq uariums can reduce suicidal tendencies in people by regulating these heavenly chemicals in the brain. REFERENCES: [1] smith, P. (2014). balancing brain chemistry with peter smith. Retrieved april 2015, from www.balancingbrainchemistry.co.uk: http://www.balancingbrainchemistry.co.uk/33/GABA-Deficient-Anxiety.html [2] darling, D. (2015). Encyclopedia of science. Retrieved april 2015, from The worlds of david darling: http://www.daviddarling.info/images/adrenaline.png [3] Macà ©us, J. (2011, april 1). Dark side of the bigO. Retrieved april 2015, from sexual health site: http://www.sexualhealthsite.info/wp-content/uploads/2011/03/Dopamine.png [4] jeffrey senske. (2015). aqaurium design group. (j. s. mark senske, Producer, ADG) Retrieved april 2015, from www.aqauriumdesigngroup.com: http://www.aquariumdesigngroup.com/index.php#mi=2pt=1pi=10000s=14p=0a=0at=0 [5] Cronk, J. D. (2014, november 15). Biochemstry dictionary. Retrieved april 2015, from www.guweb2.gonzaga.edu: http://guweb2.gonzaga.edu/faculty/cronk/biochem/A-index.cfm?definition=A [6] huachinango. (2013, october 10). petco. Retrieved april 2015, from www.community.petco.com: https://community.petco.com/t5/General-Discussions/Planning-a-future-aquarium/td-p/42577/page/2 [7] Atsushi Sakurai, Y. S. (1993, november 1). Aquarium Fish of the World: The Comprehensive Guide to 650 Species. Retrieved april 2015, from http://www.amazon.com: http://www.amazon.com/Aquarium-Fish-World-Comprehensive-Species/dp/0811802698 [8] Melissa. (2012). the home decoration. Retrieved april 2015, from melissasheartandhome: http://melissasheartandhome.blogspot.in/2014/05/aquarium-design.html

The Real Deal Out In The Field :: essays research papers

The Real Deal Out in the Field   Ã‚  Ã‚  Ã‚  Ã‚  Being that this will be a very opinionated paper I concluded that I should begin this piece with an opinion. According to myself, there is no such thing as a just war. War is war no matter how much you try to justify it. You can’t escape the fact that with war comes loss of life. This brings up the idea of â€Å"who are we to eliminate someone’s life.† No man should have such responsibility. Naturally those that cause war or instigate war are those that will not be fighting in the trenches. To say that George W. Bush has total and complete passion for every man fighting this â€Å"new type of war† is nothing but ignorance at its finest.   Ã‚  Ã‚  Ã‚  Ã‚  A day after the horrible attacks on the World Trade Center the pope released a statement to the press. In this statement he said, â€Å"Let us beg the lord that the spiral of hatred and violence will not prevail (sept. 12)† then later on the catholic church serves and ordinance allowing the use of a â€Å"just war†. How could it be that after the popes praises for peace the same church virtual gives its ok for a war. This is extremely contradiciary. The only conclusion one can derive from such an act is that the pope used his speech as a political ploy to downsize the visual size of involvement that the church has in all of this.   Ã‚  Ã‚  Ã‚  Ã‚  With this said we now look at our own government for which I have nothing but disgust. If you were to watch a baseball game, they now make it mandatory (not written in stone but very highly ‘pushed’) that during the seventh inning stretch a guest will appear and sing God Bless America. To me this is a cheap ploy at instigating patriotism and forcing it upon the American people that what we are doing is right and if you don’t agree with out actions then you’re not a true American. What kind of a â€Å"kind and caring† government is this? I am a true American. I also recognize BS when I see it.   Ã‚  Ã‚  Ã‚  Ã‚  If you have been alive for the past 2-3 weeks you will realize you are hearing a lot about an anthrax scare. This again is governmental tactics. I choose to use the phrase â€Å"silent weapons for quiet wars† to better describe this abuse of power by our almighty government.

