Rhetorical Situation free essay sample

Situation Analysis of â€Å"The Great Baby Einstein Scam† This text is an argumentative issue giving details supporting why parents should not buy materials, such as videos, in hopes of their babies becoming geniuses. This video, called â€Å"Baby Einstein,† have had a disappointing outcome, which caused an upset, especially with parents. This video used a known genius â€Å"Einstein† to promote its sales. Still, the idea that a caper this big could be pulled off is mind-boggling (Jacobs 537). This text refers to an article, the â€Å"American Academy of Pediatrics,† recommending children under two years old stay away from watching screens (Jacobs 837). The readers are parents with babies six months to two years, wanting them to be very smart. These readers are those that knew Einstein was a genius, which gave the scammers leverage for the â€Å"Baby Einstein† video scam. The readers are those who wanted to believe that there is a magical, wondrous, no parental-guidance-required product that will turn their kids into Mensa members (Jacob 537). We will write a custom essay sample on Rhetorical Situation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The author, Mira Jacob, is an editor at the online magazine Shine. She was intrigued by an article in the New York Times that said Disney was offering a refund to buyers of â€Å"Baby Einstein† videos that did not do as it promised (Jacob 537). The author wants the parents not to depend on every â€Å"educational† toy out there (Jacob 537). One constraint is a large number of parents with babies ages six months to two years were convinced to buy the â€Å"Baby Einstein† video (Jacob 537). Another constraint is parents believing that if their babies watched the video the babies would become geniuses. Another constraint is the combination of our lack of time, our paranoia over our kid’s performance, and our faith in technology that caused this generation of parents to accept the clever advertising of the video to be considered as truth (Jacob 537). The Exigence of this article is parents with babies six months to two years bought a â€Å"Baby Einstein† video and it did not do what it promised. This resulted in a threat of a class-action lawsuit against Disney for â€Å"deceptive advertising† (Jacob 537). Work Cited Jacob, Mira. â€Å"The Great Baby Einstein Scam. † Perspectives on Argument. Ed. Nancy V. Wood. Upper Saddle River, New Jersey. Pearson Education, Inc. 2012. 537. Print.

Maya angelou 3

Maya angelou 3 The readings from "Graduation Day" by: Maya Angelou and "On Becoming A Chicano" by: Richard Rodriguez were different but they the same point across. They were of different cultures, race, and time era, and they both overcame adversity to excel in their schooling.Maya Angelou excelled greatly in what at that time was great for her services. She praised by her family, friends, and teachers for her excellent grades in all of her studies. Richard Rodriguez had what seemed to be a rocky start. He was slow to learn because he knew little English in school that is until the grammar-school nuns visited his parents and convinced them to speak in English. At these parts in time they both had come to a realization: Maya realized role of her culture and race provided for society, and Richard was slowly drifting away from his family and culture to where he was shunned by Hispanics and Euro-Americans.Maya Angelou with Bloomberg and NadlerFurther along in their lives, Maya Angelou continued to work the same horrible, backbreaking, labors jobs that African Americans did at that time. Richard Rodriguez furthered his education by continuing on to college and a scholarship trip to England. Maya retained a grasp onto her culture, while Richard lost his even more. He was "..yearning for a Chicano past ", But could only get it through a museum.They both overcame the adversity of the "Gringos" ,and schooling by "Caesar." The read the world as it was and is and led prosperous (prosperous not pertaining by "Caesar's" definition) lives.

Occupational Safety and Health Act of 1967 (OSHA) Research Paper Essay

Occupational Safety and Health Act of 1967 (OSHA) Research Paper - Essay Example The study is all about the OSHA of 1967. The research will highlight the purpose of the law. Moreover, it the study will reveal the requirement of the law. The study will discuss about the application and effect of this law in the organizations. In order to clear the concept of the readers, the study has provided important case example and issues associated with the case. Finally the study will summarize the whole research and provide a recommendation plan. Analysis History In US, the DOSH under the Human Resource Ministry has ensured that the health, welfare and safety of the employees in both private and public sector should be upheld. DOSH has enforced machinery act in 1967. It is under the OSHA act. OSHA officially formed in the year 1971. The act has become effective. Due to this act the employers are bound to provide safety and health benefits to the employees. Several Facts about the Act Hazards can affect the work environment of several workplaces and organizations. Several c alamities and accidents, such as falling objects, sharp edges, noise, chemical and flying sparks can create a dangerous situation. Controlling the accidents and hazards is the best possible way to protect the employees within an organization. OSHA requires employers should have these controlling elements in order to protect the employees from the hazards and injuries in workplace (OSHA, 2003). According to the act, employers should provide PPE to their employees when the administrative and workplace controls are not feasible. The following controlling and management process will help both the employees and employers of an organization. Realize several types of PPE. Workplace hazard assessment needs to be conducted. Appropriate PPE should be selected for various circumstances. Appropriate training program and proper utilization of PPE need to be realized depending upon the specific situations. In order to ensure the best possible protection for the employees in an organization, the e mployers and employees need to execute collaborative and co-operative efforts. This will help them to establish and maintain a healthy and safe work environment. The followings are the recommended roles of both employers and employees. Employers should perform a hazard assessment of the organization’s workplace. It will help them to identify and control. Employers should provide training to use and take care of PPE. Employers should identify and offer useful PPE for employees. Employers should review periodically, update and evaluate the significance and effectiveness of the programs related to PPE. Employees should attend the training programs in regular basis. Moreover, they need to take care and maintain a PPE. Employees should inform the supervisors to replace the affected materials and PPE. This occupational safety and health program also protects employers, family members, co-workers and other who can be affected due to inadequate workplace environment. Occupational saf ety and health law is important for legal, financial and moral reasons. Critical Thinking, Elaboration and Discussion The OSHA act was developed in order to provide the employees a healthy and safe working environment in USA. This OSHA is an administrative body that is administered through the Labor Department. Application for HR professional, Managers and Employers Generally

