When the Going Gets Tough, the Tough Gets … Polite Establishing the Relationships with Employees

Counting the Losses or†¦ Learning to Keep One’s Temper: Boss and the Corporation Because of the inability to handle his own temper, Steve has created rather strained atmosphere in his own enterprise, which is likely to drive to the most deplorable results.Advertising We will write a custom assessment sample on When the Going Gets Tough, the Tough Gets †¦ Polite: Establishing the Relationships with Employees specifically for you for only $16.05 $11/page Learn More Unfortunately, the style of management that Steve has chosen, commonly known as the exploratory one, led him to failure. Indeed, each his manner is the evidence to his aptitude to exploitation of the employees. Since Steve has chosen the exploitative manner of managing the company and the work of the employees, it can be suggested that, together with the strain within the company, the conflict within reach worker in the office is constantly growing. Because of the ability to sha pe people’s vision of themselves, a boss can either efficiently raise the level of efficiency in the enterprise, or make it drop sufficiently due to the improper way of communicating with the employees. According to the way Scott Jackson (2009) defines the authoritative organizations and the atmosphere within these places, â€Å"Organizations may be either authoritarian or permissive. Authoritarian organizations prohibit any action without specific permission† (35). Therefore, the first and the foremost danger that the company faces is the drop of the efficiency of the employees’ performance. It is obvious that the office workers are not being motivated anyhow – on the contrary, they shape the most unfavorable image of their working place as the place where they can possibly lose their faces and be humiliated in front of the crowd. Therefore, the drops in the performance, as well as the number of people quitting, will influence the company income sufficie ntly There is no doubt that the decrease of the company revenue will follow inevitably. Caught in exclusive circle, the enterprise is likely to lose gradually the staff and the income, which will eventually lead to a complete collapse, financial and economical.Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More One of the crucial issues in the given situation is whether the company can probably start anew, and whether the trustful relationships within the company can be restored. Tit seems that Steve is merely trying to â€Å"show who is the boss here,† which means that, once solving his own psychological problems, Steve will be able to change his management tactics, instead of dealing with his subjectivity, which is the necessary part of management, as Torrington (2008) explained (95). As Wilson (2007) says, â€Å"While it is not easy, leaders can become more mindful through self -awareness, self-understanding and self-management† (24). It is clear that, unless Steve recognizes the problem and does anything to solve it, he is bound to face huge losses. Only comprising the corporate aims, competitive opportunity and consumer context (Mouncey 2009), that is, both respecting employees and building strong relationships within the company (Sears 2007, 45), he will be able to improve the situation. Contributing to the Solution of the Problem: A Response Despite the obvious change in the business relationships over the past few decades, corporate bullying remains just as complicated a problem as it used to. There is no doubt that workplace bullying can take various shapes. However, in the given essay the author prefers to consider bullying as a form of intimidation. Referring to Martin and Stone in his/her essay, the author of the response sound quite reasonable, claiming that in the give case, the workplace bullying can be defined as a form of intimidation. Indeed, the reasons provided by the author of the essay are quite clear. There is no doubt that workplace bullying is the scourge of the modern society, despite the evident progress.Advertising We will write a custom assessment sample on When the Going Gets Tough, the Tough Gets †¦ Polite: Establishing the Relationships with Employees specifically for you for only $16.05 $11/page Learn More Indeed, according to what Waldron and Kassing (2010) say, the accidents of workplace bullying â€Å"range from overt acts such as outright intimidation and shouting to more covert behaviors such as withholding information and manipulating the workload of the target† (68). Therefore, it can be considered that in the given situation, Steve Lambert resorts to intimidation of the employees to gain more self-confidence and increase his self-esteem. Therefore, the author of the article under consideration refers to Steve Lambert as a clear-cut specimen of a bru te who asserts himself at the account of his intimidated employees. In the paper under consideration, the situation is viewed both from the objective position, as the author considers the reasons and the outcomes of Steve Lambert’s policy, and the viewpoint of Amy, for the author of the essay describes clearly what (s)he would do if (s)he were Amy. Therefore, it can be considered that in the given essay, the author has managed to outline the objective reasons for Steve Lambert to act the brutal and abusing way he did, and at the same time provide the personal, subjective reaction to the situation in which Amy appeared. It is also worth mentioning that the author of the analyzed essay provides the most reasonable course of actions for Amy, based on the recent researches. With help of careful analysis of the situation, the author of the essay manages to draw the optimal plan for Amy, which allows to keep her dignity and at the same time handle the workplace hardships. In additi on, it was rather wise of the author of the essay to consider applying to the human resource department. Indeed, sometimes handling such situations alone can be quite problematic. Moreover, according to Einlarsen (2010), human resource department has impressive experience in tackling such issues and is in fact designed for this (460). Therefore, the author of the essay has outlined the problem and the possible ways of its solution in the most precise and objective way.Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Reference List Einlarsen, S, Cooper, CL, Hoel, H, Zapf, D, 2010, Bullying and emotional abuse in  the workplace: international perspectives in research and practice, 2nd ed.,  CRC Press, New York City, NY. Jackson, S, 2009, Architecting resilient system: accident avoidance and survival  and recovery from disruptions, New York, NY, John Wiley and Sons. Mouncey, P, 2009, Market research best practice, John Wiley and Sons, New York  City, NY. Sears, WH, Sears, 2007, The front line guide to creating a winning management  style, Human Resource Development, Bozeman, MN. Torrington, D, 2008, Fundamentals of human resource management: managing  people at work, Pearson Education, Upper Saddle River, NJ. Waldron, VR, Kassing, JW, 2010, Managing risk in communication encounters:  strategies for the workplace, SAGE, Thousand Oaks, CA. Wilson, C, 2007, The cornerstones of engaging leadership, Leesburg Pike, AT. This assessment on When the Going Gets Tough, the Tough Gets †¦ Polite: Establishing the Relationships with Employees was written and submitted by user Liv J. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Rubella Virus Essays - RTT, Rubella, Pediatrics, Vaccines