Legislations that affect school work Essay

Identify and summarise five pieces of legislation (to include codes of practice) which schools have to follow. Explain how each of these affect work in schools. Legislation refers to the actual law enacted by a governing or legislative body at national or local level. There are legislations for more or less all aspects of life but we are particularly going to discuss the ones that affect schools. These laws are produced and implemented in order to protect children and the people who work with children. Legislations ensure their safety and make sure their rights are respected. Code of practice is a practical guide that provides ways on how to effectively work under legislation. The Code of Practice is not a legislation itself that is why schools are not legally bound to follow them. Examples include: †¢Special Educational Needs Code of Practice for Wales. †¢Safeguarding Children: Working Together Under the Children Act 2004. Let us now look at five different legislations and how they affect work in schools. 1. The Data Protection Act 1998: The Data Protection Act means that schools need to make sure that all the information they hold is kept securely on site. If its paper storage it should be locked in filing cabinets. If the information is electronic it should be on password-protected computers. This legislation bounds schools to use this information only for the purpose it was collected and not share it with unauthorised people. It affects schools and staff in many ways e.gs as a teaching assistant it puts a responsibility on us to make sure that pupil information is confidential and if it needs to be shared with adults working with a particular pupil (like a speech therapist), we have the parental consent to do it. 2. The UN Convention on Rights of Child 1989: The UN Convention on Rights of Child 1989 was ratified in the UK in 1991 and adopted by the Welsh Government in 2004. It is made up of 54 articles covering rights to survival, protection, and development of children. It can be summarized by saying it protects children from any form of discrimination. Children have a right to know and access the relevant information about themselves. They have the freedom to practice their own beliefs and come together and enjoy as groups. It states that all children  have an equal right to education and a right to privacy. They have the right to express their views and feelings. Children with disabilities have a right to lead full and independent lives and they have a say in the decisions that affect them. This legislation has a major impact on schools as it bounds the staff and teachers to listen to what the child has to say. E.g. a teacher cannot just make a decision about a child on their own just because he/she is an adult. They have to respect the wishes of the child. This law gives children a voice and control over their lives. It empowers children and brings in confidence but at the same time it can be used by a child in a negative way and teachers may find it hard to discipline a child and to deal with a behaviour problem. That is where the Code of Practice comes in as a useful tool and tells what to do in a particular situation. 3. The Education and Inspections Act 2006: The Education and Inspections Act 2006 is intended to represent a major step in ensuring that all children in all schools get the education they need to enable them to fulfil their potential. The Act provides greater freedoms to schools, including the possibility of owning their own assets, employing their own staff, setting their own admissions arrangements etc. This gives local authorities more responsibility for managing schools. This law gives staff a clear statutory right to discipline students. By law, all state (not private) schools must have a behaviour policy in place that includes measures to prevent all forms of bullying among pupils. This policy is decided by the school. All teachers, pupils and parents must be told what it is. School staff needs to be well aware of the policy. Although these legislations must be followed but the Children Act overrides all other laws when it comes to safeguarding children. 