Guidance and Discipline Issues in the Early Education Essay

Children who come from a lower economic background have a much greater disadvantage than other children. Early childhood represents a particularly important time to target children’s risk of behavior problems through proper guidance and discipline. There is a great need for preschool classrooms where processes are able to support a young child’s emotional and behavioral development. Low-income children who attend a lower quality preschool do show an emotional and behavioral adjustment and are placed at a substantially greater risk in the long run (Magnuson, & Waldfogel, 2007). This shows us that even though the intentions to teach the child where there, we may be doing more harm to the child then help. It is imperative to learn whether interventions that target social-emotional development in preschool can avert the risk of higher behavior problems among low-income children while also supporting their emotional, behavioral, and academic adjustment. Children who are exposed to a wide range of psychosocial stressors such as living in a poor neighborhood are at a greater risk for developing emotional and behaviors issues. These children also have minimal access to mental health services (Fantuzzo et al. , 1999). Early childhood is quite possibly the most important time to target children’s risk of behavior problems. Evidence regarding the onset of behavior problems as early as toddlerhood is mounting. With this evidence, it suggests that the earlier the intervention is conducted there is a better chance for a more positive result. The goal is to reduce the early childhood behavior issues while preparing the children for school readiness. In order to do this, preschool classrooms have become increasingly important. Approximately 67% of young children in the United Stated are enrolled in center-based or non-relative care prior to enrollment in kindergarten (Innes, Denton, & West, 2001). If children from ethnic and minority groups are less likely to be enrolled in a beneficial program, the gap in education may be widened. Children who spend less time in beneficial programs and attend lower-quality programs do not receive the benefit that preschool is intended to give. The experience of a high quality preschool may narrow the racial and ethic gaps, if children from minority groups are more likely to be enrolled and spend more time in them. When it comes to preschool programs and ethic gaps in school readiness, there is shown to be a difference in racial diversity of school readiness. It is shown that a child who attends a quality center or preschool program is more ready to learn upon entering school. These children are much more likely able to know what is expected as far as behavior in the classroom. These children are given the skills in classroom guidance that they needed prior to entering elementary school. However, since not all preschools are of high quality and there are differences in the type and quality of programs, not all children are receiving the benefit. According to Magnuson and Waldfogel, black children are more likely to attend preschool than white children, but may experience lower- quality care. Hispanic children are much less likely that white children to attend preschool. (Magnuson & Waldfogel 2005) The best estimates of the effects of early childhood care and school readiness note that these programs enhance children’s cognitive development and academic skills.

Creationism vs. Evolution

Since high school, I have been on something of an intellectual and spiritual journey from what I was told to believe to what I believe for myself. It wasn't until recently that I have finally started to become comfortable with what I do and do not accept as the truth regarding the origins of our existence here on this planet. I grew up in a diverse Christian home: my mother's side are devout Roman Catholics and my Father's Lutheran. I was raised Catholic and we went to mass religiously (no pun intended) every Sunday and my mom said my Hail Mary's with me every night before bed. The existence of God and His role in our lives was not even a question. From there, I went to a Christian pre-school, a Catholic kindergarten and grade school, and then a privet Catholic all-girls academy. In High School, evolution was barely talked about unless you were taking a class specifically related to it (or maybe it was but I tended to fall into a coma during science related lectures) and in primary school, it wasn't talked about at all. My father is what my mother likes to call a â€Å"holy roller†: he is a starch Fundamentalist Christian and a Young-Earth Creationist who believes that the bible is fact and not to be interpreted in any way other than literally. I can remember him talking about the evils of evolution and how it was impossible for monkeys to still exist if we evolved from them. He said that the evolutionary theory was just that: a theory and not fact like the bible. My father is an extremely intelligent man who reads and researches his beliefs but he is blindly religious. My high school was an extremely intellectually nurturing environment. When I started religion classes there, while there was some bias, I got to hear other peoples points of view and beliefs which helped me to start figuring out what it was that I truly believed. It was through these classes that I met some girls who happened to be atheists. I had no idea that the general consensus among those girls was that all religious people were un-intellectual and unintelligent because of Young-Earth Creationist. It was during this time that I started read about the subject and I read a lot. I read a book by a Christian astronomer named Hugh Ross, an Old-Earth Creationist who believes that the first few chapters of the Book of Genesis are not a literal portrayal of actual events but rather, God's revelation of the creation of events to the writer of Genesis. I thoroughly enjoyed the book but I promised my father I would at least give some Young-Earth Creationist views a chance. My dad gave me two books: one by Henry Morris and one by Ken Ham (the author of the assigned article. ) I was unimpressed by Henry Morris's book as I found it extremely tangental and rambling. I then moved on the Ken Ham's book, called The Answeres Book: The 20 Most-Asked Questions about Creation, Evolution, and the Book of Genesis Answered! I was actually appalled because essentially, he said that a person who does not believe in Young-Earth Creationism is not a Christian because they don't believe the Bible. This was extremely disturbing to me because most of his comments throughout the book and on his website Answers In Genesis/ mission were extremely intolerant and even at times abusive towards scientific community as a whole. How could it be possible that the same PhDs and other teachers from whom I was learning all be deceptive liars? I think that's why I had such a problem reading and accepting this article to be anything other than bullshit. True, he is not spouting any of his â€Å"holier than thou† spew in this particular piece but because I know and have read his other works I know he is trying to sell something: his own small-minded one-sided view of the world. The truth of the matter is that evolution is not anti-Biblical. I know that the Earth and the universe are both old. I know that life itself is old, we have scientific proof of it, but the question for me remained how exactly did life begin and develop. The Biblical creation story is clear: God created everything from the very beginning. How it progressed from there is not specifically spelled out. I have come to believe through reading, research, and soul-searching that evolution is the best and most plausible explanation for the progression of life on this planet. When my father was learning about evolution, it was discussed in terms of long-term gradual changes facilitated by natural selection. It had now been found that the process can be sped up by natural selection and other genetic processes. Over time, evolution has become better supported through tireless research. I think Evolution is easy enough to digest for people like my mother until it gets to the issue of monkeys. Whenever that subject is brought up it gets uncomfortable because she doesn't want to believe that we, God's handmade â€Å"mini-me's†, originated from, to quote the immortal line from the movie Planet of the Apes, â€Å"damn dirty apes†. The idea that God hand-made each and every one of us from scratch is an easier pill to swallow for most Christians. I feel that biological evolution is a beautiful and reasonable explanation for the physical progression from apes to humans but it lacks a spiritual explanation. My Grandmom always said to me that she never fully believed in God until she was in the room when someone died. You can see all the life: the intelligence, the love, everything they were in life completely drain from them and all thats left is an empty vessel. I never thought I'd have an experience like that until my Grandmom passed away in her sleep last March. I saw everything she described happen right before my eyes and it was then that I realized that there had to be something, some supernatural aspect to humans that no other animal possesses. When I saw her lying in the casket, it was no longer my Grandmom but the shell of the beautiful and complex person she once was. Whether you want to call it a soul, God's breath of life, or his image and likeness we are different and not just in our linguistic skills. It is clear to me that God chose us to be His children and to love Him forever but how or why he chose to differentiate us from the rest of the primates is still unclear to me. I have come to find that my thoughts and beliefs align with what is called Theistic Evolutionism or Evolutionary Creationism. Theistic Evolution is the concept that classical religious teachings are compatible with modern scientific understanding about biological evolution. Because I found this concept that fully aligned with my beliefs, I have never been more firm in my faith or more sure of my belief in God and Jesus Christ. I believe that God sent Jesus to cleanse me of my sin and I believe that He loves me. I believe that He hears my prayers and answers them and I believe that God did create the universe and everything in it but he chose to do it in a ways that we, his children, can study scientifically so we can better understand Him and His plan for us.

A History of the Arab Peoples Albert Hourani Essay Example for Free

A History of the Arab Peoples Albert Hourani Essay ? Albert Hourani’s book â€Å"A History of the Arab people highlights the Arab history in general since the early beginning of Islam –and even before that-, till the modern ages in the nineteenth century. The book is great for westerners interested in the Arabs and for Arabs, who are not familiar with their history. The book is a good add to any interested reader. Back ground information Lebanese-American historian Albert Tourane represent this book as an addition to his previous works discussing Arab’s history and Arabian affairs such as, Arabic Thought in the Liberal Age, 1789-1939,which was first published in 1962. It would be a mistake to deal with this book as a pure history book. It’s not depending only on dates and chronological extent of the Arabic people and civilization and this is a good point to build our review on it. Summary Hourani’s book begins with the story of Ibn-Khaldon, the great Arab socialist. The following chapter talks about the appearance of Islam and Muhammad and then his successors and the formation of the Islamic empire 3 . Next, the book talks about the Islamic society and its Koranic accounts 4 with the great revolution in translating science and Greek philosophy with the appearance of Sufism 5 . Islamic expansion and the description of minorities like Jews and Christians 6 followed. Life in countryside 7 and cities 8 and the rulers of the societies 9 were mentioned in later pages. † way of Islam† 1o and â€Å"The culture of the Ulema† 11 are two chapters talking about the faith in Islam with sense of community and low determination. The book also shows how culture was well represented 12 and how the following Ottoman empire 13 sustained the Arab world, with a brief description of Ottoman societies 14 . Chapter fifteen starts talking about the eighteenth century 15 and the European powers in the Arabic areas 16 like French intervention in Algeria. Opening of Suez Canal and Zionism arose with Jews settled in Palestine 16 and how the culture of Imperialism 17 started to have a loud voice in the area. Word War One 18 and its influence discussed in Chapter nineteen 19 with the modern life in Arabic societies 20 . Book show how the emergence of Israel started and the independent movements were held from French & British and The tragedy of the triple attack on Egypt on 195621. Chapter twenty two 22 show a rapid change in Arabic societies and the Arabic culture extended 23 with the climax of Arabism started from 1950s 23 . Final chapters of the book discussed the difference between Arabs, the sudden death of Nasser and the 1973 war between Egypt and Israel 24. final chapter states some major problems in the area, including Kurds struggle for independence, Sudan problem and women issues. Number of twenty pages of maps followed, which make a great way to represent the places that was mentioned in the book. Evaluation of the book This book is well represented with all the illustration and maps introduced. The Index is well-written and helpful in finding any information directly. As mentioned before, the book couldn’t be categorized as a history book; its better described as Social-history book and starting with the life of Ibn-Khaldun is such evidence. It represents a vast look on the Arabic societies through history, describing the life style, science, different religion and civilization. Many chapters described the same period of time but dealing with different subjects, like chapters twenty 25 two and twenty three 26 in the (1950s and 1960s). From the other point of view, this book skims some important details such as, the detailed pre-Islamic era, the great empires of Umayyad and Abbasid which was represented with partly amount of pages that doesn’t exceed seven pages in some cases. Also the detailed life of Prophet Muhammad, which has a great impact on the Arabic societies. Also Crusaders wars weren’t well mentioned, although it has a very huge impact on Arabs in its time. Conclusion Dealing with the history of Arabs is such a great effort and a hard game to play. This book tried to do the most of the job with a different way, which is representing history from the social point of view. I would recommend this book if one already has a minimum knowledge and understanding of Arab history . Otherwise I recommend alternatives such as, History of the Arabs from the earliest times to the present, of Philip Hitti. It would be useful for a good specialized historical reading. A History of the Arab Peoples Albert Hourani. (2017, Apr 17).

