Culture’s will to copy Essay

Globalization process is viewed as a means through which one can ratify often in extremely idealized form a account of oneself or culture that is observed as old or even origin but can lastly be realized: through these new means, one can become what one thinks one actually is (even if one never was). What might be trait of the Internet is that this ‘realization’ is certainly ‘expansive’. Globalization process has an emancipator technology ‘Internet’ that is indefensible as the structural design of the technology harbors an instinctive class prejudice and other shades of power entitlements. Computers are intended and programmed by members of the elite culture and might imitate their cultural orientations and biases. For example, the wordsmith and semantic skills requisite to functions computers do not put up the cultural orientations of several marginal electorates. As Laikwan Pang, Cultural Control in journal said, â€Å"Culture’s will to copy †¦ [is] fuelled by the globalization process, which drives’ the world to desire similar but different products, to acquire similar but different tastes†. (Laikwan Pang, Cultural Control, p8). Globalization is as well redefining societies and restructuring society into new forms of social networks. New standards and terms for private and proficient relationships are promising (Buck 1996; Gates 1995; Baym 1995). The London Times (June 17, 1996) stated: â€Å"People in every kinds of career categories need to recognize how to use this tool so as to get ahead starting now. † Admittance to the information freeway might establish to be less a question of dispensation or position than one of the fundamental capability to function in a democratic society. Admittance to the cyberspace might very well establish how well people are knowledgeable, the type of job they ultimately get, and how they are retrained if they mislay their job, how much access they have to their government and how they will be taught about important issues concerning them and the country. (Ratan 1995: 25) Moreover, global media is not repressed by the intrinsic biases apparent in sexism, racism, and classism establish in face-to-face encounters. As a substitute, the global media presents a discussion that supports broad partaking and underlines merit over class. Practical communities permit secluded individuals to converse in a manner that protects them from the social prospect and sanctions linked with physically distinct communities (Turtle 1995). Virtual societies are unified and significant social aggregations that permit people to take on in adequate relations to form personal and group relations (Rheingold 1993). Global media represents Hollywood that spins around the analysis of Hollywood’s division of labor, what the authors call the â€Å"New International Division of Cultural Labor† (NICL). This division of labor is certainly international because U. S. film exports have reached $11 billion, and â€Å"Hollywood’s proportion of the world market is double what it was in 1990† (Miller et al. , 2001, pp. 4-5). Global sales have become so significant that in 2001 the studios take apart their international offices to run all global distribution from their headquarters. The authors argue that Hollywood’s command of the NICL distinguishes Hollywood from other industries that are increasingly globalizing. The entire book focuses on answering this question: â€Å"Is Hollywood really giving the people of the world what they want, or does it operate via a brutal form of monopoly-capitalist business practice? † (p. 15). Global Hollywood maintains that Hollywood’s global authority is due to the clout of its allocation, legal, and economic structures, as opposed to a combination of advantages resultant from the diversity of its domestic audience and its narrative transparency. As this argument has been frequently made by proponents of the cultural imperialism thesis, Miller and his colleagues take a fresh approach that focuses on what they call â€Å"occasionality† (p. 13), which is defined as â€Å"the specific `uptake’ of a text by a community† (p. 177). Amongst other innovations, the authors focus on the role of audience, and on the idea of rights, while bringing the significant issue of cultural hybridist to political economic analysis. In the short space of twenty five years somewhat which started as US defense inventiveness has developed into the major communications means for the academic and investigates community and most newly has prolonged into a main business tool for the marketable sector. The Internet has developed throughout this period from being a vigorous and effectual way of exchanging information to offering a delivery means for immense amounts of multimedia information to a global audience. While individuals began to use the global media for worldwide communication, its profound effect on how we treat information transfer, organization, and development could not have been anticipated. Internet communication applications permit rapid and simple copy, revision, and transfer of information in textual, visual, and auditory forms. Though the assortments of participants who access it do not all the time agree on whether information must be cosseted or shared, the majority of the Internet community uses, copies, and transfers the information there without restraint. The Internet is a medium for activating ideological consideration; World Wide Web (Web) documents holding multiple links to diverse authors’ sites as well as e-mail posts restraining various writers’ materials reify the theory that knowledge is raised from numerous sources. But commercial units that use the Internet to promote products and spend in the materials that they load to the Web desire to keep their digitized materials from copy, revision, and transfer. The corporal operation of the Internet forms a forum where oppositional views concerning control of information collide. The extreme nature of the Internet supports a clash between the constructionist ideology that symbolizes the academic humanist community and the Romantic beliefs that symbolizes traditional legal community. This junction amongst humanistic studies, the intellectual property law, and the Internet, joined with their attendant communities, engenders conflicts in thought and exploit and offers a generous basis from which to investigate intellectual property and information control. Though participants in humanist, legal, and global media communities retain varied ideological beliefs and goals, their common interests meet in forming and treating communicative terms, whether textual, digital, or auditory. More significant, these communities of participants, communally, through socially raised ideologies, contribute in creating approaches toward authorship, possession, and property, and eventually, in generating the power to form and manage knowledge. The dealings amongst these areas can be viewed practically and hypothetically. Globalization, therefore, can tell us diverse stories of the nation state, developing it are relationally and challenged internal and external boundaries. There would be few people concerned in globalization who would, as Green (1997:157) seems to propose, believe that ‘the nation state was disappearing’, even if it’s taken-for-granted status comes to be issued and attempts at self-reproduction become increasingly transparent. The spatial-temporal location of the nation-state is itself brought to the fore by globalization. Globalization is frequently taken to have a single course or logic that results in an augmented uniformity transversely the globe. However, despite the influential effects of international capital and international media corporations, this is not sustainable and is not the stance adopted here. To presume that globalization is about, or results in, homogenization is to abridge the processes at work and, in a sense, to distance oneself from the very composite effects on space, place and uniqueness that globalizing processes bring to the fore. As Giddens (1990) among others suggests, as globalization has resulted in the spread of ‘Western’ institutions across the globe, that very drift produces a pressure for local independence and identity. In other words, globalization is concerning examining places as concurrently traversed by the global and local in ways that have been strengthened by the modern compression of space and time. Thus, alongside the global accessibility of satellite television, McDonald’s and Arnold Schwarznegger films, there is the confirmation of, for instance, local, regional and ethnic identities. Certainly, some transnational companies have overtly adopted strategies of ‘globalization’, expanding their influence around the globe, as situating themselves and their products and services within the local conditions. These might be a response to global influences, but they are however part of globalization and not a refutation of it. What this suggests is that in modern times the local is as much a condition for globalization as the global; space and place are negotiated by the global-local nexus of globalizes space-time compressions. ‘Time-space distanciation, disembedding, and reflexivity mean that composite relationships develop between local activities and communication across distances’ (Waters 1995:50). The assimilation of the globe reconfigures rather than supersedes diversity. Globalization ‘does not essentially imply homogenization or integration. Globalization simply implies greater connectedness and de-territorialisation’ (Waters 1995:136). This problematisation argues that a particular Eurocentric culture can no longer be measured an ‘authentic, self-evident and true universal culture in which all the world’s people ought to believe’ (Lemert 1997:22)—a position which of course itself would not command universal acquiesce. The cultural renaissance resultant from decolonization is the new face of autonomy in international law. Old definitions of freedom focusing on ethnic separation and tight territorial boundaries are becoming ever more outdated. The most interesting and pioneering ideas concerning self-determination are presently being developed by indigenous peoples. Theoretical discussions of prejudice, identity, individuality and universalism might seem remote and incoherent from harsh realities. But these debates do reveal why human rights themselves can spell awful trouble for indigenous peoples. The effects of human rights, intellectual property, transformation and self-determination based on evidently ‘universal’ ideas of individuality and nationality can consequence in the death of indigenous communities. This is not a current phenomenon. It is the experience of colonization for too many people. And yet, international human rights discourse can also give a mechanism for anti-colonial struggles and the protection of indigenous rights, as the UN Working Group on Indigenous Populations would certainly support. Nowhere is the inconsistency of human rights, culture and individualism as explicit as it is with the rights of indigenous peoples. Moreover, the practical view offers questions and answers to the nuts and bolts of each day treatment of intellectual property power issues. Though interpretive in nature, the practical deportment is rule-based, centered in issues concerning the assortment of original works noted under the law and formative infringement of copyright. An extensive variety of individuals use and produce copyrighted materials in their daily work, often ignorant of the consequences of their actions for probable infringement of the work of others or infringement by others of their own work. Engineers, technical communicators, computer scientists, architects, scientists, and educators, among others who characterizes our diverse national workforce, use and turn out intellectual products such as manual, applications, progress