Summarize Research Article Essay Example | Topics and Well Written Essays - 500 words

Sum up Research Article - Essay Example laims that most emergency clinics inside the United States do to utilize powerful purification quantifies in this manner coming about the contamination of bunch experts yearly. The analyst along these lines tries to examine the measures utilized in wellbeing offices inside the nation. The analyst recognizes a few wellbeing offices inside the state. Testing is the way toward distinguishing the medical clinics to examine. The scientists utilize arbitrary inspecting procedure in the choice of both the emergency clinics and the particular wellbeing professionals to research in the investigation. With the choice of a specific number of subjects, they start the examination. The procedure includes broad information assortment through meetings and perceptions of the practices in the wellbeing offices. They record the ensuing defilements and the activities the offices utilize after the pollutions. At long last, the specialists record their discoveries in this way reaching a determination, which qualifies their prior speculation. At long last, the scientists demonstrate that few wellbeing offices the nation over utilize different security safety measures. Be that as it may, some need such major security includes in this way introducing generous wellbeing danger to their rep resentatives. The scientists look at the quantity of the polluted wellbeing experts against the quantity of the uncontaminated so as to make such accursing determinations. The legitimacy of the end depends on the quantity of the factors they use and the recurrence of either defilement or successful sterilization so as to demonstrate the speculation. Similarly likewise with quantitative exploration, subjective investigates additionally work with adequately developed speculation, which they either affirm or oppose at long last. Be that as it may, subjective explores examine values cap bring about specific practices. Such explores research the why, when, how and why mind boggling of a marvel. The investigates consequently don't depend on numerical discoveries yet on the

Trend of Agencification

Pattern of Agencification Presentation In the right around a long time since the declaration of the Magna Carta, there are a number of occasions in English sacred history that would fill in as helpful purposes of initiation in the thought of agencification and the related components locked in by the title question. The current paper will initiate the assessment of the issues with reference to the notable 1976 discourse of Lord Hailsham concerning the administration of post World War II Britain as that gave by methods for an elective fascism. The precision of this perception is considered with regards to both the creation and the augmentation of the job of state organizations in present day society. Agencification is next considered from the viewpoint of the fundamental motivations behind government. Offices are frequently viewed as the vehicles through which the genuine work of government is led; the idea that organizations are extensively seen by standard residents as the genuine substance of current government is likewise basically investigated. In this specific situation, various ideas that are firmly associated with the all-encompassing standards of administration are likewise examined, including: administration as idea that is compatible with guideline; the ascent of the contemporary Regulation State; organizations and their proposed freedom from strategy making and political contemplations; responsibility. Explicit consideration is coordinated to the thought of guideline as a methods for giving structure to society for the most part, just as the pretended by offices in the guideline of inner government forms. The paper finishes up with an assessment of agencification and its specific protected difficulties; the effect of the Constitutional Reform Act and the current banter concerning the attractive quality of a British Bill of Rights is additionally surveyed in this setting. It is noticed that while the current paper has a British agencification center, the sources depended upon to help the suggestions created here are drawn from an expansive scope of British and universal pundits. For the reasons for the accompanying investigation, agencification is characterized as the designation of dynamic force and institutional independence to open bodies. On the other hand, any government choice to use or make state organizations or some other substance built up by government to encourage any kind of open approach item will shape a piece of the agencification process. As is noted beneath through the models offered for thought, the detailing of a meaning of agencification is moderately simple; seeing the entirety of the parameters inside which such substances presently work in current government structures is troublesome. The meaning of agencification thus draws in various related ideas; of exceptional significance are guideline, independence, responsibility, and validity. Guideline has a scope of potential implications in an agencification setting. At its tightest definition, guideline implies detailing legitimate arrangements of rules and setting up independent open organizations to screen the significant standards and to advance their open consistence. In its broadest importance, guideline may allude to any type of state mediation intended to direct a general public towards a specific open objective. In current administration, the idea stretches out to how to control the controllers, the mechanics of overseeing intra-government frameworks and relations between offices. Self-rule in the current setting is the level of management that is practiced by a focal government branch or service over an office or other freely established body. Self-governance should likewise be considered as opposed to the genuine or assumed freedom of the organization being referred to; as is examined beneath with regards to the UK Food Standards Organization, the connection between the office to government, general society everywhere and the host of conceivable outsider interests in question make this dynamic complicated. Responsibility is a term that has a solid political undertone that additionally conveys regulatory hints from the agencification viewpoint. As is additionally examined beneath, the self-sufficient and semi-self-governing current administrative offices have responsibility not in vertical ways, however on a level plane to the administration at which they stand a safe distance, and general society to whom their endeavors are expected to be coordinated. The qualification between organization responsibility and ecclesiastical responsibility must be underlined. Pastors of the Crown are liable for the correct working of their particular portfolios; an inability to release those obligations as per the terms of office will frequently convey individual and political ramifications for the pastor and the administering party. A penetrate of obligation with respect to the activity of an openly comprised office has just aberrant ramifications for the priest whose portfolio incorporates the works completed by the organization being referred to. Believability is an idea that is as often as possible considered in the agencification procedure. There is wide help in the scholarly writing for the suggestion that an autonomous and appropriately organized organization is more inalienably sound than an administration service that is powerless against the weights of political practicality. This help is countered by the perception that an organization may chance being affected unduly by its customer bunches in the execution of its obligations. Agencification and Elective Dictatorship In 1976 the previous Lord Chancellor, Lord Hailsham, offered a discourse on the state of British administration. He recommended that parliamentary matchless quality, an establishment of the unwritten English constitution, had been flipped completely around the administration now controls Parliament, and not the intrinsically acknowledged converse recommendation that Parliament was preeminent. Ruler Hailsham further expressed that the force intrinsic in the guideline of Parliamentary sway had been only coordinated to the persistent development and extension of the scale and scope of government itself. The governing rules assumed by Englands established structure were seen by Lord Hailsham as done working ands apparently relinquished for an activity of administrative force that constantly extended, subject to no outer controls. We live in an elective autocracy, total in principle, if up to this point thought average in practice. This end as expressed by Lord Hailsham has been chosen as the purpose of initiation to the current agencification examination since it allows a thought of the reasons why organizations and other open elements have ascended to specific unmistakable quality in British administration. The connection among organizations and the more extensive impression of what government is and what it speaks to people in general is a significant one. Further, a cautious assessment of the job of organizations allows a basic assessment of whether the negative components of enormous government and official predominance as referenced by Lord Hailsham in 1976 are offset the adequacy of current government embraced office structures as fundamental to successful and alluring present day administration. Agencification basic elements Government organizations and the augmentation of the cutting edge government assistance state are surely known as buddy ideas. As a general recommendation, as the state grows its job in the lives of its residents to give more prominent confirmations of cultural government assistance, the state must make augmentations of itself to manage resident interest and the guideline of exercises over the expansive range of society. In this sense, agencification is natural offices have developed in their impact upon the life of a conventional resident with respect to the longing of government to expand the scope of its administrations. In principle, this expansion has happened with the help of general society as prove through its equitable procedures in choosing governments that authorize such projects. It is plain that agencification has not happened in Britain (or some other Anglo-American purview) as per a genuine ground breaking strategy. A typical perception is that government offices will in general have various capacities and have not created in a intelligible style there is an absence of consistency in their legitimate status, association, subsidizing and level of self-rule. The absence of obvious request might be balanced to a certain extent by the declaration that offices are cost proficient, progressively deft and increasingly receptive to the open needs than conventional government divisions by prudence of their structure. The administrative job (both genuine and hypothetical) of a Member of Parliament is well characterized in the comprehension of the normal resident; the genuine degree of the forces and impact of a specific board, council, or office is regularly not all that unmistakable to even an educated resident. As Banner noted, current government is definitely not solid. The multiplication of state offices has made government association hard to infiltrate. Pennant recommends that the decisional forms have gotten progressively hazy for standard residents who long for straightforwardness. In this unique situation, two issues might be helpfully thought of. The first is the organization as a cure, a key player in reestablishing open trust in government where a fundamental disappointment in a specific taxpayer supported organization has been distinguished. An unmistakable model, the formation of the Food Standards Agency in the wake of the BSE (distraught cow) episode and the resulting political emergency in 1996, is analyzed underneath. A further case of the organization as a device to reconstruct a specific establishment in the open eye is the patched up Legal Appointments Committee (JAC). The JAC, an animal of the Constitutional Change Act, 2005, is expected to render the arrangement of judges and certain court individuals straightforward, evacuating the procedure past the impact of government support. The subsequent issue to be consi