An Enlightening Dining Experience Case Study Example | Topics and Well Written Essays - 1750 words

An Enlightening Dining Experience - Case Study Example We took a turn down Newberry Road, and ran into a tiny, modern looking restaurant with a large, lit dragon on the top. Next to the dragon read Bento Cafe. Bento, as in bento box Interesting enough, we pondered. We thought that at least it had to be better than that delivery pizza. Out of curiosity, we rushed inside the restaurant through the pouring rain. I must admit that I have been to many restaurants and fast food places, but Bento Caf is far from ordinary. Bento Caf portrays a unique concept, catering to college students around ages eighteen to twenty two. It's overall theme or story, dcor and atmosphere, cuisine, specialty items, reasonable prices and its proximity to campus all can be described as very unique and culminate to produce this unique concept. It wasn't until the time we sat down that I really had a chance to take in Bento Caf's unique theme: a very small, but different type of caf or sushi bar. Many may call Bento the "McDonald's" of Japanese sushi restaurants. Far from this, Bento defines a novel trend in everyday dining experiences. It is modeled after popular cafes found in the urban parts of Japan and Taiwan. Bento Caf utilizes Zen architecture and interior design, creating a neat and uncluttered overall presentation. To complete the effect, Bento serves many of their meals in Bento boxes or little partitioned trays which are modeled after a traditional Japanese box lunch. In the Japanese culture, a box lunch is actually an art form because Japanese women may spend hours on cooking and color coordinating the food, chopsticks, tray, and the napkin for their children to carry to school or their husband to carry to work. Although this may seem a bit paltry, it actually defines a common theme in Japan. Thus, these are th ought of as the cafeteria trays of Japan. This overall theme of Bento Caf may be novel for Westerners like us but defines what is traditional for the Japanese. This theme makes it a perfect place for young people to dine in and hang out. A diner in Benton might note its very unique atmosphere which enhances its overall appeal. The restaurant can be described as different because it fuses Japanese tradition with the modern market. While some may chastise the cool and casual feel of Bento, it is extremely hip, and beckons a younger crowd of people. Compared to the usually dull and monotonous atmosphere of fine dining sushi restaurants, Bento's design is hip and trendy. Bento incorporates hard surfaces and sharp edges with the sparkle of the black marble looking tables, dark blue tiles and metallic smattering; the dcor is far from mundane and can be described as ultra-modern. The subdued lighting, neon, polished concrete, wooden chairs and flat screen televisions on the wall add to the overall ultra modern theme. However, this is balanced with soft candle lights, and blue and silver highlights which is very appealing to many college students. The glowing tables due to the brilliant lighting enhance the setting. The mus ic in the background offers a very loungy and hip appeal. Towards the back of the caf lie a couch and a seating arrangement around a large window while a flat screen television resides in front of the couch. In its commitment to offer a perfect place, cleanliness is maintained throughout its

Italian Cuisines Essay Example | Topics and Well Written Essays - 3500 words

Italian Cuisines - Essay Example The first course (primi or minestra) can be a risotto, a soup, or pasta served in a broth or sauced. No matter what is served first, it is served in a bowl, and it always, always precedes the meat, fish, or fowl course. When dining out in Italy, the choice of a second course is made after you've eaten the first course. This way, a diner can evaluate the experience of the first course and decide on its best counterpoint for the second. One or two vegetable dishes (contorno) often round out this course. For example, "fish" is the theme of this meal composed by Marcella Hazan. The antipasto is tiny boiled shrimp served warm and seasoned with lemon juice, olive oil, and parsley. Next (primi) comes a squid and clam risotto to make "peppery comments." Then (secondi), a turbot baked with potatoes and garlic is served. After the turbot, a bitter salad of radicchio and field greens cleanses the palate. The closing course is fresh fruit sliced and served in wine. The Mediterranean diet is all the rage these days - it has a reputation for being sinfully delicious while possessing the virtue of being extremely healthful. Yet when asked to define it, many folks have hard time coming up with a good description. Not surprising. Any country contiguous with the Mediterranean Sea, from Morocco to Greece and from Spain to Israel, can rightly claim that its cuisine qualifies as a form of the Mediterranean diet. Indeed there are hundreds perhaps thousands of variations of the Mediterranean diet as micro-cuisines vary from village to village. In Italy alone there are subtle nuances that distinguish the cuisines of different regions and villages. Roman, Tuscan, Ligurian, Neapolitan and Sicilian cuisine, to name handful of broad categories, are all variations on the Italian version of the Mediterranean Diet. It is the south/central Italian version of the Mediterranean diet, which we will focus on in this course. It is among the healthiest of all Mediterranean cuisines, and we believe is the most delicious. Despite the many variations of the Mediterranean diet, there are some common characteristics that are found in all the healthiest versions. Perhaps the single most important feature that unites all these cuisines is olive oil. It is a vehicle for the tastes that permeate these cuisines and it is the elixir of health that makes them so beneficial. Olive oil is the source of almost all fat in the health Mediterranean diet, there is very little saturated fat from meat and not many other vegetable oils either. Not only is olive oil a beneficial monounsaturated fat, it carries many important anti-oxidants along with it. But perhaps the most important characteristic is simply that it makes vegetables taste absolutely delicious. This encourages the avid consumption of vegetables that is so characteristic of the healthy Mediterranean diet. Broccoli, spinach, tomatoes (technically a fruit), and scores of other vegetables and plant foods have, individually and collectively, been associated with lower

The economy of a specific developing country Essay

The economy of a specific developing country - Essay Example Kenya is located in the eastern part of Africa that is strategic for water transport because of the availability of good harbors that are easily accessible to vessels from most parts of the world. This makes Kenya to be strategically advantaged considering the fact that sea transports constitutes significant percentage in promoting international business. In addition, the country has several natural resources including oil that was recently discovered and natural wildlife that contribute significantly to the national income. Further, Kenya has a good human resource base considering that 70% of the population age is below 35 years and most people are well educated (Embassy of United States 1). Of more significance, economic growth in Kenya has been positive in the recent past and is considered as the regional powerhouse. Most election years are characterized by decreased economic growth resulting from political uncertainties in the country. This is evidenced by decline in GDP growth from 7.1% in the year 2007 before elections to 1.6 % in the year 2008 after presidential elections characterized by ethnic violence (Embassy of United States 1). This was not the case in the recently concluded presidential election where the national GDP growth was maintained at around 5% (The World Bank Group 1). According to The Brookings Institution, Kenyan economy acts as an anchor to the regional development in east Africa (1). This is because the country operates on a mixed economy with advanced human capital base and also adoption of technological innovations in the communication sector. On the other hand, Kenya experiences several types of inequalities that affect economic development in one way or another. To start with, there is income inequality in Kenya where few rich citizens control much of the national income (Heifer International 1). This has consequently led to increased poverty levels in the country. In addition, there is unemployment in equity between

Merge your two essays together create a new introduction, conclusion Essay

Merge your two essays together create a new introduction, conclusion paragraph and other minor additions to tweak your final combined paper - Essay Example Latin American adoption of European philosophy conquered barriers between European and Latin identities rationalizing a type of acceptable colonization through the use of Positivism. While Latin America leaders pushed this philosophy throughout Latin America with the best of intentions achieving great triumphs and social reform, I believe there was also some intentional means for control and a desire for Latin American leaders to become elitist, bringing about desired influence and respect from world powers of the time. I will discuss how I came to this belief first by breaking down positivism and its creator and second by examining key components of Positivism in Latin America. To keep things clear I will be taking an anti-positivist approach to this evaluation. Auguste Comte (1798-1857) is the father of Positivity, this French philosopher who also established his elitist desire through the implementation of his failed church named â€Å"Religion of Humanity† stated quote, â€Å"Society as a whole, and each particular science develops through three mentally conceived stages† (Law of three stages). The first stage is the Theological stage and consist of three sub categories fetishism, polytheism, and monotheism all of which involve some type of understanding of the world through the worship and belief of multiple or single gods, the heavens, and through inanimate objects. The second stage metaphysical has to do with the belief of an impersonal theoretical explanation of the world; this stage can be better understood by believing in a reality that goes beyond human understanding when evaluated by the five available senses. The final stage and most desirable is the positivity stage, this is a strictly scientific stage and refers to scientific explanation for any type of analysis. This insinuates a purely intellectual way of looking at the world drawing conclusions based on data