Examination of the Extent to which section 51 Companies Act 2006 has Essay

Examination of the Extent to which section 51 Companies Act 2006 has clarified the Law relating to Pre-Incorporation Contracts - Essay Example The purpose of pre-incorporation contracts is to encourage entrepreneurship and efficiency in creating simplicity and flexibility in formation and maintenance of companies. It also satisfies the need of an upcoming company to acquire rights and liabilities. This ensures that the company can start with business after incorporation. The challenge is that these companies do not have legal personality, due to their inexistence, and thus cannot make agreements. It is therefore important to evaluate the advantages and the shortcomings, and the future of the same on the role of promoters. If the Company does nothing, it is taken to have ratified to the agreement and the promoter is not be personally liable for the agreement. However, if the incorporation of the company has not been done or, after incorporation, rejects the agreement, the promoter becomes automatically liable for liabilities that may be created in the course of acting as promoter and entering into agreements. The liability i s then discharged only if the company subsequently enters into an agreement on similar terms or in exchange of, the pre-incorporation contract; or to the ends that the Board ratifies or is taken to have ratified the contract or action. The only option is then to have a promoter or agent contract in the company’s behalf. They thus incur liability for the company before incorporation. A promoter, according to the case of Twycross v Grant, 3 is one who forms a company with reference to specific projects and set it going, and take necessary steps to meet that purpose. This includes those who take the procedural steps necessary to form the company, or sets up the company’s business, but not those acting merely in professional capacity on the instructions of a promoter. They deal with formalities of registration of companies, from finding directors and shareholders to holding negotiations for business contracts for the new companies. They are also involved in the formation o f a company and are thus personally liable for the pre-incorporation contracts as neither the principle and agent relationship exists. Reason being the lack of that relationship between the agent and the principal as there is in real sense no principle. The common law puts in obstacles to those wishing to contract on behalf of such companies. This is to discourage people from signing or contracting on behalf of non-existent companies. These companies are not legal entities and thus are not permitted to perform juristic acts. According to common law, no person has the right to act as an agent of a company not yet established, in the expectation of ratification after it becomes incorporated. A company cannot then gain legal status before its existence of attaining contractual rights or sustaining contractual liabilities that exist from pre-incorporation agreements. These contracts cannot then oblige a company. The status of promoters ceases to exist after formation of the board of dir ectors. Promoters of the company may also undertake to enter into contracts on the entity’s behalf, where the company may later refute to approve or consent after incorporation. This position is important as it prevents fiduitiary promoters claiming to be acting for the company, as in the case of

Strategic Management of Human Resources Essay Example | Topics and Well Written Essays - 2000 words

Strategic Management of Human Resources - Essay Example ining these ingredients provide the motivation, incentives and sense of purpose, which account for success and also help to explain why some of the familiar mechanistic planning and control techniques work so well in some contexts and not in others (Ahuja, 2005, p.830). The understanding of culture provides better alternatives for decision making by the managers. However, it puts restrictions on the alternatives to the managers, that is, the managers should conform to requirements of cultural patterns of people in the organization. This is so because of two reasons: First, no organization can be isolated from cultural environment, that is, organization as a social unit must operate within the framework of the larger cultural system. As such, a congruency has to be maintained with the values of total culture. Second, organization may be considered as a subculture within the framework of total broader culture. No doubt, every organization develops its own norms and cultural pattern of behavior; these elements are developed within the context of the larger cultural pattern. No part of the system should go against it if both have to succeed. From this point of view, the culture affects the functioning of an organization. Culture places imperative demands on organizations. Culture includes both abstract and material elements. Abstract elements include values, attitudes, ideas, personality types, and summary constructs such as religion, etc. Material elements include all the physical and observable things that man has created and which in turn have an effect on pattern of life and behavior. These elements may be such diverse items as products, buildings, machinery, etc. Though there maybe relationship between abstract and material cultures, both affecting each other, it is much more difficult to change attitudes and value systems than to institute technological innovations. The discrepancy between material inventions and the beliefs and patterning of human behavior