4. Children Act 2004: Children Act 2004 is an updated version of the Children Act 1989. The Children Act 1989 allocated duties to local authorities, courts, parents and other agencies to ensure children are safeguarded and their welfare is promoted. (Wikipedia.org ‘Children Act 1989’). It centres on the idea that a child’s welfare is paramount and comes before everything else. Wherever possible, children must be cared for by their own families and that adequate  support is available for parents and children in need. The law suggests that professionals should work in partnerships with parents at every stage. The Children Act 2004 introduces multi agency approach to safeguarding children. Detailed information is available for people in the ‘Working Together Document’. The idea behind the Act is to promote co-ordination between multiple official entities to improve the overall well-being of children. The 2004 Act also specifically provided for including and affecting disabled children. This Act promotes the achievement of the five outcomes of ‘Every Child Matters’ framework, that are: †¢Stay safe. †¢Be healthy. †¢Enjoy and achieve. †¢Make a positive contribution. †¢Achieve economic well-being. This legislation has a huge impact on schools and on the way they address issues of care, welfare and discipline. Teachers and the support staff’s work has been affected directly by the act and they need to have training or guidance in its implementation. 5. The Equality Act 2010. On 1 October 2010, the Equality Act 2010 replaced all existing equality legislation such as the Race Relations Act, Disability Discrimination Act and Sex Discrimination Act. It protects the children and staff from being discriminated. It also extends protection to pupil who are pregnant, have recently given birth or who are undergoing gender reassignment. In Wales the Act applies to all maintained and independent schools, including Academies, and special schools. The Act makes it unlawful for the responsible body of a school to discriminate against, harass or victimise a pupil in relation to admissions, in the way it provides education, in the way it provides pupils access to any benefit, facility or service, or by excluding a pupil or subjecting them to any other detriment. Teachers now have to make sure that children with disabilities or additional needs are also included in and have access to all activities so there is no form of discrimination. (gov.uk ‘Equality Act 2010’)

Corprate Global Strategy

Final Year Core Unit Corporate & Global Strategy Hemis Code: 5J3060 UNIT HANDBOOK 2011/2012 Tutors: Maria Allen Room 901d 0161 247 6527 m. [email  protected] ac. uk Carole Forbes Room 901a 0161 247 3830 c. [email  protected] ac. uk Dr. Panagiotis Kokkalis Room 808a 0161 247 6641 p. [email  protected] ac. uk Rationale Strategic management has become an integral mechanism for firms operating in the global economy, which is characterised by its high level of integration and cross-national operation. Strategic management issues relate to all aspects of an organisation, including its relationship with the environment and its internal processes. Accordingly, a vast amount of research has been conducted and published in the academic field of strategic management. Yet, far from showing a consensus, this literature is populated by a diversity of approaches, schools of thoughts, and paradigms. Understanding strategic management entails studying traditional and orthodox approaches to achieving and sustaining competitive advantage, as well as evaluating new and nnovative ways of organising and strategising in a global environment. Aims * To provide insights into the concepts relating to corporate and global strategy in the context of multinational, international and small to medium enterprises * To identify the impact of micro and macro influences on organisational strategising * To understand variables involved in strategic decision-making processes Unit Learning Outcomes On completing this unit, you should be able to: 1. Identify the key corporate and global level strategic management concepts. 2. Critique the concepts relating to the corporate and global levels of strategy in relation to a range of multinational and small to medium business enterprises. 3. Abstract from the global environment the key factors driving strategic change. 4. Critically evaluate the strategies of a range of enterprises involved in both manufacturing and service areas of business. 5. Measure the impact of global drivers on the operation and development of multinational enterprises. 