Harold Rosenburg called Modernist Art the tradition of the new Essay

Harold Rosenburg called Modernist Art the tradition of the new. Discuss what you find new in Virginnia Woolf's To The Lighthouse, Conrad's Heart of Darkness and LP Hartleys' The Go Between - Essay Example Moreover, their belonging to middle class also gave expression to many issues faced by middle class only. Virginia Woolf’s â€Å"To the Lighthouse†, Joseph Conrad’s â€Å"Heart of Darkness† and L.P Hartley’s â€Å"The Go-Between† depict the modernist aspects as all of these works employ new forms of expressions or we can say that they experimented with forms. A novel consists of two things—one is the actual facts and figures of the story or the events in the time and space; and the other is the way of presenting those events or the style of the novel (Sherry 1971). The material facts of â€Å"Heart of Darkness† by Conrad is very simple and straight forward as Marlow is on the board the ship, â€Å"Nellie† along with the director, the lawyer and the accountant. He narrates his experiences of the Dark Continent. The experience of being appointed as captain of steamer ship bound for Congo. He first reaches the company’s station, then central station and finally the inner station where he meets Kurtz. Kurtz, appointed to make a report for â€Å"International Society for Suppression of Savage Customs†, dies in the hands of Marlow on board the steamer. Marlow returns to Brussels, meets Kurtz’s girl friend and delivers her papers and her portrait as painted by Kurtz in his hut in Congo jungle. Now, the above material can be presented in plain and straight sequences of events but Conrad’s narrative technique is quite different to the prevailing techniques of that time. In the novel, all the threads of the events are in the hands of Marlow, as he is the only narrator of the story. Conrad is regarded as the â€Å"novelist of extremes† (Guetti 1967). His heroes always remain in isolation facing a difficult choice between betraying the just cause and ruining their own self. Kurtz, the protagonist of the novel, â€Å"Heart of Darkness† falls prey to

Women in the workforce in the 1970's in comparison to today Research Paper

Women in the workforce in the 1970's in comparison to today - Research Paper Example These definitions and stereotypes have led to expected gender roles in society, most which have developed because of superficial relationships to gender. However, this issue is one which doesn’t realistically construct the identity of individuals. When looking at â€Å"Who’s in Charge Here’ with the Mary Tyler Moore show, it can be seen that gender identity is one which is based on the gender stereotypes and definitions created in society. The result is a construction of both gender and boundaries based on stereotypes, as opposed to realistic expectations. The issue of gender roles in society is one which was first seen with the 1970s show and continues to be a part of society today. Gender Roles from Moore The episode which shows the gender differences in the Mary Tyler Moore show is â€Å"Who’s in Charge Here.† The differences in gender are noted specifically with the news room that Mary is working in. The gender expectations are first divided by those who hold the power within the news room, including the new News Producer, Lou and the News Director, Murray. Within this episode, the gender roles are divided first by the divisions in which the males have more power and Mary remains in the same situation. However, it is quickly found that Mary is only holding to this role because of gender. The power positions which both men have cause Mary to not only complete her work, but also to do the work of Murray and Lou because they don’t understand the situation. By the end of the episode, it is recognized that the positions need to be reconsidered based on qualifications, as opposed to the gender expectations from the news room (Sandrich, 1972). Stereotypes of Gender The episode demonstrated by the Mary Tyler Moore Show is one which constructs identity based on gender and gives the divisions and roles based on this stereotype. This particular concept is one which hasn’t changed today and continues to be a component i n which men and women are divided. The gender differences come first from the idea of competition in which each individual divides according to the individuals who are considered the most powerful in society and create a competitive attitude toward what is occurring. These gender differences are further divided by the power which one holds in relation to the stereotypes and the competitive spirit which is supposed to be a part of the gender. This construction of stereotypes is one which is defined specifically by the patriarchal shaping of society. It has been found that the matriarchal society has the same concept of competition among women because of the environment which is created for survival. The stereotype of gender is one which becomes constructed specifically because of the social order which is in a given culture (Gneezy, Leonard, List, 1637). The stereotypes which have been created within culture are furthered by the expected places in which women and men should have. The concept of work, within the traditional role for women, is one which most were not considered as capable of doing. The main role of women in the patriarchal society was based on the stereotype of staying in the home and caring for the family while men worked in a given office. This created a position with both in society, specifically with the stereotypes and expected gender role that was in society. Family obligations is found to become secondary for men while women often have to adapt to the concept of work structures that require shifts in how one works. This particular stereotype is one which is acted among the majority of individuals in society and is referred to as gender – typing, which one debates about specific roles because of gender (Gustafson, 513). The episode with Moore shows this, specifically as Mary has difficulty deciding

Article Review Example | Topics and Well Written Essays - 500 words - 16

Review - Article Example For instance, a drug called D-KLAKLAK-2, is known for destroying cancer cells. But it is also effective against Gram-negative a bacterium that fights against anti-biotic. Now scientists have devised a way to fuse this drug with naturally occurring toxins called AMPs. These are like the chemical weapons which bacteria themselves have developed overtime. So here comes the art of war; this AMP is combined with D-KLAKLAK and given to the patient. Now bacteria gets ‘confused’ and can’t predict or see a pattern in the drug that is in the body to kill it. It delivers a knockout punch and dies. In my view this is a brilliant scheme. It is wonderful to know that such innovation is possible in medicine. From research, it is proven that bacteria, over time, can develop highly immune system that can resist a drug that it is fighting. The more drug a patient takes, the more resistive bacteria becomes. To resolve this issue, scientists have developed a method to kill the bacteria by ‘distracting’ it. The drug is combined with naturally occurring toxins so the bacteria unable to ‘read’ the moves of the drug and gets effectively knocked out. In my opinion such innovative methods are must in any field. It is very common to observe that when a patient goes to a doctor and complains about some bacterial infection, usually the bacteria gets stronger, as if it has a mind of its own and practices fighting the drug, and gets stronger in the process. One thing that crossed my mind while reading the article was its effectiveness in proven tests and experiments. How successful has it been on humans/animals so far? This is the question I would like to be answered. The article doesn’t mention anything on this issue. Having said that, I still think that this method is very innovative, it seems theoretically sound. If there is a survey in which civilian opinion is required regarding approval or disapproval of this drug, I

A review of black lives matter a modern social movement in America Essay Example for Free