Critical Thinking Essay Topics

Critical Thinking Essay TopicsCritical thinking essays are meant to get students thinking outside the box. The best of the lot would be those that ask students to draw upon what they know and their imagination to develop new solutions to problems that are unknown. A common way of approaching critical thinking essay topics is to first have students write an essay on some aspect of the subject matter in which they are learning. The focus of the essay should then be how they came to the conclusion or what information led them to believe that the subject is important.A second way to approach critical thinking essay topics is to have students come up with a list of questions that are necessary to begin answering the main question. Students should also have some form of criteria for selecting a particular question and for choosing one as the 'most important.' Then they will develop a solution to the problem by answering the question in the category for which they believe the question is mo st important. This way, rather than one essay on one specific topic, students will be using a variety of different essay topics to reach the same conclusion.The third way to approach critical thinking is to start by having students write an essay based on what they already know or have experience in. The aim here is to open up their minds to the possibility that there could be some new and unknown aspect of the subject. For example, if they are working on an essay about musical theater, they could write an essay on how one type of musical differs from another. Students could also use this type of essay as an opportunity to come up with another approach that could be useful in the future.Last but not least, the key to making successful essays is to use the insights of the essay and interpret them in the context of the lesson that the essay is addressing. Students should use the ideas that they gleaned in the essay to support their learning about the subject. They should not overdo th is though. The essay should not devolve into trying to prove that the argument presentedby the essay is correct or else it will turn into a 'you're either for me or against me' debate.Just as with any other writing assignment, students should avoid rewriting a critical thinking essay for its own sake. In fact, some students might find themselves agreeing with some points that the writer made but disagreeing with others. This can often lead to the writer being 'called out' by other students, which will usually result in the writer leaving the class.The trick to approaching essay topics using different methods is to leave a student a little bit of wiggle room so that they can have more creativity and explore other approaches to the problem. Using one method for a given theme will typically lead to an essay that lacks quality and will end up being hard to read. When a student chooses a variety of different essay topics, they will see that the approaches are more diverse and thus give t hem a greater diversity of viewpoints. When a student can use multiple approaches to a problem, the resulting essays are usually better written and contain more insight.It's not always easy to figure out what essay topics to use when it comes to critical thinking. But, when it comes to college education, the goal is to learn, to expand one's knowledge base, and to improve the quality of one's thinking. So, use your imagination to come up with a variety of approaches to the questions, and then go to work developing those essays.And that's all there is to it: just be creative and you'll be able to use essay topics to your advantage and create excellent critical thinking. Good luck!

Accountability and Social Work Practice Free Essay Example, 2500 words

Concept of accountability is an extremely important factor in social work because of various interacting elements which have a significant influence on the overall development processes of the society. The main reason that accountability has a high stake in the social work is that the social workers, work for that vulnerable segment of the society that genuinely needs help. The empowerment of the vulnerable segment of the society, so that they become part of mainstream society and help contribute towards its development. Poor people report that state institutions are often neither responsive nor accountable to the poor and not accountable to anyone or accountable only to the rich and powerful (Narayan et al. 2000, pp. 172 and 177). The social workers have the important function of facilitating the support and resources for the intervention needed to empower the marginalized population so that they can become a fitting partner in the socio-economic development. According to Singh poor people are most reliant on government services and least equipped to hold government officials to account, they have the most to gain from social accountability initiatives (Singh Shah, 2003). Another major reason is that accountability in the actions and policy decisions facilitates better governance that strives to meet the challenges with more sincerity and efficiency. We will write a custom essay sample on Accountability and Social Work Practice or any topic specifically for you Only $17.96 $11.86/pageorder now It promotes a work culture which is focused and highly result-oriented. When people know that their decisions and actions are under scrutiny, they are more cautious and make concerted efforts to include the interests of the people in all their decisions, which in turn lead to better programs and strategies in the various areas of development in the public welfare issues. The concept of accountability is hugely responsible for the high efficiency and effectiveness of all the development issues that are designed to benefit the public, especially that segment of the society that needs the support and facilitating resources for their social integration in the mainstream society.

Marxist Theory And Psychoanalytic Theories - 1992 Words

Marxist and Psychoanalytic Literary Theories in Action Marxist/Materialist Theory and Psychoanalytic Theory are important theories in understanding individuals and societies. They allow readers to understand how societies and individuals function and their motives. Marxist/Materialist Theory mostly focuses on societies and different classes and the relationships between the two. Psychoanalytic Theory focuses on the characters wants, needs, actions, and process of thought that sometimes correlate with the author. While both have their flaws, they allow readers to explore the deeper meanings in a text as well as connect the readers to their personal lives and societies and fully gain greater understanding and knowledge. Marxist theory†¦show more content†¦Lastly, Marxist theory would be beneficial to western/ historical novels that show the disputes between people who are different socially which is what Marxist theory is meant to discover. Psychoanalytic theory would be help ful in explicating melodramas such as Dracula because they explore the emotions. Freud would also agree that Psychoanalytic theory is helpful in explicating romance novels because Freud main foundation for Psychoanalytic theory is on sex. Psychoanalytic theory is useful in dystopian novels as well and almost any genre when a reader or theorist uses it to understand the characters’ minds and motives when they, â€Å"[apply] psychoanalytic techniques to texts to uncover the author’s hidden motivations repressed desires, and wishes† (Bressler 130). Beyond Marxist elements in Anthem, Anthem also demonstrates Psychoanalysis and much of Sigmund Freud beliefs and Psychoanalysis as a whole. Anthem is written in first person but the character Equality 7-2521 uses â€Å"we† instead of â€Å"I†. The reader later learns that he never uses I because it was a â€Å"forbidden† word in the society and he didn’t even know what it meant until he eventu ally leaves the society at the end of the novel. Equality 7-2521 and the other characters existed under the super ego. Besides Equality â€Å"rebelling† and finding himself at the end, all of the other charactersShow MoreRelatedHeart of Darkness Themes Essay1654 Words   |  7 Pagesthematic aspects of the novel by studying the literary criticism theories of historicism, psycho-analytic and Marxist. Historicism is portrayed in the novel through the conquering of the Congo, the racism of the whites and natives and the grove of death. Psychoanalytic theory is present when the doctor meets with Marlow, as Marlow lies throughout the novel and the worries Marlow experiences while searching for Kurtz. Marxist theory is portrayed through the accountant in white’s arrogance, the conditionRead MoreFight Club By Chuck Palahniuk1442 Words   |  6 Pagesmore than that. Fight Club is actually a cleverly written novel that contains many elements of Marxist and psychoanalytic theo ries throughout the storyline. Marxism is based on the concepts of Karl Marx’s theories that focuses on class relations and social conflict. On the other hand, psychoanalytic criticism stems from Sigmund Freud’s theories of psychology. The novel is best interpreted from a Marxist point of view because Palahniuk uses Fight Club as a means of expressing his opinion regardingRead MoreThe Drawbacks of Entitlement in What is Poverty? by Theodore Dalrymple839 Words   |  3 PagesThe universal truth that feelings of entitlement restrict enlightenment is evident in the essay â€Å"What is Poverty?† by Theodore Dalrymple through effective presentation of the Marxist Theory and Psychoanalytical Theory. Firstly, the universal truth that feelings of entitlement restrict enlightenment is displayed by the idea that enlightenment is not given, but it is achieved and discovered. Being given something is not the same as working for it and earning it. When an individual may be given somethingRead MoreThe Feminist Thought Is Old Enough1412 Words   |  6 PagesThe Feminist thought is old enough to have a history complete with a set of labels: liberals,radical,marxist/socialist, and psychoanalytic ( with the exception of several more). Each school of feminism that’s been considered has offered explanations and solutions for women’s oppression that are rooted either in society’s political and economic structures or in humanbeings’ sexual and reproductive relationships, roles, and practices. 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Through his writing, Chuck Palahniuk comments on the inner conflicts, the psychoanalysis of narrator and Tyler Durden, and the Marxist impression of classicism. By not giving any name to a narrator, author wants readers to engage in the novel and associate oneself with the storyline of narrator. The primary subject and focus of the novel, Fight Club, is to comment socially on theRead MoreMy Experience As A New College Student Essay1455 Words   |  6 Pagesadaptable, so the transition to dorm life was not as stressful for me as it may have bee n to my peers, which allowed me to focus much more easily on my studies. Looking back on ENG 202, I now know that while I am versatile in taking on different literary theories and remaining consistent, my time management leaves much to be desired. I chose the English major itself due to my passion for languages, as well as my aspiration to teach English as a foreign language. My focus on linguistics, however, results inRead MoreA Theory Based On The Art Of Loving, Albert Rogers, And Maslow1630 Words   |  7 Pageswas to conceptualize a theory based upon existing ideas to create something unique. My theoretical view is based around the foundation and work of three theorist; Fromm, Rogers, and Maslow. Each individual presented a unique aspect, idea, or theory that was instrumental to the construction of my own. It does not have a working title but I can tell you that it most definitely has a purpose and a set of ideals that I believe will and can improve the lives of many. My theory is based upon three distinctRead MoreEssay about The Introduction of Feminist Criticism1815 Words   |  8 Pagesmovement. In the 1960s, New Feminism concerned with the human rights for black people again came to its climax. This time, it was more pervasive and comprehensive in all fields of society, according feminist literary criticism found its way to critical theories. 2. Feminist Criticism Feminist criticism is a study of works written by female writers, describing womens life or representing womens consciousness. Arlyn Diamond and Lee R Edwards, in the foreword to The Authority o Experience: Essays inRead MoreThe Sociological Perceptions Of Health And Illness1552 Words   |  7 Pagesinvestigation into health has been one of the recurring themes of the discipline. The state of health is very important to all and people spend a lot of money trying to stay healthy. The sociological approaches focus on identifying the two sociological theories. This essay also critically analyzes the biomedical model and discusses how the medical professionals exercise social control and medical professional’s contribution to ill health. Inequality and injustice in the health sector is has always been