The use of the loose coupling theory

The use of the loose coupling theory Loose coupling theory proposes that different parts of an organization are loosely related to one another. This can be understood as that different divisions of an organization are loosely coupled with one another, i.e. activities in the higher education department are loosely coupled to those in the English department activities in one department have a minimal impact, or take a long time to show up, in the other. The main thesis of his article is to argue that there are seven pros and corresponding cons of loose couplings. According to Weick (1976), loose coupling is a cognitive response to an environment of constant change, in which connections, networks, diffusion, imitation, and social comparison are less prevalent. The loose coupling systems (LCSs) are uncoordinated and have greater differentiation among components, high degrees of specialization among workers, and low predictability of future action, including change. In general, loosely coupled systems probably are cheaper t o coordinate, but are very difficult to systematically change. The goal of Weicks article is to show that all organizations do not function with tight linkages some organizations, like educational systems, are more loose, which may create more difficult problems for researchers. The loosely coupled approach has a strong parallel in more recent approaches to viewing organizations as complex systems, which has attracted considerable interest among management and organizational theorists. Birnbaum argues that complex systems such as collegial or bureaucratic institution models provide insights to the analysis of LCSs. Complex systems are bottom-up phenomena, also defined as systems comprising large numbers of agents in highly connected webs, can display both high levels of order and disorder. Importantly, order in complex systems is usually a result of micro-structuring processes that provide for robust self-organization. This form of order is not dependent on hierarchical control but is distributed, and it can lead to system-wide stability (or instability). Complex systems do well when they engage in a search for healthier and better-off states, otherwise searches are directed from the top down, and system will likely settle into only moderately fit states. Al so systems must be relatively free to interact with other systems until good fitting strategies are found. Complex systems have slow response times not because they are any slower than simpler systems in detecting environmental threats and opportunities, but because the process of adjustment takes longer. Educational systems demonstrate considerable robustness and resilience in the face of both environmental and intended change, thus the key is to focus on relationships and the building of similar behavior based around trust. Weick (1976) notes that more loosely coupled organizations offer advantages in complex environments. More autonomous groups may be more sensitive to environmental change, and offer more simultaneously adaptation to conflicting demands at the institutional level. If problems develop in one part of the system, it can be sealed off from the rest of the system. Efforts to create a less loosely coupled system or to control and centralize have not altered the overall complex system, which still remains loosely coupled. The concept of LCS is crucial to Rhoades argument about strategic activity. While Weicks strengths and challenges related to LCSs are positioned in difficulties to change organizations systematically, Rhoades approach calls for development of strategic activity through managerialism. Rhoades emphasizes that managerialism and market approaches are two sets of ideas that recently have influenced educational decision-making processes. The problem with these ideas, especially in loosely tight educational organizations, is that although it provided some change, it may not provide a basis for future improvement in education, especially in student learning. Within this model there is an assumption that there is a tight coupling between education policy (e.g. curriculum) and how teachers teach. Where improved performance is sought it is pursued through the manipulation of formal mechanisms such as rules, procedures, rewards or changed evaluation. Bureaucratic hierarchies have however been in creasingly criticized for being non-responsive and inefficient means for organizing public administration. With respect to education, they have certainly proven resistant to change. Managerial initiative is important to Rhoades in moving the universities forward, which is in contrast with loose couplings assumption where planned change has a low predictability as is unlikely to be successful within loose coupling environment. Loose coupling concept also poses some problems for leaders who want to change their organizations. Pfeffer and Salancik (1978) were well aware of this problem of change in loosely coupled systems. They argued that administrators could get around it by finding ways to tighten the coupling patters in their organizations, such as reorganization and stabilization of exchange relationships. The idea was to reduce internal and external variability in the system so that it could be more easily controlled. Thus, loosely coupled organizations can embrace change because its impact is limited. For instance, the English department can change without any punishment if no other departments are affected by its changes the loosely coupled organization as a whole isolates and neutralizes disturbance; however, change is slow. External as well as internal influences are absorbed by this organizational structure. So, the individual departments are not themselves typically difficult to change; rather, the problem lies in getting the entire organization to change, in diffusing the change across the networks. Birnbaum (1988) clearly articulates that to strengthen academic leadership, one must reform structures, adopt more rationalized management systems, and increase the power of executive leadership to make faster, more efficient, and more effective decisions, but for leadership to be effective within LCS, communication has to be present as a sense of general openness in institutional governance and climate. Leaders create organized disorder in which dynamic things happen at multiple locales within the system, thus creating a new behavior rather than controlling organizational activities. Also, the application of data to interaction permits information to influence preferences and possibilities, and that leads to decisions grounded in reality. It is not only about collection, analysis, and dissemination of data, but also about different constituents being interested in that data a nd how it interacts (Birnbaum, 1988). The interaction leads not only to positive administrative decision-making, but also to being rational and looking for consensus among loosely coupled units. Complex organizations cannot function effectively over the long term without leaders to coordinate the activities, represent them, and symbolize the institutional purpose (Birnbaum, 1988). As to administrative decision-making, Weick (1976) notices that LCSs are difficult to change systematically, thus any decision-making change that has to be discussed will encounter a problem of systematic change. The issue with implementation of any administrative change will always come down to the fact that teaching is isolated work and improving instruction is strictly a matter of individual initiative. Thus, the problem with administrative decision-making in LCS is that colleges do not show any collective impact on student learning. The problem with it is also that decision-making is explicitly and directly concerned with the instructional core of education by arguing that educational institutions and their faculty and staff need to be accountable for student learning. Moreover, loose coupling implies that the source of an effect may be located at a considerable distance in time or organizational structure from the effect itself, thus amplification of non-linear cycles makes it p ossible for an insignificant decision to have a major effect as it moves through the system over time (Birnbaum, 1988, p. 71). Birnbaum describes this as butterfly effect and indicates that cause and effect are difficult to predict or determine in loose coupling model. Moreover, circular systems that he describes may also imply about administrative decision-making. He encourages thinking in circles as thinking of unintended consequences that may arise with complexity of how things interact. Although, institutional prestige, faculty morale, student