Rubella Virus Essays - RTT, Rubella, Pediatrics, Vaccines Rubella Virus (German Measles) Biology 201A Anatomy & Physiology I Professor Debra Dutton August 1, 2012 Introduction Rubella infections in the United States are reported in people who are all mostly foreign-born or unimmunized. These reported rubella cases are right now at a record low levels; however, outbreaks and cases have struck, mainly between the unvaccinated foreign-born adults. This is the one of the reasons why Filipinos traveling abroad and or back to their native homeland of the Philippines should use precaution by getting vaccinated with the rubella vaccine prior to traveling to the Philippines. The Philippines is still a rising and evolving country that lacks a basic healthcare access in most of the rural areas, which also generally lacks a rubella vaccination program. History The Rubella virus is the causative agent of the disease rubella. The earliest possible description of rubella dates back to when the clinical manifestations of the disease were described by two German physicians, de Bergan in 1752 and Orlow in 1758. During that period of time, the disease was considered to be an outgrowth of measles. They were also known as German measles. German physician George de Maton, documented the disease as distinct from measles in 1814. Henry Veale, a British Army surgeon later renamed rubella (from the Latin word red) after the distinct red, rash-like symptoms. In 1881, rubella was formally recognized as a distinct individual entity. Etiology Rubella Virus is the only member of the genus Rubivirus and is from the family Togaviridae. The typically only known hosts of this virus are humans. The virus is covered by a lipid membrane and has a positive-stranded single RNA genome. Chemical agents, low pH, heat, and cold readily inactivate the Rubella virus. Cell-mediated immunity develops 2 to 4 weeks after infection and hemagglutination inhibition. Neutralizing antibodies directed against the virus peak at approximately 4 weeks. After infection to rubella, immunity usually persists for life. Transmission Rubella is transmitted from human to human only by direct or droplet contact with infected body fluids. Most commonly are nasopharyngeal secretions. Patients cam shed infectious virus from 7 to 30 days after infection (from 1 week before to 2 weeks after the beginning of the rash). The average incubation period for the virus is about 14 days (ranges from 2 to 23 days). During this period, the virus replicates in the nasopharynx and local lymph nodes and then spreads hematogenously throughout the entire body. Most women who contract rubella during the first trimester of pregnancy, have a greater risk of passing the virus on to their baby congenitally. Babies who obtain the rubella virus congenitally are at risk for Congenital Rubella Syndrome (CRS) and may result in serious birth defects. Diagnosis The most common method of confirming the diagnosis of rubella is through a serological titer. Acute rubella infection can be serologically confirmed by a significant rise in rubella antibody titer in acute and convalescent serum specimens or by the presence of serum rubella IgM. Rubella virus can be isolated from throat, nasal, urine, blood and cerebrospinal fluid specimens from rubella and Congenital Rubella Syndrome cases. Symptoms Children and adults with the rubella infection may begin with 1-2 days with a low-grade fever (1010 or lower), swollen glands behind the ears or in the neck, and can possibly have upper respiratory infection before they start developing a rash. The red rash usually starts at the face and works its way progressing towards the extremities. Children with rubella usually exhibit just the red rash starting at the face progressing down the body. Adult women with the red rash exhibit stiffness and pain in the wrist, knee joints and finger, which usually lasts a month. Other symptoms in adults include: headache, tiredness, pinkeye, and muscle and body aches. Symptoms of rubella may not be present at all, even if infected with the rubella virus. A pregnant woman who develops rubella, but has no rubella symptoms, may still pose a threat for her baby developing serious Congenital Rubella Syndrome symptoms. The Consequences of rubella infection include: Stillbirths, abortions, and miscarriages. Problems that can occur because of CRS include: cataracts, deafness, mental retardation, pneumonia, heart defects, and spleen and liver damage. Treatment Treatment of rubella generally consists of fluids, rest, and medication. No treatment will shorten the course of rubella infection.