Choral Speaking Script - Friendship (2013) - 799 Words

Together, together, together everyone Together, together, come on lets have some fun Together, were there for each other every time Together, together come on lets do this right Were all in this together Once we know That we are Were all stars And we see that Were all in this together And it shows When we stand Hand in hand Make our dreams come true Friendship, friendship what is friendship? â€Å"Friends in a ship?† â€Å"NO!† â€Å"Friends†¦Ã¢â‚¬  Would laugh her lungs off when you slipped would shed your tears off when you tripped she would do whatever you asked—day and night and she is a friend, with all might Friendship, friendship friends in a ship together we sail shatters in the way—is no avail Friends will†¦show more content†¦cause you believed Im everything I am â€Å"Because you are my friend.† â€Å"So, that is a friend?† â€Å"Yes!† â€Å"So, what does she do?† â€Å"Seriously?!† â€Å"Now let me tell you†¦Ã¢â‚¬  We sign our cards and letters BFF Youve got a million ways to make me laugh Youre looking out for me, youve got my back So good to have you around â€Å"Eww that is so cheesy!† â€Å"Shh!† â€Å"Let me finish it†¦Ã¢â‚¬  You know the secrets I could never tell And when Im quiet you break through my shell Dont feel the need to do a rebel yell Cause you keep my feet on the ground You dont get angry when I change the plans Somehow you never have a second chance, and Wont say I told you when Im wrong again Im so lucky that Ive found A true friend Youre here till the end You pull me aside when something aint right Talk with me now and into the night Til its alright again True friends will go to the ends of the earth Till they find the things you need Friends hang on through the ups and the downs Cause theyve got someone to believe in â€Å"Now stop!† â€Å"Ahh†¦Ã¢â‚¬  â€Å"Let’s continue.† â€Å"On what?† â€Å"On why do we need a friend†¦Ã¢â‚¬  Because you smile Because you understand just by looking into my eyes Because you finish my sentences and know what I like Because you know me better that I do Because with you I’m not afraid to be myself Because I can say something stupid and you’ll still be there Because our memories will be at the top of the shelf Because it will be there, never would go away Its so easy

Challenges in Global Market International Marketing

Question: Discuss about the Challenges in Global Market for International Marketing. Answer: Introduction This report is discussed about the international experience outside the organization. It is critical for a local company to experience and expand its business in the international market. This report supports the argument that it is critical for the company to expand its business in the global market. To support this statement, arguments will be presented in the report. Basically, international marketing is the function of marketing in more than one country by the companies across the national borders. International marketing is based on the expansion of companys marketing strategy in more than one nation. For entering in the global market, company needs to understand the culture, environment, behavior and attitude of the consumers (Cateora. 2008). It is the most important point to understand by the company that how the product and service will be perceived by the consumers of another country. International marketing is not an easy task as local marketing. Challenges in Global Market There are number of problems faced by the companies while entering into global market. Because of these problems, organizations consider in entering global market as a critical process. There are some points that prove experiencing global marketing are a critical process: Cultural diversity: Ever country is different and the norms and cultures are also different in each country. It is not easy for the local company to launch its product in the international market. Company may find differences in the need, behavior, habits, languages, buying and consumption pattern, preferences of consumers. Social and cultural differences are the real challenges for the companies. Compared to local market, it is a difficult task to understand the behavior of consumers. Marketing strategies like marketing mix, segmentation, product design, distribution pattern, and pricing need more information and practice to understand consumer behavior. Along with this, promoting the product in the global market is also a challenging task because there is difference in the languages in religions in different countries. Thats why company needs to understand culture and social environment of the countries to be success in the global market (Jaideep, n.d.). Tariff barriers: There are certain rules and regulations imposed by the government of foreign country for importing and exporting of goods and products. It includes taxes and duties such as custom duty, antidumping duty etc. International markets sometimes earn more profit from these duties. Sometimes, these duties are imposed to protect the products and goods of foreign countries which restrict the marketing activities in international market. It becomes a big challenge for the local companies who are trying entering in the global market. Along with this, a change in the rates of duties and tariffs for different products creates problems for the marketers. Political environment: There is a big difference in the political environment of every country. System, democracy and directorship are different in all countries. Along with this, every country has different ecosystem such as market economy, mixed economy, command economy and political instability in the environment. These are some real challenges that companies have to face while entering in the global market. Governments in the foreign countries have different rules, policies, philosophies, and priorities (BMS, 2013). Companies need to understand those policies and regulations if they want to be success in global market. They need to adopt and follow those philosophies for the success in the international market. Apart from this, there is a great difference in economic policies of different countries such as fiscal policy, agricultural policy, import policy etc. these policies have direct impact on the international marketing. Companies need to pay attention on political and legal environment while entering in global market. Challenges in ethics and norms: Ethics means the moral principles, norms and standards which impact the behavior of any company and consumers. In different countries, there are different persons following different ethics and morals. It is the most important task for the companies to understand the norms and ethics of the consumers. Consumers have different taste and preferences according to their ethics. There is no certainty of consumers mind. By understanding the behavior of consumer, companies will be able to satisfy the customers (Taylor, 2015). Difference in currency units: There are different currency unit in different countries. This creates problem for the marketers to convert the currency according to different countries because there are fluctuations in the exchange rates. There are also difference in the monitory policy and regulations. It may create a big challenge for the local companies to enter in global market. Production and cost limitations: There is a difference between the cost of labor and production in different countries. The resources and labor are available in the international market but the costs of those resources are very high and different from the local market. It may create a big challenge for the companies because it creates a big difference in the cost and may be unaffordable for the companies. ifference in marketing infrastructure: Every country has different infrastructure and pattern for marketing. It is important to understand the market infrastructure for those companies who are entering in the global market. The availability of marketing facilities and nature of market is different in every country. For example, in one country there is medium of promotion is advertising and in another country this medium may be not so developed. Such type of differences creates challenge for the marketers and they have to adopt new strategies for different countries (Caligiuri Tarique 2012). Distance problem: The matter of distance is creates problems of marketers. It is a real challenge for those products which are fresh and perishable. For making arrangement of exporting and importing for these products becomes a big problem for the companies because it involves time and risk. In such type of product, there is a need of careful segmenting and proper selecting of markets by the companies. Administrative rules and policies: There are administrative policies or bureaucratic rules in every country. These rules sometimes create problems in exporting and importing and make marketing harder for the marketers. Some countries have some complex and lengthy procedures for exporting importing which companies have to face. Terrorism: Terrorism and racism is worldwide problem facing by every country in the world. People in the world live with the fear of terrorists attack which can be happen in anywhere in the world. The terrorism activity is an obstacle in the international trading. Difference in the climate and whether: Due to geographical diversities, there is difference in the climate and whether in different countries. It impacts on the marketing activities of the companies. It is challenging for a company of different whether to do marketing in different climate (Aaker, 2011). Other challenges: Along with these problems and challenges, there are also many other challenges companies can face while entering in the international market such as change in global warming, economic crisis across global, natural changes in climate, difference in whether, difference in marketing methods and standards etc. Conclusion From the above discussion it has been identified that entering in the international market and experiencing the global market outside the organization is a critical task. Company has to face many challenges and problems related to culture, marketing strategies and behavior of consumers. This report has been discussed about the international experience outside the organization. From the analysis it has been concluded that it is critical for a local company to experience and expand its business in the international market. This report has given supports by the points for the argument that it is critical for the company to expand its business in the global market. It can be concluded that if a company wants to be success in the international market, it should do a proper market research to understand the international market. References Cateora, P.R. (2008). International Marketing (13th). NY: Tata McGraw-Hill Education Jaideep, S. (n.d.). Top 9 Problems Faced by International Marketing. Retrieved on 17th September 2016 from https://www.yourarticlelibrary.com/marketing/top-9-problems-faced-by-international-marketing/48739/ BMS, (2013). What are the Special Problems in International Marketing. Retrieved on 17th September 2016 from https://www.bms.co.in/what-are-the-special-problems-in-international-marketing/ Taylor, B., (2015). Key challenges facing international market researchers. Retrieved on 17th September 2016 from https://www.languageconnect.net/blog/market-research/key-challenges-facing-international-market-researchers/ Aaker, D., (2011). Five challenges making marketing. Retrieved on 17th September 2016 from https://hbr.org/2011/10/five-challenges-facing-marketi Caligiuri,P. Tarique, I, (2012). Dynamic cross-cultural competencies and global leadership effectiveness. Journal of world business, 47, 612-622.