6. Think creatively and develop the ability to recognise different strategic theories and practices in organisations. Assessment Coursework 40% comprising one element – an individual strategic analysis report assessing learning outcomes 2, 4, 5, 6. (See the brief below) Examination 60% – assessing learning outcomes 1, 2, 3, and 6 Assessment BA (HONS) BUSINESS MANAGEMENT BA (HONS) BUSINESS STUDIES COMBINED HONOURS CORPORATE AND GLOBAL STRATEGY You are required to conduct a strategic analysis of an international company of your choice. You should choose a company in which you have worked; have some knowledge, or one that has a high media profile. If you are in doubt about your choice of company, consult your tutor. You should use as the focus for your analysis a topic taken from the lecture programme and apply this to your chosen organisation to look at the particular aspects of the strategy within that organisation. However, this should be set in the context of the broader environment in which the organisation operates. It is important that you relate relevant theoretical frameworks to the empirical information (data) you have gathered in order to analyse, and not merely describe the organisation’s strategy. You should aim to evaluate the viability of the firm’s current strategy and make any recommendations for changes to the strategy that you consider to be appropriate. This analytical report should be no more than 3,500 words in length, should demonstrate your ability to identify and employ relevant academic concepts, theories and models, and should be fully referenced using the Harvard referencing system (refer to examples in handbook). Please attend the assignment preparation tutorials (see schedule below) where you will be provided with further information about the required content and scope of the work. In the event of a late submission, university regulations will apply. Submission date: Week commencing 16th January 2012 An assessment pro-forma is attached below for guidance. MANCHESTER METROPOLITAN UNIVERSITY BUSINESS SCHOOL Course: BA (Hons) Business, BA Combined Honors; BA (Hons) Business Studies Year: FinalSubject: Corporate & Global Strategy| Assignment: Strategic AnalysisStudent:Tutor:| Mark:| 1st:(as 2. i +) creative, innovative, intellectual depth, extraordinary quality of work| 2. :competent, complete, insight & observation, analytical and critical, total clarity | 2. ii:adequate, good coverage, some sound analysis, allowable flaws | 3rd:just sufficient, some theory, some observation, flawed but not failing | Fail:Simply incomplete OR totally uncritical OR no analysis OR inadequate material| THE INTRODUCTION sets the scene; and it indicates the areas to be covered, and in what order. | 1st 2. i 2. ii 3rd Fail| | THE LITERATURE/SOURCES/ surveyed is adequate in amount and qu ality, & is relevant to the selected topic. 1st 2. i 2. ii 3rd Fail| | The DEPTH OF ANALYSIS is sufficient, with a critical approach; underlying concepts are investigated. No unsupported statements: there is evidence for substantial arguments. | 1st 2. i 2. ii 3rd Fail| | THE APPLICATION OF RELEVANT MODELS has an appropriate focus in the analysis of the specific company. | 1st 2. i 2. ii 3rd Fail | | THE CONCLUSIONS, drawn from the analysis are realistic and intelligent| 1st 2. i 2. i 3rd Fail| | As an ACADEMIC REPORT, the language is appropriate, the structure is clear and manifest, & correct forms of academic referencing are used. | 1st 2. i 2. ii 3rd Fail| | Other comments: Teaching and Learning Strategy Learning will be through a mixture of lectures, seminars, discussions, reading and video material. Students will be encouraged to debate concepts and apply them to practical business situations and their own business experiences. Lectures will be complemented by seminars in which students have the pportunity to apply the theoretical frameworks that are covered in the lectures and gain an in-depth understanding of individual publications in this area. Seminars will take the form of group work, student presentations and discussions (focused on textbook material and journal articles) case studies and feedback. Tutorials The tutorials are intended to provide students with the opportunity to gain a more in-depth understanding of academic studies and apply theoretical frameworks to the analysis of real-world organisations. Tutorials take place every week and usually consist of group discussion and group presentations where appropriate. Students will be expected to prepare for the tutorials by undertaking their own research and carrying out the designated reading. Where students are allocated a specific article/paper/chapter to prepare, they should summarise it, present the main points and then comment on/critique it. To effectively critique the piece, students should