What to Expect from College Meal Plans

What to Expect from College Meal Plans One of the big differences between high school and college doesnt happen in the classroom,  but at meal time. No longer will you eat meals around the family table. Instead, youll make your own food choices in the college dining hall. To pay for your meals, chances are youll need to purchase a meal plan for at least part of your college career. This article explores some of the questions you may have about these plans. Key Takeaways: College Meal Plans Most colleges require residential students to get a meal plan. This is especially true for first-year students.The price of meal plans will vary significantly from school to school and the type of plan. Options ranging from 7 to 21 meals a week may be available.At most schools, your meal card will work at all dining facilities on campus giving you a wide range of options.At some schools, the money for unused meals can be spent at a campus convenience store or even with local merchants. What Is a Meal Plan? Essentially, a meal plan is pre-paid account for your on-campus meals. At the start of the term, you pay for all the meals you’ll eat in the dining halls. You’ll then swipe your student ID or a special meal card every time you enter a dining area, and the value of your meal will be deducted from your account. How Much Do Meal Plans Cost? Whenever you look at the cost of college, youll need to factor in much more than tuition. Room and board costs vary widely, typically between $7,000 and $14,000 a year. Meals will often be half of that cost. Meal prices dont tend to be unreasonable, but they certainly arent as cheap as making meals in your own kitchen. Colleges usually subcontract meal services to a for-profit company, and the college will also earn a percentage of the meal fees. Students who live off campus and enjoy cooking can often eat well and save money compared to a meal plan. At the same time, the convenience and variety of a meal plan have many advantages. Do You Need to Buy a Meal Plan? At most schools, first-year students are required to have a meal plan. This requirement might be waved if you are commuting from home. Mandatory meal plans have a variety of purposes. Schools often want first-year students to become engaged in the campus community, and on-campus meals play an important part in that process. It’s also possible the requirement is coming from a contract with the food service provider, not the college itself. And, of course, the college makes money from the meal plan, so it benefits the schools bottom line when a plan is required. Which Meal Plan Should You Get? Most colleges offer many different meal plans- you may see options for 21, 19, 14, or 7 meals a week. Before purchasing a plan, ask yourself some questions. Are you likely to get up in time for breakfast? Are you likely to go out to the local pizza joint for dinner? Few students actually use 21 meals a week. If the reality is that you often skip breakfast and tend to eat pizza at one in the morning, then you might want to choose a less expensive meal plan and spend your saved money buying food at local eateries at the times that better match your habits. What Happens If You Don't Use All Your Meals? This varies from school to school, but often unused meals are money lost. Depending on the plan, the credit for unused meals may disappear at the end of the week or the end of the semester. You’ll want to check your balance frequently- some schools have small grocery stores where you can spend the money from unused meals. Some schools also have arrangements with local merchants, restaurants, and even farmers market that make it possible to spend dining dollars off campus. Should You Get a Bigger Meal Plan if You Eat a Lot? Nearly all college campuses offer all-you-can-eat dining in at least some of the dining halls, so the same meal plan can accommodate you whether you eat like a mouse or a horse. Just watch out for that freshman 15- all-you-can-eat can be bad for your waistline! Nevertheless, athletes with giant appetites rarely complain about going hungry in college. What Can You Do if You Have Special Dietary Needs? When a college has thousands or tens of thousands of students, it is going to have many students who cant eat gluten, have dairy allergies, or are vegetarian or vegan. Food service providers at colleges are prepared to handle students special dietary restrictions. Some schools even have entire dining halls dedicated to vegan and vegetarian options. At very small colleges, its not unusual for students to develop relationships with the food service staff to have custom meals prepared for them. When Your Friends or Family Visit, Can They Eat with You? Yes. Most schools allow you to swipe in guests with your meal card. If not, your guests can always pay cash to eat in the dining hall. More College Life Essentials How Are College Academics Different from High School?10 Things You Should Know Before You Start CollegeWhat to Pack for College10 Tips for Getting Along with Your College Roommate

GDP Growth Essay Example | Topics and Well Written Essays - 2000 words

GDP Growth - Essay Example In addition, empirically, studying crises is exigent as small samples and partial data is the only available inference. This exploration is going to look into the crises that hit the world and focus on the assessment of the effects on mortgage, credit, derivatives and insurance markets the crises had on national economies. Moreover, the study will scrutinize the stabilization policies nations used to address the destabilization of the markets. With reference to, the experiences of two countries had in the period the crises hit the nations the study will contrast the events comprehensively. Lastly, the paper will look into the precautions and role the central bank played to stabilize the business cycle (Anand et al, 2013). . The crisis Several asset price bubbles like the real estate and the credit bubble, which led to a bloated advantage in banking, caused the crises. As at know the globe has accepted the situation. The crisis had contribution to the euro area where the bubble was as prominent as it was in the United States of America. The rise of house prices and the increase on credit to sustain the lives of the citizens was evident in both Europe and USA but the Euro was hard hit as compared to the USA. For instance, the financial and corporate sectors give a higher inference as compared to the USA. ... The towering savings ratio in China for instance assisted financing a growing present account deficit in the US with no accumulation in interest rate charges. Globalization plus productivity increase, in particular the information technology, declined inflation strain, which in blend with an expansionary fiscal strategy predestined that interest rates go very low. The low interest rates plus an ample liquidity instigated the credit boom in the fiscal markets. A disregard of risk bloated the growth of the monetary sector and fashioned an unbalanced fiscal system. This underrating was due to a number of aspects. New financial improvements and overall system risks were ill understood. Evaluation authorities failed to evaluate the hazards linked with for instance, structured finance. Pro-cyclical bookkeeping values also encouraged the credit explosion in the equivalent trend. In addition, several particular policies such as the US plan to boost home tenure amplified the sub-prime mortgag e market, which resulted to a reduced credit regulation in the country. Governments and central banks have the liability of maintenance of the economic stability through appropriate administration and parameter of the monetary markets. Still, the decision-making structure in many areas was disjointed extending to a deficiency of accountability for the system-wide risks (Anand et al, 2013). . The Effect that Destabilized Credit, Mortgage, and Insurance Markets have had on National Economies The effect that destabilized credit, mortgage, and insurance market is that the crisis had on the markets was different in diverse countries. This was due to the instigators in the countries. Effect on credit The effect on credit disturbed the consumer behavior in the country. The