Computer Games Essays - Play, Childhood, Girl, Women, Spice Girls

Computer Games This Christmas, like millions of other parents, I bought my two children, a boy and a girl, a popular home video game system. I thought they could share it and when asked if this was OK with them, they replied, "Sure mom, that would be great." So, we planned on installing the little goody onto the TV in the family room, so that both kids would have an equal chance to play. So, "What then?" you may be asking is the problem. The problem arose when we went to shop for games for the system. They weren't hard to find. They were in all the local toy stores and Walmart and Kmart too! But, there weren't any for girls! I looked high and low and came up empty handed. Why was this happening? Surely, girls must want to play video games as much as boys do! Why then, aren't game manufacturers producing any video games that feature girls as the main character? On a recent trip to our local Walmart store, I found over two hundred video game titles, yes I counted, for our game system, but of these only two had female main characters. One of them was, you guessed it, Barbie! The other one was a female warrior dressed in a scantily clad leather outfit. I'm pretty sure the latter was designed for young men, and not for young girls. Surely, a big retailer, like Toys-R-Us would have more of a selection. So, off I went on my merry way only to be once again disappointed. Toys-R-Us had over 300 titles in stock for our game system and only the same two titles I found at Walmart were available there with one new addition, which was the Spice Girls CD. It's price had been reduced, so I guessed it was left over from last year when the Spice Girls used to be popular. I ended up purchasing 4 games for my kids to play. I found a few with cartoon characters as lead characters, that I felt would be appropriate for kids. I bought Rugrats, Loony Tunes, Grand Turismo (race cars), and Tetras (puzzle). All, except the puzzle game, had male characters in the lead, but at least these were rated as non-violent. After some careful research, I found that video games are a 7 billion dollar a year industry that out surpasses even the movie industry by 2 billion dollars each year ( 2 ). Mostly, these games are being sold to boys and young men. Girls currently represent only about 20 percent of the market, having been pretty much written off by important manufacturers like, Hasbro, Sony, and Sega ( 3 ). Girls have extensive buying power though, nearly 84 billion dollars annually, and over 6 million of them live in households with gaming systems ( 3 ). From ages, 6 to 10, girls play video games as much and as often as boys in that same age bracket, and one survey reports that if there were more games out there that they enjoyed, 85 percent of girls surveyed would use their gaming systems more ( 1 ). Girls don't seem to like the same kinds of games boys do. Instead of the violent, time-limited games boys go for, the girls like games that offer strong narratives, interaction, and creativity. It's not enough to simply convert or replace existing software for girls; the basic structure should be changed. A 1995 survey in Children's Software Review found only 28 of the 344 games with female characters in leading roles ( 3 ), proof that few producers have created games exclusively for girls. I believe this is largely so, due to the male dominance in the whole computer and technological industry. Males are turning out a product for other males. Then why aren't women out there designing a product girls will enjoy? Some are trying, but I have found it a catch-22 situation. Men are leading the technology industry because they are the ones inviting other males to join their ranks by making only games geared towards boys and young men. Girls are less likely to deem this area as fun and inviting and thus, turn their attention to other areas of study once college bound. Some companies are beginning to look for ways to encourage girls to get more involved in information technology. Girl Tech is one such group, in hopes of reaching 3.4 million Girl Scouts, they are sponsoring a technology merit-badge program (3 ). Efforts like this must

The Lanyard by Billy Collins

The Lanyard by Billy Collins Free Online Research Papers Dictionary.com defines popularity as â€Å"the favor of the general public or of a particular group of people†. From that definition Billy Collins can be considered immensely popular. He is so popular that colleges are using his poetry as summer assignments to not only stimulate the mind but can also tickle a person’s funny bone. He is a genius without a doubt but if I were to base his entire popularity based on the poem â€Å"The Lanyard†, I would say he is a failure. Is the poem clever? Absolutely. In my opinion however, most individuals would not be able to grasp the subtleties that he creates in the poem â€Å"The Lanyard†. Although I understood his small ironic truths about life like how his mother gave him life and in return he gives her a lanyard, I could not see myself going to see him live or paying to get a copy of his works. Although this may sound harsh, I find Billy Collin’s humor dry as well as too â€Å"smarty† for me to enjoy. Billy Collins reminds me of the actor Woody Allen, someone I simply cannot enjoy listening to or watching. Like Billy Collins, Woody Allen in his play â€Å"Don’t Drink the Water† also uses subtle jokes and dry humor that to me simply are â€Å"not funny†. Billy Collins small jabs at life’s quirks can be funny to some but from what I have noticed from the general consensus of students around me, he isn’t â€Å"popular† in the sense of the definition. The poem â€Å"The Lanyard† is very clever and it peaked some interest in me but I could not fully grasp all of Mr. Collin’s ideas. This is how I feel about Billy Collins and the poem â€Å"The Lanyard†. Research Papers on "The Lanyard" by Billy CollinsMind TravelWhere Wild and West MeetThe Spring and AutumnThe Masque of the Red Death Room meaningsHonest Iagos Truth through DeceptionComparison: Letter from Birmingham and CritoAssess the importance of Nationalism 1815-1850 EuropeHip-Hop is ArtThe Effects of Illegal ImmigrationNever Been Kicked Out of a Place This Nice

MGT 672 ROLLS ROYCE VS GE Essay Example | Topics and Well Written Essays - 2500 words

MGT 672 ROLLS ROYCE VS GE - Essay Example It helps in achieving the objectives of organizations as a whole. A strategy refers to the coordinated means by which an organization pursues its goals and objectives (book_study, n.d.) In this context, the strategies of the two leading companies in the aircraft engine industry-GE and Rolls Royce assumes significance. GE is the market leader in aircraft engine sales. It is a highly diversified conglomerate with exposure in business of light bulbs, medical devices, commercial jet engines, home mortgages, broadcasting and self storage facilities. The sale of aircraft engines accounts for less than 10% of its revenues. In contrast, Rolls Royce holds the second position in aircraft engine sales. 74% of its revenue comes from this industry. Therefore, business strategy in the aircraft engine industry is the key for Rolls Royce, while corporate strategy assumes much importance for GE (book_study, n.d., p. 10). This paper aims to study these two companies of the aircraft engine industry and comment on the differences in strategies adopted by them. From the findings of the study, the paper draws conclusions regarding the differences of business strategy and corporate strategy. ... Depending on the position of the resources in the continuum, an organization has to decide on the set of businesses it should operate and other design criteria. General nature of resources gives wide scope of business. Co-ordination is achieved through transfer of resources. Size of corporate office is small and financial control system is adopted. Specialized nature of resources narrows the scope of business. Co-ordination is achieved through sharing of resources. Size of corporate office is large and operating control system is adopted. (Collis, Montgomery, Campbell & Goold, 1999, p. 4-6) Vision & Strategy of Rolls Royce: Rolls Royce is a global company that believes in the principle of sustainable development. The Global Code of Business Ethics of Rolls Royce includes continuous improvement of production facilities, being world class in health, safety and environment management and being socially responsible. Social progress depends on economic development which can be brought abo ut by fresh, dependable and inexpensive energy and transport system. Rolls Royce has strong R & D facilities and record of innovation. It uses these strengths to develop efficient energy and transport system. Through the application of consistent business strategy, Rolls Royce has matured during the previous 2 decades. â€Å"Civil aerospace, Defense aerospace, Marine and energy† are the four global markets in which Rolls Royce operates. Of these global markets, civil aerospace accounted for almost 45% of the underlying revenue in the year 2010. (Our consistent strategy, 2011) The core characteristics underlying the strategies of Rolls Royce are as follows: Closeness to customers: Rolls Royce is an organization highly focused on its