reports, yearly reports, analytical reports, and other technical documents. They as well form non-textual informational materials such as photographs and hand drawn graphics, software, videos, and multimedia products. Additionally, numerous creators acquire information through the global media, together with digital communications such as e-mail and data blocks, as well as graphics, video clips, and sound bytes. Workplace inventors might not be conscious of the special category of law that restrains the rights in the work they turn out. Equally agency laws and the â€Å"work for hire† set of guidelines, which falls under copyright law, state writers’ rights to their work and treat questions explicit to employees. Educators, particularly, are facing ever more intricate questions concerning forming and using materials for teaching. besides creating workplace products, educators also develop materials for classes in the forms of instructor package that comprise works copied from anthologies and journals, handouts, tests, and instructional transparencies or websites that might be derived from sources formed by other instructors or authors in their fields. The legal argument over what is considered infringement in using these â€Å"course packets† is massive. Instructors might also covet to use materials acquired from the global media. The customary treatment of global media sources as â€Å"free use† forms fussy questions concerning what constitutes infringement in the digital ground. There is also enduring debate over the capability of a browser merely to access a World Wide Web site devoid of infringement. Several legal analysts indicate that the National Information Infrastructure’s White Paper comprises language that, if construed closely, would forbid admittance to intellectual property on the Internet although the same intellectual property would be available if it were in the shape of print media. For instance, a stringent interpretation of the National Information Infrastructure’s (NII) White Paper would forbid the mere act of opening a file and reading it on the Internet as the act of producing text in digitized form needs making a â€Å"copy† of the original work. Though the White Paper was formed in 1996, its protectionist stance echoed in legislative development of copyright protection, wherein the No Electronic Theft Act (1998) criminalizes copyright violation and the Sonny Bono Copyright Extension Act (1999) expands copyright protection for a further twenty years. In light of the more and more preventive treatment of copyrighted materials, instructors might be confused over whether they can make non-infringing uses of World Wide Web materials for classroom uses at all (Strong, William S. 1990). Increasingly, numerous instructors inquire students to copy and develop sources procured from the Internet, such as interactions from UseNet News, Internet Relay Chat, and MOOs, and graphics or text files that they can download from the World Wide Web. Though fair use does not converse directly to questions concerning the Internet, it still controls questions of infringement within educational settings. Courts should instigate to apply fair use to issues that are convoluted by use of technology to give new instruction, but until then, prospective litigants looking for answers to complex legal questions must gain a clear considerate of existing law as the best means to recognize its possible interpretation in cases treating issues concerning the Internet. We can say that with the increasing use of internet the issue of Copyright infringement is also become very common. â€Å"Infringement is a breach of the rights of a copyright holder by copying, performing, publishing, displaying, or creating a copied work from an expression protected under copyright† (Strong, William S. 1990). Infringement can take the form of a photocopy, scanned digitization, or other mechanically formed copy, but it can as well take place in videotape, audiotape, performance, or exhibit of a copyrighted work. Providing evidence infringement is at times a complex process, needing that the belligerent party first found a right to control the copyright of the work, then that he or she proves that the work has been infringed. Infringement is further hard to prove while the accused infringer has distorted the work to such a degree that it is hard to sustain the considerable similarity argument and while the initiative and the expression are so wholly merged that use of the idea, which is obtainable in public domain, is corresponding to use of the expression. A more widespread defense aligned a claim of infringement; however, is the scenes a faire principle, which argues that general means of expression of ideas cannot be infringement of another’s work. A typical example is the formal report format used in technical documents. In this case, the means of expression has turn so widespread to the business world’s cultural scaffold of understanding that its use summons connotative expression itself, much similar to a classification of â€Å"technical report. † Copyright infringement elevates legal issues for Internet service providers as well as other global media caught up in network management. The law emerges to be moving away from strict accountability toward a new typical of â€Å"actual knowledge† (Packard, 1998). In the Digital Millennium Copyright Act, ISPs are not legally responsible for copyright infringement if the bringer does not have definite knowledge that the material or an activity using the material on the system or network is infringing† (Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code, Circular 92 Pub. L. 105 – 304, Sec. 512 [c]). Though, upon attaining such knowledge or wakefulness, the provider should act expeditiously to eliminate, or hinder access to, the material†. This stipulation has free-expression insinuations. Copyright law is a moderately recent phenomenon based on the supposition that inspired intellectual property desires to be protected and rewarded (Packard, 1998). â€Å"By distinguishing that online services cannot scrutinize their content for infringing material and function professionally, Congress has given them a green light to expand to their full prospective† (p. 37). The copyright extension for elite ownership for ninety-five years, up from twenty-eight years in the original 1790 law, has been dared in court by Eldritch Press. Under the new law, the publisher would be requisite to eradicate work that has been in the public domain under the preceding limit of seventy-five years. The global media and its technologies have offered fertile view for the creation of new communication technologies. Inventors functioning on such troubles as digital compression as well as network data-transfer speeds need patent protection to be capable to expand new products. Information technology has also taken a diversity of patent suits as inventors extend the new industry. Lucent Technologies, for example, sued Cisco Systems and indicted it of infringing eight digital networking patents. Cisco then charged that Lucent violated three of its patents. Lucent holds thousands of patents on former Bell Lab and AT&T research operations, and analysts feared that the aggressive action by Lucent was threatening to smaller high-tech companies. Computer-chip giant Intel called a patent infringement action by TechSearch a nuisance lawsuit (Packard, 1998). As technology continues to become more multifaceted and consistent, patent disputes are probable to propagate. Generally, most patent cases do not have a substantive collision on free expression. Thus the main features of the global media regime are linked to infringement and intellectual property concerns. The strategy for these aspects of the establishment is the principle that the costs of Internet-related infrastructural development shall be borne mainly by the private sector and the standard those governments shall entrust themselves to economic liberalization, privatization, and regulatory programs dependable with this and other regime principles. As the utmost basis of legal conflict is that between authors’ and users’ rights, the most significant policy issue is cared for specifically in the Constitution’s intellectual property stipulation. The goal of the copyright act is to make sure free speech and the progression of knowledge through our legitimate protection of the right to distribute information. The unique constitutional provisions designate the intent to make sure the expansion of knowledge in civilization based in a congressional grant to authors of a partial monopoly of rights in their works: The fair use stipulation makes clear that the key goal of the statute is to support learning. These changes notwithstanding, the divergence between authors’ rights and the goal to encourage knowledge, inner to the copyright debate since its setting up, continues. Sadly, the public policy issue is frequently ignored in respect to concerns over economic interests. The everyday application of law essentially focuses on treating conflict between individuals. Lawyers are trained specially to congregate the needs of the legal system and are inexpensively supported by their work in this area. However the policy issues following the statute are really most significant to us as educators and to our society as a whole because those who manage the development of knowledge in a culture eventually establish who we are as a people. Philosophy and the goals that convoy it drive our view of policy issues. Thought determines how we view authorship, possession, and property and eventually affects not only how intellectual property law is proscribed but how information and communication that are inner to the dialogic processes within the nation are proscribed, as well as decisive who controls them. An assessment of ideological choices in request to intellectual property thus renders significant understanding of the probable effect of the law on our cultural future. Gaining a considerate of intellectual property issues is inner to understanding our rights as users and producers of knowledge. The actions we acquire to influence egalitarian access to information can have enduring ramifications for society, as authorship makes control, control generates authority, and authority generates power. We must take every step needed to ensure that the controlling voices of the few but authoritative are reasonable by the yet-unheard voices of the weaker multitudes. Reference: Baym N. K. 1995. The emergence of community in computer-mediated communication. In S. G. Jones, ed. , CyberSociety: Computer-Mediated Communication and Community. Thousand Oaks, Calif. : Sage Publications, pp. 13863. Buck K. 1996. Community organizing and the Internet. Neighborhood Works, 19, 2, p. 2. Copyright Law of the United States of America and Related Laws Contained in Title 17 of the United States Code, Circular 92 Pub. L. 105 – 304, Sec. 512 [c] Gates B. 1995. The Road Ahead. New York: Viking Giddens, A. (1990) The Consequences of Modernity, Cambridge: Polity Press. Green, A. (1997) Education, Globalisation and the Nation State, London: Macmillan. http://www. washingtonwatchdog. org/rtk/documents/cong_hearings/senate/107/senatehearing107_77094. html http://www/stephenking. com Laikwan Pang`s 2005 article `Copying Kill Bill` social Text, No. 83, 133-153. London Times, June 17, 1996. Packard A. (1998). â€Å"Infringement or impingement: Carving out an actual knowledge defense for sysops facing strict liability†, Journalism & Mass Communication Monographs, no. 168 (December). Ratan S. 1995. Time (spring):25-26. Rheingold H. 1993. The Virtual Community: Homesteading on the Electronic Frontier. Reading, Mass. : Addison-Wesley. Strong, William S. The Copyright Book: A Practical Guide. Cambridge: MIT P, 1990. Toby Miller et. al, 2001 `Hollywood`s Global Rights` in Toby Miller et. al. , Global