enrollment, and sense of community are crucial for this model, the feedback loops are missing from this model as well as culture of the organization. Also, local adaptations will not always assist with generating efficient responses to system-wide challenges in a decision-making process. Loose coupling implies slow diffusion of central initiatives. As a consequence, the administrator would have to start projects earlier, start more project s, start projects in a greater variety of places, and even talk more frequently about those projects that have been started. The perspective of educational systems as being loosely coupled seems to be weak at explaining one major decision making fact that approaches to schooling have remained remarkably uniform across geography and time. If education systems are loosely coupled, diverse practices should emerge in response to differing local needs and differing ideas about education. Loose coupling can account for the diversity of ways in which units implement different decisions; for instance, the RCM is the way to find innovative options to strengthen individual units where the center does not correlate with units (Rhoades, 2000). In order to improve administrative decision-making, the administrator should emphasize the role of interaction among an organizations members, as well as collaboration and negotiation as methods to determine how decisions should be carried. 2. The Mode 2 knowledge production model is perhaps the most well-known term used to indicate the impact of changes for the university sector. Gibbons et. al.(1994) in the mid-1990s presented their Mode 2 theory saying that university researchers, who previously most often worked on internal disciplinary Mode 1 problems, were now more inclined to involve themselves closely in industrial and governmental research collaborations. Economical factors were seen to be the drivers, as closer relations between university research and industry developed to meet competition from the growing economies. This trend prompted new organizations such as think tanks or hybrid organizations, which often were places where the new front research was to be found. Gibbons et. al. referred to these as Mode 2 organizations, seeing them as generic for the whole research landscape. It seems that Mode 2 model especially in research area was a result of a general economic development towards post-industrialism. Moreover, mode 2 knowledge production model is application-based, and can be explored in an interdisciplinary fashion. As such, the emergence of Mode 2 production would not eclipse Mode 1 methods entirely. In a resource-seeking environment, Mode 2 would likely be more attractive to outside funding agencies and investors due to its application-based principles. Mode 2 may not lead to increased social accountability rather than being held to social values, Mode 2 knowledge would respond to market values, thus will privilege certain kinds of knowledge over others. In this sense, Mode 2 is related to academic capitalism that proposes market-relevant knowledge production. From an academic capitalism perspective, Mode 2 can have a tendency to focus on disciplines with well-known possibilities for commercial use, i.e. technology and medicine, whereas other disciplines may be mostly ignored. By the same token, since both concepts are normative, the system of norms may be well affected especially among traditional researchers within social sciences. In this area, internal interests for research questions seem to be far away from industrys interest for commercial products or the governments interest for useful results. However, one can make an argument supporting Mode 2 and somehow against the notions of academic capitalism. It has to be noticed that Mode 2 would not push research outside of the university, but rather that applied science and the facilities for training researchers would make university-industry relations stronger. For instance, the Bayh-Dole Act of 1980 and related intellectual property legislation profoundly affected the commercial poten tial of government-sponsored research and still allowed research to be conducted within the realm of universities walls. Thus, technology transfer was quite symbolic and the Act was a step toward developing a social exchange between university science and society. In this sense, Mode 2 can be seen as a positive engine that transformed the public research model. Moreover, knowledge production is crucial because knowledge society seen through the lens of academic capitalism would focus more on the activities of higher education institutions in the two countries in a particular regional sphere. Thus, the argument may take us to propositions of globalization and internationalization. A critique that may arise from academic capitalism proponents is the fact that there is no support for a merger of interests between researchers and industry. Researchers at the institutes (or centers of excellence) instead devote their precious time to a shorter research perspective that is strictly coming from the industry or directed toward it. This process was seen as influenced by reductions in state-support, an explanation quite close to the one put forward by Slaughter Leslie (1997). Thus, Mode 2 may jeopardize a strictly public focus of research universities when these start heavily getting involved with the industry. Even though Mode 2 involves multidisciplinary teams brought together for short periods of time to work on specific problems in the real world, this concept, from strictly academic capitalism critique, may not show any organizational diversity, which is at the core of academic capitalism. Also, academic capitalism may criticize Mode 2 as a concept of political i deology rather than a descriptive theory that academic capitalism claims to be. As for similarities, both concepts apply that there are three major actors in science university, industry and government and these extend beyond their former specific areas and change their former roles in closer collaborations for the benefit of economic development of society, thus academic capitalism partly confirms the claims of rising Mode 2. From the perspective of institutional theory, Mode 2 is a problem related to institutional structures. From an institutional theory standpoint, there are templates for organizing institutions that are implicitly understood and translated to new members of an organization. Moreover, these templates are interpretive schema, underlying values and assumptions, similar to mental models (DiMaggio and Powell, 1983; Scott, 1995). Templates of institutional behavior create resistance to change. One concept within the institutional theory that has regularly been applied to higher education institutions to explain change is institutional isomorphism (DiMaggio and Powell, 1983), which suggests that institutions do not change as a result of a competitive market, external pressures or efficiency, but rather through the force of homogenization, striving to be like other types of colleges perceived to be elite. Mode 2 contrasts with institutional theory in the sense of the concept of change because influence of market and other external forces (such as NGOs or TNOs) create a high degree of heterogeneity among institutions. Institutional isomorphism also suggests that institutions tend not to be distinctive in their identity development or image, while Mode 2 emphasizes on organizations that do not have to necessarily conform to the rules and belief systems prevailing in the existing environment. For instance, older and well-established universities with strong cultures will have more specific power to resist change, while other institutions may be more vulnerable to market ideas. Since universities are complex and conflicted organizations, the institutional isomorphism that is projected by institutional theory may be one of the limitations of this theory to encourage distinctiveness and diversity of HED institutions. A critique that might arise from the institutional theory perspective is that the institutions have to learn to share their resources (physical, intellectual and  ¬Ã‚ nancial) with other kinds of knowledge producing institutions. According to Janson (2002), this task may be very difficult to accomplish considering that universities have held the monopoly among knowledge producers. Mode 2 is a threat to this status quo by encouraging alliances as well as collaborative relationships with other knowledge producers. Another critique from an IT standpoint is that Mode 2 would change standards of evaluation and accreditation as well as success and progression that would encourage more of a multidisciplinary