research and read around the topic. It is expected that all students will read and prepare for these tutorials and contribute actively to them. The recommended textbook is Bob de Wit & Ron Meyer ‘Strategy Process, Content’, Context, an International Perspective’ 4th Edition, Thomson. Some of the designated preparatory reading chapters will be from this text. However, the recommended textbook does not cover every aspect of the unit and additional reading from books and journal articles are indicated for the relevant topics, to support the content of each lecture and the tutorial discussions. The following programme is indicative only; the order, specific content, activities and allocated readings are subject to change and amendments. Week/C| Lectures| Tutorials| Preparatory reading| Term 126 Sept| 1. Introduction to course aims and objectives, content review teaching/learning arrangements, assignment and assessmentCarole Forbes/Maria Allen/Panagiotis Kokkalis| No Tutorial| Practice accessing journal articles from the library electronic resources and Google scholar. Look for:Porter, M. E. (1996)Whittington, R. 2004)| 3 Oct| 2. Origins and ‘nature’ of Strategy. Panagiotis Kokkalis| Groups forming. Introduction to critical analysis. | Read: Porter (1996) Whittington (2004)| 10 Oct| 3. Theory of the firm and entrepreneurship theory Panagiotis Kokkalis| Origins of strategy Readings discussion| Origins of strategy Readings:Porter (1996) Whittington (2004)| 17 Oct| 4. Strategy formationPanagiotis Kokkalis| Assignment workshop 1| Decide on a topic and a companyCHANG E IS EXCLUDED. | 24 Oct| 5. RBVPanagiotis Kokkalis| Strategy formationReadings discussion| Strategy formation. Readings:Mintzberg and McHugh, (1985)| 31 OCT – 4 NOV – RED WEEK| Week/C| Lectures| Tutorials| Preparatory reading| 7 Nov| 6. Competences and CapabilitiesCarole Forbes| Strategy FormationReadings discussion| Strategy FormationReadings:Hodgkinson and Clarke (2007)| 14 Nov| 7. KnowledgePanagiotis Kokkalis| Resource Based ViewReadings discussion | Resource Based ViewReading:Barney (1991)| 21 Nov| 8. Strategic ThinkingPanagiotis Kokkalis| Competences and CapabilitiesReadings discussion| Competences and CapabilitiesReadings:Teece et. al. (1997)| 28 Nov| 9. LeadershipMaria Allen| Knowledge Based ViewReadings discussion| Kowledge Based ViewReadings:Nonaka (1994)| 5 Dec| 10. The International ContextMaria Allen| Workshop| Draft report| 12 Dec| No Lectures on this course| Drop In| | 16 DEC – 9 JAN 2012 – CHRISTMAS BREAK| | Lectures| Tutorials| Preparatory reading| Term2201209 Jan| 11. Drivers of Globalisation and FDIMaria Allen| Knowledge Based ViewReadings discussion| Knowledge Based ViewReadings:Szulanski (1996)| 16 Jan| 12. Strategic AlliancesCarole Forbes ASSIGNMENT DUE| LeadershipReadings discussion| LeadershipReadings:Cyert (1990)| 23 Jan| 13. Structure of industries and markets and the general government and business contextMaria Allen| LeadershipReadings discussion| LeadershipReadings:Case Study: Strategic Leadership and innovation at Apple Inc. Heracleous and Papachroni (2009)Page 681 DeWit and Meyer| 30 Jan| 14. Strategic ChangeCarole Forbes| GlobalisationReadings discussion| GlobalisationReadings:Levitt (1983)| 06 Feb| 15. Strategy as practice, ANT, CoPPanagiotis Kokkalis| GlobalisationReadings discussion| GlobalisationReadings:Douglas and Wind (1987)| 13 – 17 FEB – RED WEEK| Week/C| Lectures| Tutorials| Preparatory reading| 20 Feb| 16. Visiting Lecturer or Corporate Strategy| AlliancesReadings discussion| AlliancesReading:Koza and Lewin (1998)| 05March| 17. Organisational purpose & StakeholdersCarole Forbes| AlliancesReadings discussion| AlliancesReading:Gulati et al (2000)| 12March| 18. Corporate Strategy or Q& ACarole Forbes| Structure of industries and marketsReadings discussion| Structure of industries and marketsReading:Miller and Friesen (1983) | 19 March| 19. Exam RevisionCarole Forbes| Structure of industries and marketsReadings discussion| Structure of industries and marketsReading:Selsky et al (2007)| 26 March| 20. Exam RevisionCarole Forbes| Drop in | | 26 MARCH – 09 APRIL – EASTER VACATION | (The references for the authors shown in the programme are listed at the end of this handbook) The Recommended Textbook: Bob de Wit & Ron Meyer, Strategy, Process Content Context an International Perspective, Cengage Learning, 4th Ed. Journals Harvard Business Review Academy of Management Journal Academy of Management Review Long Range Planning Strategic Management Journal Recommended Reading