Cost Behaviors and Allocation Essay

The relationship between fixed, variable, and total costs of an organization is called cost behavior. It is also known as underlying cost structure, and is used for planning, control, and decision making within the organization. Healthcare organizations face several challenges to try and improve the quality of care and reduce costs at the same time. Their response to how to do this describes their cost behavior. Fixed costs is a cost that are certain regardless of the volume of services that are delivered and will occur even if the facility is closed. Variable costs are related directly to the amount of service that is delivered. These two costs make up the underlying cost structure of an organization. For example the costs of supplies used to draw blood in a laboratory, would be the variable costs, the costs to keep the laboratory open would be fixed costs. To understand the cost behaviors of the organization you have to figure out the relationship these costs have with the amount of services that they are delivering. To manage your costs you want to make sure that you are bringing in enough volume that will cover your costs. Cost allocation is a very important part of cost measurement. It is a pricing process that within the organization where managers allocate the costs of all the departments. Within healthcare organizations the overhead costs, costs from patient services departments, and support costs have to be allocated. Due to this pricing and service offerings are based on the total costs in relation with each services. If the allocations of overhead costs are allocated properly the organization is better able to make good decisions for the organization. Works Cited Evans III, J. H. (1998). Cost Management and Management Control in Healthcare Organizations: Research Opportunities. Behavioral Research in Accounting , 10, 78-103. Gapenski, L. (2012). Healthcare finance: An introduction to accounting and financial management (5th ed. ). Chicago: Health Administration Press.

Analyzing the Central Theme of Charles Frazier’s Cold Mountain Essay Example for Free