Entering an international market Essay Example | Topics and Well Written Essays - 4000 words

Entering an international market - Essay Example Porter contended that a lot depends upon the differences in the extent of geographical location and the degree to which the company is centralized for decision making. International marketing is different from home-country marketing and the success or failure of the decision basically depends astute analysis which is deployed in making and entry in the international market and positioning oneself in such a market keeping in mind all cultural dimensions of the international market. This paper examines an international market entry strategy of the chosen company i.e. Barclays Bank in China. Barclay's origins can be traced back to a modest business founded more than 300 years ago in the heart of London's financial district when goldsmith-bankers provided monarchs and merchants money for funding their business ventures. John Freame and his partner Thomas Gould established one such in Lombard Street in 1690. The name Barclay became associated with the company in 1736, when James Barclay also became a partner. The company amalgamated with the London, Provincial and South Western Bank in 1918 to become one of the UK's 'big five' banks. By 1926 the bank had 1,837 outlets. The modern banking business though started picking up in 1925, with the merger of three banks - the Colonial Bank, the Anglo Egyptian Bank and the National Bank of South Africa to form Barclays international operations. This helped the bank in adding more business in Africa, the Middle East and the West Indies. Besides the banking operations the Barclays' group has business interests in a range of fields li ke fund/ capital management, investment advisors, insurance, etc. This paper, however, limits its analysis to Barclay's banking operations.Barclays acquired Martins Bank in 1969, the largest UK bank to have its head office outside London. In 1981, it became the first foreign bank to file with the US Securities and Exchange Commission and raise long-term capital on the New York market. Taking giant strides towards global acceptance Barclays listed its shares on the Tokyo and New York stock exchanges in 1986, thus becoming the first British bank to do so. In 2000 it took over the Woolwich, a leading mortgage bank and former building society founded in 1847. In July 2003 Barclays acquired the Banco Zaragozano, one of Spain's largest private sector banking groups, which was founded in 1910. Keeping pace with technological advancements Barclays started the telephone banking service Barclaycall in 1994 and later on-line PC banking in 1997. Barclays has also introduced customised services with introduction of Barclays Private Bank and Premier Banking. In July 2005 Barclays Bank PLC also acquired a majority stake in Absa Group Limited, South Africa's largest retail bank with over seven million customers. With such international strides Barclays has now grown from a group of English partnerships to a global bank having its footprints in Europe, the USA, Latin America, Africa, the Caribbean, Asia, the Middle East and Australasia. On the domestic front Barclays has more than 11.3m current accounts and 10.9m savings accounts serving them through 2,014 branches in UK. Total number of UK Banking staff at present is about 41,500. On a wider horizon Barclays is operating with 25

Time and Person Essay Example for Free

Time and Person Essay There are people in my life who have greatly influenced me into the person I am today. The three people I chose were my mom, dad, and my friend. I chose these people because they have changed my life and made me a better person. I chose my mom because she is one of my role models and is always there for me every time I need help. She has a great influence in my life because she keeps me into getting into trouble and always encourages me to do my best. Another person I chose was my dad. I chose my dad because he is the one who gives me good advice and gives me the courage to stride for my best. The last person I chose was my friend because this person gives me great advice and is always there when I need support. This person teaches me to have fun I in life and to enjoy everything I have. All these people have influenced me into being the person I am today. 1. There are people in my life who have greatly influenced me into the person I am today. The three people I chose were my mom, dad, and my friend. I chose these people because they have changed my life and made me a better person. I chose my mom because she is one of my role models and is always there for me every time I need help. She has a great influence in my life because she keeps me into getting into trouble and always encourages me to do my best. Another person I chose was my dad. I chose my dad because he is the one who gives me good advice and gives me the courage to stride for my best. The last person I chose was my friend because this person gives me great advice and is always there when I need support. This person teaches me to have fun I in life and to enjoy everything I have. All these people have influenced me into being the person I am today. 1. There are people in my life who have greatly influenced me into the person I am today. The three people I chose were my mom, dad, and my friend. I chose these people because they have changed my life and made me a better person. I chose my mom because she is one of my role models and is always there for me every time I need help. She has a great influence in my life because she keeps me into getting into trouble and always encourages me to do my best. Another person I chose was my dad. I chose my dad because he is the one who gives me good advice and gives me the courage to stride for my best. The last person I chose was my friend because this person gives me great advice and is always there when I need support. This person teaches me to have fun I in life and to enjoy everything I have. All these people have influenced me into being the person I am today. 1. There are people in my life who have greatly influenced me into the person I am today. The three people I chose were my mom, dad, and my friend. I chose these people because they have changed my life and made me a better person. I chose my mom because she is one of my role models and is always there for me every time I need help. She has a great influence in my life because she keeps me into getting into trouble and always encourages me to do my best. Another person I chose was my dad. I chose my dad because he is the one who gives me good advice and gives me the courage to stride for my best. The last person I chose was my friend because this person gives me great advice and is always there when I need support. This person teaches me to have fun I in life and to enjoy everything I have. All these people have influenced me into being the person I am today.