Origins and Nature of Strategy Porter, M. E. (1996) ‘What is strategy? ‘, Harvard Business Review, November/December 61-78. Whittington, R. (2004) ‘Strategy after modernism: recovering practice', European Management Review, 1 62-68. Clegg, S. , Carter, C. and Kornberger, M. (2004) †Get up, I feel like being a strategy machine†, European Management Review, 1 (1), 21. Andrews, K. (1998) The concept of corporate strategy. In Strategy: Process, Content, Context (Eds, de Wit, B. and Meyer, R. ) Thomson Learning, London, pp. 86-93. Evered, R. (1983) ‘So what is strategy? ‘, Long Range Planning, 16 (3), 57. Cornelissen, J. A. (1977) ‘Corporate Strategy in the Eighties', Long Range Planning, 10 Oct. , 2. Campbell, A. and Alexander, M. (1997) ‘What's wrong with strategy? ‘, Harvard Business Review, November-December 39-52. Chaffee, E. E. (1985) ‘Three models of strategy', Academy of Management Review, 10 (1), 89-98. Hambrick, D. C. and Fredrickson, J. W. (2001) ‘Are you sure you have a strategy? ‘, The Academy of Management Executive, 15 (4), 48-59. Prahalad, C. K. and Hamel, G. (1994) ‘Strategy as a field of study: why search for a new paradigm', Strategic Management Journal, 15 5-16. Huff, A. S. (2001) ‘The continuing relevance of strategy', Human Relations, 54 (1), 123-130. Barry, D. and Elmes, M. (1997) ‘Strategy retold: towards a narrative view of strategic discourse', Academy of Management Review, 22 (2), 429-452. Theory of the firm and entrepreneurship theory Seth, A. and Thomas, H. (1994) ‘Theories of the firm: Implications for strategy research', The Journal of Management Studies, 31 (2), 165-193. Spender, J. C. (1996) ‘Organizational knowledge, learning and memory: three concepts in search of theory ‘, Journal of Organizational Change, 9 (1), 63-78. Grant, R. M. (1996) ‘Toward a knowledge-based theory of the firm', Strategic Management Journal, 17 (Winter Special Issue), 109-131. Spender, J. C. and Grant, R. M. (1996) ‘Knowledge and the firm: Overview', Strategic Management Journal, 17 5. Lawrence, T. B. (1999) ‘Institutional strategy', Journal of Management, 25 (2), 161-188. Tsoukas, H. (1996) ‘The firm as a distributed knowledge system: a constructionist approach', Strategic Management Journal, 17 (Winter Special Issue), 11-23. Hodgkinson, G. P. and Clarke, I. 2007) ‘Conceptual note: Exploring the cognitive significance of organizational strategizing: A dual-process framework and research agenda', Human Relations, 60 (1), 243-255. Denis, J. -L. , Langley, A. and Rouleau, L. (2007) ‘Strategizing in pluralistic contexts: Rethinking theoretical frames', Human Relations, 60 (1), 179-215. Strategy Formation Mintzberg, H. and McHugh, A. (1985) ‘Strategy formation in an adhocracy', Administra tive Science Quarterly, 30 (2), 160-197. Grant, R. M. (2003) ‘Strategic planning in a turbulent environment: evidence from the oil majors', Strategic Management Journal, 24 491-517. Hart, S. L. nd Banbury, C. (1994) ‘How strategy-making processes can make a difference', Strategic Management Journal, 15 (4), 251-269. Mintzberg, H. (1990a) ‘The design school: reconsidering the basic premises of strategic management', Strategic Management Journal, 11 (3), 171-195. Prahalad, C. K. and Hamel, G. (1994) ‘Strategy as a field of study: why search for a new paradigm', Strategic Management Journal, 15 5-16. Mintzberg, H. (1994) ‘The fall and rise of strategic planning', Harvard Business Review, 72 (1), 107. Ansoff, I. H. (1965) Corporate strategy, revised edition, McGraw-Hill, New York Ansoff, I. H. (1991) ‘Critique of Henry Mintzberg's ‘the design school: Reconsidering the basic premises of strategic management†, Strategic Management Journal, 12 (6), 449-461. Bowman, C. , Ward, K. and Kakabadse, A. (2002) ‘Congruent, divergent and incoherent corporate level strategies', European Management Journal, 20 Dec, 671-679. Mintzberg, H. and Waters, J. A. (1985) ‘Of strategies, deliberate and emergent', Strategic Management Journal, 6 257-272. Mintzberg, H. (1990b) Strategy formation schools of thought. In Perspectives on strategic management (Ed, Fredrickson, J. W. JAI Press, Greenwich, CT, pp. 188-209. Mintzberg, H. (1987) ‘Crafting strategy', Harvard Business Review, 65 (1), 66-75. Mintzberg, H. and Lampel, J. (1999) ‘Reflecting on the strategy process', Sloan Management Review, 40 (3), 21-30. Hodgkinson, G. P. and Clarke, I. (2007) ‘Conceptual note: Exploring the cognitive significance of organizational strategizing: A dual-process framework and research agenda', Human Relations, 60 (1), 