Analyzing the Central Theme of Charles Frazier’s Cold Mountain Essay Cold Mountain is a tragic yet a very profound story of love, searching, and intuition which happens in an environment terrorized by war in 1864 (Buchanan). The story is set on the troubled plains and mountains of nineteenth century America where Inman, the main character, decided to leave the battlefield as he yearned and searched for his lover. In a nutshell, the story basically revolves around a tale of love which bound two people together amidst distance, chaos, and isolation. This debut novel of Charles Frazier has definitely redefined love in ways, portrayed as a powerful force which enables people to overcome dangers and even life threatening situations just to reunite with a loved one. In several ways, the novel reflects the importance of faith as well as love despite isolation, distress, and confusion that an individual faces. Central Theme of the Novel The main feature of the novel which an average reader may notice would be the war of the 19th century America. It tells the story of how distressing and miserable life during war is and how hopeless it gets most of the time. Inman, identified as the main protagonist of the story, was a part of the confederate army before he went on to his venture of coming back to his long lost lover, Ada. His life in the confederate army made him realize that it is indeed a lot worse to lose something a person already has than fail to get what that person currently wants. The war made the character feel all the isolation and alienation any person would never want to experience. Through this isolation, Inman felt the need to come back home. However, amidst the distress and pains brought by the war, Inman’s spirit was kept alive by his love and yearning for Ada. The epic describes how more painful Inman’s longing is for Ada compared to the pains he felt because of his wounds. The author illustrated Inman’s longing as miserable as if, â€Å"his wounds gave hi, just reason to doubt that he would ever heal up and feel whole of a piece again† (Frazier 25). Although the epic was largely about battles, what Inman felt because of his separation from Ada gave the story a soft, emotional, and sentimental effect. This aspect of the story depicts a reality that no matter how harsh a person’s environment may seem, there will always be some spark of compassion and love inside his or her heart to encourage him or her to live. The story also illustrates that compassion and love will always be strong forces that will bind two people regardless of how far they are from each other and irrespective of how tough and immovable the barricade between them may be. Ada’s love, on the other hand, is illustrated in her patience and faith in Inman. Despite their distance, she never stopped waiting for Inman and believing in him. Her faith and belief that everything between them will be alright is reflected in her notes as a response to Inman’s letter which said: â€Å"This you must know: that despite your long absence, such is the light in which I view the happy relation existing between us, that I will never conceal a single thought from you† (Frazier27). The story was basically split between Inman and Ada’s life events which proved that beyond borders, their love will always unite and hold them together. Incorporating such a sentimental theme in a distressing genre such as war was an amazing feat that Frazier was able o successfully portray in his novel. However, upon further analysis of the novel, one may realize that it is from these painful and trying times that the need for love and compassion emerges, since this is the time when people are more likely to feel alienated and lost. It is also from these hard times when the need for someone to love and to be loved back is stronger. Thus, it may appear understandable and explicable why Inman had such a strong desire to come back home and turn his back from the grueling and miserable face of war. Nevertheless, Frazier was also able to present the realities of war in a very compelling manner. The alienation which Inman felt was also very believable which made it possible for the readers to empathize with the main character. Conclusion Cold Mountain is a realistic and compelling epic of a warrior who did not only fight for his state but also for him to come home to the one he loved. In this novel, Frazier was able to blend well the very different concepts of hostility, isolation, alienation, faith, and love. Yet, the author was able to present these ideas in a very realistic manner through the characters of the story. The epic can be considered as a good representation of how powerful love can be inside a person’s heart in times of desolation and loneliness. As reflected in the story, it can indeed be the driving force which can help a person to survive the harsh elements in his environments just to come home to the arms of his or her lover. Similarly, the story also portrays well the impacts of alienation and isolation to an individual and what alterations these impacts can cause to a person’s life and points of view. Thus, if there is anything that this epic would send the readers as a message, it would be that, amidst isolation, distress, and chaos, faith and love can help a person survive the odds and the tough challenges. Works Cited Buchanan, Catherine. â€Å"Cold Mountain: Context. † Spark Notes. 2009. 15 Apr. 2009. . Frazier, Charles. Cold Mountain. New York: Grove Pres Analyzing the Central Theme of Charles Frazier’s Cold Mountain. (2016, Dec 10). We have essays on the following topics that may be of interest to you

Hollywood goes to history books Essay Example | Topics and Well Written Essays - 500 words

Hollywood goes to history books - Essay Example This supposedly unsinkable ship was laid waste by an iceberg and this tragic event has been pasteurized many times over. The most successful of them being, the starrer â€Å"Titanic† directed by one of the greatest Hollywood names, James Cameron. This movie uses the real incident of the sinking Titanic while weaving a beautiful love story between Rose, the high-society English girl and Jack Dawson, the drifter, who was in the hope of making a better life for himself by migrating to America. James Cameron has taken great pains to recreate the ship, the ambience, the costumes, the language, and the sensibilities of the era, but falls short in his depiction of the romance between Jack and Rose. The social structure of the era was extremely rigid and romance between a lady of high society and a poor lad was something unheard of. Though the romance between the two characters was fictional, yet the onus lies with the director to portray society in the way it existed. â€Å"Titanic† the movie is more a feast for the eyes, a tale of puppy love, where action and romance are treated with such extravagance, that the ship and its tragedy get relegated into the background that served more like a prop, than the real incident that took place. â€Å"Pocahontas† is one of the most successful movies from the Disney studios. It is an animated version of the real story of Pocahontas, the daughter of the Red Indian Chief, Powhatan. It deals with the friendship between Pocahontas and the Englishman Captain John Smith and of how she saves his life by putting her head on top of his, when he was sentenced to die by being clubbed to death. As with all forms of art, here also artistic license is quite evident. The story differs from the actual sequence of events in more ways than one - the age of characters, their physical appearance with the

Trading Blocs NAFTA Case Study Example | Topics and Well Written Essays - 1000 words

Trading Blocs NAFTA - Case Study Example Under the NAFTA, all non-tariff barriers to agricultural trade between the United States and Mexico were eliminated. In addition, many tariffs were eliminated immediately, with others being phased out over periods of 5 to 15 years. This allowed for an orderly adjustment to free trade with Mexico, with full implementation beginning January 1, 2008 (North American Free Trade Agreement (NAFTA), 2011). It should be noted that the elimination of non-tariff barriers would help free flow of goods and services between United States and Mexico. Same way free flow of goods and services are in place with Canada also. In short, these three countries are benefitted immensely because of the formation of NAFTA. Another major advantage of NAFTA is the increment of bargaining power of these countries in international market. These three countries are producing certain goods and services which are rare in other countries. Regional co-operation helps these countries to fix prices for their products in international market. In the absence of regional co-operation, these countries may compete each other international market which is not good for the interests of any of these countries. In short, NAFTA helps America, Mexico and Canada to work on a common platform to safeguard their interests. Increased cooperation between these countries may result in increased integration of this region under one umbrella. NAFTA created the world's largest free trade area, which now links 450 million people producing $17 trillion worth of goods and services.

Homework1 Essay Example | Topics and Well Written Essays - 500 words

Homework1 - Essay Example In addition, it has opened the country for more foreign investment despite local opposition. This move differs with the way the US government handles infrastructure in its country. The US government invested heavily in its local infrastructure making every part of the country available for trade (Sharma & Mukherji, 2013). c. The Indian government is trying to control the level of involvement of foreign investors in the local trade. This system tries to benefit the local people as the government works to their interest. On the other hand, the system has harmed foreign investors as they find it difficult to access the produce despite the amount of resources at their disposal (Sharma & Mukherji, 2013). d. Wal-Mart would be good for India because of its experience in procuring produce from the small farmers in upgrading a poor supply chain. It has shown success in many countries including Mexico, China, and Brazil (Sharma & Mukherji, 2013). a. There has been constant pressure that resulted to low price on Chinas products. Since the US does not pay an extra amount to cater for a clean production system, China producers do not include cleaning cost in their production (Spencer, 2007). b. With a high production cost, there would a high pricing on an item. However, with a market that requires low pricing on goods despite the cost of production, the company would lower its production cost to match the market price. Instead of spending to treat the wastes, the Chinese producers opt to releasing it in the rivers, reducing production cost (Spencer, 2007). a. Internet connection is expensive for some families who have to meet other needs. Despite this, rise in technology has taken root in education, being a disadvantage to those students without an internet connection (Troianovski,

Alcohol Advertising Essay Example | Topics and Well Written Essays - 1000 words

Alcohol Advertising - Essay Example He does not start his article by giving his personal opinion but leaves space for the reader to judge and evaluate the claims. His article and research convinces the reader to believe what he states. His declaration about the symbols which are used to attract the young generation enables the reader to believe that he is experienced and his article bears some true claims and points which should be given attention. He declares "One need only recall the Bud frogs and lizards, Spuds MacKenzie, and Whassup space-alien dogs to recognize the prominence of beer advertising in youth culture." This statement also points towards the bitter reality about the advertisements which are declared to be designed for adults. He declares that the music, unrealistic ideas about friendship and animals etc used in the beer advertisement attract the young generation who live in fantasies and get motivated to take alcoholic drinks. He uses the statistics which promote his point that youngsters are more attra cted by using such characters and symbols. The use of evidences, statistics and examples can be taken as a proof of his experience and professionalism in writing. Ethos used by George A. Hacker strengthened his article and made it outstanding in capturing the attention of the readers. His sincerity to clarify the issue and use of examples to make it easy for the readers enables readers to trust his findings. He compels the readers to ponder and evaluate the truth behind these advertisements. George A. Hacker tried to interact with the audience. He takes this issue as an important discussion and involves his feelings while writing the paper. "Obviously, rules such as these don't so much protect our children as serve them up to alcoholic-beverage advertisers such as Smirnoff Vodka." It may be taken as an example of pathos. The writer gives evidence and criticizes the advertisements which are not suitable for children. He involves himself in the audience by writing "our children" instead of using "your children". This declaration creates a sense of unity and also develops a sense of responsibility, to save children from the harms of alcohol. One may feel the sarcastic tone in a few areas. This sarcasm, however, stirs up the lost emotions of the readers for the young generation. His involvement and concern to save children from the harms of alcohol can clearly be seen in this article. He further declares "We owe it to our children and to the public health and safety of Ameri ca to challenge such marketing activities, [if we have any hope of actualizing our goal to keep children alcohol free]." This statement by George A. Hacker is the highest motivational statement to evoke the feelings of people to stand up and fight against the diplomatic policies set by the government and health departments. In the statement mentioned above, he also declares the basic reason of his debate. He declares that his article is not for any other purpose but 'to keep children alcohol free'. The article provides some logical information and facts which were not clear and were important to be considered. His magical words and incredible way of justification leave a long-lasting impact on the

Media Relations Assignment Example | Topics and Well Written Essays - 250 words - 6

Media Relations - Assignment Example In the letter, the administration assures them that it does everything in its power to ensure that the well being, security and safety of all the children in Horace Mann are a top priority (Horace Mann school website, 2012). After the publishing of the article, the school should distant itself from the previous administration, by clarifying that it is now under new administration. Arguing that the current society has changed with sexual talk and sex education between parents and children. This makes the children aware of the wrong kind of touch and would report if they experienced any. Even Amos Kamil recognized that the atrocities that happened during his days cannot happen in the current time because of the transparency that exists in society (Kamil, 2012). The Horace Mann administration should emphasize that the writer himself was not abused and that most of the alumni were not either, but the few who were abused makes it unfortunate. It should, therefore, address all the parents and assure them that such an incidence will never happen again to their children and that they are in safe hands (Ridgway,

People Classification Essay Example | Topics and Well Written Essays - 750 words

People Classification - Essay Example Over the years that I served in the army, I have learnt that a single soldier may shine out as the star of the play, but the true success of the Unit always is a consequence of the team that works together. It not only includes the other comrades, but all those people who remain behind the scenes, in a supportive role. This has made me realize, that one should never qualify success on the face of how things seem. The tip of the iceberg can never truly explain what the entire emblem stands for. Nothing is skin deep, not even skin itself! There is a lot more struggle and undertaking that goes into achieving a task that is otherwise visible. And I feel that it is in making all this effort that the secret of life lies. Success is not attained by achieving something, but by treading the path. For instance, in war, the victorious army has seemingly successful soldiers celebrating what they have achieved. But what about their friends who died in the struggle, to make sure their comrades wou ld achieve the same? The answer is very simple; they are in effect more successful than those who survived, because they believed in something so much, that they were willing to give away their lives for the cause. And that is the true measure of success. The fact is, that when one defines a path for oneself, then merely walking that path is an assurance of success.   Rationalistically, nobody can achieve everything. Further, the natural shortfalls in our lives, including financial, physical and emotional emergencies.