A review of black lives matter a modern social movement in America Essay Abstract The prominence of the Black Lives Matter is a reform of social justice in America. There are many layers to the movement including and having to do with feminism, an ideological change, as well as a different psychology. It holds the future of social justice. It has been over a century since the formal end to American slavery, and decades since the Civil Rights Movement in the 1960’s, but social justice and an egalitarian society does not yet exist. But with the knowledge and teachings that can change that attitude, the movement will continue to grow and make the strides that are necessary to change the lives of the people who help make America. Black Lives Matter: Beyond a Movement â€Å"Black Lives Matter† is very well known and everyone has a ready association when hearing it. I have always found it most interesting that this movement has come with so much mockery. Mockery in the sense that for all the people that take it seriously and for the people whose daily lives are affected, there are just as many people if not more who come with the opposition. The opposition make other slogans (i.e. â€Å"All Lives Matter†, â€Å"Blue Lives Matter†, â€Å"White Lives Matter†, etc.) This makes a mockery of the issue (Yancy Butler, 2015). They are saying, your issue is not a real one, get over it. And also saying, maybe you should think about us first, and how you are affecting our lives. It is more than a movement at the end of the day, and this is because the more people do not take the issue seriously, the more Black lives are taken in horrible ways without a valid reason. Even then, a major problem of victim blaming occurs with every one of these cases and the â€Å"Blue Life† that matters are able to get off scot-free and continue their life. So clearly the blue life matters, but what about the Black life that was taken by that blue life (Maclin, 1991)? Why are some people given the right and privilege to decide who gets to live? Of course, everyone is aware of the answers to these hypothetical questions I present. The power of the hierarchy of society and race is deep-rooted inside all of us (Maclin, 1991). And it does not seem to change, it makes strives toward changes, but it does not change like it should. It is constantly the same story day after day, decade after decade, and at this point, century after century. The big question now, asks everyone wh at they are able to do for their country. The minority population and the African-American population create America and they are just as much of the country as any other ethnicity. â€Å"We completely expect those who benefit directly and improperly from white supremacy to try to erase our existence.† (Garza, 2014). I like the usage of the word, improperly, in this article. The author is addressing the movement from the perspective of a Black queer woman. The word fits perfectly into defining so much of society. It is improper, how the current social situation is so prominent today. Roughly 50 years ago was the Civil Rights Movement, that is in the lifetime of many people alive today and yet it does not concern so many that the same issues are here today. The distribution of power and right to life has been given to a select few. Not even given, but taken by a select few, who have and continue to refuse to give it up (Garza, 2014). The right to life, it essentially has been taken from the those who are not white males- the normal (Garza, 2014). And Black lives are given the least regard to their life. Black Lives Matter also serves as an ideology. It even perhaps serves better to be categorized as an ideology. It is an ideology that brought a uniformity to the anger and frustration with the obvious social injustices occurring (Thomas, 2004). Especially, after the tragic killing of Trayvon Martin and the verdict that allowed the killer, George Zimmerman to go back home. After the ruling, the anger and sparked outrage of the Black community, made people worry for Zimmerman. It made the white community worry for their own lives. This truly is irony at its finest (Yancy Butler, 2015). It is more than a misunderstanding of the point. It was disregarded, that this verdict justified the killing of completely innocent Black lives. But rather than worrying about the people who cannot walk down a street, without having to worry about being killed. And their families who have to deal with the death of a loved one and then watch as their killer went free. But then be told that it does not ma tter. And justify it with, ‘all lives matter’ (Yancy Butler, 2015). Through my research, I noticed there are typically two different types of papers written on this topic: either from a perspective looking at the whole or from the perspective of a Black woman. I find this very interesting, there are multiple struggles going on through this entire movement and ideological change. But there is the other issue of Black feminism that also needs addressing. I find it both compelling and significant that Black women both support the greater picture with their fellow man, but also separate themselves because they are different and need something else (Thomas, 2004). Black women are similar to Black men in some ways and similar to white women in some ways, but are different from both of them- they cannot completely identify with either one, in order to find further justice (Thomas, 2004). I have always considered myself a feminist, but unfortunately, not until more recently did I know that there are actually different types of feminism and feminists struggles. There is white feminism and there is also Black feminism and Hispanic feminism (which can be grouped together and separately as well). White women argue for some basic rights such as equal pay and respect to work outside of the home. Whereas minority women fight for even more basic rights than that, such as getting hired for a job (Thomas, 2004). They are not just asking for equal pay in a salary job, but for their job applications to not be thrown away for a minimum wage job because of their name. But just like in all feminism, it is important to give people who believe and support the feminist struggle, to separate themselves from the people who do not (Garza, 2014). This is because until there is true equality, the people who support it are different, and the difference raises attention. But, looking at the b igger picture, white feminism is the issue that is raising attention and not so much of the feminist struggle of minorities (Garza, 2014). The ‘Black Lives Matter’ movement creates a new foundation in psychology. Psychology is in part the study of behavior. But the psychology most people study, leave people out, large groups of people are left out (Thomas, 2004). One of these groups is the Black community and even further is Black women (Thomas, 2004). The issues are established, many people are ignorant of it or they chose to ignore it, but knowledge serves as a powerful tool. Social justice starts from the ground up. The racial institution that America exemplifies all so much prevents Black Americans from accomplishing the ‘American dream’. The Black community is stereotypically living in poverty, living in ‘ghettos’, and cannot get jobs. They are blamed for their own issues, as they deserve what they are getting out of life (Garcà ­a Sharif, 2015). But rather than realizing that it is the racism of America that is keeping any minority and especially the Black community from going anywhere (Garcà ­a Sharif, 2015). Many Black Americans have made great accomplishments, but not only are they ignored and not taught about, but are made to seem as exceptions. Successful Black people are not like the normal Black person, they lucked out or they were given some special situation that allowed them to accompli sh anything. There is a deep-rooted problem even with the Black community, that is given from within. They are told they are hated by society and therefore they should see problems with themselves, too (Garcà ­a Sharif, 2015). No one who is not living outside of the white standard should be proud of themselves, in fact, they need to take it one step farther and be ashamed of themselves. Not only ashamed of their own appearance but be afraid to accomplish anything (Garcà ­a Sharif, 2015). Everyone is held up against the white standard, not only in physical beauty but also with development and academic development and progress. If a Black person is more successful than a white person in academics, then there must be some sort of mistake. There has to be another reason for this, perhaps something is wrong with the Black student. This is just one of the many ways social injustice is justified with society. It becomes a self-fulfilling prophecy with Black children (and even throughout their lives) . They are told they are problems within the classroom and if they accomplish more than a white student, it is not because they are smart. It is probably because they are too hyper or they are not listening to directions. When a person is told they are not good enough, then they will not be good enough (Garcà ­a Sharif, 2015). A person is just as good as other people tell them they are because they take on the role they are told that they have. Black Lives Matter is a â€Å"mode of address† (Yancy Butler, 2015). It is against society telling that an entire group of people that every other life is above yours. So as long as anyone who is not Black is dying, then Black lives and the unjust loss of can be addressed later (or in other words, never) (Yancy Butler, 2015). Black men and women, even boys and girls, are seen and portrayed by society and police as scary, dangerous, aggressive, and violent. Constantly, the testimonies of these murder cases will reveal the cop’s description of the victim as forceful or aggressive (Yancy Butler, 2015). When watching the videos, it is clear this just is not true. But also there is an issue of the cop’s word and racist mindsets, makes people see the video through a lens. It is quite evident that it does not matter how a Black person presents themselves because they are never good enough. The stress, discouragement, outrage, depression, etc., etc. resulting from rac ism and hate acts, is detrimental to the health of the Black community (Garcà ­a Sharif, 2015). The growing importance of social media is resulting in a large part of ‘Black Lives Matter’. Not only education but the usage of social media, I think, will only continue to help the movement toward social justice. What is so amazing about social media is that it is accessible to people all across the country and even the world, within seconds. It does not take more than a few minutes for the entire world to see the video of a horrible killing of another Black life. Or the ruling in yet another unjustified ruling letting goes another cop who killed an unarmed Black man or woman. The videos are hard to watch. And making it even better, once they are on the internet they do not ever really go away. What is so important in a movement, ideology, psychology such as Black lives matter is that the people who have died do not go forgotten. It is crucial that their names are known, giving them a life. Once they are identified and their story is told under ‘young black manâ €™, etc., their story goes with all the other people who are said to not matter. We must be able to see the totally egalitarian society, we must be able to see the possibility of in order for it to ever have a true chance. This movement starts, to say this is done, and we need this- NOW. And we have to listen and respond and see the future as such to move forward successfully. References Garza, A., Tometi, O., Cullors, P. (2014). A herstory of the# BlackLivesMatter movement. Jee-Lyn Garcà ­a, J., Sharif, M. Z. (2015). Black lives matter: a commentary on racism and public health. American journal of public health, 105(8), e27-e30. Maclin, T. (1991). Black and Blue Encounters-Some Preliminary Thoughts About Fourth   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Amendment Seizures: Should Race Matter. Val. UL Rev., 26, 243. Thomas, V. G. (2004). The psychology of Black women: Studying women’s lives in context.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Journal of Black Psychology, 30(3), 286-306. Yancy, G., Butler, J. (2015). What’s wrong with ‘all lives matter’?. New York Times, 12, 156.

Role of Press in Society Essay Example for Free

Role of Press in Society Essay Many kings and emperors ruled Delhi over the years and, therefore, it abounds in monuments. People come from far and wide to see them. They have an educational value. Once when we had our Dussehra holidays, we went to see places of historical importance with our teacher. We hired a bus. First we went to the Qutab. It is now a building of five storeys. Two of its upper storeys had been brought down. It was built by Qutab-ud-Din, the first slave king of India. We admired the architectural beauty of the building. We went up to the highest storey and watched the people below. They looked like dwarfs. We also saw the iron pillar standing nearby. It is known as King Chandras pillar. It is more than two-thousand-year-old. Next we went to see the carvings of Hindu gods and goddesses on stone slabs. We were really surprised to see the wooden slabs changing into tone. From the Qutab we went to Tughlaqabad. Here an old city of Delhi, founded by Tughlaq Kings, was once situated. Now it lies in ruins. Then we proceeded to Hauz Khas which was the residence of kings. We relaxed for sometime on the green lawns. We had our lunch here and refreshed ourselves with tea. Next we went to Humayuns Tomb where Emperor Humayun lies buried. We appreciated the Mughal art and architecture. There are graves of the Mughals nearby. Our next place of visit was Kotla Feroze Shah. Feroze Shah Bahadurs tomb and a mosque are built in it. This place is known for the Ashoka pillar, which was brought from Meerut. Next we saw the ruins of Old Fort. It was started by Humayun but was completed by Sher Shah Suri. In the end we went to the Red Fort. It is a fine building of majestic grandeur. There we saw Diwan-i-Khas. It shows the architectural taste of the great Mughal Emperor, Shah Jahan. The glory of the ancient ages is writ large on its face. We visited the museum inside the fort. Many things of historical value are displayed here. We learnt a lot from the visit and eagerly desired to have another educational tour of Delhi.