context. For IT proponents, disciplinary boundaries are important, thus not only is traditional career path model being challenged by Mode 2, but also the nature of the undergraduate curriculum. Mode 2 is not the only knowledge production model that is challenging the more traditiona l, basic sciences model, but globalization and internationalization as well. According to Gibbons (1994), knowledge is transdisciplinary, problem-oriented, application-based, team-driven, multi-sited, partnership-based, socially useful, heterogeneous, quality controlled, re ¬Ã¢â‚¬Å¡ective and responsive, and less hierarchical than disciplinary knowledge of the kind produced in universities, that is being characterized as typically centered on disciplines, with academic hierarchies, more norm-concentrated, authoritative in regards to social behavior as well as concerned with homogeneity. Another critique is that it will be hard to protect academia from worldwide economic trends as well as production of knowledge in purely economic terms. Because Mode 2 is strictly defined in economic terms, all institutions may have a tendency for duplication and may follow one economic trend in order to survive. Scott (1995) indicates that, in order to survive, organizations must conform to the rules and belief systems prevailing in the environment because institutional isomorphism, both structural and procedural, will earn the organization legitimacy (DiMaggio and Powell, 1983; Meyer and Rowan, 1977). The institutional theory claims that change is less likely to happen within or among organizations, while Mode 2 encourages change especially toward the private sector being more entrepreneurial and challenging the traditional values found especially in higher education institutions. While institutional theory supports traditional values of HED institutions, Mode 2 encourages growth o f those hybrid organizations that capitalize on connections to teaching, research, and service. 4. The most important differentiation is that the concepts of globalization and internationalization that are characterized by glonacal agency heuristic (GAH) are situated above the level of nation-state. GAH as a method of thought focuses on institutions, positions, agency, and structure at three levels: national, local, and global. The concept focuses on colleges and universities (and units and faculty within them) as global agents, encouraging studies of activity and stratification regionally and internationally. However, it is not a method of positioning yourself relative to others. Globalization is not universal, because it does not feel the same for everyone, thus it is not inevitable. In this respect, globalization is uneven and asymmetrical. Moreover, the pressure that it is felt as an institution most of the time mediates. For instance, even if the pressure comes from a national or global context, the local arena may be able to mediate things. For instance, Raytheon company has a heavy involvement on the University of Arizona, however does not have hardly any on Pima Community College. On the other hand, the PCC has a pressure from auto repair industry in cooperation with Jim Click to have mechanics to fix cars. Thus, GAH provides a different response of institutions to globalization. It seems that for GAH there is no separation between globalization and internationalization because both are a total of complex interactions of human and institutional agencies at local, national, and global levels. Marginson and Rhoades (2002) define two types of agency: human agency and institutional agency. For them, it is all about positioning things not individuals. For instance, a supranational agency such as the World Bank has an im pact in developing countries, and the whole impact is being driven by market forces; thus individuals do not shape the globalization process. It takes a lot of agencies to understand what is going on and understand and find a point of where we could resist the impact. According to GAH there is limited analysis of the complex agencies and processes that define them; no global dimension to analyze yet. Thus, with it more comparative studies need to be conducted to know human agency better and also local dimensions institutions and agents. While depicting GAH, the authors base their concept on Clarks description of academic profession that is structured by a triangle, in which market-state is a starting point, from which everything spills over to disciplines and professions as well to government and management. Knight (2004) replies to this issue with the process of internationalization that is supposed to be happening on a continuum basis. Her concept of internationalization is chara cterized similar to Clarks description as a triangle, in which interactions may be of hexagonal shape, but the whole process of internationalization will happen on a continuum basis. For Knight, globalization/internationalization is binary and is an omnipresent force that institutions have to respond to. It is similar to the Newtonian account of action and reaction. However, unlike Marginson and Rhoades, she is interested in institutions approaches (the ways in which they internationalize) and their rationale (why you are doing it explanations and goals), and how they interconnect (by preparing students to exist in global society or bringing in faculty from around the world). Thus, reciprocity is of important value to this concept. It is up to you how you are changing the world. So in that sense, Knight disagrees with Marginson and Rhoades that there is opportunity for everyone to progress. It is worth mentioning that the concept of internationalization is often confused with globalization (Altbach, 2004). The main difference is that globalization may not be unalterable, but internationalization is a process involving many choices. Globalization tends to concentrate wealth, knowledge, and power in those already possessing these elements, thus diminishing the importance of peripheries. International academic mobility similarly favors well-developed education systems and institutions, thereby compounding existing inequalities. Initiatives and programs, coming largely from the north, are focused on the south. The key here is that Altbach summarizes programs and activities relevant to the American study abroad tradition while Knight emphasizes on internationalization as a process. For Knight, internationalization is a two-way street that serves important needs. For Altbach, the concept is focused largely on the south-north spectrum, where students move primarily from south to north, where north controls the process. In this sense, Altbachs approach is based on radical dependency theory that relies on neo-colonialism core. Also, I got an impression that Knights concept of internationalization is not focused on economic (mostly financial) ends. Instead, internationalization is supposed to enhance research, knowledge, and cultural understanding. For instance, one of the initiatives may include study-abroad experiences or enrichment of curriculum through offering a major in international studies or other area studies. Deeply in the core, it does not seem that the process is intended to bring financial profits, but strategically implemented will enhance competitiveness and institutional prestige. However, the process itself, if not controlled, may focus too much on institutional strategies and policies while excluding national governments. In the same aspect, I could sense a tint of skepticism in Altbachs approach in regards to an economic trend of globali zation. Even though he acknowledges the trend and claims it is inevitable, he emphasizes on negative aspects of internationalization as a process that will further diminish the intellectual as well as cultural sides within the developing countries. In addition, Knights definition of internationalization seems to limit itself to the teaching function of the institution by concentrating on the expansion of international curriculum. Although both articles of Altbach and Knight are written in the same year, it seems that Altbach hardly mentions supranational organizations while Knight already acknowledges the new trend proclaiming that not only institutions and national policy makers alone are driving the internationalization, but supranational organizations as well. The tendency for Knight is to look at challenges that globalization presents us from an insider perspective how institutions as well as individuals react to globalization through internationalization, while Altbachs approach can be seen from the outsider perspective that acknowledges institutions, but not the processes and individuals within.