Economic Philosophy Term Paper Example | Topics and Well Written Essays - 1750 words

Economic Philosophy - Term Paper Example Though there are theories that can be described as being best suited to explain crime, the question is whether it can be argued that there is the best punishment that can help reduce criminal acts in the world. It is worth noting that scholars have held different points of view concerning whether there can be a theory that can explain in totality the criminal behavior of the contemporary society. Advancing this debate, this paper uses Gary Becker point of view to argue as to whether that there can be an appropriate punishment to deal with criminal behavior in the contemporary societies. In justifying this statement the paper would utilize the four part approach centered on three theories: Rational choice theory, Strain theory, and Labeling theory. In social strain theory, Robert Merton, postulates that most individuals have very similar aspiration, however, they do not all have similar abilities or opportunities. According to this theory, whenever individuals fail to realize the expectations of the society by approved means such as delayed gratification, and hard work, such persons might attempt to achieve their success through crime. Although this theory has played a significant role in sociological theorization of crime, limitation identifies in this theory, indicate that the theory cannot explain in totality what can drive individuals into committing crime. Cohen the first critique of Robert merton theory, there is ample amount of delinquent or crime behavior that is malicious, negativistic, and non-utilitarian. This indicates that not all crimes can be explicable with the use of Merton’s theory. As much as Merton’s theory can explain well, crimes such as theft, and fraud on such basis as innovation, this the ory does not explain youth crimes that in most cases are involved in for social status reason rather than material acquisition. Moreover, Strain theory fails to address adequately issues such as gender and race and it

Terrorism and Technology Essay Example for Free

Terrorism and Technology Essay India and the United States, the world’s two largest democracies, are both vulnerable to terrorist attacks. As an Indian participant in the workshop said, â€Å"The most vulnerable states are those with open societies that tolerate dissent.† So far, India and the United States have faced rather different forms of terror attacks. Notwithstanding the terrorist threat, modern industrial societies have some offsetting advantages. Their global intelligence services and military presence, especially when they cooperate with one another, may keep the terror networks off balance, and may be able to damage some of them and interfere with their communications and money flows. Military action, or the threat of it, may discourage rogue states from supporting the terrorists. Nevertheless, highly efficient economies also acquire vulnerabilities and reduced resilience from the private sector’s reluctance to sacrifice efficiency to reduce catastrophic risks whose likelihood is difficult to estimated One area in which both India and the United States enjoy impressive capability is research and innovation. Through the application of available or new technologies, states can make targets less vulnerable, thus less attractive. They can limit the damage that may result from an attack, increase the speed of recovery, and provide forensic tools to identify the perpetrators. However, terrorist networks are led by well-educated and well-financed people who may also enjoy advanced technical skills. If supported by a government whose military establishment has developed weapons of mass destruction, these skills may be greatly amplified. Any technical strategy for responding to the threat of catastrophic terrorism must address this fact. †¢fissile nuclear materials, tactical nuclear weapons, and radiological materials †¢pathological organisms (human, plant, and animal) †¢military-type toxic chemical weapons †¢inflammable, toxic, and explosive chemicals and materials in industrial use †¢cyberattacks and electromagnetic pulse (EMP) attacks on electronic targets (telecoms, data, or command and control centers) †¢transportation systems used as delivery systems for weapons †¢explosives, either conventional or derived from fuel oil and nitrogen fertilizer (ammonium nitrate), for example Benefits- †¢revitalization of the public health service for serving the normal health needs of communities †¢technical capability to respond even faster and more effectively to natural biological threats such as Severe Acute Respiratory Syndrome (SARS), West Nile virus, and monkey pox virus †¢reduction in the number of illnesses caused by infection or poisoning of the food supply †¢more reliable electric power and other services, especially in the face of hurricanes, floods, and earthquakes †¢further improvements in the safety standards of the chemical industry †¢reduced incidence of cyber attacks by hackers and financial systems made more secure against theft and malicious damage †¢more efficient and timely tracking of goods in transit and billing for their content †¢reduced risk to fire, police, and emergency health professionals MITIGATION: THE ROLE OF SCIENCE AND TECHNOLOGY Nuclear and Radiological Threats If terrorists with a minimal level of scientific knowledge can acquire enough highly enriched uranium (HEU), they may be able to assemble an inefficient but effective nuclear weapon for detonation in a major city. The countries are now cooperating in safeguarding fissile material and blending down stocks of HEU, but progress is far too slow. Even more dangerous is the possible availability to terrorists of finished nuclear weapons either stolen and sold from nuclear states or provided by rogue states capable of making them. The public must be educated on the nature of radiological threats, both from Radiation Dispersal Devices (dirty bombs) and from damaged nuclear electric power plants and radioactive waste storage. Public ignorance about radiation hazards may induce a level of panic much more destructive than the radiation from which people may be fleeing.. Biological Threats to People and Their Food Supply Research on pathogenesis of infectious agents, and particularly on means for early detection of the presence of such pathogens before their symptomatic appearance, is important. Nations will stockpile vaccines against known diseases, but the threat of genetic modification—while perhaps beyond the capability of most terrorists but not of rogue states—requires a vigorous research effort to find solutions for detection, evaluation, and response.  In the United States the Center for Disease Control and Prevention (CDC) provides a robust capability in epidemiology, but there is no equivalent epidemiological response capability for possible biological attacks on agriculture and farm animals. Thus, measures to protect the food supply, and to provide decontamination after an attack, must have high priority. Toxic Chemicals, Explosives, and Flammable Materials . Dangerous chemicals in transit should be tracked and identified electronically. To ensure that only first responders, and not terrorists, know what the tank cars contain, the rail cars should be equipped with encrypted electronic identification. Sensor networks are required to detect and characterize dangerous materials, particularly when they are airborne. Self-analyzing filter systems for modern office buildings whose windows cannot be opened can not only protect the inhabitants but also detect and report the first presence of materials (such as aerosols) that may be trapped in improved filters. An example of long-range, basic research that could be highly beneficial would be the discovery of olfactory biosensors than can reach dog levels of sensitivity, some 10,000 times that of humans. Communications and Information Systems In the United States the most urgent issue is to reconfigure first responder communications so that police, fire, and medical personnel can communicate with one another and with the emergency operations centers. Inability to do so greatly aggravated loss of life, especially among firefighters, in the World Trade Center attacks. The main worry about cyber attacks is the possibility of their use, perhaps with electromagnetic pulse devices as well, to amplify the destructive effect of a conventional physical or biological attack.13 Cyber security is one of the top priority areas for research investment because private industry was, before September 11, 2001, largely content with the level of computer and network security available to it. A quite inadequate level of sophisticated talent is devoted to the goal of fully secure operating systems and networks. Transportation and Borders Sensor networks for inspection of goods and passengers crossing the nation’s  borders will be a research priority. The primary technical challenge will not be the design of sensors themselves, although much progress is needed in this area, but in the systems engineering of the networks of sensors together with data fusion and decision support software. Biometrics for more secure identification of individuals shows promise, and systems superior to the driver’s licenses and passports used by most travelers are promising. The range of threats to the transportation networks of a modern state is very great, and careful systems analysis is essential to identifying the weak points and finding the most effective and economical means of protecting them. Cities and Fixed Infrastructure The Emergency Operations Centers (EOC) in many large U.S. cities are quite vulnerable, not only to a destructive physical attack but to more indirect attacks on their ability to access data and to communicate through a cyber attack or electromagnetic pulse attack. Remedying these vulnerabilities must have high urgency; in many cases the centers will have to be relocated. Tragically, the EOC in New York City was located in a known target, the World Trade Center. Much research is already under way to analyze the structural characteristics of high-rise buildings that may make them much more vulnerable than necessary. Without waiting for this research to result in revised building codes, the expert panel recommended immediate adoption and extension, where appropriate, of European standards for fire and blast, which were much improved following World War II. As already noted, air intakes for large buildings need to be less accessible and equipped with better air filters, perhaps with chem ical analysis sufficient to determine if a toxic material is present. Instrumentation to allow first responders to detect toxic and hazardous materials; special provisions for protecting harbors, bridges, dams, tunnels, and dikes; and protection against attacks on urban water supplies downstream from the treatment plant are all discussed in Making the Nation Safer. How much of the long term, imaginative research and development envisioned in Making the Nation Safer has been undertaken by the Department of Homeland Security (DHS)? Not enough. The Science and Technology Directorate of DHS does not have the scope of authority, nor the length of vision that the Academies’ study urged on Congress. Critics say that it has been difficult for DHS to sustain an  expert staff with low enough turn over to build and execute the needed technical strategies. Nor has the Homeland Security Institute been given the necessary scope of independent system-level review of the DHS technical priorities. SOCIETAL RESPONSES TO TERRORIST THREATS the public can also be an attack amplifier. The government faces a number of dilemmas, such as using a color-coded warning system to alert the public to the perceived likelihood of additional terrorist attacks. Some citizens feel that this system itself may needlessly amplify the threat, thus doing terrorists’ psychological job for them. An urgent issue to be addressed is for government to train and introduce to the public, well in advance of any attack, a number of trusted and knowledgeable people who are prepared to provide accurate and trustworthy information quickly and authoritatively. TECHNICAL STRATEGIES From the great variety of threats studied by the National Academies’ experts, several commonsense conclusions about technical strategy can be extracted: †¢repair the weakest links (single-point failures) in vulnerable systems and infrastructures †¢use defenses-in-depth (do not rely only on perimeter defenses or firewalls) †¢use â€Å"circuit breakers† to isolate and stabilize failing system elements †¢build security and flexibility into basic system designs where possible †¢design systems for use by typical first responders †¢Focus priority attention on the â€Å"system of systems† technical challenge to understand and remedy the inherent weaknesses in critical infrastructure that are inherent in their architecture. †¢Ensure that first responders, including technical teams from critical infrastructure service industries, are properly trained and equipped, and the targets themselves are designed to be more resilient in the face of disaster. †¢Emphasize the importance of flexibility and agility in responding to disasters that were not anticipated in the system design and personnel training. The last point is particularly important. Future attacks are likely to involve multiple complex systems. There are a number of dimensions to the systems engineering challenge of homeland security. The multiple critical industrial infrastructures are closely coupled. Almost all of the responses to terrorist threats require  the concerned action of national agencies, state and local authorities, private companies, and in many cases, friendly nations. The technologies used in counterterrorism will themselves be coupled, complex systems. An evident example is the notion of complex networks of sensors that are coupled to databases, within which the network output is fused with other information, and from which sensible and useable information for local officials in Emergency Operations Centers must be provided. Thus, setting priorities requires modeling and simulating attack and response, and â€Å"red teaming† to test the effectiveness of proposed solutions. Finally, there is a need to build up investments in the social sciences, which will be especially important in devising strategies for countering terrorism. Both the roots of terrorism and its consequences need to be better understood. Social science can also contribute to a sustainable effort, involving multiple levels of government, with minimal economic cost, and where the perceived conflict between security activities and protection of individual freedom can best be informed and adjudicated. A SUSTAINABLE STRATEGY FOR HOMELAND SECURITY Because major terrorist attacks against civil populations may be separated by considerable intervals of time, there is reason to be concerned that the public will lose interest in the threat, and that none of the organizational or investment needs will be satisfactorily met. For these reasons, the strategy for maximizing civil benefits deserves high-priority attention. There are many obvious examples of how counter terror research and development can create values appreciated by the public and of economic value to firms, such as creation of a more agile vaccine development and production capability, information and communications networks that are more resistant to cyber attack, energy systems more robust in the face of natural disasters and human error, security technologies that are more effective yet more unobtrusive and convenient for the public. Sustainability will be a challenge for those in political power in the United States, for they find themselves compelled to emphasize the public’s vulnerability (for example, with the color-coded alert system, which is largely successful in making the public nervous) and at the same time to emphasize that the government’s efforts â€Å"have the terrorists on the run.† Indeed, we can easily imagine that  terrorist organizations such as al Qaeda may deliberately wait long intervals between attacks to decrease the alertness of the target’s defenses. SUMMARY AND CONCLUSIONS There are seven major points that I would conclude from this discussion. First, only a far-sighted foreign policy, addressing the roots of terrorism and denying terrorist ideologies a foothold in other societies, can make the United States and its allies safer in the long run. Second, weapons of mass destruction are potentially devastating, but the most probable threats will be fashioned from the economy itself, as was the case on September 11, 2001. Private property and commercial industry is most often the target of terrorist attacks, and may be providing the weapons for their own destruction. Thus, the federal government must devise both positive and negative incentives for private investments in hardening critical infrastructure and urban targets. Third, the protection of critical infrastructure must, to the extent possible, be accomplished through a civilian benefits maximization strategy. Fourth, reducing vulnerabilities in critical infrastructure is a highly complex systems problem; it requires a strategy tested by the most modern systems analytic approaches. Fifth, since most of the science and technology capability of market economy governments lies outside the security agencies, governments must be able to coordinate and fund a national science and technology strategy. Sixth, a degree of cooperation between industry, cities, and government unknown in prior experience is required. In particular, local authorities must have an effective voice in setting the technical agenda for equipment for which they are the customer. Finally, for the protection against terrorism to be sustainable, more than a civilian benefits maximization strategy is required. The negative effects on civil freedoms from increased authority in the central government must be resisted, since the threat of terrorist attack is indefinite and emergency measures may never be relaxed. Now, let us examine security. First, although science and technology will not solve all problems related to terrorism against the components making up a modern regional or national infrastructure, it can help in prevention, mitigation, and restoration if an attack or attacks are attempted or carried out. In other words, science and technology will help to reduce the threat of  terrorism, but it cannot eliminate it. Unfortunately, terrorism has become a fact of life. Whenever there are dissatisfied people who are willing to give up their own lives or do not value human life, it will be difficult to eliminate the threat of terrorist attacks. A specific point where science and technology can help is in the area of intelligence, by providing information about the potential for an act of terrorism to be conducted. For example, what is being done to sort through open-air communications—both e-mail and voice wireless—is rather startling both in quantity and in degree of soph istication. There are programs, such as Trailblazer at the National Security Agency, that look for keywords and matches. Some of the recent terrorism alerts have been based on information gathered through these programs. There is another aspect that inexorably links infrastructure and security. The more sophisticated, complicated, or technologically evolved the infrastructure, that is, the more fragile it is, the more difficult it is to secure against terrorism and the greater theneed for science and technology solutions. The latter was the particular challenge that we were confronted with at the National Academies in producing the report entitled Making the Nation Safer.50 What can and should be done incrementally as society becomes more and more complex, sophisticated, and interdependent? How do you establish layers of protection because of increased vulnerability? First, communication and coordination is required. When the September 11, 2001, terrorist attacks occurred, the New York City Resp onse Center was in the World Trade Center. So the ability of the fire and police departments within New York City to respond was hampered severely because there was no way to centralize and coordinate the actions of the first responders. The lesson to be learned is that redundant response centers are needed for just this sort of contingency. The lack of communication was another lesson coming from the World Trade Center disaster. There is a definite need to have common systems that will allow all parties to communicate seamlessly Regarding building structures, another lesson can be drawn from the attack on the Pentagon. The Pentagon was hit exactly at the point between a newly restored portion of the Pentagon and the old Pentagon. While there was damage to the newly restored section, there was no structural failure to that part of the building. The walls absorbed the energy of the crash. In contrast, the old Pentagon suffered severe damage. Its walls collapsed. Most of the loss of life was in the old part of the Pentagon. The lesson here is to incorporate blast-resistant designs and materials into high-profile buildings For cities, one of the areas that is most in need of immediate attention is the ability to respond to catastrophic events. There is a need for simulation models, improved communications, and associated training. There is also a need to conduct systems analyses of responses to events in both space and time. For transportation systems, there is an immediate need for intelligent â€Å"information agents† for cargo. These agents would include a combination of global positioning systems and sensors to detect intruders and, possibly, the presence of certain materials as well as shipping documents detailing the contents. Such agents would be installed on every freight car in a rail system, every container on a ship, and every container transported by truck. Thus, one could monitor at every point in time exactly where each container or rail car is, what it contains, its destination, and whether there has been any attempt to tamper with or enter it. The various pieces of the so-called intelligent agent exist today and have been used on a limited basis. Efforts are under way to marry these various components into the type of agent I have described. Cargo scanning technology is complementary to the intelligent agents. While cargo scanners do exist, there is a need to integrate various components into a â€Å"one-stop shop† to monitor for specific items or radioactivity. The scanning equipment should be located at the point of embarkation of the container to prevent lethal weapons from reaching their intended destination. What good would it be to identify a nuclear weapon in a container as you offload it in New York Harbor?53 Transportation technology needs to extend beyond the cargo. There is a compelling need to develop means of rapidly identifying people, checking them and their luggage. Although there are systems in place today, the sheer numbers of people and locations is daunting. The use of biometrics would greatly alleviate this problem, while increasing the confidence level of the security forces. Rapidly deployable barriers to keep underground structures and tunnels from being flooded are another need.