243-255. Resource Based View Barney, J. B. (1991) ‘Firm resources and sustained competitive advantage', Journal of Management, 17 (1), 99-120. Mahoney, J. T. (2001) ‘A resource-based theory of sustainable rents', Journal of Management, 27 (6), 651-660. Wernerfelt, B. (1984) ‘A resource-based view of the firm', Strategic Management Journal, 5 171-180. Teece, D. J. , Pisano, G. and Shuen, A. (1997) ‘Dynamic capabilities and strategic management', Strategic Management Journal, 18 (7), 509-533. Campbell-Hunt, C. (2000) ‘What have we learned about generic competitive strategy? A meta-analysis', Strategic Management Journal, 21 (2), 127-154. Competences and Capabilities Teece, D. J. , Pisano, G. and Shuen, A. 1997) ‘Dynamic capabilities and strategic management', Strategic Management Journal, 18 (7), 509-533. Eisenhardt, K. M. and Martin, J. A. (2000) ‘Dynamic capabilities: what are they? ‘, Strategic Management Journal, 21 (10-11), 1105-1121. Knowledge Tsoukas, H. and Vladimirou, E. (2001) ‘What is organizational knowledge? ‘, Journal of Management Studies, 38 (7), 973-993. W enger, E. (2004) ‘Knowledge management as a doughnut: shaping you knowledge strategy through communities of practice', Ivey Business Journal, January/February 1-8. Nonaka, I. (1994) A Dynamic Theory of Organizational Knowledge Creation. Organisation Science, 5 (1), 14 – 37. Szulanski, G. (1996). Exploring Internal Stickiness: Impediments to the Transfer of Best Practice Within the Firm. Strategic Management Journal, 17 (Winter Special Issue), 27-43. Strategic Thinking Hodgkinson, G. P. and Clarke, I. (2007) ‘Conceptual note: Exploring the cognitive significance of organizational strategizing: A dual-process framework and research agenda', Human Relations, 60 (1), 243-255. Eisenhardt, K. M. and Zbaracki, M. J. (1992) ‘Strategic decision making', Strategic Management Journal, 13 (Special Issue), 17-37. Leadership Cicero, L. Pierro, A. and van Knippenberg, D. , (2010) ‘Leadership and uncertainty: how role ambiguity affects the relationship between leader group prototypicality and leadership effectiveness’, British Journal of Management, 21 (2), 411-421. Cyert, R. M. (1990) ‘Defining Leadership and Explicating the Process’, Non-Profit Management and Leadership, 1 (1), 29-38. Hakimi, N. , van Knippenberg, D. , and Giessner, S. (2010) ‘Leader Empowering Behaviour: The Leader’s Perspective’, British Journal of Management, 21 (3), 701-716. The International Context and Drivers of Globalisation and FDI Maguire, S. nd Hardy, C. (2006) ‘The Emergence of New Global Institutions: A Discursive Perspective', Organization Studies, 27 (1), 7. Geppert, M. and Matten, D. (2006) ‘Institutional Influences on Manufacturing Organization in Multinational Corporations: The ‘Cherrypicking' Approach', Organization Studies, 27 (4), 491. Vaara, E. , Tienari, J. and Laurila, J. (2005) ‘Pulp and paper fiction: on the discursive legitimisation of global industrial restructuring', Organization Studies. Douglas, S. P. and Wind, Y. (1987) ‘The myth of globalization', Columbia Journal of World Business, 22 (4), 19-29. Tong, T. W. , Alessandri, T. M. , Reuer, J. J. and Chintakananda, A. (2008) ‘How much does country matter? an analysis of firms’ growth options', Journal of International Business Studies, 39 387-405. Theodosiou, M. and Leonidou, L. C. (2003) ‘Standardization versus adaptation of international marketing strategy: an integrative assessment of the empirical research', International Business Review, 12 141–171. Svensson, G. (2001) ‘†Glocalization† of business activities: a â€Å"glocal strategy† approach', Management Decision, 39 (1), 6-18. Schlie, E. and Yip, G. 2000) ‘Regional follows global: strategy mixes in the world automotive industry', European Management Journal, 18 (4), 343–354. Levitt, T. (1983) ‘The globalization of markets', Harvard Business Review, 61 (3), 92–102. Leknes, H. M. and Carr, C. (2004) ‘Globalisation, international configurations and strategic implications: the case of retailing' , Long Range Planning, 37 29-49. Strategic Alliances Gulati, R. (1998) ‘Alliances and networks', Strategic Management Journal, 19 293-317. Gulati, R. , Nohria, N. and Zaheer, A. (2000) ‘Strategic networks', Strategic Management Journal, 21 (3), 203-215. Koza, M. P. and Lewin, A. Y. (1998) ‘The co-evolution of strategic alliances', Organization Science, 9 (3), 255-264. Sydow, J. (2006) ‘Managing to Collaborate: The Theory and Practice of Collaborative Advantage', Organization Studies, 27 (4), 605. Steven White, S. S. -Y. L. (2005) ‘Distinguishing