College Admissions Essay: My Private Vietnam :: Free College Admissions Essays

My private Vietnam is a never-ending identity conflict. Part of me is American, part of me is Vietnamese. I have Asian features, but I'm tall and broad-shouldered. I don't feel accepted in either culture. Â   Vietnam is bittersweet for me. Without the war, I wouldn't have been born. Without the American soldiers there, I wouldn't be Amerasian and living in the United States. The bitter part is that I will never find out who my father is. I don't have his name or Social Security number. I wish I had a real family to come home to during the holidays. Â   Veterans look at me like I'm a ghost. They associate me with the sons they might have fathered and deserted in Vietnam. Every summer I attend a writers' conference in Boston that includes some men who were in Vietnam. I look into their eyes and they look into mine. For me, it's looking into the eyes of potential fathers or father figures.

Imperfections of normal life Essay

‘One ring to rule them all, one ring to find them, one ring to bring them all and in the darkness bind them’. This line sounds stereotypically from a fantasy film, and it would perhaps not fit in to other genres such as comedy or romance. Fantasy films often take us in to a different world and away from the imperfections of our normal life, they are a great contrast to our lives, in fantasy films things are always extremes, either great things are happening, or extremely bad things are occurring; whereas for the everyday person, such things rarely happen and life is just monotonous. To be taken in to a life of someone else’s with unbelievable things happening to them is an excitement and people enjoy being taken from their world and being placed in a dream place, where everything is perfect. Films of the fantasy genre are mainly based on popular myths and legends, characters are things like dragons, wizards, elves, dwarves – all things we have heard stories about. Films stretch these myths and bring them to life; they often bring back elements of our childhood and will therefore entertain us even more. Settings, characters, events, music, endings and dialogue all contribute to us experiencing these things. Also, these certain things in a film will be very typical of the particular genre, some styles of music and characters will only fit in one genre, and some genres will only have certain music and characters. The film Lord of the rings – The fellowship of the ring has many attributes of its fantasy genre, the settings and locations within the film are all similar to that of many of fantasy movies. One of the settings in Lord of the Rings is Lothlorien, it contains many huge elaborate buildings, and beautiful gardens; the weather here is never bad and the atmosphere is always bright and cheerful. This setting will help emphasise what is happening in it, often in a place that is light and peaceful scenes with happy moments will be portrayed here, rather than dark upsetting scenes such as battles. These surroundings help engage the audience as what they’re seeing is incredible and wouldn’t be something they’d see in real life, it will interest them to see something they haven’t seen before. Another location in this film is the mines of Moria, this is the opposite of the previous setting, here it is always dark, gloomy, cold and damp; one again, the surroundings in the film will determine what the audience will be feeling, when they see this setting, they will be anticipating something bad to be happening and this will help to get the audience engaged in the film. In fantasy films, there will always be certain types of characters, a strong and brave person, someone who is wise and clever, one who is weak yet brave and noble, a beautiful woman who is adored by most of the characters. There will often be an evil counterpart for these characters, and the characters within The Lord of the Rings are all what you would expect to see in a fantasy movie. The main character in this film is Frodo, he has little strength and fighting ability but is strong willed and brave. He has the characteristics of the typical fantasy main character, and these characteristics help entertain the audience; they like to see an underdog win. Also they will be a character the audience can usually relate to and are often a more credible person than most others in fantasy films. Frodo has three friends, Meri, Pippin and Sam who are all similar to him these characters add a comedy element to some parts of the film, mostly to relieve the tension when needed. This helps entertain the audience more so. In Lord of the Rings there is a slight exception to the rule of there being one person who is strong, brave and does most of the fighting, as there are four characters like this, Aragorn (Strider), Boromir, Gimli and Legolas. Having four incredible characters intensifies the battles, also all the characters are unrealistic yet this entertains people more as they are seeing something they wouldn’t usually see. Once again fitting in with the stereotypes of the fantasy genre there is a beautiful woman that someone falls in love with, audiences often like romance within a film, especially between two characters they have seen a lot of during the movie and have grown attached to. People like to see other people they like succeed or do well, whether it’s in a fight or in a relationship. This is yet another technique that gets the audience more in to the film. The final character typical of almost every fantasy film is the evil one, in this particular film it is Saruman, he is originally good but is then corrupted and turns evil. With an evil character in a film, it gives the viewer someone to hate and whenever they do anything to the good characters; it angers the audience and lures them deeper and deeper in to the world of the film. Another thing that is very much a characteristic of a fantasy film is the names of the characters, it’s not every day you meet someone called Boromir or Frodo, with these incredible , unusual names it takes the audience even further away from there normal life and more in to the movie. Events in a film are what entertain us the most, they are the factor that determines whether we enjoy a movie or not. Different people like to see different things on screen and films often need to try and interest everyone. Events in a fantasy film can completely change how we feel, they can make us sad, happy, angry, a whole range of different emotions. Fantasy films in particular try and cater for everyone’s tastes; they include intense battle scenes, yet also have the contrast with romantic love scenes. The most typical event in a fantasy film is a battle, or maybe even multiple battles, these engage the viewer and also determine what characters the audience take a liking to. The fights are mostly between the main character and their arch nemesis, the battles are incredible and nothing anyone would see in real life, therefore they entertain the audience. The other event that is almost always in a fantasy film is romantic scene, between the main ‘good’ character, and the beautiful lady. People like to see characters they like, succeed in a relationship, or even a battle for that matter. Also, the love scene acts as good relief from the stresses of the fights and other more aggressive moments in the film. Lord of The Rings once again contains these stereotypes; the battle at weather top between the four hobbits and Aragorn against the ring wraiths, the fight is intense and ends with one of the main characters, Frodo, being stabbed. This makes the audience feel more hatred towards the ring wraiths who are the evil characters, and more sympathetic towards Frodo.