Thought and Language

Thought and Language In the field of linguistic theory, the relation between thought and language is still an emerging topic of discussion. Different linguists and psychologists stand on different views and continued their argument to define this relation whether they are interdependent or independent. Broad categories of views are present and converging theories are yet to be gained. The two extreme thought school concerning the relationship between language and thought are commonly referred to as Mould theories and Cloak theories. According to the mould theory, language constructs our thought and they are interwoven in such a way that all people are equally being affected by the confines of their language. People can be considered as mental prisoners as they are unable to think in any other way which the language he speaks does not support. The cloak theory casts a different view and described language as a cloak conforming to the customary categories of though of its speaker. In this theory, language considered only as a media to express our thoughts just like the way we can use our physical movement to represent what we are feeling. Language do not control our way of perceiving things and we imagine our world in the way we like to. There is also a middle stand between this two which also popular in the linguistic theory. Without following the extreme, this view explains that language and thought is related but a flexible sense. Sometimes language drives our thought process and again sometime we construct the language with our thoughts. The Sapir-Whorf Hypothesis, named after the American linguist Edward Sapir and Bejamin Lee Whorf is classified as mould theory of language. In 1929, Sapir presented his belief that the possible range of human behavior is controlled by the language he speaks. It is totally dependent on the vocabulary exist in the specific language we are part of. This hypothesis is known as the strong form of Sapirs Hypothesis. It also mentioned that as different languages have different structures, barrier free communication between cross-cultural groups is impossible as they will never able to think in the same way as they are bounded by different language. After reviewing the two extreme theories of linguistic reality, I stand somewhere between the two .I think, the Sapir-Whorf Hypothesis cannot be totally denied but cannot be accepted fully. There are numerous arguments which support Sapir and also cross out the hypothesis. With a deep analysis of the different views and considering the examples from real world around me, I came to the conclusion that the relation between the language and thought is a continued process. Language instructs our thought and we often directed by the way our language constructs perceive the world. For example, in our country when we say the word Pohela Boishakh, it automatically spells a magic of festivity in everyones mind. It is the Bengali New Year and now this language construct evolved in such a way that it is now motivating the thought process of the people of our country. We are getting bound to think by this word. But it is also true in the other way around. The creative minds come out with thousan ds of innovative ideas and directing the language evolution. People growing up in the same surrounding and speaking the same language can possess different thoughts and communicate different ideas which contradict with Sapirs Hypothesis. So, I am more influenced by the theory that language and speech can be though of as two intersecting circles. In their overlapping parts, thought and speech coincide to produce what is called verbal thought. Verbal thought, however, does not by any means include all forms of thought or all forms of speech. There is a vast area of thought that has no direct relation to speech. The thinking manifested in the use of tools belongs in this area, as does practical intellect in general. Furthermore, investigations by psychologists of the Wrzburg School have demonstrated that thought can function without any word images or speech movements detectable through self-observation. While discussing about the topic with my group mates Dana Satriya and Sharad, I encountered different fabrics of thought in them. Dana came from Indonesia and Sharad from India. In Danas opinion thought is an act of verbal. He seems to support Sapirs Hypothesis and mentioned that we the media informatics students came from different parts of the world. Though in Germany, we can be considered as a community but we have distinct thought process and it will eventually act as a barrier while we communicate with each other. And this distinct thoughts are somewhat influenced by the different language constructs we belong to. In some stage, I will not be able to express my inner feelings to Dana in a full sense as his language construct does allow him to think and follow my thoughts. Sharad being as an Indian got an opportunity to experience wide range of cultures and community in his country. He also agreed that language has some influence over the people as he has seen different concepts and views among the people using different language. In my opinion, it is necessary to take into account the close relationship which exists between language and thinking. Most commonly accepted idea about language and speech is that they are the way of expressing the internal thought process of an individual. People express what they feel with the means of language and speech. However, the construction of language is not evolved in a uniform way among all the people. Living in different context makes people from different parts of the world to perceive reality in different manner. The social and environmental context influence their way of living and thought. Due to perceiving the context in different ways, their use of words depends on that particular context. From generation to generation, the language is evolved while keeping the relation with social reality. As an example, in my country, Bangladesh, the landscape is flat and people live on farming. Therefore, large part of the thought process is based on the agricultural activitie s and have special part of language constructs generated to explain this process. Eventually, the new generations grow up with the special language constructs related to agriculture which influence their thought process according to Sapir-Whorf hypothesis, describing the process of language influencing the thought process. However, I think it is not in that strong way according the hypothesis that language constructs the thought. It is clearly evident that Sapir-Whorf hypothesis was built on a partially viewed concept. Whorf analyzed several examples of Native American Language, Hopi, to support his hypothesis, which state that thought is strongly based on language. According to Whorf, the Hopi language does not contain any words, grammatical constructions, or expressions that refer to the English concept of time. He goes on to explain that it is possible in the Hopi language to express the world or reality in ways other than what many languages refer to as time. The Hopi view of reality is specific to the language and can only be best expressed if one is familiar with the language. In this example where Whorf feels language strongly influences thought, he is often criticized with circularity because he infers cognitive differences between two speakers from an examination of their respective languages, (Hopi and English). His proof of cognitive differences is only based on reiteration of the linguistic differ ences. But several other studies were done which supports the hypothesis including the research on perception of color in English compared with a small tribe from Papua New Guinea called Berinmo. However, I personally contradict to some extent with the basic idea of Sapir-Whorf Hypothesis. It is not entirely ignorable that language has some influence on the thought process, although it is not the only mean which drive our thoughts. It can only be considered a little part of a much bigger paradigm. As an example, we can consider the example of infants, who is yet to talk. However, it is widely accepted that children go through thought process before they even learn to talk. According to Piaget, every child has two different thought processes which are directed and undirected. Piaget says, Directed thought is conscious, i.e., it pursues an aim which is present to the mind of the thinker; it is intelligent, which means that it is adapted to reality and tries to influence it; it admits of being true or false (empirically or logically true), and it can be communicated by language. Autistic thought is subconscious, which means that the aims it pursues and the problems it tries to solve are not present in consciousness; it is not adapted to reality, but creates for itself a dream world of imagination; it tends, not to establish truths, but to satisfy desires, and it remains strictly individual and incommunicable as such by means of language. On the contrary, it works chiefly by images, and in order to express itself, has recourse to indirect methods, evoking by means of symbols and myths the feeling by which it is led. Therefore, this autistic thought is not influenced by languages and is evolved separately by the complex mental process. Same inference can be drawn for the physically retarded groups who can not speak and hear, but have their own thought process development of which is not blocked by any linguistic constructs. Language is not the driver of thoughts but thought can eventually result in language. Poets and laureates often enrich us with new and innovative language constructs to materialize their thoughts. So, in this case they are generating language with their thoughts. But there is always the other side of the coin. Language often acts as the catalyst for thought. If someone says a bitter word in a language which I dont know, it will not affect me. But if I am familiar with the word, it will certainly scatter some effect on my thought process and I will react over it. So, there are obviously many thought processes in individual which can only be motivated and initiated by the linguistic reality and not in any other way. In this context we can refer to George Lakoffs argument that language is often used metaphorically and that different languages use different cultural metaphors that reveal something about how speakers of that language think. For example English employs metaphors linkening time with money, whereas other languages may not talk about time in that fashion.So absence of language construct inhibiting the way of their thinking about time in the same way as English people do. So, the basic idea we infer from the above discussion that language and thought continuously move back and forth from thought to language and language to thought. Language helps us to think with a specific point of view and thought again develop the language. And thought is not only being expressed in words, it also comes into existence through them. Every thought relates one object to another and it moves, grows and develops, executes function and solves problem. This flow of thought occurs as inner movement which can be based on language and can also be without language. Bibliography Lev Vygotsky (1986) Thought and Language (newly revised and edited by Alex Kozulin) Ekkehart Malotki (1983) Trends in Linguistics Studies and Monographs 20 Hopi Time Thomas Tsoi The Relation between Language and Thought http://en.wikipedia.org/wiki/Linguistic_relativity http://www.mnsu.edu/emuseum/cultural/language/whorf.html http://www.aber.ac.uk/media/Documents/short/whorf.html http://www.angelfire.com/journal/worldtour99/sapirwhorf.html http://www.usingenglish.com/speaking-out/language-thought-sapirwhorf.html http://www.learningandteaching.info/learning/piaget.htm !Content ends here!>

Different Approaches To Psychology And Christianity Theology Religion Essay

Different Approaches To Psychology And Christianity Theology Religion Essay Integrative Approaches to Psychology and Christianity, written by David N. Entwistle, is a thorough examination regarding the integration of psychology and theology, in which both attempt to understand human nature. Integration is described as a thing that we discover when we are uncovering the fundamental unity that God created, as well as something we do as we create ways of thinking about, combining, and applying psychological and theological truths (Entwistle, 2004, p. 19). An individuals worldview is ones life perspective, which filters their reality. Both the psychologist and the theologian bring their worldviews and presuppositions into their separate methodologies and goals. The authors theocentric model unites theology and psychology, as both have similar concepts that derive from Gods created world. In order to attain a holistic perspective of human nature, both are necessary (Entwistle, 2004). Before psychology was classified as a science, it had deep roots in philosophy and religion, though it was not successful in dealing with serious psychological disorders (Entwistle, 2004, p. 44). During this time the church leaders were deemed the spiritual physicians, caring for the souls of men. (Entwistle, 2004, pp. 44-45). The church leaders were involuntarily pushed into the back shadows with the rise of psychology, when curiosity began to embark upon the unconscious of man, moving psychology from examining the sensory systems of man to examining the mental processes of man (Entwistle, 2004, p. 49). Integration needs to recognize and discern the unity of all truth, that is that all truth is Gods truth, wherever it may be found. A comprehensive integration will involve, according to the allies paradigm, a holistic perspective on how human beings live, learn, think, feel, believe, and relate to each other and to god (Etwistle, 2004, p. 239). The book of Gods word (scripture) and the book of Gods works (creation) never conflict, but the interpretations of man may be inconsistent at times (Entwistle, 2004, p. 262). Human nature is complex and multifaceted. Psychology and theology must be integrated because human beings are integrated in themselves. It is erroneous to build truth upon just a few strands of the whole tapestry, lest we lose sight of the entire being. Integration must consist of the faith reading of both books, examining with careful exegesis and hermeneutics, and re-evaluating psychological reasoning, data and theories. We must learn to be comfortable with the fact that there will be some level of uncertainty and ambiguity we will always have to live with (Entwistle, 2004, pp. 273-274). Concrete Response My husband and I were pastoral leaders in a church where anything outside of the church was not considered ministry. We were told that God wanted us to work in full time ministry, which meant working full time with no steady pay. I didnt have any formal training in the bible nor in counseling, yet I preached and counseled. Everything was by faith, with the false belief that all knowledge and healing exclusively comes through the Spirit of the Lord. All of the teaching and counsel given stemmed from the leaders hurts and experiences. This was of no benefit to the parishioners, especially to those who had genuine mental health issues. My husband and I eventually moved away to another state. Whenever I tried to give counsel, I found that religious people either felt they did not need it, or believed I was somehow not spiritual enough. I also found that nonreligious people tended to be disinterested in hearing anything about God. Every time I opened my mouth, I seemed to find my foot in it. Five years after we left that church I enrolled in Liberty University to continue my education in psychology, still deeply struggling with my anti-psychology beliefs. I finally choose to go into professional counseling. I desired to be equipped and effective in counseling. Over the years I have come to know Christians who have had real psychological issues, but they only sought out Christian counsel. Most still have those issues today, still hiding behind religion. Reflection With the integration of theology and psychology, are we attempting to create a separate Christian psychology? If so, would this Christian psychology be less effective for those who are not Christians, or do we require conversion before they are able to partake of Gods wisdom? If so, are we withholding the very grace and graciousness of God, forgetting that fact that His sun rises on the evil as well as the good (Mat. 5:45). I also wonder if integration is realistically possible with all the various perspectives underneath the umbrella of Christian theology. Christianity has numerous opposing theories and conclusions, similar to secular psychology. I dont believe full integration will ever be possible, but I am confident that Spirit filled Christians have the power and ability to discern and act in such a way to work towards the healing and wholeness of each client. Entwistle was very constructive in stating the importance and possibility of integration (in which I disagree). He outlined various historical as well as contemporary viewpoints concerning integration, giving his opinion on which ones promote a holistic perspective. He also suggested several useful methods of integration. Although Entwistle acknowledged the metaphysical work of the Holy Spirit in integration, I was disappointed that he didnt make this a significant theme. I find it is important to integrate, yet believe that full integration may be impossible. I would have also liked to have read more about the pitfalls of being unequipped in ministry when dealing with mental health issues. Action Given that each human being is complex, counseling can be problematic. A holistic approach is the only way one can tap into the inner intricacies of man. I would plead with every Christian counselor to continuously examine their hearts. Due to the nature of our society and culture today, I would suggest they carefully consider every aspect of their client (body, soul and spirit). If not, they may do more harm than good. I am determined to work out my biases, as well as my resistance to change from anti-psychological thinking. I will continue to strive to gather all truth, which is Gods truth, from every relevant discipline. My main goal as a counselor is to be equipped and ready to pull out the most effective treatment from my relentless inner-integration. I believe every effective Christian counselor must be filled with the knowledge of Gods will in all wisdom as well as spiritual understanding (Col 1:9-17), so to bring forth instruction with zeal and fullness from his or her inner storehouse. This will ensure the impartation of both fresh wisdom and ancient wisdom (Mat 13:52 KJV; Wordstrudy). For one without the other stands deficient.

The Freedom of Choices :: Essays Papers

The Freedom of Choices â€Å"James Joyce was born in Dublin on February 2, 1882† (Joyce i). In 1914, Dubliners, a work that illustrated the lives of the people of Dublin, from Joyce’s viewpoint, hit the shelves (Joyce i). The book consists of fifteen short stories all about the people of Dublin. There are many different themes thought these short stories but one that is very important to the book is the theme of escape. The book also lends itself to a philosophical point of view taking on many other themes: such as the theme of autonomy and responsibility. Three stories that these themes can be seen in are â€Å"An Encounter,† â€Å"Counterparts,† and â€Å"The Dead.† In these stories Joyce depicts many of the characters as people attempting to escape their responsibilities through the choices they make in their own lives. One responsibility that is neglected throughout these stories is the responsibility characters have to each other. In the story â€Å"An Encounter,† although only two boys escape their responsibilities at school, there was a third that was supposed to tag along (14). The other two boys, the narrator and Mahony, made the decision to leave Leo behind and venture off on their quest to the Pigeon House. Joyce offers a choice to these boys in attempts to show the audience that they will choose to ignore their responsibility to Leo. The two friends use their freedom making the choice that they are going to leave the bridge without their third companion, Leo. Another example of characters disregarding their responsibility to one another occurs when the two boys meet the old man in the field. Instead of staying with his friend Mahony leaves the narrator by himself ignoring his responsibility to be a good friend and stick together. These choices exemplify the way tha t characters in these stories ignore their responsibilities to other people. A second example of a character ignoring her responsibilities to another character occurs within the story â€Å"The Dead.† At the end of the story â€Å"The Dead,† the reader feels sympathetic with Gabriel, the main character, because he finds out his wife loved another man.