John Locke and The Rights Of Children :: Empiricists, Empiricism

Locke firmly denies Filmer's theory that it is morally permissible for parents to treat their children however they please: "They who allege the Practice of Mankind, for exposing or selling their Children, as a Proof of their Power over them, are with Sir Rob. happy Arguers, and cannot but recommend their Opinion by founding it on the most shameful Action, and most unnatural Murder, humane Nature is capable of." (First Treatise, sec.56) Rather, Locke argues that children have the same moral rights as any other person, though the child's inadequate mental faculties make it permissible for his parents to rule over him to a limited degree. "Thus we are born Free, as we are born Rational; not that we have actually the Exercise of either: Age that brings one, brings with it the other too." (Second Treatise, sec.61) On top of this, he affirms a postive, non-contractual duty of parents to provide for their offspring: "But to supply the Defects of this imperfect State, till the Improvement of Growth and Age hath removed them, Adam and Eve, and after them all Parents were, by the Law of Nature, under an obligation to preserve, nourish, and educate the Children, they had begotten." (Second Treatise, sec.56) Apparently, then, Locke believes that parents may overrule bad choices that their children might make, including self-regarding actions. Leaving aside Locke's duty of self- preservation, his theory permits adults to do as they wish with their own bodies. But this is not the case for children, because their lack of reason prevents them from making sensible choices. To permit a willful child from taking serious risks to his health or safety even if he wants to is permissible on this theory. Parents (and other adults as well) also seem to have a duty to refrain from taking advantage of the child's weak rational faculties to exploit or abuse him. On top of this, Locke affirms that parents have enforceable obligation to preserve, nourish, and educate their children; not because they consented to do so, but because they have a natural duty to do so. 2. The Problem of Positive Parental Duties The first difficulty with Locke's theory of childrens' rights is that the positive duty of parents to raise their children seems inconsistent with his overall approach. If, as Locke tells us, "Reason teaches all mankind, who will but consult it, that being all equal and

Guru Poornima

Hindus attach paramount importance to spiritual gurus. The Sanskrit root â€Å"Gu† means darkness or ignorance. â€Å"Ru† denotes the remover of that darkness. Therefore one who removes darkness of our ignorance is a Guru. Guru meaning enlightener or the guide from darkness into light. Gurus are often equated with God and always regarded as a link between the individual and the Immortal. Just as the moon shines by reflecting the light of the sun, and glorifies it, all disciples can dazzle like the moon by gaining from their Gurus. What is Guru Purnima? The full moon day in the Hindu month of Ashad (July-August) is observed as the auspicious day of Guru Purnima, a day sacred to the memory of the great sage Vyasa. All Hindus are indebted to this ancient saint who edited the four Vedas, wrote the 18 Puranas, the Mahabharata and the Srimad Bhagavata. Vyasa even taught Dattatreya, who is regarded as the Guru of Gurus. Significance of Guru Purnima On this day, all spiritual aspirants and devotees worship Vyasa in honor of his divine personage and all disciples perform a ‘puja' of their respective spiritual preceptor or ‘Gurudevs'. This day is of deep significance to the farmers, for it heralds the setting in of the much-needed rains, as the advent of cool showers usher in fresh life in the fields. It is a good time to begin your spiritual lessons. Traditionally, spiritual seekers commence to intensify their spiritual ‘sadhana' from this day. The period ‘Chaturmas' (â€Å"four months†) begins from this day. In the past, wandering spiritual masters and their disciples used to settle down at a place to study and discourse on the Brahma Sutras composed by Vyasa, and engage themselves in Vedantic discussions. The Role of the Guru Swami Sivananda asks: â€Å"Do you realize now the sacred significance and the supreme importance of the Guru's role in the evolution of man? It was not without reason that the India of the past carefully tended and kept alive the lamp of Guru-Tattva. It is therefore not without reason that India, year after year, age after age, commemorates anew this ancient concept of the Guru, adores it and pays homage to it again and again, and thereby re-affirms its belief and allegiance to it. For, the true Indian knows that he Guru is the only guarantee for the individual to transcend the bondage of sorrow and death, and experience the Consciousness of the Reality. † At the Sivananda Ashram, Rishikesh, the Guru Purnima is celebrated every year on a grand scale. 1. All aspirants awake at Brahmamuhurta, at 4 o'clock. They meditate on the Guru and chant his prayers. 2. Later in the day, the sacred worship of the Guru's Feet is performed. Of this worship it is said in the Guru Gita: Dhyaana moolam guror murtih; Pooja moolam guror padam; Mantra moolam guror vakyam; Moksha moolam guror kripa The Guru's form should be meditated upon; the feet of the Guru should be worshipped; his words are to be treated as a sacred Mantra; his Grace ensures final liberation†. 3. Sadhus and Sannyasins are then worshipped and fed at noon. 4. There is continuous Satsang during which discourses are held on the glory of devotion to the Guru in particular, and on spiritual topics in general. 5. Deserving aspirants are initiated into the Holy Order of Sannyas, as this is a highly auspicious occasion. 6. Devout disciples fast and spend the whole day in prayer. They also t ake fresh resolves for spiritual progress. The Guru's Advice Swami Sivananda recommends: â€Å"Wake up at Brahmamuhurta (at 4 a. m. ) on this most holy day. Meditate on the lotus feet of your Guru. Mentally pray to him for his Grace, through which alone you can attain Self-realisation. Do vigorous Japa and meditate in the early morning hours. â€Å"After bath, worship the lotus feet of your Guru, or his image or picture with flowers, fruits, incense and camphor. Fast or take only milk and fruits the whole day. In the afternoon, sit with other devotees of your Guru and discuss with them the glories and teachings of your Guru. Alternatively, you may observe the vow of silence and study the books or writings of your Guru, or mentally reflect upon his teachings. Take fresh resolves on this holy day, to tread the spiritual path in accordance with the precepts of your Guru. â€Å"At night, assemble again with other devotees, and sing the Names of the Lord and the glories of your Guru. The best form of worship of the Guru is to f ollow his teachings, to shine as the very embodiment of his teachings, and to propagate his glory and his message. â€Å"