Proposed Pipeline Route Analysis

Proposed Pipeline Route Analysis Site information Client Westhill Company Site Broadway, Worcestershire, United Kingdom Current land use and description Currently used for livestock grazing and private residential area. Development Proposed pipeline installation Conceptual site model Topography Uneven surfaces withsteep slope. Geology BirdlipLimestone Formation, Bridport Formation, Whitby Mudstone Formation, Marlstone Rock Formation, Dyrham Formation and Charmouth Mudstone Formation. Hydrology There are springs, seepages and groundwater discharge Hydrogeology BirdlipLimestone Formation- Moderate Aquifer BirdportSand formation. Landsliding and stability Characterised by ancient to recent landslides. Widely unstable area with visible earth movement. Historical land uses Evidence of agricultural land use by the presence of ridge and farrow and various drainage channels. Site model and geomorphology Multiple rotational landslips in the Whitby Mudstone formation. Marlstone rock formation shows mudslide movement and deposits. Cambering in the Birdlip Limestone formation. Recommendations Constraints Restriction of some potential accessible sites. Topography of the site. Proposedpipeline routing Proposed pipeline route is approximately 1.09km. This is subdivided into 3 zones. Limitations No geophysical, laboratory test were conducted. In March 2017, Motives Survey Services was commissioned byWesthill Construction Company to undertakea desk study and field survey report at Broadway, Worcestershire and produce a report to assist in their selection of a suitable pipeline route across the Cotswold escarpment. The pipeline route is to be laid in the east of Broadway, at Farncombe House, to the west of the Cotswold escarpment, at Hill Farm where it will enter a further network. The pipeline will be laid across variable geology susceptible to landslide and slope instability, therefore Westhill Construction Company requires a reliable desk study and the design of an invasive ground investigation revealing constraints that may be encountered on site. 1.1 Objectives The objectives of this investigation are: Undertake a desk study of available information to include analysis and interpretation of aerial photograph of the study area using Anaglyph. To assess potential ground hazards in the site Carry out a site walk over survey (Geomorphological mapping). Provide preliminary geotechnical information on the ground conditions in the site area. Develop a conceptual site model. Propose a potential pipeline route. 1.2 Site Information Table 1.1 Report Brief description Site name Cotswold escarpment Site location Site is situated at Broadway, Worcestershire, United Kingdom (see Figure 1). Site topography Uneven surfaces with steep slopes Grid reference SP099372 Broadway village lies between 80m and 100m OD on the west facing scarp slope at the foot of Cotswold escarpment. The area is extensively used for farming and agriculture (Malcom et al, 2000). The site area is located on the escarpment slope facing east of Broadway village.Previous studies in site area have extensively delineated areas of slope instability, including relict landslides, which may have been initiated under periglacial climatic conditions 1.3 Sources of Information used for this study Sources of information used in preparation of this report are presented in Table 1.2 below. Table 1.2: Information Sources Information sources Description Sources reference Environment Agency Surface Water Map. To identify flood warning areas on site The Environment Agency, Flood Risk Map. Copyright and Database right 2017. Environment Agency Ground Water Vulnerability map. To determine vulnerable aquifers on the site The Environment Agency, Ground Water Vulnerability Map. Copyright and Database right 2017. Edina Digimap Base map for geomorphological mapping Edina Digimap 2017, Copyright and Database right 2017. Edina Digimap Hydrogeology map showing aquifer productivity on the site. Data extracted from Edina Digimap 2017, Copyright and Database right 2017. Edina Digimap Ordinance Survey Map for the site. Showing site location. Edina Digimap 2017, Copyright and Database right 2017. Edina Digimap Geological Survey Map Showing the geology of site. Edina Digimap 2017, Copyright and Data base right 2017. Edina Digimap Historical Map, showing the past history of the site Edina Digimap 2017, Copyright and Data base right 2017. ILWIS Lidar maps for terrain evaluation using aerial photography Environmental Agency map, Copyright and Data base right 2017. 2.1 Geology The bedrock geology of the site area is summarized in Table 2.1. This comprises of a sequence Lower Jurassic marine clays, sands and limestone including the Charmouth Mudstone Formation, Dyrham Formation, Marlstone Formation and Whitby Mudstone Formation (Barron et al., 2002). These rocks are overlain by limestones of the middle Jurassic inferior Oolite Group, which cap the escarpment above Broadway. The strata are gently dipping although cambering and faulting have produced local variations (Malcom et al, 2000). These formations are under the Lias Group. The Lias Group is characterised by mudstones interlayered with limestones and it is very fossiliferous. The main clay bearing formations are theCharmouth Mudstone and Whitby Mudstone Formations (Ambrose 2001). A geology map of this area is presented in AppendixB. Table 2.1: Geology (afterBaron et al, 2002) Formation Previous terms Description Birdlip Limestone Formation (Inferior Oolite Group) Lower Inferior Oolite Oolitic and sandy ferruginous LIMESTONE Birdport Sand Formation Cotswold Sands Fine to medium grained SANDSTONE Whitby Mudstone Formation Upper Lias Clay Comprises of dark grey CLAY with some oolitic LIMESTONE Marlstone Rock Formation Middle Lias Marlstone Rock Comprises of strong brown closely jointed Oolitic and fossiliferous LIMESTONE Dyrham Formation Middle Lias Comprises of moderately weak orange brown SANDSTONE and SILTSTONE with subordinate bands of SILT and CLAY. Charmouth Mudstone Formation Lower Lias Clay Comprises of dark grey CLAY with occasional bands of argillaceous limestone. Grades at depth into weak mudstone. 2.2 Hydrology and Hydrogeology 2.2.1 Hydrology and Flooding The environment agency map has rated the risk of flooding in the site area to be extremely low and there is no form of flooding risk from rivers, streams or springs in this area. This is vividly shown in appendix E. 2.2.2 Hydrogeology The groundwater vulnerability map of environmental agency classified aquifers as: Major Aquifer High Major Aquifer Intermediate Major Aquifer Low Minor Aquifer High Minor Aquifer Intermediate Minor Aquifer Low. The site area is classified by the environment agency to be of Minor Aquifer High and Minor Aquifer Intermediate. The Aquifer productivity zones are classified as: Aquifer Productivity Birdlip Limestone Formation Moderate Bridport Sand Formation Low 2.3 Aerial Photographic Interpretation Anaglyph was used to interpret the aerial photographs and to gather information for this report. The basic features interpreted with the use of the aerial photographs are in accordance with researched literature from past work on Broadway study area. Interpretation from both aerial photographs and field survey was used in completing the engineering geomorphological base map. Ground features interpreted from the aerial photographs are: Landslide form and Cambering Slope changes Ground mass movement Ridge and furrow 2.4 Historical Land Uses Extensive study of the historic Ordnance survey map was conducted to identify any geophysical and geotechnical properties considerations for the proposed pipeline route of site area. Historical map is presented in Appendix C. Maps and other sources of information has shown that Broadway land uses was mainly for Agricultural purposes and Quarries. Written documentation has been the primary source of evidence for understanding the farming during the Anglo -Saxon period. Apparently the richest source of information are the Anglo-Saxon charters which record grants of land and their attached boundary Clauses. The charters and boundary clauses contains evidence of early farming systems (Malcom et al 2000). Ridge and furrow in site shows past Agricultural activities. The quarry in the site area dates back 100-120 years ago as interpreted from the historic maps. 3.1 Field Survey In March, 2017 Geomorphological mapping was conducted on the site area. The mapping started on the 8th of March and ended on the 10th. Mapping was conducted by a group of Engineering Geologist led by Dr Andy Gibson, Dr Malcom Whitworthand Dr Steve Penn. The field equipments used for mapping of the area are: compass clinometer, mapping boards, ranging poles, measuring tapes, pencils, A3 ordnance survey maps, Lidar maps and aerial A3 maps. 3.2 Geomorphological Features Encountered A brief account of the geomorphological features encountered during the three days mapping are presented in the tables below(Table 3.1 to 3.3). Table 3.1 Day 1 Mapping (8th March, 2017) Weather Cloudy Time of Arrival 12:49pm Location Off A44 road next to the road leading to Broadway high street Geology Marlstone Rock Formation and Dyrham Encountered Features during mapping 1. Old mechanical quarry with three layers of marlstone rock formation. Highly weathered limestone with very closely spaced discontinuity, orange in colour and fossiliferous. 2. Evidence of recent flow. Flow occurring with tension cracks. Spring encountered during 3030 geomorphological mapping. Lobate feature was seen on the 3030 mapping area which is 14 to 18m long and 10m wide. Photography of features mapped for both locations is shown in Appendix G. Table 3.2 Day 2 Mapping (9th March, 2017) Weather Sunny and windy Time of Arrival 09:15am Location Off A44 road next toFish Hill Geology Whitby Mudstone Formation Encountered Features during mapping 1. Evidence of recentrotational land slide flow occurring. There was presence of tension crack suggesting age to be less than 10 years of age. 2. Evidenceof relictlandslide (Old rotational landslide). This is suggested to be 50 to 100 years old. 3. Spring pouring out large volume of water was found on the middle area of site.Evidence of Marlstone Rock Formation on site area, seen around tree roots. Photography of features mapped for the locations is shown in Appendix G2. Table 3.3 Day 3 Mapping (9th March, 2017) Weather Cloudy and Cold Time of Arrival 09: 20am Location Colliers knap and Farncombe House Geology Marlstone Rock Formation and Dyrham Encountered Features during mapping 1. Relict landslide (Old rotational landslide) were seen around Colliers Knap with presence of spring. 2. Bench area at Farncombe house which is made of Whitby Mudstone Formation. Tension cracks occurred in the bench area. Photography of features mapped for both locations is shown in Appendix G3. 4.1 Geological Ground Conditions Geologicalformations of the study area generally conforms to past research literature. This is shown on table 4.1. Table 4.1 Typical description of the geology formations and slope formations seen on the site study area. Formation Description Surface Morphology Birdlip Limestone Formation (Inferior Oolite Group) Comprises mainly OoidLIMESTONE, shell fragmental LIMESTONE and Sandy LIMESTONE Cambering and multiple rotational landslide. Steep scarp face (250m OD) Bridport Sand Formation Comprises of fine to medium grained SANDSTONE Landsliding and Cambering features. Whitby Mudstone Formation Comprises of dark grey micaceous mudstone with fossils preserved in pinkish ARAGONITE Gentle angle slope with remains of relict landslide (old rotational landslide). Marlstone Rock Formation Brown to grey variablyferruginous SANDSTONE containing limonitic Ooids Cap rock to mid slope lithological bench. Mechanical quarry present in a part of the formation. Dyrham Formation Comprises grey mudstone, with interbeds of highly micaceous, weakly cemented SILTSTONE or fine grained SANDSTONE Steep scarp faces below the lithological bench (marlstone rock formation). Occasionally extensive rotational landslides (seen at Colliers knap). Charmouth Mudstone Formation Dominated by dark grey CLAY with occasional bands of argillaceous limestone. Occurs down slope. Enveloped by superficial deposits. 4.2 Geomorphology The study area is predominant of rotational landslide, mainly of relict and few occurring recent rotational landslide. Othersections of study area comprises of translational slide and mudflows with tension cracks present on site. Spring and hummocky surfaces present on site. Detailed geomorphological features are shown in the base map. Data was gathered from desk study and field mapping of study area. A number of geomorphology and geological features can be seen in the study area. These are: Rotational landslide- Rotational landslide is predominant in the study area. At colliers knap there is an extensive rotational landslide down a lithologic bench, which is the marlstone rock bench. The geology of the bench area is marlstone rock formation and beneath it (gentle slope) is the dyrham formation. This have a potential to flow when triggered and this pose an area of concern for engineering work. Translational landslide- Translational landslide occurred at the south south part of the study area and also around the bench mark at farncombe estate. These are old relict translational landslide which comprises of active mudflows/slide flow. Tension cracks- Tension cracks are other common features in site area. This feature occurred at the bench mark leading to farncombe house and it is of Whitby mudstone formation. Tension cracks were also seen in other areas of recent landslide in the site. These cracks at the head of landslide suggests strongly that instability is imminent. It is not advisable for a pipeline route to pass through this area. Mudflow/Slide flow- Mudflow features occurred twice within the colliers knap area. The first flow occurred at about 10m north-east of the abandoned old quarry. Here, a 30 x 30 geomorphologic mappingwas conducted, spring was encountered with a northward flow direction. Whilst the second mudflow occurred just before the lithologic bench leading to farncombe house. Mudflow in the site is bound to extend over time. Generally the geomorphological features are vividly shown in the base map. Cambering- This feature occurred at the Broadway tower region which is located at the southern part of site area. There was a separation between two joints leading to downward movement of rock formation in opposite directions thereby forming a gull in the site. This was a restricted area. The plan and cost for intrusive investigation was completed with the use of the bill of quantities (UK specification for ground investigation). Bill of Quantities: Percussion boring ITEM DESCRIPTION UNIT QUANTITY RATE (Â £) AMOUNT (Â £) B Percussion boring B1 Transport/mobilisation of cable percussion rig and personnel to site and removal on completion of works nr Not required 300.00 300.00 B2 Set up, dismantle and move rig between boreholes each move 4 70.00 280.00 B3 Excavate starter pit each move 4 50.00 200.00 B4 Extra over for breaking out concrete etc. re-excavate starter pit each move 2 90.00 180.00 B5 Boring/advance by light cable percussion rig between ground level and 10m Per (m) 10m by 4 boreholes 20.00 800.00 B6 As item B5 but between 10m to 15m Per (m) 5m by 4 boreholes 25.00 500.00 B7 As item B6 but between 15m to 20m Per (m) 5m by 4 boreholes 32.00 640.00 D Trial pits and trenches D1 Transport machine, driver and qualified geologist to supervise, log pits, take reports and bulk sampling Per day 3 days 1350.00 4050.00 F Cone Penetration Testing F1 Mobilisation of rig per day on-site and reporting Per day 3 days 2000.00 6000.00 E Probing E1 Probing Per day 3 days 800.00 2400.00 Sub-total 15350.00 Bill of Quantities: Sampling ITEM DESCRIPTION UNIT QUANTITY RATE (Â £) AMOUNT (Â £) J Sampling J1 Take small disturbed samples (1kg) with split-barrel tubes from ground level to depth of 10m (at every 2m) Per sample 5 per borehole (20) 2.00 40.00 J2 Take 100mm undisturbed samples from ground level to 15m (every 3m) Per sample 5 per borehole (20) 18.00 360.00 J3 Take 45kg bulk disturbed samples not exceeding 10m depth below ground level Per sample 5 per borehole (20) 5.00 100.00 J4 Take representative water samples Per sample 5 per borehole (20) 5.00 100.00 Sub-total 600.00 Bill of Quantities: In-situ testing ITEM DESCRIPTION UNIT QUANTITY RATE (Â £) AMOUNT (Â £) H Standard Penetration Test (SPT) H1 SPT from Ground level to 15m Per borehole 4 boreholes 12.50 48.00 H2 Permeability Test H 2.1 Permeability-Falling head (Head modified) for up to 4 days 4 boreholes 58.00 232.00 H3 Point Load Test H 3.1 Point Load 4 boreholes 65.00 260.00 H4 Shear box Test H 4.1 Shear box 4 boreholes 330.00 1320.00 Sub-total 1860.00 Bill of Quantities: Instrument ITEM DESCRIPTION UNIT QUANTITY RATE (Â £) AMOUNT (Â £) I Standpipe I1 Install standpipe 50mm diameter Per metre 10m per borehole (40) 15.00 600.00 I2 Protective cover re above and re-instatement Per each standpipe 4 100.00 400.00 Sub-total 1000.00 Bill of Quantities: Laboratory testing ITEM DESCRIPTION UNIT QUANTITY RATE (Â £) AMOUNT (Â £) K Classification Tests K1 Determination of Moisture Content Nr 4 4.00 16 K2 Determination of Liquid Plastic Limits and Plasticity Index Nr 4 27.50 110 K3 Bulk/Dry Density Nr 4 15.00 60 K4 Particle Size Distribution Sand and Gravel Nr 4 26.50 106 K5 Particle Size Distribution -Fine Grained Soils Nr 4 30.00 120 K6 Soil Chemical Test K 6.1 Organic content Nr 4 20.00 80 K 6.2 Soluble Sulphate content (Soil- 2:1) Nr 4 16.00 64 K 6.3 Soluble Sulphate content (Water) Nr 4 16.00 64 K 6.4 pH value (Soil)