costs of cooperation and control in alliances', Strategic Management Journal, 26 (10), 913-932. Kanter, R. M. (1994) ‘Collaborative Advantage: The Art of Alliances', Harvard Business Review, 72 (4), 96-108. Structure of industries and markets and the general government and business context Miller, D. and Friesen, P. H. (1983) ‘Strategy-making and environment: The third link', Strategic Management Journal, 4 (3), 221-235. Selsky, J. W. , Goes, J. and Baburoglu, O. N. (2007) ‘Contrasting Perspectives of Strategy Making: Applications in ‘Hyper' Environments', Organization Studies, 28 (1), 71-94. Bourgeois, L. J. (1980) ‘Strategy and environment: a conceptual integration', Academy of Management Review, 5 (1), 25-39. Strategy as practice, ANT, CoP Hendry, J. (2000) ‘Strategic decision-making, discourse, and strategy as social practice', Journal of Management Studies, 37 (7), 955–977. Moisander, J. and Stenfos, S. 2009) ‘Exploring the edges of theory-practice gap: epistemic cultures in strategy-tool development and use', Organization, 16 (2), 227-247. Hutzschenreuter, T. and Kleindienst, I. (2006) ‘Strategy-process research: what we have learned and what is still to be explored', Journal of Management 32 (5), 673-720. Hendry, J. (2000) ‘Strategic decision-making, discourse, and strategy as social practice', Journal of Management Studies, 37 (7), 955–977. Organisational Purpose and Stakeholders Augier, M. and March, j. g. (2001) ‘Conflict of interest in theories of the organization: Herbert A. Simon and Oliver E. Williamson', Journal of Management and Governance, 5 (3/4), 223-230. Williamson, O. E. and Haas, W. A. (1999 ) ‘Strategy research: Governance and competence perspectives', Strategic Management Journal, 20 (12), 1087-1108. Huff, A. S. (2000) ‘Changes in organizational knowledge production', Academy of Management Review, 25 (2), 288-293. Rocha, H. O. and Ghoshal, S. (2006) ‘Beyond self-interest revisited', Journal of Management Studies, 43 (3), 585-61. MMUBS’ referencing standard Examples of references for different source materials using MMUBS’ referencing standard (a style of the Harvard system of referencing) A document is available (electronically in your Moodle areas) providing instruction on applying the MMUBS Harvard referencing standard to your work – this includes detailed instruction on how to cite from and reference different sources. Book Huczynski, A. A. and Buchanan, D. A. (2007) Organizational behaviour: An introductory text. 6th ed. , Harlow: Financial Times Prentice Hall. Book chapter Gordon, R. , Druckman, D. , Rozelle, R. and Baxter, J. (2006) ‘Non-verbal behaviour as communication: Approaches, issues and research. ’ In: O. Hargie. (Ed. ) The handbook of communication skills. London: Routledge, pp. 73-119. Journal article Hass, M. (2006) ‘Knowledge Gathering, Team Capabilities, and Project Performance in Challenging Work Environments. ’ Management science, Vol. 52, no. 8, pp. 1170-1184. Internet source – author Kennedy, J. (2008) Contract Killer. Directory of Social Change [Online] [Accessed on 6th August 2008] http://www. dsc. org. uk/NewsandInformation/News/Contractshindercharities Internet source – organisation Business in the Community. (2008) Skills boost for North West companies. [Online] [Accessed on 5th August 2008] http://www. bitc. org. k/news_media/skills_boost_for. html Newspaper article – paper copy Milmo, D. (2008) ‘Ryanair launches price war as sales slump. ’ The Guardian. 8th August. p25. Newspaper article – Internet copy Wray, R. (2008) ‘Sony buys Bertelsmann out of joint music business. ’ The Guardian. [Online] 6th August. [Accessed on 11th August 2008] http://www. guardi an. co. uk/business/2008/aug/06/musicindustry. sony Government command paper Department of Trade and Industry. (2005) Our energy future: Creating a low carbon economy. Cmnd. 5761, London: TSO. Act of Parliament Companies Act 2006. (c. 46) London: HMSO. Dissertation Paucar-Caceres, A. (2006) Business culture and management science methodologies in England and France. Ph. D. Manchester Metropolitan University. introductory text. Harlow: Financial Times Prentice Hall. (For instruction on citing secondary sources, see the referencing standard document for MMUBS) Report ECOTEC. (2003) Guidance on Mapping Social Enterprise: Final Report to the DTI Social Enterprise Unit. London: ECOTEC Research and Consulting Ltd. (C2453). (When referencing a report, if there is no report code or number on the report that you have used, leave this field blank. )