Apart from assessing the impact of industrialization upon women, it is Essay

Apart from assessing the impact of industrialization upon women, it is also important that our understanding of industrialization itself is determined by the gender division of the workforce - Essay Example ding to the participation of the women in the paid workforce, it is the unpaid household work that accrued new meanings and perceptions, making the eventual understanding of industrial revolution dependant on the vantage point from which a workforce divided on the gender lines tends to envisage it. It is not that earlier the women were not engaged in any kind of work. However, a gendered division of work relegated the women to engage in the unpaid household work, while men were considered to be the primary wage earners who went out and worked to bring the bread to the family table (Crompton 1997). In that context, the industrial revolution while encouraging women to move out and engage in wage labour also to a large extent impacted the economic value and cultural tags associated with the household unpaid work (Crompton 1997). This revised understanding of the household unpaid work in the light of the industrial revolution had far reaching consequences in the overall gender dynamics of the nation. In a preindustrial society, governed by the gendered division of work, the unpaid household work done by women commanded much recognition and a measure of economic worth. However, in an industrialized society, though much of the household chores associated with women like caring for c hildren, cleaning, cooking and the overall management of the household economy and social standing remained the same, in a cultural context, they lost much esteem with the advent of the industrial revolution. This division of labour which hitherto stood to be gendered, in the aftermath of industrial revolution emerged to be a gendered definition of labour, a trend which was amply calcified and consolidated by the industrial revolution. The eventual impact of this degradation of the gendered division of labor into a perceptual gendered defining of labour to a large extent devalued the economic importance of the contributions made by women in the domestic sphere, though to this day they tend