saving private ryan :: essays research papers

Saving Private Ryan June 6, 1944. Military forces converge on the beaches of Normandy for one of the most decisive battles of World War Two. America would call this a victory. History would call it D-Day. But for Captain Miller and his squad of young soldiers, the day after the landing on Omaha Beach would change all of there lives. They would get a special order from Washington ordering them to go on a personnel mission to save one life. One soldier lost three of his brothers in combat. One on Omaha Beach, one on Utah Beach, and the other in New Guinea. They realize this is not a simple mission to save a life but a test of their honor and duty. Their sole obsession-and their last hope for redemption. Upon arriving at Omaha Beach Captain Miller was faced with many problems. The Germans were awaiting the arrival of the American forces and attacked the ships landing on the beach before the troops were even able to exit the boats. Many of Millers men were lost on the beach along with many men from many other companies. Miller lead his mean along a wall on the beach and over took German forces to escape with most of this troop in tact. What he didn’t realize was that on of the men lost on the beach was a Private Ryan. Captain Miller continued to lead his men into enemy territory despite the loss of some of his men. He then reached a friendly base set up. Upon arriving at the base he received orders that his mission would be changing. He was told of the Private Ryan that died at the Omaha beach invasion. He was also told of the other two Ryan boys from Iowa that had already died in the war. He wasn’t really sure why he was being told this. Then the worst part came. He was ordered to try to find the one remaining Ryan brother. No one was sure where he was or if he was even alive. He was told of an earlier incident where three brothers from Iowa had all been killed in the war and the mother was left alone. The United States army was now ready to risk the lived of Captain Miller and seven of his men to try and save this one man just so his mother wouldn’t have to lose her only remaining son. To Captain Miller this seemed a little extreme. Think of our mothers thought Miller and his men.

Lost Dreams :: essays research papers

Lost Dreams   Ã‚  Ã‚  Ã‚  Ã‚  Remember as a little child, and all those dreams you had? You did anything to make those dreams come true, only to find out in two minutes everything could change. The dreams were gone, the struggle it took to get there seemed futile, and the life that was once organized was useless. Less than a year ago, I found out what exactly what that meant; all the hard work, the planning, and the dream were gone in two minutes.   Ã‚  Ã‚  Ã‚  Ã‚  The sun was bright and sunny that April morning, Florida seemed to always start spring right. It was my first time in Florida and Walt Disney World. I liked the weather and, most of all I was happy to be there to cheer. As a senior in high school, it was my last year to cheer with the girls I have cheered with since I was seven, and if that was not enough it was my last year on an all-girl team. I was going to attend Florida State University in the fall of 2004 and cheer on a co-ed team. The Florida State University coach and the high school coach were there to see me perform. By the morning of the competition, I was ready to prove myself to the coaches and my team. We crammed into an old school bus to ride us to the competition at Walt Disney World. When we got to the competition, I had to register in my individual event. After registration, the team got ready to perform.  Ã‚  Ã‚  Ã‚  Ã‚  The smell of hairspray overwhelmed us as the representative of the National Cheerleading Association said, â€Å"Maryland Twisters, you may take the floor.†   Ã‚  Ã‚  Ã‚  Ã‚  My body got cold for the first time in seven years. I was scared of a two-minute routine that I had practiced a thousand times. When I stepped onto the stage, I could feel my heart as it rapidly pumped. I was scared, as we set for the routine. The first task to complete was a standing tumbling. â€Å"Come on Michelle, jump!† I screamed inside my head. â€Å"You have to pull your legs around.† I landed. â€Å"Good, next was running tumbling.† As I moved to the next spot to start my running tumbling, everything seemed to move in slow motion. I was the last tumbler to go. â€Å"six†¦five†¦four†¦three†¦two†¦one† It was my turn. My legs started to run; my hands hit, then my feet. So far, I was okay.