Inclusion in education: a challenge to make rhetoric a reality Essay

During the last decade the efforts to provide a more equitable and all-embracing educational system aimed at meeting the needs of all children have mended their pace in the United Kingdom. The noble intention to ensure a more just societal environment which gives every growing person an opportunity to participate in full measure in all aspects of life of society has been a locomotive power behind most developments in the field of special education (Rose 2003, p.12). In particular, New Labour government has been actively promoting an agenda of inclusion and participation for pupils with special educational needs (SEN) in mainstream education (Atkinson et al. 2002, p. 4; Armstrong 2005, p. 135). This agenda of inclusion has not been limited to school placement but extends to the curriculum. Inclusion has been recognised by New Labour an important aspect of the call for high standards for all learners (Mittler 2000, p. 2). Although the process of steady development of the integration of children with physical and sensory disabilities from special to mainstream schools has been carried out in the UK since the early 1980s involving various spheres of social life and gaining extensive publicity, even to date for many lay observers of the educational context, the image of children in wheelchairs coming from the special school sector into the mainstream is what they imagine such integration to be (Corbett 2001, p. 16). Such interpretation of inclusion simplifies and emasculates its essence and purposes. At the same time, as Ainscow et al. (2006) so soundly remind us, the idea of inclusion cannot refer to just some students and not others. To be inclusive requires that society strives to identify and remove all barriers to learning for all children. This means that society must attend to increasing participation not just for disabled students but for all those experiencing disadvantage, whether this results from poverty, sexuality, minority ethnic status, or other characteristics assigned significance by the dominant culture in their society. To achieve this, as Booth and Ainscow (1998) argue, while working to understand inclusion society and responsible governmental bodies must give equal attention to understanding and removing the pressures for exclusion that exist within the cultures of both the schools and society. Thus, there is no surprising that recently policies of New Labour Government aimed at inclusive education have been subjected to sharp criticism as being superficial and inadequate to meet the real requirements of children with SEN (Corbett 2001, p. 39). In particular, Armstrong (2005, p. 149) argues that these policies â€Å"go no further than to redress the traditional deficit-driven discourse of special educational needs in the fashionable but illusionary language of inclusion†. Such criticism testifies that the issue of effectiveness of inclusion in education and in-depth substance of inclusive education is contentious and complicated one. The purpose of this study is to analyze the arguments by Armstrong and other critics of recent New Labour’s governmental policies, and to evaluate their relevance. Toward this end we will discuss existing legislative instruments and New Labour government’s initiatives on inclusive education, scrutinize the meaning of inclusion and its various interpretations, examine advantages and shortcomings of inclusive policies in force, and make the conclusion. A Concept of Inclusion in Education and Its Interpretations. Both among scholars and in society there are different views on what inclusion in education is, which suggest, as we mentioned above, that complex influences are at work in the development of this field (Armstrong 2005, p. 136). Some researchers view inclusive education as an ongoing development of special education (Farrell 2006, p. 24). Others believe that what is referred to as inclusion is, and should be, derived from mainstream approaches to instruction and school organization, creating an alternative to special education knowledge and practices (Skrtic 1995, p.194). From this latter perspective the idea of inclusion as a merger of special and regular education is seen as problematic because such an amalgamation appears likely to maintain a medical, curative model of education (which we will discuss in our study later) that excludes those labelled as children with SEN from the curriculum and from other experiences available to non-labelled students (Thomas & Loxley 2001, p.4). Mittler (2000, p. 2) in a very comprehensive manner defines inclusion in the field of education as the concept which involves: a process of reform and restructuring of the school as a whole, with the aim of ensuring that all pupils can have access to the whole range of educational and social opportunities offered by the school; [and which] [†¦ ] include the curriculum on offer, the assessment, recording and reporting of pupils’ achievements, the decisions that are taken on the grouping of pupils within schools or classrooms, pedagogy and classroom practice, sport and leisure and recreational opportunities. At the same time, application of the notion of inclusion to everything from school effectiveness to civil rights to political manifestos, which we witness recently, renders it vacuous and susceptible to those critiques which accuse it of masking inadequacies (Booth & Ainscow 1998). For example, Armstrong (2005, p. 136) admits that the statistics on academic achievements of children with SEN for the period, when New Labour government is in office actively promoting inclusion in every sphere of social life, do not demonstrate any â€Å"radical transformation of the social practices of inclusion/exclusion†. Besides, for the cynics, inclusive education means abandoning labelling and special resourcing for individual needs in order to cut costs in the name of equality. They emphatically ask the quality assurance questions of what it offers to enhance learning, how to measure its quality, and which strategies are selected as of proven value (Thomas & Vaughan 2004, p. 25). Addressing these types of questions is the current responsibility of any school which purports to be inclusive (Skrtic 1995, p. 206). The way in which inclusive education, or in its earlier incarnation – integration, has been researched over the last few years is an indicator of the political nature of research in any area in which ethical issues are paramount (Clough & Corbett 2000, p. 162). The shift of emphasis has been sequential albeit often complementary: from psychological and medical child-deficit models of integrating individual children; to a sociological critique of labelling and segregation; to inclusion being an integral element of school effectiveness; to a social model of disability, placing the onus on institutions to remove barriers which limit participation (Thomas & Loxley 2001). These tendencies demonstrate that inclusive education is an evolving and so to say ‘alive’ area influenced by prevailing educational trends, such as initiatives to reduce exclusions, and by the impact of external assessment measures and competition between schools (Clough & Corbett 2000, p. 152).