Learn More About How Communication Media Has Evolved

Learn More About How Communication Media Has Evolved Smart newspapermen of the time paid attention when the telegraph was invented. The New York Herald, the Sun and the Tribune had been founded recently. The proprietors of these newspapers saw that the telegraph was bound to affect all newspapers profoundly. How were the newspapers to cope with the situation and make use of the news that was coming in and would be coming in more and faster over the wires? Improved Newspaper Presses For one thing, the newspapers now needed better printing machinery. Steam-powered printing in America had begun. New printing presses were introduced in the United States by Robert Hoe at the same time as Samuel Morse was struggling to perfect the telegraph. Before steam power, newspapers printed in the United States used presses operated by hand. The New York Sun, the pioneer of cheap modern newspapers, was printed by hand in 1833, and four hundred papers an hour was the highest speed of one press. Robert Hoes double-cylinder, steam-driven printing press was an improvement, however, it was Hoes son that invented the modern newspaper press. In 1845, Richard March Hoe invented the revolving or rotary press letting newspapers print at rates of a hundred thousand copies an hour. Newspaper publishers now had the fast Hoe presses, cheap paper, could type cast by machinery, had stereotyping and the new process of making pictures by photoengraving replacing engraving on wood. However, the newspapers of 1885, still set up their type by the same method that Benjamin Franklin used to set up the type for The Pennsylvania Gazette. The compositor stood or sat at his case, with his copy before him, and picked the type up letter by letter until he had filled and correctly spaced a line. Then he would set another line, and so on, all with his hands. After the job was completed, the type had to be distributed again, letter by letter. Typesetting was slow and expensive. Linotype and Monotype This labor of manual typesetting was done away with by the invention of two intricate and ingenious machines. The linotype, invented by Ottmar Mergenthaler of Baltimore, and the monotype of Tolbert Lanston, a native of Ohio. However, the linotype became the favorite composing machine for newspapers. The Invention of the Typewriter While  new  technology for printing newspapers was being developed, another instrument for journalists was coming into existence, the  typewriter. Early Typewriters Alfred Ely Beach made  a sort of typewriter  as early as 1847, but he neglected it for other things. His typewriter had many of the features of the modern typewriter, however, it lacked a satisfactory method of  inking  the types. In 1857, S. W. Francis of New York invented  a typewriter  with a ribbon that was saturated with ink. Neither of these typewriters  were  a commercial success. They were regarded merely as the toys of ingenious men. Christopher Latham Sholes The accredited father of the typewriter was Wisconsin newspaperman, Christopher Latham Sholes. After his printers went on strike, Sholes made a few unsuccessful attempts to invent a typesetting  machine. He then, in collaboration with another printer, Samuel Soule, invented a numbering  machine. A friend, Carlos Glidden saw this ingenious device and suggested that they should try to invent  a machine  that print letters. The three men, Sholes, Soule, and Glidden agreed to try to invent such  a machine. None of them had studied the efforts of previous experimenters, and they made many errors which might have been avoided. Gradually, however, the invention took form and the inventors were granted patents in June and July of 1868. However, their typewriter was easily broken and made mistakes. Investor, James Densmore bought a share in the machine buying out Soule and Glidden. Densmore furnished the funds to build about thirty models in succession, each a little better than the preceding. The improved machine was patented in 1871, and the partners felt that they were ready to begin manufacturing. Sholes Offers the Typewriter to Remington In 1873, James Densmore and Christopher Sholes offered their machine to Eliphalet Remington and Sons, manufacturers of firearms and sewing machines. In Remingtons well-equipped machine  shops  the typewriter was tested, strengthened, and improved. The Remingtons believed there would be a demand for the typewriter and offered to buy the patents, paying either a lump  sum,  or a royalty. Sholes preferred the ready cash and received twelve thousand dollars, while Densmore chose the royalty and received a million and a half. The Invention of the Phonograph The telegraph, the press, and the typewriter were agents of communication for the written word. The telephone was an agent for the spoken word. Another instrument for recording sound and reproducing it was the phonograph (record player). In 1877,  Thomas Alva Edison  completed his first  phonograph. The phonograph worked by translating the air vibrations created by the human voice into minute indentations on a sheet of tinfoil placed over a metallic cylinder, and the machine could then reproduce the sounds which had caused the indentations. The record wore out after a few reproductions, however, and Edison was too busy to develop his idea further until later. Other did. Phonograph machines  were invented under a variety of different names, however, all reproduced with wonderful fidelity the human voice, in speech or song, and the tones of either a single instrument or a whole orchestra. Through these machines, good music was brought to those who could hear it in no other way. The Camera and Photography The last half century of the 1800s saw great advances in photography and photoengraving. While the first experiments in photography happened in Europe,  Samuel Morse, introduced photography to America, in particular to his friend John Draper. Draper had a part in the perfection of the  dry plate  (the first negatives) and was one of the  first photographers to  do  portrait photography. George Eastman A great inventor in  photographic  technology was  George Eastman  from Rochester, New York. In 1888,  George Eastman  introduced a  new camera, which he called Kodak, and with it the sales slogan: You press the button, we do the rest. The  first Kodak  camera was pre-loaded with a roll of sensitized paper (film) that could take a hundred pictures.  A film roll  that could be sent away for developing and printing (at first the entire camera was sent). Eastman had been an amateur photographer when the hobby was both expensive and tedious. After inventing a method of making dry plates, he began to manufacture them as early as 1880 before invented  roll film. After the first Kodak, there came other cameras filled with rolls of sensitized nitro-cellulose film. The invention of cellulose film (that replaced the glass dry plate) revolutionized photography. Both Reverend Hannibal Goodwin and George Eastman patented nitro-cellulose film, however, after a court battle Goodwins patent was upheld as being first. The  Eastman Kodak Company  introduced the first film cartridge which could be inserted or removed without the need of a dark room, that created a boom in the market for amateur photographers. The Birth of Motion Pictures In the development of  Thomas Alva Edison  played a large part. Edison had seen a crude system made of Henry Heyl of Philadelphia. Heyl used glass plates fixed to the circumference of a wheel, each plate rotated in front of a lens. This method of pictures in motions was slow and expensive. Edison after seeing the Heyl show, and after experimenting with other methods decided that a continuous tape-like strip of film needed to be used. He invented the first practical motion picture camera and with the cooperation of  George Eastman  started producing the new tape-like film, giving birth to the modern motion picture industry.  The motion picture projector  was invented to show what the new camera and film captured. Other inventors, such as Paul in England and  Lumiere  in France, produced other types of projecting machines, which differed in some mechanical details. Public Reaction to Motion Pictures When  the motion picture  was shown in the United States, the audiences were amazed. Popular actors moved from stage into the movies. In the small town, early movie theaters were often converted storeroom, and in the cities, some of the largest and most attractive theaters converted into movie theaters, and new theaters were specially built. The Eastman Company soon manufactured about ten thousand miles of film every month. Besides offering amusement, the new moving pictures were used for important news events, historical events could now be visually preserved for posterity.

TKM Essay

TKM Essay TKM Essay Gabriela Angeles 814 5/27/14 MS136 To Kill a Mockingbird In the book To Kill a Mockingbird, Atticus who is a lawyer chooses to defend a black man named Tom Robinson that was accused of raping a white woman which is Bob Ewells daughter. In my own opinion its a good thing that Atticus defends Tom because no one ever stands up for the black people just because of the color of their skin. The whites do not think that the blacks should have the same equal rights as they do. Atticus thinks its wrong for them to do that so he tries to help them in anyway he possibly can even if it means giving his family’s name a bad reputation but its worth it to take a stand for what he believes in. Atticus wants his kids to be like him when they grow up, to be respectful to people no matter what the color of their skin is. One reason that Atticus should defend Tom Robinson is because Atticus believes everyone should be equal. â€Å"The way that man called him ‘boy’ all the time and sneered at him† This shows in ­equality because Mr.Gilmer was calling Mr.Robinson â€Å"boy† and well basically he was trying to say Mr.Robinson was irresponsible.Dill said it made him sick the way Mr.Gilmer was speaking and he said it wasn’t right to treat them that way. As a lawyer, Atticus promises to defend anyone that needs his help.There will be no change in prejudice until everyone receives the same treatment in the court system.All people deserve a fair trial and a fair judgement by their peers.† simply because we were licked a hundred years before we started is no reason for us not to try to win.† His point is that he takes the case seriously because it requires him to make a moral decision.He has to stand up not just for Tom Robinson, but against the town. He has to make the choice to do what he thinks is right. The other reason why i believe Atticus should defend Tom Robinson is because he wants to set a good example for jem and scout.As a father Atticus is affecionate with his children, jem and scout, ready with a hug when they need comfort and availabe to spend time reading to them. Although he allows his children freedom to play and explore, he is also a firm disciplinarian, always teaching his children to think of how their actions affect others and devising punishments to teach his children valuable lessons.For example Atticus says â€Å"you never really understand a person until you consider things from his point of view ­until you climb into his skin and walk around in it.† what this quote means is that you have to look at and understand things from the way that other people do.This quote tells us that atticus is a good example for his children because he is trying to intstil good moral values into his childrenÍ ¾ he is endorsing the value of equality.This lesson of equality is important because Maycomb is a town that is full of social prejudices, specifically social prejudice towards the black community.Not only does Atticus tell his children to treat people equally but he actually acts on his own words,making him a perfect role model.To show that Atticus is knowledgeable and a good example he says â€Å"this time we aren’t fighting the yankees, we’re fighting our friends.But remember this, no matter how bitter things get, they’re still our friends and this is our home.†This quote shows us that Atticus does not want his problem to become a problem for scout and jem. Some people say that Atticus should not have defended Tom Robinson because it created conflict for his family.It created problems for scout at school.†He had announced in the schoolyard the day before that Scout Finch’s daddy defended niggers.† Cecil Jacobs was teasing scout because her dad was defending Mr.Robinson.Atticus told scout