The Narrative Technique of Faulkners Absalom, Absalom! Essay -- Absal

The Narrative Technique of Faulkner's Absalom, Absalom!      Ã‚  Ã‚  Ã‚  Ã‚   Guilt should be viewed through the eyes of more than one person, southern or otherwise.   William Faulkner filters the story, Absalom, Absalom!, through several minds providing the reader with a dilution of its representation. Miss Rosa, frustrated, lonely, mad, is unable to answer her own questions concerning Sutpen's motivation.   Mr. Compson sees much of the evil and the illusion of romanticism of the evil that turned Southern ladies into ghosts. Charles Bon and Henry Sutpen are evaluated for their motives through Quentin Compson and Shreve McCannon.   Quentin attempt to evade his awareness, Shreve the outsider (with Quentin's help)   reconstructs the story and understands the meaning of Thomas Sutpen's life.   In the novel Absalom, Absalom!, a multiple consciousness technique is used to reassess the process of historical reconstruction by the narrators.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Chapter one is the scene in which Miss Rosa tells Quentin about the early days in Sutpen's life.   It's here that Rosa explains to Quentin why she wanted to visit old mansion on this day.   She is the one narrator that is unable to view Sutpen objectively.   The first chapter serves as merely an introduction to the history of Sutpen based on what Miss Rosa heard as a child and her brief personal experiences.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The narration of Absalom, Absalom!, can be considered a coded activity. Faulkner creates the complex narration beginning at chapter 2.   It ironic that one of Faulkner's greatest novels is one in which the author only appears as the teller of the story in one brief section; The details of the hero's arrival, Thomas Sutpen, i... ...orical knowledge (Connelly 12).    Works Cited    Aswell, Duncan. â€Å"The Puzzling Design of Absalom, Absalom!† Muhlenfeld 93-108    Bloom, Harold, ed.  Ã‚   Absalom, Absalom! Modern Critical Interpretations.   New York: Chelsea.  Ã‚  Ã‚   1987.    Connelly, Don.   â€Å"The History and Truth in Absalom, Absalom!† Northwestern University, 1991.    Faulkner, William.   Absalom, Absalom!   New York: Vintage, 1972    Levins, Lynn.   â€Å"The Four Narrative Perspectives in Absalom, Absalom!†Ã‚   Austin: U of Texas,   1971.    Muhlenfeld, Elizabeth, ed. William Faulkner's Absalom, Absalom!: A Critical Casebook. New York: Garland, 1984.    Rollyson, Carl. â€Å"The Re-creation of the Past in Absalom, Absalom!†Ã‚   Mississippi Quarterly 29 (1976): 361-74    Searle Leroy. â€Å"Opening the Door: Truth in Faulkner's Absalom, Absalom!† Unpublished essay. N.d. The Narrative Technique of Faulkner's Absalom, Absalom! Essay -- Absal The Narrative Technique of Faulkner's Absalom, Absalom!      Ã‚  Ã‚  Ã‚  Ã‚   Guilt should be viewed through the eyes of more than one person, southern or otherwise.   William Faulkner filters the story, Absalom, Absalom!, through several minds providing the reader with a dilution of its representation. Miss Rosa, frustrated, lonely, mad, is unable to answer her own questions concerning Sutpen's motivation.   Mr. Compson sees much of the evil and the illusion of romanticism of the evil that turned Southern ladies into ghosts. Charles Bon and Henry Sutpen are evaluated for their motives through Quentin Compson and Shreve McCannon.   Quentin attempt to evade his awareness, Shreve the outsider (with Quentin's help)   reconstructs the story and understands the meaning of Thomas Sutpen's life.   In the novel Absalom, Absalom!, a multiple consciousness technique is used to reassess the process of historical reconstruction by the narrators.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Chapter one is the scene in which Miss Rosa tells Quentin about the early days in Sutpen's life.   It's here that Rosa explains to Quentin why she wanted to visit old mansion on this day.   She is the one narrator that is unable to view Sutpen objectively.   The first chapter serves as merely an introduction to the history of Sutpen based on what Miss Rosa heard as a child and her brief personal experiences.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The narration of Absalom, Absalom!, can be considered a coded activity. Faulkner creates the complex narration beginning at chapter 2.   It ironic that one of Faulkner's greatest novels is one in which the author only appears as the teller of the story in one brief section; The details of the hero's arrival, Thomas Sutpen, i... ...orical knowledge (Connelly 12).    Works Cited    Aswell, Duncan. â€Å"The Puzzling Design of Absalom, Absalom!† Muhlenfeld 93-108    Bloom, Harold, ed.  Ã‚   Absalom, Absalom! Modern Critical Interpretations.   New York: Chelsea.  Ã‚  Ã‚   1987.    Connelly, Don.   â€Å"The History and Truth in Absalom, Absalom!† Northwestern University, 1991.    Faulkner, William.   Absalom, Absalom!   New York: Vintage, 1972    Levins, Lynn.   â€Å"The Four Narrative Perspectives in Absalom, Absalom!†Ã‚   Austin: U of Texas,   1971.    Muhlenfeld, Elizabeth, ed. William Faulkner's Absalom, Absalom!: A Critical Casebook. New York: Garland, 1984.    Rollyson, Carl. â€Å"The Re-creation of the Past in Absalom, Absalom!†Ã‚   Mississippi Quarterly 29 (1976): 361-74    Searle Leroy. â€Å"Opening the Door: Truth in Faulkner's Absalom, Absalom!† Unpublished essay. N.d.

A Conflict Case Study Analysis and Proposal

A destructive conflict was created by the parties involved in the case study 2 section 2 (Erbe, 2003) when they failed to recognize the sole purpose of a spiritual community. The spiritual community's sole purpose was to unite the members by leading them through a common belief and offering them any support they may require.The spiritual leader was charged with the responsibility of ensuring that the goals of the community were achieved. Instead of her using the powers bestowed to her to perform her role and the duties expected of her, she started to abuse these powers and instead of uniting the staff members and drawing them close to her, she scared them off. She started using her power to abuse and intimidate the subordinate staff in her office.This continued for such a long time that it became a ritual. It was in fact perceived that the spiritual leader's intention was to hurt those individuals she thought did not belong to her circle.The issue of a fired staff came at the time th e spiritual leader was also serving as the leader of the community. The spiritual leader's apparent abuse of power is said to have caused the occurrence of the incident.We can not conclusively say that the complaining group's accusations made against the leader are accurate as no face to face interview with the spiritual leader to get her side of the story and comment had yet been conducted. This implies that facts about the true motive behind the sacking of the staff member and whether bullying really is going on are still unknown.Besides, the complaining parties might be exaggerating in describing their accusations against the spiritual leader as there always is possibility of cognitive and perceptual distortions occurring where such issues are concerned. This calls for further investigation into the matter as it is necessary to establish the truth and also find out if the perceptual and distortion theories are present in the issue.It is important to note that the organization com prised of only women. However, the culture of the organization is more masculine than feminine. This is based on the on the way the leader executed her leadership responsibilities. Her expectations of the staff members were more rigid than what is normally expected of feminine organizations (Erbe, 2003).The leader created power and status, had matched experience to commanded attention and built ideas competitively which is characteristic of masculine organizations (Erbe. 2003). These leadership traits hence made the spiritual leader masculine as she did not exert the female leadership skills that are usually more dynamic.This caused her to conflict with the rest of the staff members as her version of leadership was not favourable with them (Erbe, 2003). Â   These differences in the way the leadership was handled caused the first phase of conflict which proceeded with time as in the escalating destructive conflict model created by Erbe.The conflict proceeded as members of the staff who were not in the leader's circle got scared of opposing her abuse and bullying. This resulted to repeated abuse by the leader as no one was able to stand up to her. This eventually triggered accumulation of ill feelings against the leader amongst the staff members.This was even made worse by the fact that the spiritual leader was not meeting the staff member's root expectation of her. Usually people expect spiritual leaders to be kind, fair, just and humane, this was however not so with this leader.The complaining group was later empowered when a law graduate entered the conflict and joined their side. She made them aware of heir legal rights which they did not know before. She explained to them that they could file a suite against the spiritual leader for abusing them.This was an empowerment to the complaining party as they got to know that there was a venue for them to air their grievances and concerns with the hope of getting help. More abuse from the leader were reported, for example there is an instance where she is said to have verbally abused a secretary who later went to seek counselling as she had been deeply hurt by the abuse.The peak of the conflict was experienced when one of the staff members was found with a gun. Violence which is known to be the ultimate manifestation of a conflict usually triggers destructive and undesired dynamics (Erbe, 2003).

The World is Flat †Thomas Friedman

1. Do you agree or disagree with Friedman’s assessment that the world is flat? Be sure to justify your answer I agree with Friedman that technology has made the world flat. But there is another point of view disagree with Friedman stating that there are still many people that do not have access to technology and for them the world is still round.2. What are the potential impacts of a flat world for a student performing a job search? In a flat world it is far more difficult to get a job because competition will be increasing at an incredible rate. There are currently 1 billion people online in 2006. It is anticipated that 4 billion people will be online by 2010. As the next 3 billion people come online in the next 4 years competition is going to dramatically increase. But the truth is that Students can now perform a global job search right from their apartment. A student in Chicago can accept a job in Tokyo and never leave the apartment, even when the job starts.3. What can stu dents do to prepare themselves for competing in a flat world? Businesses operate using technology and understanding how business and technology relate will help them achieve success. They can use it as advantage in their completion. And they will gain more skills and learn new ideas4. Identify a current flattener not mentioned on Friedman’s list Videophones and collaboration tools allowing people to meet face-to-face even when they are in different parts of the world Technologies such as Voice-over-IP that offer a cheap alternative to traditional long-distance carriers

Philosophy of Education Essay

Thomas Jefferson once said â€Å"genius is 1% inspiration and 99% perspiration.† I believe it is this 1% inspiration that we must find, as teachers, in the youth of today. That way, we can give them the motivation to unlock the 99% perspiration inside themselves. After all, without that 1% inspiration, you have no reason to perspire. Teaching requires a certain kind of patience, understanding, and willingness to perspire on its’ own. It is not an easy task to uncover that 1% inspiration within your students. It is a bit like digging for gold. You really have to want it, know why you want it, and go after it. Essentially, a teacher has to have their own â€Å"inspiration† about being a teacher to be able to find the â€Å"inspiration† in their children. My inspiration is uncovering what our students can do for the world of tomorrow when they truly believe in themselves and can think at the highest levels of Blooms (evaluation and creation). A child that knows their dominant learning style and areas of multiple intelligences can comprehend a larger amount of information. They can also embrace their individuality and become comfortable with themselves inside the classroom. They are less focused on what their peers are accomplishing, and more focused on investing in their identified talents. I speak from experience because I was identified at a young age as having a learning style that was not as common at the time (auditory). I received additional assistance as a child, but most of the time I had to uncover my own â€Å"inspiration.† Many teachers during that time were unaware of how to approach an auditory learner. Since then, I have become extremely compassionate towards students who have a willingness to learn. It is important to break down those walls of â€Å"I can’t† and transform them into â€Å"how am I going to.† There is always a way to get something accomplished.