Definition of the Elsewhere Principle in Linguistics

Definition of the Elsewhere Principle in Linguistics In linguistics, the Elsewhere Principle is the proposition that the application of a specific rule or operation overrides the application of a more general rule. Also known as the Subset Principle, the Elsewhere Condition, and the Paninian Principle. American linguist Stephen R. Anderson points out that the Elsewhere Principle is invoked by [Stephen R.] Anderson (1969), [Paul] Kiparsky (1973), [Mark] Aronoff (1976), Anderson (1986), [Arnold M.] Zwicky (1986), etc., with antecedents going back to [the fourth century BC Sanskrit grammarian] PÄ Ã¡ ¹â€¡ini, [19th-century German linguist] Hermann Paul, and probably others (A-Morphous Morphology, 1992). Examples and Observations [T]he basic case of competition in morphology can be characterized by the Elsewhere Principle: a more specific form is preferred over a more general one where both are in principle grammatical. By definition, competitors are those forms that can be used to express the same concepts. It is possible, therefore, that competing structures are generated in different components, in particular, morphology and syntax. A well-known example involves the English comparative affix -er, which must attach to short (maximally bisyllabic) adjectives . . .. This morpheme is in competition with the syntactic modifier more, which can in principle attach to both short and long adjectives, and is therefore the more general form. In the context of short adjectives, the Elsewhere Principle dictates that -er blocks more . . .. (We add (19e) to show that in circumstances where the Elsewhere Principle does not apply more can indeed modify short adjectives.) (19a) Bigger(19b) *Intelligenter(19c) *More big(19d) More intelligent(19e) Bigger means more big This classical application of the Elsewhere Principle demonstrates that a morphological complex can be in competition with a syntactic phrase. . . .It does not seem too much to say that one of the core phenomena of morphology, and perhaps of grammar in general, is that one form can compete with, and hence block, others. The classical cases of such competition involve inflectional morphology as regulated by the Elsewhere Principle. . . . [W]e have argued that there are many more examples of competition, which differ from the classical case in terms of the nature of the candidates and the selecting restraints. (Peter Ackema and Ad Neeleman, Word-Formation in Optimality Theory. Handbook of Word-Formation, ed. by Pavol Ã…  tekauer and Rochelle Lieber. Springer, 2005 Mapping Rules An idiosyncratic mapping rule need not mention a single morpho-syntactic terminal; it can also apply to combinations of (morpho-)syntactic material. For example, next to the mapping rules that associate TOOTH with /tooth/ and PLURAL with /z/, there is a mapping rule which relates [TOOTH PLURAL] to [/teeth/]. This rule can be formulated as follows, where P(X) stands for the phonological realization of a syntactic entity X: If PLURAL selects (a category headed by) TOOTH,then P(TOOTH, PLURAL) /teeth/ Since this mapping rule is more specific than the one that only mentions PLURAL, the elsewhere principle states that the latter is blocked where the former can apply, ruling out *[/tooth/ /z/]. Note that this does not mean that the lexicon contains multiple morpho-syntactic morphemes that represent plurality (there is only one plural affix). (Peter Ackema and Ad Neeleman, Morphological Selection and Representational Modularity. Yearbook of Morphology 2001, ed. by Geert Booij and Jaap van Marle. Kluwer, 2002) Illustration and Qualification Two elements are important in the Elsewhere Principle. First, it inactivates rules in particular cases as a property of the rule system as a whole. Second, it does so in virtue of a logical relationship between rules: entailment between application conditions. The rule that is inactivated by a second rule applying to the same case applies to all cases to which the second rule applies.The English plural is formed by adding a morpheme -s to the end of a stem. A number of words have special plurals, such as goose, which has the plural geese. The existence of the nonregular plural (a remainder of an older plural; formation by means of vowel shift) rules out the regular form *gooses.The rule that assigns geese has the application condition stem goose, which is more specific than the application condition stem X4 for the regular plural formation. It follows by the Elsewhere Principle that the regular rule for plural formation does not apply to goose.There is an important caveat with the Elsewhere Principle: It does not always lead to the right conclusion. It is sometimes possible for the irregular form to coexist with the regular form, and sometimes there is neither an irregular nor a regular form. In these cases, the Elsewhere Principle would predict the absence of a regular form or the presence of a regular form, respectively, predictions that are not borne out by the facts. It follows that in these cases another explanation needs to be sought. (Henk Zeevat, Idiomatic Blocking and the Elsewhere Principle. Idioms: Structural and Psychological Perspectives, ed. by Martin Everaert et al. Lawrence Erlbaum, 1995) Further Reading GrammarMorphologyPhonologyRules of EnglishSyntax