Word Mapping and Language Development Essay Example for Free

Word Mapping and Language Development Essay This paper aims to discuss word mapping processes during the child development, explore the concepts of Fast and Slow mapping, discuss the application and acquisition of word associations and definitions in the context of word mapping, and conclude by demonstrating that the process of elaboration through which childrens meanings of words grow to include categorical semantic relations between words requires slow mapping. ? Fast Mapping For a child being inundated with new vocabulary from moment to moment, clues to any one particular words meaning may be few and far between, yet somehow a child manages to take these limited exposures to new words, derive meaning from them, and maintain representations of them for future use. Carey and Bartlett (1978) have termed this speedy process of inferring relatively correct and complete initial meanings of novel words given a limited number of exposures to the words fast mapping (Behrend, Scofield, Kleinknecht, 2001). It is widely assumed that children must possess an innate mechanism of specialized constraints specific to word learning to account for their precocious abilities to infer novel word meanings (Deak Wagner, 2003, p. 318), and fast mapping is the label applied to this system (Behrend et al. , 2001). Fast mapping was first demonstrated in an experiment done by Carey and Bartlett (1978), in which 14 children, ages three to four years old, were initially presented with a novel color word in a neutral context without first being explicitly taught its meaning, and later tested on their knowledge of the new term. All of the children had begun mapping color words to corresponding colors, and 13 of the 14 children were able to comprehend and generate six to eleven names for corresponding colors. The children were therefore familiar with the property and concept of color, which allowed the researchers to see how learning a new color would restructure the childs existing lexical and conceptual color domains (Carey, 1978, p. 271). Prior to the introduction of the children to the novel color word, each child received a production test in which he was asked to name the color of each of a number of different colored chips including an olive colored one. Most children called the olive color green, while others called it brown, but none of the children referred to the olive chip as olive. Carey and Bartlett (1978) chose to introduce the children to the novel color olive (a color the children were unfamiliar with), but instead of referring to it as olive (a word that some children might be familiar with) they chose to call the olive color chromium. The researchers painted one cup and one tray in the childrens nursery school classroom olive, while an identical cup remained red, and an identical tray remained blue. The researchers asked the childrens teacher to introduce the new color word individually to each child in a normal everyday context, such as preparing for snack time. The teacher avoided explicitly presenting the new color word either by asking the child to Bring me the chromium tray, not the blue one, the chromium one, or to Bring me the chromium cup, not the red one, the chromium one (Carey, 1978, p. 271). The phrase not the blue/red one provided enough information for the child to bring the correct tray or cup. As a result, the child was implicitly provided with lexical, syntactic, and contextual cues adequate to the full mapping (Carey, 1978, p. 272) of chromium, while not being forced to rely on the new color word to provide any additional information necessary for the completion of the task. All except one of the children chose the correct tray/cup upon first exposure to the new word. And even though they did not need to rely on the new word to make the correct choice, the majority of the children attended to the fact that they had just heard a new word, and either repeated it aloud or sought approval for the selection they had just made. One week later the children took part in a second teaching task in which a group of six different colors (including olive) was presented to each child, and the children were each asked to map these different colors to their specific corresponding color words (including chromium). This task had been designed to serve as a comprehension task in determining whether or not the children had learned to correctly map the color name chromium to the olive color. However, since olive was the only color for which the children had not previously demonstrated having a name, and since a control group (with no previous exposure to the olive/chromium mapping) performed the task at the same level as the experimental group, the researchers determined that the task was not truly a comprehension task, but rather another teaching task. The children therefore experienced two teaching tasks prior to being tested. Five weeks after the second teaching task, the children were given a second production test just like the one they received prior to the introducing event. However, unlike the first production test, in which the majority of the children called the olive colored chip either green or brown, eight of the fourteen children now either said that they did not know what color name to use to refer to the chip or began referring to the olive chip using one of the color names that they knew but had not mapped stably to any one particular color. Fast mapping is evident in that after only two brief exposures to the chromium color word/olive color pairing, the child had learned and retained for over a month that olive is not called green; in searching his lexicon for a name to call it, he found another color word with no stable referent which was more highly accessible than the new word chromium. Thus for these eight children at least, the process of restructuring the conceptual and lexical domains had already begun (Carey, 1978, p. 273). The children had demonstrated their ability to infer meaning (as to which color the word chromium referred to) by relying solely on the situation and the context in which they encountered the word. In the previous example the children’s retention would be limited- although not inhibited entirely- if exposed to a great variety of colors that had never been introduced to them before. This assertion illustrates the importance of scope to proper establishment of the context. Studies have found that as the factors increase in number or property, subjects of all ages are more likely to disorient and produce ambiguous definitions (Patson, 2010). Precise, mutually exclusive terms are the most conducive to a clear and complete understanding of a word. A study examined the potentiality of mutual exclusivity by first asking if the part pointed to was the trachea and then further challenging the student by requiring them to specify whether the whole area or one specific part was the trachea. When the subject area is previously known it is normal for children to favor an inclusive definition, i. e. accepting craniofacial instead of accepting cranial and facial as two, separate, specific, mutually-exclusive terminologies (Hansen, 2009). The correction of such errors is atypical to fast mapping, where the concept is simply understood. Fast mapping provides a seemingly quick and efficient way for children to initially acquire correct partial meanings that are specific to the contexts in which new words are heard. However, acquiring a complete definition for any one word generally requires the integration of a number of partial mappings derived from specific encounters with the word in everyday life. Fast mapping is merely the beginning of a longer more gradual elaboration and reorganization process called slow mapping that results in a more complete definition (Carey, 1978; Johnson Anglin, 1995; McGregor, Friedman, Reilly, Newman, 2002). Slow Mapping Slow mapping is a prolonged period during which the child must hold a fragile new representation in lexical memory, distinguish it from many other fragile representations, continue to hypothesize about the meaning of the word, and update the representation as a result of those hypotheses (McGregor et al, 2002, p. 332). The partial meanings of words acquired during fast mapping are retained in memory while meanings derived from new encounters with words provide additional information and allow connections both between and within new and existing knowledge to be created, eliminated, and reworked. Slow mapping is the term applied to this process in which information provided through both old and new encounters with words is slowly integrated and evolves into increasingly accurate and complete definitions. Whereas fast mapping has been experimentally captured (e. g. Carey Bartlett, 1978), and shown to be replicable (Deak Wagner, 2003, p. 318), the protracted timeline and more elusive nature of slow mapping have made it difficult to pinpoint, study, and understand the process. It appears that much speculation surrounds the true nature of slow mapping. Johnson and Anglin (1995) comment this elaboration process is not yet well understood, but it appears that children somehow develop additional meaning relations among the new word and others within the same semantic field and increasingly incorporate contextual restrictions, distributional properties, and syntactic privileges of occurrence (p. 614). Carey (1978) admits, I have gone much further than available data license (p. 292) in summarizing her hypothesis on the nature of slow mapping following a description of her fast mapping study. Deak and Wagner (2003) attempted to access the process of slow mapping in the learning of categorical semantic relations between words by introducing children aged four to seven years old to made-up words with invented meanings and semantic relationships to one another (introduced as an alien language) and later testing their comprehension and production of these new words. Children were taught basic categorical semantic relations of exclusion (no overlap between word referents), inclusion (referents of one label are a subset of the referents of another label), and overlap (the sets of referents of two labels intersect) during two separate play sessions in which each of four labels for newly contrived categories were presented (along with defining information) a minimum of twenty times. The semantic relations were either explicitly expressed or implicitly derived by the children during the play sessions. The older children of the group (six- and seven-year-olds) were able to learn more semantic relations and word definitions than the younger children (four- and five-year-olds), and exclusion was the categorical semantic relation most readily learned in both age groups. The principle finding of the study was that although all of the children were able to learn new categorical semantic relations between words equally well whether the relations were explicitly stated or implicitly derived, the children were not able to fast map these categorical semantic relations as they were able to do with basic word meanings. Whereas children were able to infer relatively correct meanings of the novel words almost immediately, for example, they could correctly point out exemplars, they were unable to fast map categorical semantic relations even when these relations were explicitly stated. Deak and Wagner (2003) conclude, when word learning is measured at a surface level, children show a grasp of new words, but this grasp is weak. It is unlikely to include knowledge of meaning relations, or incorporation into a differentiated semantic network, even after many unambiguous exposures to the new words (p. 323). Thus, it appears that fast mapping describes childrens ability to quickly associate words to referents, but does not capture the process of elaboration through which childrens meanings of words grow to include categorical semantic relations between words. Slow mapping is the route through which the incomplete initial word meanings obtained through fast mapping expand to include more information about the meanings of words including semantic relations between words. Penno, Wilkinson, and Moore (2002) have also attempted to access the process of slow mapping, albeit using a different procedure, by presenting children aged five to eight years old with new words through the context of storybook reading. Children were read a storybook once a week for three consecutive weeks in small groups, and were given a multiple-choice vocabulary test both prior to the first reading and after the last reading. The multiple-choice vocabulary test included 15 words present in the storybook that were assumed to be unknown to the children. In addition, following each reading of the storybook, the children were asked to complete a retelling task in which they retold the story they had just heard to the best of their ability to the researcher. After the entire process had been completed for the first storybook, children were read a second storybook following the same procedure. The children received an explanation for each of the fifteen new words (every time one of the words was encountered) during every reading of one of the two storybooks. For the remaining storybook, no explanation was supplied for unknown words. The main objective of this study was to examine the effects of repeated exposure to a story and the additive effects of explanation of the meaning of target words on students vocabulary (Penno et al. , 2002, p. 23). Both repeated exposure and explanation of meaning were indeed significant contributors to vocabulary growth. The process of slow mapping was displayed through the linear improvement in the accuracy of use of the target words across the three retellings of the stories (Penno et al. , 2002, p. 31). After being read a storybook for the first time, the children were able to retell the story in a manner that demonstrated their fast mapping ability in that they were able to provide some indication of a basic understanding of the new words meanings. However, the second and third readings and retellings of a storybook revealed the slow mapping process, as the children used the new words with ever increasing accuracy through each subsequent storybook retelling. Accuracy and depth of word knowledge was measured incrementally through a coding system containing six categories ranging from category zero (indicating no knowledge or use of the target word) to category five (indicating generalized knowledge of the target word) (Penno et al. , 2002, p. 26). For example, the coding system might determine a childs accuracy and depth of word knowledge as progressing from category two (Developing knowledge: the target word is used, but inappropriately) at the first storybook retelling, to category three (Synonym: a synonymous phrase or word is used for the target word) at the second storybook, up to category four (Accurate knowledge: the target word is used accurately and more frequently than a synonym) by the third storybook retelling (Penno et al. , 2002, p. 26). Children also benefited from receiving explanations for unknown words, displaying greater gains in vocabulary when provided with explanations than when not, suggesting that the explanation may have provided useful experience with the meaning of the unknown words. One of the challenges of word mapping research area is finding word knowledge assessment methods that go beyond measures of childrens ability to identify the correct referent of a word or to use a word in an appropriate context. In 2009 the effect of the cultural, linguistic differences between mainstream English and African American English was measured. An equal number of African American English speakers and mainstream (mostly Caucasian, Hispanic, and African American) respondents were given a series of syntactical questions. This result was that native speakers of English who were African American were predisposed to have more difficulty with the grammatical structure of formal English (Johnson, 2009). In addition to the methods described in the previous three studies, childrens word definitions may serve as a source of information on the process of mapping (Hughes, Woodcock, Funnell, 2005; Johnson Anglin, 1995; McGregor et al, 2002). Childrens word definitions have also been found to change with age. These changes may reflect, in part, increased understanding of the words meanings. Another source of information on word mapping may be childrens word associations. Word Definitions Word learning, commencing at around age of one year, progresses at the rate of approximately ten new words every day (Bloom, 2000), or about one per every waking hour (Carey, 1978). Werner and Kaplan (1950) describe the acquisition of the meanings of words as occurring in two ways. One way a child learns a word is by explicit reference either verbal or objective (p. 3), in which a word is verbally defined or an object is directly named for the child. The second way a child learns a word is through implicit or contextual reference (p. 3), in which a word is inferred from the context of a conversation. Up until around two years of age, a child may learn a great many words through explicit reference, as adults will often repeat common phrases and names of objects and provide definitions for unknown words in an effort to teach a child new vocabulary (Carey, 1978; Werner Kaplan, 1950). However, as children grow older, they receive this vocabulary coaching less and less and they must rely primarily on implicit or contextual reference to acquire the majority of vocabulary. Children learn the majority of their words from hearing how others use them in day-to-day life. In doing so, they must rely solely on the linguistic context in which the word occurs and the situation in which it is used (Carey, 1978, p. 265) to derive meaning for new words. Researchers recognize the ability to produce quality word definitions as a metalinguistic skill (Watson, 1985), as individuals must not only consider their knowledge of the to-be-defined word and determine what characteristics should be included in the definition but they should also know how to organize information into conventional definitional form (Skwarchuk Anglin, 1997, p. 298). An individuals mastery of the form and content of word definitions is imperative in producing quality definitions (Watson, 1985), and there are a number of well-established trends concerning the development of both. The definitions provided by young (roughly preschool) children tend to be comprised primarily of functional information, e. g. a knife is to cut with (Litowitz, 1977), but they also include (to a lesser degree) perceptual features, e. g. a kitten is furry (Hughes et al. , 2005). Young childrens definitions also tend to include information that is personally relevant, such as I have a friendly rabbit named Hoppy (Watson, 1985) and are often concrete, simple, and context bound (Skwarchuk Anglin, 1997). As a child grows older, a transition occurs in the content included in a definition, suggesting a conceptual shift from the individually experienced to the socially shared (Litowitz, 1977, p. 289), and definitions become more abstract, complex, and precise in nature (Skwarchuk Anglin, 1997). However, the accurate acquisition of a definition is dependent on the individual skills of the child and of the clarity of the context in which the new conceptual definition is presented (Nicoladis, 2010). Namely, the listener must recognize the probable intention of the statement through the interpretation of nonverbal cues. This is done through the rapid analysis of the word usage, the verbal tone, the context, and the previous experiences of the listener (de Ruiter, 2010). A child’s inferential attributions to a word are also built upon their personal skills. In the Sally Ann task, the children are asked to conceptualize the thoughts of others and are measured by their success at that task, their ability to concede that the other’s thoughts are not necessarily correct, and to form a hypothetical, mental frame of context through which to examine the probable thoughts and actions which inform that person’s decisions (Jary, 2010). The ability to successful integrate the representational theory of mind tested by the Sally Ann task has been proven to aid in the conceptualization of both grammatical structure and definition (Jary, 2010). Both form and content develop and change over time, but these changes do not necessarily occur simultaneously, and children are generally able to express semantic content more successfully than they are able to use correct Aristotelian definitional form (Johnson Anglin, 1995). Since form and content of childrens definitions change as their knowledge of and experience with words increases it seems logical that studying the elaboration and refinement of word definitions in children over time would allow us to better understand the process of slow mapping (McGregor, 2002). The interpretations of the ambiguities of language, such as the use of the finite â€Å"that† for an infinite pool of possible contexts, are key contributors to the accuracy of slow mapping in the inferred or abstract definition of words (Jary, 2010). In a study designed to capture the slow mapping process of word meaning development, McGregor et al. (2002) offer some evidence that childrens definitions may indeed provide an accurate representation of the semantic knowledge possessed by a child. McGregor et al. have shown that a childs abilities to provide a name for and draw a picture of each of a series of objects correspond reliably with one another and are also consistent with a childs ability to provide definitions for those objects. The study suggests that the three tasks (naming, drawing, and defining) access a common semantic representation and therefore validates the use of the defining task in providing a window into the slow mapping of word meaning. Word Associations Childrens word associations also change as word knowledge changes over time. Consequently, studying childrens word associations may provide an additional opportunity to capture the slow mapping process of word meaning development. Petrey (1977) draws attention to the development of word associations as shifting from episodic (or schematic) to semantic (or taxonomic) as childrens word knowledge grows. She comments, Whereas adults responses are grouped primarily by semantic memory of words internal content, childrens responses display mainly episodic memories of external context (p. 69). For example, if the stimulus word were rabbit, a child is likely to provide an episodic response like carrot, and an adult is more likely to provide a semantic response like squirrel. Petreys research suggested that the shift from episodic to semantic association responses occurs by around third grade. Researchers have also attempted to explain changing word associations as reflecting a syntagmatic-paradigmatic shift. Syntagmatic refers to words being syntactically related, that is, likely to occur together in the same sentence, like a verb response to a noun, whereas paradigmatic refers to words being in the same syntactic class, like a noun response to a noun (Nelson, 1977). This description has proven to be less well supported than the episodic-semantic (or schematic-taxonomic) shift. Another explanation refers to the cultural influences of the child’s caretaker(s). Because as the child ages there is less need and ability to define the abstract concepts, there is an increased reliance on word attribution (de Ruiter, 2010). Bilingual children favor the grammatical structure and the customary usage of their stronger language (Nicoladis, 2010). In Blewitt and Toppinos study, superordinate responses in the word association task became increasingly frequent with age (as is the case in word definition tasks), suggesting that the word association task may indeed be a useful tool to implement in future work aimed at capturing the slow-mapping process. The increasing use of superordinate terms provided both in the word definition task and the word association task suggest that the two tasks may be measuring the common underlying process of elaboration and completion of word meaning over time that is slow mapping. Summary Conventional estimates suggest that by age 17 the vocabulary of an average English-speaking individual comprises more than 60,000 words (Bloom, 2000). In order for this monumental task to be achieved, word learning, commencing at around age of one year, must progress at the rate of approximately ten new words every day (Bloom, 2000), or about one per every waking hour (Carey, 1978). Werner and Kaplan (1950) describe the acquisition of the meanings of words as occurring in two ways. One way a child learns a word is by explicit reference either verbal or objective (p. 3), in which a word is verbally defined or an object is directly named for the child. The second way a child learns a word is through implicit or contextual reference (p.3), in which a word is inferred from the context of a conversation. Up until around two years of age, a child may learn a great many words through explicit reference, as adults will often repeat common phrases and names of objects and provide definitions for unknown words in an effort to teach a child new vocabulary (Carey, 1978; Werner Kaplan, 1950). These two methods for accessing developmental change in childrens word knowledge have both been found to change with increasing age and understanding of words, and appear to provide access to slow mapping in children. In general, knowledge about familiar words is slowly acquired. Children both increase their understanding of the semantic relations among words, and learn about the details of the objects labeled by the words. Children are unable to fast map categorical semantic relations even when these relations were explicitly stated. Conclusively, the process of elaboration through which childrens meanings of words grow to include categorical semantic relations between words requires slow mapping. The ability children possess to infer initial meanings for novel words given a limited number of exposures to the words fast mapping. Fast mapping provides a seemingly quick and efficient way for children to acquire initial meanings of novel words, but the meanings children gain through fast mapping are often incomplete, especially requiring a longer more gradual elaboration and reorganization process called slow mapping in order to become complete definitions. Slow mapping allows the connections both between and within new and existing knowledge to be created, eliminated, and reworked, as increasingly complete and accurate definitions evolve. Slow mapping, a much slower and more elusive process than fast mapping, has not been experimentally captured, and much speculation continues to surround its true nature. Attempts to access slow mapping by researchers have provided some insight into the nature of that process. However, research studies have not accessed childrens word understanding beyond an initial, superficial level. References Behrend, D. A. , Scofield, J. , Kleinknecht, E. E. (2001). Beyond fast mapping: Young childrens extensions of novel words and novel facts. Developmental Psychology, 37, 698-705. Blewitt, P. , Toppino, T. C. (1991). The development of taxonomic structure in lexical memory. Journal of Experimental Child Psychology, 51, 296-319. Bloom, P. (2000). How children learn the meanings of words. Cambridge, MA: MIT Press. Carey, S. Bartlett, E. (1978). Acquiring a single new word. Papers and Reports on Child Language Development, 15, 17-29. Carey, S. (1978). The child as word learner. In M. Halle, J. Bresnan, G. A. Miller (Eds. ), Linguistic theory and psychological reality (pp. 264-297). Cambridge, MA: MIT Press. de Ruiter, J. , Noordzij, M. , Newman-Norlund, S., Newman-Norlund, R. , Hagoort, P. , Levinson, S. , et al. (2010). Exploring the cognitive infrastructure of communication. Interaction Studies, 11(1), 51-77. doi:10. 1075/is. 11. 1. 05rui. Deak, G. O. , Wagner, J. H. (2003). Slow mapping in childrens learning of semantic relations. Proceedings of the Annual Conference of the Cognitive Science Society, 25, 318-323. Hansen, M. , Markman, E. (2009). Childrens use of mutual exclusivity to learn labels for parts of objects. Developmental Psychology, 45(2), 592-596. doi:10. 1037/a0014838. Hughes, D. , Woodcock, J., Funnell, E. (2005). Conceptions of objects across categories: Childhood patterns resemble those of adults. British Journal of Psychology, 96, 1-19. Jary, M. (2010). Assertion and false-belief attribution. Pragmatics Cognition, 18(1), 17-39. doi:10. 1075/pc. 18. 1. 02jar. Johnson, C. J. , Anglin, J. M. (1995). Qualitative developments in the content and form of childrens definitions. Journal of Speech and Hearing Research, 38, 612-629. Johnson, V. , de Villiers, J. (2009). Syntactic Frames in Fast Mapping Verbs: Effect of Age, Dialect, and Clinical Status. Journal of Speech, Language Hearing Research, 52(3), 610-622. Retrieved from Academic Search Complete database. Litowitz, B. (1977). Learning to make definitions. The Journal of Child Language, 4, 289-304. McGregor, K. K. , Friedman, R. M. , Reilly, R. M. , Newman, R. M. (2002). Semantic representation and naming in young children. Journal of Speech, Language, and Hearing Research, 45, 332-346. Nelson, K. (1977). The syntagmatic-paradigmatic shift revisited. A review of research and theory. Psychological Bulletin, 84, 93-116. Nicoladis, E. , Rose, A. , Foursha-Stevenson, C. (2010). Thinking for speaking and cross-linguistic transfer in preschool bilingual children. International Journal of Bilingual Education Bilingualism, 13(3), 345-370. doi:10. 1080/13670050903243043. Patson, N. , Warren, T. (2010). Evidence for Distributivity Effects in Comprehension. Journal of Experimental Psychology / Learning, Memory Cognition, 36(3), 782-789. doi:10. 1037/a0018783. Penno, J. F. , Wilkinson, I. A. G. , Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the matthew effect? Journal of Educational Psychology, 94, 23-33. Petrey, S. (1977). Word associations and the development of lexical memory. Cognition, 5, 57-71. Skwarchuk, S. , Anglin, J. M. (1997). Expression of superordinates in childrens word definitions. Journal of Educational Psychology, 89, 298-308. Watson, R. (1985). Towards a theory of definition. Journal of Child Language, 12, 181-197. Werner, H. , Kaplan, E. (1950). The acquisition of word meanings: A developmental study. Monographs of the Society for Research in Child Development, 15(1, Serial No. 51).