Man 4102 Class Project Part 1

MAN 4102 CLASS PROJECT PART 1 Karen McCarthy Hawn Student, State College of Florida MAN 4102 Class Project Part 1 Per the digital document from Contemporary Authors (Biography), by Thomson Gale, (2004) Gerard Hendrik Hofstede was born October 2, 1928. He is the son of Gerrit and Evertine Hofstede. He married Maaike A. Van den Hoek on the 4th of June, 1955 and had four children.He graduated from Delft Institute of Technology in 1953 and Groningen University, Ph D (cum laude) in 1967. His work history began in 1953 as a lieutent in the Netherlands Army. In 1955 and 1965 included management consultant for Bernschot Consultants and Stork Machine Works, plant manager for Jovanda Hosiery Co. , production manager of weaving for Menko Textile Co. , and director of staff services for IBM (Gale, 2004).After leaving IBM in 1965 he began his career in research and education and was employed with European Education Center as the manager of personnel research through 1971, IMEDE Management Develop ment Institute as visiting lecturer through 1973, European Institute for Advanced Studies in Management as professor of organizational behavior through 1979, Fasson Europe as director of human resources through 1983, and then served as dean at Semafor Senior Management College (Gale, 2004).Hofstede also held several international university positions as a visiting professor or scientist throughout Europe until he assumed his position at University of Limburg in Netherlands. He held the position of director of Institute for Research on Intercultural Cooperation (IRIC) through 1980 and currently is the professor of organizational anthropology and international management (Gale, 2004). The biography listed Geert H. Hofstede as the author on 9 books, contributor on 14 books, and as a contributor to numerous articles to various social science, professional, and management journals in over seventeen countries to date (Gale, 2004).On his website, Geert Hofstede, discusses the reasons he fe els that culture is so important (Hofstede, 2012). Hofstede’s ideas are based on the premise that people share common human nature and as such the shared human nature of all groups is very social, Hofstede (2012). That all groups use empathy and language, all practice collaboration, and all exhibit intergroup competition (Hofstede, 2012). How we all do these things while still being a good member of our various groups is what defines what Hofstede calls the unwritten rules of culture.These cultures include symbols, rituals, laws, taboos, and religions that drive the groups â€Å"moral circle† (Hofstede, 2012). Per Hofstede, (2012) there are said to be unconscious values that change at a slower pace than those of the practices of each group. Hofstede categorizes these groups based on national boundaries, ethnic boundaries, religion, occupation, or academic disciplines and states that the groups are typically classified as either inferior or superior to our own groups (H ofstede, 2012).To get things done we all need to have skills for cooperating across cultures and that enable us to cooperate with members of the globalized world. This concept is addressed in his Hofstede’s book, (Hofstede, Culture's Consequences: Comparing Values, Behaviors, Institutions, and Organizations Across Nations. , 2001) and was the outcome of his research during the IBM study. He analyzed employee value scores that were collected between 1967 and 1973 from IBM employees in 70 countries and from this he established the paradigm of cultural dimensions. (Itim International, 2012).In his interview for his biography, Gerard H. Hofstede told CA: Cultures Consequences is my chef d’oeuvre. It deals with differences in thinking and acting among otherwise similar people in many different countries, which was the right subject at the right time. Correspondence with readers about it has become one of my regular side activities (Gale, 2004, page 2). Hofestede’s Cu ltural Dimensions In the course textbook Hofstede’s five dimensions of culture are used to categorize behaviors in different cultures and explain why they differ (Phatak, Bhagat, & Kashlak, 2009).The IBM study of employees from the 70 countries was the basis for the dimensions and has been critized since there was only one company in the data set however, Hofstede’s belief was that using just one company would better reveal the national differences. According to the authors Phatak, Bhagat, and Kashalk (2009), he believed this because the IBM employees were the same in other respects like type of work, job descriptions, and education. This study has been stated to be the most comprehensive study of how values are influenced in the workplace (Itim International, 2012).Itim International, (2012) noted that Hofstede’s work established a paradigm in international economics, communication, and cooperation, from which Hofstede developed the first emphirical model of â €Å"dimensions† for national organizational culutre. The first dimension is Individualism and Collectivism. These are social patterns under which beliefs, attitudes, norms, and values are then organized into one theme. Some countries practice individualism and the members of society are motiviated by their own needs and preferences above the needs of the group.In contrast, countries that practice collectivism are much more closely linked as a group and are motivated by the obligations that are considered norms for the group. Hofstede felt that countries with higher higher per capita gross national product (GNP), were likely countries that would exhibit more individualism than countries with lower per capita gross national product (Phatak, Bhagat, & Kashlak, 2009). The next cultural dimension, Power Distance, is expressed as the extent to which less powerful members of society, institutions, or organizations accept that power will be distributed unequally.Countries with small power distance have subordinates that show a limited amount of dependence on their bosses, there is a relationship based on interdependce, and a preference for consultation when decisions are made. On the contrary, countries with large power distance will likely have subordinates that are very dependent on their bosses, will follow procedures that are dictated by management, and with a reward systems in place that are not equal.There is a correlation noted between cultures that are individulistic which tend to be lower power distance whereas, cultures with strong collectivism will likey have small power distance (Phatak, Bhagat, & Kashlak, 2009). The third cultural dimension in the text is uncertainity avoidance which is described as the extent to which members of society will experience anxiety over uncertainity in their environments and how far they will go to avoid it (Phatak, Bhagat, & Kashlak, 2009).Cultures that are high in uncertainty avoidance will attempt to control these u nstructured situations with strict laws, rules, safety and security measures, and with the use of philosophical and religious beliefs (Itim International, 2012). Uncertainity accepting cultures are more tolerant of opinions that differ from their own and allow many different religious and philosophical ideas to flow concurrently. Masculinity and Feminity is the fourth cultural dimension that compares how societies and cultures are composed based on masculine and feminine tolerance traits.More feminine societies have expectations for both males and females to act in similar manners. Members are supposed to be modest, compassionate, and are expected to stress solidarity through compromise and negotiation. The masculine societies and cultures are driven by material success, money. They expect men to be assertive, ambiutious, and tough. The women of masculine societies are to be tender and hold care taker roles. The masculine society stresses competition, performance and conflicts are r esolved through fights (Phatak, Bhagat, & Kashlak, 2009).The fifth and final cultural dimension is time orientation and it is stated that different societies place a varying emphasis on the value of time. Some cultures value time and are very conscious of how time is spent. Other societies consider time to be unlimited and a resource that they cannot exhaust. This makes the way that multiple countries address puncuality and their sense of urgency very different. Cultures with no time orientation will come across to many other cultures as very casual. The other aspect of time orientation is based on the different cultural views about the future.Cultures with short-term orientations are concerned with things like lesiure time, bottom lines, and have a tendency to use short term investment plans. Their management teams are rewarded for immediate financial outcomes. In contrast the cultures with long-term future orientations have philosphies in which persistence is valued, gratification is delayed, and investments are longer term. In these cultures family and work are not separated and status is respected (Phatak, Bhagat, & Kashlak, 2009).Hofstede’s model of dimensions has been applied in practice to many domains internationally to include public, business, education, and health care and have become widely used (Itim International, 2012). Meaning and Impact of Hofstede’s Cultural Dimensions John Bing’s article discusses the impact of Hofstede’s work on consulting and business practices across the globe and states that Hofstede’s findings could be applied to business in general (Bing, 2004). The way that Hofstede organized his dimensions into mental geographies explained how there could e similarities and differences between countries in close physical proximity. He states that Hofstede’s survey research which was employed across a large number of countries created a whole new field of comparative intercultural research. Th e Culture in the Workplace Questionnaire Hofstede created has been used to help individuals understand the cultural preferences of their peers and their own preferences. It is believed that many professionals have benefited from studying Hofstede’s work and being able to apply it’s principles to their own work.The author used Hofstede’s principals in his own work during the development of a prototype for the first Peace Corps cross-cultural manual (Bing, 2004). Hofstede’s work has been the standard to which many others make reference and his past works have characterized much of the contemporary cross-cultural quantative research models. There have been many offshoots from his research even from those individuals who do not necessarily agree with his theory or conclusions. If nothing else they at least acknowledge his work.His work was almost immediately used in attempts to determine how people could be helped to work more effectively in more than one cul ture. Hofstede’s work is sometimes misunderstood or misused when practitioners attempt to predict individual preferences based on the scores of the entire cultures. Bing says that Hofstede likes to make it clear that country scores will not predict an individual’s cultural preferences but will predict the group tendencies (Bing, 2004). Hofstede’s cultural dimensions have influenced how people organize and understand the varying cultural dimensions of the regions they travel to for personal and business reasons.Once Hofstede’s dimensions have been studied and understood the subtle niances of different cultures will become more apparent to the informed observer. Such was the experience of Bing per his article as he traveled to Austria and Japan (Bing, 2004). He also discusses the potential benefit of applying a study of the cultural dimensions to gain a better understanding of why countries resort to war when negotiations and other legal, moral, and conflic t management alternatives may be better alternatives.He notes that sophisticated interpreters of Hofstede’s research have found ways to avoid the application of stereotypes about cultures that have long since changed. The value of Hofstede’s research is found when the dimensions are used to help individual learners to understand their own cultural dimensions first. This then opens the door to a better understanding about the different preferences that others in the organization or workplace will have. (Bing, 2004).The study of Hofstede’s cultural dimensions has opened a door of better understanding for me as Bing referenced. It is easy to grow up learning the known stereotypes of other cultures due to misunderstandings of how those cultures have changed or adapted over time. By gaining a better understanding about how entire cultures have come to their common values, their cultural practices, and even their religious beliefs and how these impact business decisio ns and emotions that people exhibit will enhance my overall effectiveness in business.To have an actual framework such as Hosfstede’s cultural dimensions as tools for analysis to use when trying to understand the objections and barriers that come up while transacting business will makes me a more effective employee. I believe that Hofstede’s research has already changed business pratices for many international workplaces with regard to how they prepare and support their employees who are deployed all across the globe.Most companies have cultural diversity training upon hire or annually to reinforce the need for cooperation and sensitivity to diverse cultures in the workplace. I must admit that being an American woman, raised by a single mother of seven, I rate high in individualism and prefer masculinity to feminity. I prefer to work in organizations with low power distance and like the ability to collaborate but not to work where there is a total lack of individual de cision making capabilities. I do think short-term and have a results oriented, time is money mentality.My uncertainity avoidance level is very low and I move quickly to learn and try new things. As I have read the text and studied the findings of Hofstede I came to the realization that I had preconceived ideas about other women who to me appear to lack self empowerment. I will have to practice applying a study of Hofstede’s cultural dimensions to my assumptions in the future to ensure that going forward I reach out with a perspective of better understanding as to why these individuals may be in that less empowered state.References Bing, J. (2004). Hofstedes’s consequences: The impact of his work on consulting and business practices: An executive Commentary. Academy of Management Executive, 18 (No 1), 80-87. Hofstede, G. (2001). Culture’s Consequences: Comparing Values, Behaviors, Institutions, and Organizations Across Nations. Second Edition, Thousand Oaks CA: S age Publications, 2001. Itim International. (2012). http://geert-hofstede. com/ Thomson, G. (2004). Contemporary Authors (Biography), Thomson Gale Publishing.