Violence in the Media :: essays research papers

It often seems like everywhere one looks, violence rears its ugly head. It is seen in the muggings on the streets, physical assaults in back alleys, shootings at schools, and even at home. The last of these, surprisingly, is a major source of violence. In most living rooms there sits an outlet of the most violent behavior and it often goes unnoticed. It is the television and the children who view it are often pulled into its realistic world with sometimes devastating results. More parents are using television as a means of entertaining their children when they are unable to, and the amount of television that children are watching is a growing concern in our society. In 1950, only 10% of American homes had a television and by 1960 the percentage had grown to 90%. Today, 99% of homes have a television. (Note 1) The results of many experiments and research have all shown that television is a major source of violent behavior in children and that the two do, in deed, go hand in hand.   Ã‚  Ã‚  Ã‚  Ã‚  As much as society would like to ignore the fact, violence in the media does affect children. In New York, a 16-year-old boy broke into a cellar. When the police apprehended him and asked him why he was wearing gloves, he replied that he had learned to do so from television as to not leave fingerprints. In Alabama, a nine-year-old boy received a bad report card from his teacher. He suggested sending the teacher poisoned candy in retaliation as he had seen on television the night before. In California, a seven-year-old boy sprinkled broken glass into the stew his family was to eat for dinner. When asked why, he replied that he wanted to see if the results would be the same in real life as they were on television. These are certainly sobering examples of how television can affect a child.   Ã‚  Ã‚  Ã‚  Ã‚  The average child spends approximately 28 hours a week watching television; twice as much time as is spent in school. By the age of 18, one child will have witnessed over 200,000 acts of violence on television, to include 16,000 murders. (Note 2) One might argue that these are impressionable children with no sense of right and wrong; however, some psychologists and psychiatrists feel that continued exposure to such violence might unnaturally speed up the impact of the adult world on the child.

Analysis of the Cuban Missile Crisis Essay -- History, Nuclear Weapons

The Cuban Missile Crisis remains an example of one of the most terrifying events in history for the people of the world. A very real threat existed for the crisis to escalate and create World War III, which would include the annihilation of countries and cause unimaginable damage from the use of nuclear weapons by the United States and the former Soviet Union. The conflict had historical roots in the Cold War between the United States and the former Soviet Union, as well as in the history of relations between the United States and Cuba. The strife between the United States and Cuba culminated when Fidel Castro overthrew a government publicly supported by the United States, although political and military officials in the United States secretly welcomed the events. However, it soon became clear that the takeover of Cuba by Castro would result in escalating conflict between it and the United States, something that quickly became more evident in the Bay of Pigs invasion and Operatio n Mongoose; both designed to eliminate Castro from the political field in Cuba. The Soviet Union supported Castro’s regime and Cuba’s stand, and forced its hand with the placement of nuclear missiles on the island. The United States countered, and the two countries played out their hands to determine the fate of the world. In the end, the United States and the Soviet Union came to an agreement, both sides attempting to avoid a nuclear war. To this day, the way in which the threat was diffused remains an important model in studying how to avoid future conflicts that threaten the world. The history of relations between the United States and the former Soviet Union paved the foundation that would culminate in the Cuban Missile Crisis. The battles b... ...s a model in many ways for how not to handle negotiations; many of the benefits of studying this event, in fact, are to identify how to do just that, as well. Although the outcome was ultimately positive and nuclear war was avoided, the tactics and countermoves of the United States and the Soviet Union had the potential to backfire and cause nuclear destruction. The conflict with the United States and Cuba contributed to the tension between the United States and the Soviet Union. Each country was attempting to solidify its power as not just a superpower, but the superpower of the entire world. As a result of this, one of the most terrifying events in the history of the world, even today, emerged – The Cuban Missile Crisis – and we still use it today as an example to prevent any possible errors that might once again escalate to create an event of such severity.