Virtue as Habit Essay -- Aristotle Kant Moral Psychology Papers

Virtue as Habit The aim of this essay is to examine the following question. Does it make a difference in moral psychology whether one adopts Aristotle's ordinary or Immanuel Kant's revisionist definition of virtue as a moral habit? Suppose it is objected, at the outset, that these definitions cannot be critically compared because their moral theories are, respectively, aposteriori and apriori, and so incommensurable. Two points of commensurability and grounds for comparative evaluation are two basic problems that any theory in moral psychology must address. They are moral ignorance (I don't know what I ought to do) and weakness (I don't do what I know I ought to do).(1) In the Nicomachean Ethics (hereafter Ethics), Aristotle maintains that the virtues are formed by repetition as are other habits (see book II, chapters 1-5). "[I]t is by doing just acts that a just man is produced, and by doing temperate acts the temperate man," he explains, and without this kind of habit formation "no one would have even the prospect of being good" (1105b9-12). Further, the "mark" of a good "legislator" and "constitution" is that they: "Make the citizens good by forming habits in them" (1103b4). And in his investigation of the virtue justice, he takes as his "starting point" the ordinary meanings of a "just and an "unjust" man: the latter is "lawless," "grasping," and "unfair"; the former is "law-abiding" and "fair" (V:1129a30-34). In short, Aristotle's intention is to clarify the ordinary meaning of virtue as habit. In the Metaphysical Principles of Virtue (hereafter Virtue), Kant clearly rejects any concept of moral habit-formation by repetition. He writes: Skill (habitus) is a faculty of action and a subjective perfection of ch... ...ichard McKeon. New York: Random House, 1941. —— Poetics. The Basic Works of Aristotle. trans. Ingram Bywater. ed. and introd. Richard McKeon. New York: Random House, 1941. —— Politics. The Basic Works of Aristotle. trans. Benjamin Jowett. ed. and introd. Richard McKeon. New York: Random House, 1941. Kant, Immanuel. The Critique of Practical Reason. trans. Lewis White Beck. Indianapolis: Hackett Publishing Co., 1983 —— Grounding for the Metaphysics of Morals. Ethical Philosophy. trans. James W. Ellington. introd. Warner A. Wick. Indianapolis: Hackett Publishing Co., 1983. —— The Metaphysical Principles of Virtue. Ethical Philosophy. trans. James W. Ellington. introd. Warner A. Wick. Indianapolis: Hackett Publishing Co., 1983. Plato. Republic. The Dialogues of Plato. vol. I. trans Benjamin Jowett. introd. Raphael Demos. New York: Random House, 1937.