Pen pal letter Essay Example | Topics and Well Written Essays - 750 words

Pen pal letter - Essay Example I would actually tease him every evening to dance a little before he would hug me goodnight. The interest in dancing grew in me though with a lot of resistance from my mother who believed that my concentration in dancing at an early age would adversely affect my education. In fact, I once received a thorough beating from my mother when she learnt that I had sneaked from school and went for kids dancing festival without her knowledge. However, the interest grew in me in last year I decided to talk with my mother of my great interest in dancing and she consented to my interest in joining a music class for part time studies; I therefore enquired from the school and through their guidance; I successfully enrolled for this class last month. I have come to like dancing more, especially after watching the clip you sent me as well as other dancing clips provided for by the school. As it has been my interest, I am enjoying the training on different free styling dancing techniques (Chris and C antrell, 1-2). The class has been instrumental in helping me understand the different other types of street dances which I only used to see in music videos. The moves in the different dancing styles are quite fascinating and some are proving quite challenging to learn fast. I admire some of my friends in class who show high levels of flexibility and are easily copying into dance moves as shown from dance clips. My greatest challenge has been because of the little practice that I have been doing prior to enrolment for this class due to the discouragement from my mother. I actually had very little exposure to dancing despite my keen interest into the same because whenever found dancing by my mother at home, that would attract a punishment. This led to little exposure and I always had the dream of becoming a professional dancer. Nevertheless, I must tell you that the start has been fantastic and I am very eager to learn more in dancing. I have also had great support from my instructor despite my slow pace in learning that I have an outstanding capacity to perfect in dancing. A recent performance in a church forum actually made my mother very happy and she highly apologized for discouraging me from dancing earlier. I am therefore very existed about it and I must thank you for inspiring me into enrolling for this class. The class is in a very conducive environment and the instructors are highly trained in dancing. The class involves two aspects, which are the lecture class as well as the dancing studio class. The lecture class experience is fascinating especially in learning the evolution of various dancing styles. I have found it increasingly interesting to analyze the different dances that have been in the world and more so the backstreet dances. One would likely conclude that then modern day dances are the ultimate thing but I have discovered that more are to be discovered. The lectures have especially been interesting because of the humorous lecturers we have w ho would go miles in explaining and illustrating the dancing stiles being studied. With illustration clips, dancing becomes very real in class and one can never wait for the studio practices. We also hold dance reviews, discussions as well as dance demonstrations with the aid of our lectures in classroom set-ups. The studio practices are on the other hand very interesting as we practice what is learnt in lecture set-ups and this is how I learn

There Is an Ultimate Control of the Entire Universe Research Paper

There Is an Ultimate Control of the Entire Universe - Research Paper Example There Is an Ultimate Control of the Entire Universe Some of the explanation they have provided to counter the creation theory are quite amusing, since at some point they fail to provide a very comprehensive answer. This makes them still go back to the creation theory as the base for the existence of the world. Among some of the critics of creation theories are the scientific studies and some religious beliefs. Thesis Statement With the immense discrepancies and failures in the critical explanations offered, we are taken back to one origin of creation being the Supreme God. It is then that we accept the fact that the world and all that happens in it is controlled by a supreme being. This supreme creator, in my opinion, is God. Buddha Teachings The teachings of Buddha are quite fascinating. Buddha as we can say is the founder of the Buddhist religion. In the book, What Buddha taught by Ra?hula (1974) we are introduced into beliefs and convictions of Buddha about what happens to the world. In this text Buddha teaches about the attaining of enlightenment and perfectness. Through his life Buddha was able to find the path of liberation. Liberation in this case is the attainment of enlightenment through knowing the truth. Buddha teaches that human beings are the supreme beings of all the creatures, and as such they are the masters for themselves. They should not, therefore, be enslaved to any other supreme being. He goes further to point out that human beings have an ultimate control over their destiny, and there is no other being that is responsible for the destiny of a person. Buddha displays that he himself achieved the highest level of enlightenment and liberation. This made him to be seen as even superhuman and a perfect being. He attributes his achievements to his own will and intelligence. According to this teaching then, one can attain anything and can decide anything in life and get it. All that happens in the world is, therefore, through the mind and intelligence. The more one gets to be enlightened, the more they become intelligent, and the easier they find it to manipulate the world around them. So, it is not that there is some being somewhere that controls one’s life and destiny. It is your mind that can do all this and not any other thing. What the humans need to do is to go through the meditations taught in Buddhism, and through this meditation enlightenment will come in (Charles, 2012). The meditation as described by Buddha is the deep and continuous soul search that leads to the realization of the truth about the world. Through the process of meditation one gets insight because they look at things objectively and extract that thing from the environment. In doing this the thing is investigated carefully only by the mind of a person and not with the help of any other person or any other supernatural being. This is the point where Buddha takes the basis, that it is only human intelligence that is able to find truths about what is happening in the universe. This view is what b rings serious critics of the Buddha teachings. There is a being that is responsible for what happens in the universe, and that human beings have little control and influence of the happenings. The Critics of Buddha Teaching Though Buddha himself claims to have attained enlightenment through the medit