10 Reasons Why Online Shopping Is The Best Marketing Essay

10 Reasons Why Online Shopping Is The Best Marketing Essay ABSTRACT After Internet growth, most of the dimensions of our lives such as education, business, communication, etc., were surpassed by this new phenomenon. One of these dimensions is to deal with online buying of different products and services. This paper describes the various methods of shopping and sending gifts online. This paper will also discuss the various web advertising techniques and tools used to bring traffic to the website. HISTORY In 1990 Tim Berners-Lee created the first World Wide Web server and browser. It opened for commercial use in 1991. In 1994 other advances took place, such as online banking and the opening of an online pizza shop by Pizza Hut. During that same year, Netscape introduced SSL encryption of data transferred online, which has become essential for secure online shopping. Also in 1994 the German company Intershop introduced its first online shopping system. In 1995 Amazon launched its online shopping site, and in 1996 eBay appeared. [1] PROBLEM STA TEMENT The concept of grab and wrap has established to facilitate the customers who don’t have much time to go in the market and search for different items to gift their loved ones. This website will bring all the gift items wrapped and delivered at your doorstep. All you need to do is just grab the gift and go to the party without being indulged in hassle of leaving your place, reach to the required shop, get the item, get it wrapped and then go to the party. This whole process is even worst when you are involved in office and family matters. But still, you can’t ignore this event. We will also assist in making your special days like i.e anniversary, birthdays, events a memorable one. We will provide the secure and trusted shopping and shipment mechanism by fulfilling the right orders at right time. RESEARCH OBJECTIVES In this research, we have three objectives. First Objective: The first objective of our research is to find out all the needs of customers pertaining t o online shopping. Second Objective: The second objective of our research is to provide such a marketing mechanism that would bring enough traffic into the website through affiliate programs, Google Ad sense and other social marketing networks. Third Objective: The third objective of our research is to design a model to provide the customers a secured online shopping experience. SCOPE AND LIMITATION In this research, we have analyzed different ways of online shopping and focused particularly on gifting the products and their wrapping material. This research is applicable in Pakistan and other countries similar to it in which online shopping is effective and most common mode of buying. Our products will mainly consists of the various categories that the people usually purchase for gifting purposes. The proposed model application can be implemented through google websites, different website designing platforms, or using programming languages such as HTML, ASP.NET, C#, Dreamweaver etc. The size of sample in our survey is 100. The distribution of questionnaire was done only in Karachi which might be another limitation for the research.

Synthesis Paper Essay Example | Topics and Well Written Essays - 1250 words - 2

Synthesis Paper - Essay Example In the story, Eighner assumes the role of the dumpster diver narrates how he, together with Lizbeth went from living a comfortable life to life in the streets where their survival depended on dumpsters. This transition came after they became homeless. The main points from Eighner’s story are: Today the cost of living in cities is exorbitant. The continued rise in the cost of basic goods and services exerts a lot of pressure on low-income earners(Ehrenreich 152). In addition, unfavorable factors in their places of work add to the pains of the poor as they deal with the demands of modern life. First, low-income earners work for several hours without a break. The effect is that by the time they get home, the low-income earner is so tired they that cannot take a second job to supplement their primary income, even if such a job was available. Most low-income earners are paid poorly by their employers(Ehrenreich 152). This is partly sobecause most of them lack formal education and work as casuals. This conditions severely erodes their ability to bargain for better pay. As result, most low-income earners struggle to pay their basic bills like rent, water and electricity. This means that they cannot save for retirement. The majority of low-income earners work under harsh physical conditions. An example is a factory worker. Even though conditions of work are much better today than during the industrial revolution, for instance, the factory worker still has to endure uncomfortable conditions. Some of these conditions include poor ventilation and poorly designed lifting operations. The latter could expose the worker to back problems. Moreover, most employers do not cover their casual workers under healthcare plans. These plans take care of the treatment of an employee in the event that they suffer injury while at work. Some employers mistreat their employees by scolding them in front of their colleagues instead of correcting them