Iic- Hkuspace Ass

HKU SPACE Community College Intra- and Interpersonal Competencies (IIC) Lecturer: Office: Email: Tel. : 1. Introduction 1. Human beings are social animals. We meet people and make friends throughout our life. However, building a positive relationship is not an accident, it requires understanding and effort and is an art to be learned and practiced. Learning, developing, expanding, and improving interpersonal skills and competencies are essential for future success.This course prepares students for the future by helping them improve themselves and their relationships with family members, friends, classmates, co-workers and even people who may be perceived as difficult. Aims & Objectives 2 This course aims at increasing students’ knowledge and understanding of basic human communication principles, identifying their strengths and weaknesses in intrapersonal and interpersonal communication, developing skills to achieve positive relationships with significant others and people aro und them. 2. 2By the end of the course, students should be able to: . 2. 1understand the concept of self, self-esteem and self-efficacy; 2. 2. 2know themselves throughout the life span, personality types and realize their strengths and weaknesses in communication; 2. 2. 3identify emotion and feelings and develop appropriate skills to express them; 2. 2. 4understand the meaning of happiness and develop ways to achieve life satisfaction; 2. 2. 5clarify values and understand moral development; 2. 2. 6develop better listening skills; 2. 2. 7master basic skills of giving and receiving responses; 2. 2. understand the features of healthy relationship and identify skills for managing conflicts; 2. 2. 9develop ways to enhance intimate relationships; 2. 2. 10 recognize the significance of parenting and strengthen family relationship. General approach 2. Mini lectures, role-plays, case discussions, psychological tests and other creative methods will be used as necessary. 3. Each meeting is 3 h ours per session, 12 meetings per term. References 5 Compulsory text Hanna, S. L. , Suggett, R. , & Radtke, D. (2010). Person to person: Positive relationships don’t just happen (5th ed. ). Upper Saddle River, NJ: Prentice-Hall. Suggested references Baker, L. L. , & Gaut, D. A. (2002). Communication (8th ed. ). Boston: Allyn and Bacon. DeVito, J. A. (2012). The Interpersonal communication book (13th ed. ). NY: Addison Wesley Longman. DeVito, J. A. (2002). The interpersonal communication reader. Boston: Allyn and Bacon. Erber, R. , & Erber, M. W. (2010). Intimate relationships: Issues, theories and research (2nd ed. ). Boston: Allyn and Bacon. Johnson, D. W. , & Johnson, F. P. (2008). Joining together: Group therapy and group skills (10th ed). Boston: Allyn and Bacon. Knapp, M. L. (2002). Handbook of interpersonal communication (3rd ed. ). London: Sage.Ratliffe, S. A. , & Hudson, D. D. (1988). Skills building for interpersonal competence. U. S. : Holt, Rinehart and Winston. Sq uirrell, G. (1998). Developing life skills. Lyme Regis: Russell House. (2000): ( : )? (1999): ( : )? (2002): 180 ( : )? Syllabus |Class |Unit Title |Content | |(3 hours each) | | | |1 |A.Introduction |Course introduction, | | | |Concept of self | | |B. Knowing and Valuing Yourself (Chapter 1 of|Developmental areas of self | | |the text) |Self-esteem, self-concept, self-efficacy & ways to build and raise it | |2 |C. Understanding yourself throughout the life|Personality types and theories | |span (Chapter 2 of the text) |Gender and personality | | | |How to write psychology paper in APA format | |3 |1. Exploring values and making wise choices |Value and moral development | | |(Chapter 3 of the text) |Define wellness and ways of promoting wellness | | |2.Experiencing and expressing emotion |Emotion and self | | |(Chapter 5 of the text) |Constructive & appropriate ways to express emotion | | |And Achieving happiness & satisfaction |Define happiness | | |(Chapter 4 of the text) |Ob stacles in the pursuit of happiness | | | |Ways of achieving satisfaction | |4 |Student presentation |Group 1 – Chapter 3 | | | |Group 2 – Chapter 4 & 5 | |5 |3.Becoming a positive listener (Chapter 7 of|Verbal and non-verbal language | | |the text) |Define listening | | | |Develop better listening skills | | |4. Improving Communication |Style of verbalizing | | |(Chapter 8 and 9 of the text) |Effective communication | | | |Self-disclosure | | | |Giving & receiving compliments | | | Checking your perception | | | |Using dimensions of awareness | | | |Respond effectively | |6 |Student presentation |Group 3 – Chapter 7 | | | |Group 4 – Chapter 8 & 9 | |7 |5. Building Positive Relationships (Chapter |Creating healthy relationships | | |10 of the text) |Types of relationships | | | |Support systems | | | |Define conflict styles and conflict management | | |6.Strengthening Family Relationships |Family strengths & weaknesses | | |(Chapter 13 of the text) |P ositive parenting | | | |Changes in the family | |8 |Student presentation |Group 5 – Chapter 10 | | | |Group 6 – Chapter 13 | |9 |7. Developing & Enriching Intimate |What is love? | | |Relationships (Chapter 12 of the text) |Types of love | | | |Obstacles to love & intimacy | | | |Building intimacy | | | |Sexual fulfillment | | |Cohabitation | | | |Marriage | | | |Recommendation for marital success | |10 |Student presentation |Group 7 – Chapter 12 | | | |Group 8 – Chapter 12 | |11 |Self-reflection; |Students’ oral presentations: reflecting what one has learned in this | | |Submit term paper |course | |12 |Self-reflection; |Students’ oral presentations: reflecting what one has learned in this | | |Quiz |course | Assessment 100% course work ? Attendance10% ? Participation10% ? Quiz10% ? Group presentation25% ? Oral presentation20% ? Written assignment25% 6. 1Attendance10% 6. 1. 1Compulsory Attendance Students’ full attendance i s required. Prior approval should be sought from the lecturer for any leave of absence. Formal letter and medical certificate are required to prove students’ absence. Students must be punctual for their lessons.Three ‘late come-ins’ will be counted as one absence. Absence of any three sessions without reasonable written explanation and prior approval from the lecturer will lead to failure of the whole course. 6. 2Participation10% 6. 2. 1To facilitate students’ contribution to class learning, they are expected to: 6. 2. 1. 1prepare and present mini-lectures, take a leading role in class discussion, group activities and presentations; 6. 2. 1. 2share own experiences and thoughts with the group; 6. 2. 1. 3reflect on and learn from experiences and feedback; 6. 2. 1. 4provide fruitful, concrete and constructive feedback to classmates. 6. 3Quiz 10% 6. 3. A multiple choice, open book short quiz related to the text will be carried out at the beginning of class 12. Students are reminded to read the text regularly. 6. 4Group Presentation25% 6. 4. 18 groups will be formed in the first class. Starting from class 4, each group will be responsible for presenting and running activities during the session. 6. 4. 2The content of presentation is related to the content of chapter/s of the textbook being assigned. Each group has to hand in a Pre-task Form to the lecturer at least one week before their presentation (see p. 15-16). Marks may be deducted for late submission. It is highly recommended for groups to discuss with the lecturer before the presentation. 6. 4. In addition to the textbook, students are encouraged to look for other relevant materials when preparing the presentation, such as newspapers, local statistical reports, personal experiences and other electronic and paper journals etc. 6. 4. 4The format of the presentation is flexible and should be creative. Mini-lecture, drama, role-plays and games involving the entire class are recommended . The class activity should be related to everyday life, and as original and stimulating as possible. 6. 4. 5Duration of the presentation should be around 40 minutes. 6. 4. 6Students are required to use English in the presentation. 6. 4. 7After the group presentation, the entire class will assess and provide feedback on the group’s overall performance. Each roup will ask one question and give a brief verbal comment on the performance of the presentation group. Each group will also need to fill in an evaluation form and submit it to the lecturer (p. 8). 6. 5 Oral Presentation 20% 6. 5. 1Each student shall prepare a self-reflection speech in about 300 words in English. Self-reflection means anything one believes one has learned or gained from this course that is beneficial in self-understanding and developing positive relations, and would like to share verbally in English. 6. 5. 2Each student will have at most 3 minutes to present in the class in class 11 and 12 6. 5. 3After th e presentation, each group will ask the student a question.Each group will provide written feedback and rate the performance of the student (p. 10). 6. 5. 4Students are required to hand in their script for reference at the beginning of their presentation. Marks will be deducted if students fail to submit a written script of their presentation. 6. 6 Written assignment 25% 6. 6. 1Students are required to submit a paper in this course. This paper should be written in English and submitted at the beginning of class 11. The submission deadline of the paper will be strictly enforced. Without prior approval from the lecturer, zero mark or F Grade will be given to any late submission. For security purpose, student is recommended to keep a spare copy of the paper. 6. 6. Format of the paper: neatly typed on A4 papers, double-line spacing, font size 12, Times New Roman, 1 inch margin. 6. 6. 3Word limits: 1000 words with word count provided. 6. 6. 4 Proper references should be included in the p aper. 6. 6. 5Students have to demonstrate their ability to integrate knowledge they learnt from this course to analyze a case. Assignment questions: see p. 12. 6. 6. 6 Term paper marking criteria |Excellent A |Criteria in obtaining a B and | | |Strong evidence of original thinking | | |Good capacity to analyze and ynthesize | | |Indication of critical thinking | | |Superior grasp of subject matter | | |Evidence of extensive knowledge base | | |Excellent suggestions that definitely can be used in real life situations. | |Good B |Criteria in obtaining a C and | | |Elaborate and illustrate with appropriate examples. | | |Good grasp of the subject matter. | |Some evidence of critical capacity and analytical ability | | |Reasonable understanding of issues | | |Good insights and/or practical suggestions. | |Satisfactory C |Well organized – with introduction, content, conclusion and reference sections. | | |APA format used | | |Content is relevant to the question asked. | | |Indic ate basic knowledge and understanding of the subject matter. | |With acceptable conclusion and appropriate suggestions or insights. | |Fair D |Written in understandable English. | | |Content is somewhat relevant to the question asked. | | |Unable to use proper APA format. | |Poor F |Little evidence of familiarity with the concept and subject matter | | |Poor English | | |Plagiarism | HKU SPACE Community College Intra- and Interpersonal Competencies Group Presentation Classmates’ Group Feedback Form Class: Mon/Tue/Wed/Thur/Fri Group: ______ Presentation Topic: _______________________________________ From Group: ___________am/pm |Presenters: | | | | |Name: ______________ |Name: ______________ |Name: ______________ |Name: ______________ | |Name: ______________ |Name: ______________ |Name: ______________ |Name: ______________ | Performance Appraisal Item |Excellent |Good |Satisfactory |Fair |Poor | |Structure & organization | | | | | | |Preparation | | | | | | |Time allocation | | | | | | |Appropriate content | | | | | | |Interesting activities | | | | | | |Clarity of message | | | | | | |Classmates’ response | | | | | | |Sound rationale | | | | | | |Overall | | | | | | Your group’s comments _____________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ ___________________________________________________________________________ HKU SPACE Community College Intra- and Interpersonal Competencies Group Presentation Lecturer’s Immediate Feedback Form Group: ______ Presentation Topic: ___________________________________________ Class: Mon/Tue/Wed/Thur/Fri _______am/pm Name: ______________ |Name: ______________ |Name: ______________ |Name: ______________ | |Student ID: __________ |Student ID: __________ |Student ID: __________ |Student ID: __________ | | | | | | |Name: ______________ |Name: ______________ |Name: ______________ |Name: ______________ | |Student ID: __________ |Student ID: __________ |Student ID: __________ |Student ID: __________ | Performance Appraisal Item |Excellent |Good |Satisfactory |Fair |Poor | |Structure & organization | | | | | | |Preparation | | | | | | |Time allocation | | | | | | |Appropriate content | | | | | | |Interesting activities | | | | | | |Clarity of message | | | | | | |Classmates’ response | | | | | | |Sound rationale | | | | | | |Overall | | | | | | _____________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________ ________________ __________________________________________________________________________________ ___________________________________________________________________________ HKU SPACE Community College Intra- and Interpersonal Competencies Individual Oral Presentation Classmates’ Group Assessment Form Class: Mon/Tue/Wed/Thur/Fri Presenter’s Name: ______________________ From Group: ___________am/pm Performance Appraisal Item |Excellent |Good |Satisfactory |Fair |Poor | |Structure & organization | | | | | | |Preparation | | | | | | |Time allocation | | | | | | |Content | | | | | | |Clarity of presentation | | | | | | |Responses to questions | | | | | | Question(s) your group raised or you want to raise and the presenter’s response: __________________________________________________________________________________ __________________________________________________________________________________ ___________________________________________________________________ _______________ __________________________________________________________________________________ Overall comment on the presentation: _________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ HKU SPACE Community College Intra- and Interpersonal Competencies Individual Oral Presentation Lecturer’s Feedback Form Presenter’s Name: ______________________ Class: Mon/Tue/Wed/Thur/Fri _______am/pm Performance Appraisal Item |Excellent |Good |Satisfactory |Fair |Poor | |Structure & organization | | | | | | |Preparation | | | | | | |Time allocation | | | | | | |Content | | | | | | |Clarity of presentation | | | | | | |Respons es to questions | | | | | | HKU SPACE Community College Intra- and Interpersonal Competencies Individual Oral Presentation Lecturer’s Feedback Form Presenter’s Name: ______________________ Class: Mon/Tue/Wed/Thur/Fri _______am/pm Performance Appraisal Item |Excellent |Good |Satisfactory |Fair |Poor | |Structure & organization | | | | | | |Preparation | | | | | | |Time allocation | | | | | | |Content | | | | | | |Clarity of presentation | | | | | | |Responses to questions | | | | | | Case Study My name is Sammy.I had unsatisfactory results in my public examinations and could not be admitted to a university. My parents wanted me to further study, therefore, I went to college without giving it much thought. I do not like studying. Actually, I don’t’ know what I like and dislike. The question â€Å"Who am I? † still confuses me. It is clear to me that I am not as competent as my friends and classmates. My classmates have better academic and sports per formance than me. My elder sister is better looking than me. My cousin is more†¦ I cannot remember the last time I talked to my parents peacefully. My parents go home late because of work. When they come home, I am usually in bed.If they happen to come home earlier, they usually find me lying on the sofa with the television on, or surfing the Internet aimlessly. They often complain and nag, which irritates me very much. I once lost my temper and banged the door harshly after their criticism. Since this incident, I have become accustomed to respond to their complaints with a blank face or going back to my room quietly. I think silence is better than quarrels. Pre-assignment preparation (to be completed in class 1): According to your common senses, list out the possible problems of the main character of the scenario (Sammy) and your suggested solutions to the main character’s problems. Assignment questions (1000 words, submission deadline: in class 11):Base on what you hav e learned in this course (including your textbook and any reference materials that you may have read), analyze the case study provided. Using theoretical support: identify the problems the main character has and suggest possible solutions. HKU SPACE Community College Intra- and Interpersonal Competencies [pic] Assignment Checklist (Will be attached to students’ paper) 1. Format Double-line spacing( Typed (yes, the computer is just fine)( 2. ContentExcellentPoor Identifies the possible problems of the scenario ((((( Proposes pragmatic solutions to the scenario((((( Shows how the theories apply to the scenario((((( Cites references with APA format((((( 3. Writing StyleExcellentPoor Organized(((((Understandable((((( Appropriate Grammar & correct spelling((((( Cohesiveness((((( Other comments: ____________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________ Grade ___________ Teacher ____________________ Date ___________ HKU SPACE Community College Intra- and Interpersonal CompetenciesGuidelines for writing an essay 1. Structure and presentation 1. Essay is well-structured with table of content, introduction, sections (parts) and conclusion (or suggestion ) 2. Paragraphs (or sections/ parts ) are logically linked 3. Appropriate insertion of tables or figures whenever necessary 4. Good reference section 2. Content (be regarded as more important) 1. Materials are addressed to the topic with evidence of extensive reading. 2. The theme is well mastered & logically developed 3. The major theories / concepts are well mastered. 4. Arguments are adequate and critical. 5. Theory(ies) applied are critically evaluated. 6.Draw r eference from relevant local examples as far as possible. 3. Conclusion / suggestions 1. Summarize the key points briefly 2. Having new ideas & insights into the topic 3. 3. Provide workable suggestions HKU SPACE Community College Intra- and Interpersonal Competencies Group Presentation Pre-task Form Course Code: _________________ Class: Mon/Tue/Wed/Thur/Fri am/pm Group: ______ Presentation Title: __________________________________________ |Name: ________________ |Name: ________________ |Name: ________________ |Name: ________________ | |Student ID: ____________ |Student ID: ____________