Immigration Reform: Impacts at the State and Federal Levels Essay

Texas has a reputation throughout history of differing views from the federal government in laws and politics pertaining to social, fiscal, and educational issues. On the whole, Texas operates as a largely conservative state. Because of this, policy-making is often right wing. With the institution of a Democratic, liberal president, the State’s dissent from the Federal government has only increased over certain issues. One hot topic of the 2012 Presidential election was immigration. With the major increase in immigration, it is no surprise that the issue was so emphasized. Between 2000 and 2011 there was a 30 percent increase in the foreign-born population. The immigrant population grew from 31.1 million to 40.04 million. (americanprogress.org) Texas has a special interest in this subject due to the fact that they have a population of over 4 million immigrants. Texas is among the top three states with foreign born individuals living within its borders, giving the state a veste d interest in the nation’s immigration policy. (Orrenius et al., 1) Historically, Texas has differentiated from the National government in regards to immigration. One example is the Supreme Court case Plyer v. Doe. In 1975, the Texas Legislature allowed public schools to deny enrollment to children who could not provide documentation that they were â€Å"legally-admitted† to the United States. In 1977, the Tyler independent school district adopted a policy that required foreign-born students who were not â€Å"legally-admitted† to pay tuition to attend. A group of students from Mexico who could not establish their â€Å"legal-admittance† filed a class action suit which challenged the policy. The Supreme Court ruled that the policy violated the Equal Protection Clause, stating, â€Å"If states provide a free public education to U.S. citizens and lawfully present foreign-born children, they cannot deny such an education to undocumented children without ‘showing that it furthers  some substantial state interest.’â₠¬  (immigrationpolicy.org) Being a right-wing state, Texas has a strong belief in state autonomy in policy making, therefore the decision in this case was not well-received by the majority of individuals in the state—despite it being the morally and legally correct decision. Texas has also long supported an increase in border security. In 2006, Gov. Rick Perry announced a plan that assigned Department of Public Safety personnel as well as other resources to the border to assist in law enforcement. He also added an additional $3.8 million in grant funding for state criminal justice planning funds to the Texas Border Sheriff’s Coalition. (Texas House of Representatives) The state’s legislative policy has been one of strict anti-immigration. In Texas’s 81st Legislative session, the issue of Voter ID arose. The Voter ID bill would require photo identification or two forms of other identification in order to vote. During the 81st session, Democrats filibustered to prevent the issue from being voted upon, it is very likely this is the only reason the bill did not pass and it likely will pass should it reappear in the 82nd session. Despite its history of harsh policies towards foreign born immigrants, two bills have been introduced into the Texas Legislature which provide some leniency toward immigrants. The first is a proposal would grant undocumented immigrants the ability to legally drive and obtain insurance if they pass a background check and a driving test. Texas Rep. Byron Cook said about the subject, â€Å"That’s much better policy than what we have right now, where we have undocumented workers that are driving without a license and without insurance, and we don’t know who they are or where they live.† (Harper) Despite the reason behind it, the policy definitely shows an unprecedented favor towards illegal aliens within Texas borders. The second bill would prohibit law enforcement from asking the immigration status of witnesses and victims of crimes. Though neither of these bills has made it to debate, they do demonstrate a shift from previous anti-immigration sentiment. In June of this year, the Senate passed immigration reform bill S.744, containing several provisions including: increased border security, a feasible path to citizenship for undocumented immigrants, creates a new category of merit-based green cards for individuals who meet certain criteria which might benefit the national interest, and mandates that all employers in the country use E-Verify—a government work-authorization  system—within five years of employment (americanprogress.org). While the provisions of this bill are largely in line with the beliefs of the Texas Legislature and policies of the state, they do bring certain issues to light. Although the idea of stricter Federal immigration policies seems to be beneficial for the states, often the federal government passes legislation and leaves the states to handle the cost. For example, from October 2011 to September 2013 Texas county jails spent $156.6 million on incarceration of undocumented immigrants. (Su, 23) Ultimately, immigration policy on both the state and federal level will continue to be a dynamic topic. While certain aspects of immigration reform will likely have major benefits for the nation such as boosts to the economy with an estimated 121,000 jobs being added yearly and an increase in the GDP over 10 years, others are fundamentally flawed. For instance, the E-Verify system is viewed by some as the first step towards a national identification system for all US citizens. This is viewed by many as an invasion of privacy. In addition to this, according to research the system misidentifies about 1% of applicants as undocumented. (Against The Current) Forcing employers to use E-Verify could also lead to a decrease in State and Federal payroll taxes because it could cause employers to move their undocumented employees â€Å"off the books† to avoid having to incur the cost of training new employees and offering more competitive wages. Although both state and federal governments have good intentions with their immigration policies, both have serious issues to consider. Solving the immigration problem will require Federal and Local governments to work hand in hand. Border security is something both sides advocate heavily, spending millions on walls, electronic equipment, and increased border patrol. The cost has not just been limited to dollars, however, as increase border security leads to an increase in casualties. Immigration reform has the potential to boost the economy as well as increase the relations between the United States and foreign countries. By continuing to advocate for a path to citizenship and work towards getting the 11 million undocumented immigrants citizenship, the government can achieve these goals. In addition, continued movement towards bipartisanism on both the state and federal levels can create an overall better, more effective nation. Works Cited: â€Å"Facts on Immigration Today.† Center for American Progess. N.p., n.d. Web. 7 Dec. 2013. . Orrenius, Pia M., Madeline Zavodny, and Melissa LoPalo. Pia M. Orrenius Madeline Zavodny Melissa LoPalo Federal Reserve Bank of Dallas Agnes Scott College Federal Reserve Bank of Dallas DALLAS FED Immigration and the Transformation of the Texas Economy. Nov. 2013. Print. â€Å"Public Education for Immigrant Students: States Challenge Supreme Court’s Decision in Plyler v. Doe.† Immigration Policy Center. American Immigration Council, n.d. Web. 7 Dec. 2013. . Texas House of Representatives. House Research Organization. The Role of States in Immigration Enforcement. Feb. 2006. Print. Harper, Karen Brooks. â€Å"Immigrant Driving Permit Bill in Legislature Raises Tough Issue for GOP.† Dallas Morning News [Dallas] 2 May 2013: Print. SU, RICK. â€Å"The States Of Immigration.† William & Mary Law Review 54.4 (2013): 1339-1407. Academic Search Complete. Web. 8 Dec. 2013. â€Å"Organizations and Leaders’ Critique of S.744.† Against The Current 28.4 (2013): 11-12. Academic Search Complete. Web. 8 Dec. 2013.

The Meaning of Leaf Names in Latin or Greek

The following words are used in plant names to describe the leaves or foliage of plants. The basic Latin word for leaf is folium. Since folium is a neuter noun, the plural ends in a (folia). Botanically, folius is used as an adjective, as well. Foliatus, the masculine adjectival form of the Latin word for leaf, means leaved. The feminine adjectival form is foliata and the neuter is foliatum. If youre interested in picking up Latin vocabulary, strip the folius word from each entry on the following list. Example: In the case of acuminatifolius, stripping out folius leaves acuminat- plus a connecting vowel i. Acuminat- is from the past participle of acumino, -are, -avi, -atus which translates into English as to sharpen or to make sharp. Acuminat- may be familiar to you from the English word acumen. A acuminatifolius (leaves tapering gradually to a point) acuminatifolia acuminatifolium acutifolius (pointed leaves) acutifolia acutifolium aequifolius (equal leaves) aequifolii aequifolium afoliatus (without leaves) afoliata afoliatum albifolius (white leaved) albifolia albifolium alternifolius (alternating leaves) alternifolia alternifolium amplexifolius (leaves clasped [amplector to wind around, surround]) amplexifolia amplexifolium amplifolius (large leaved) amplifolia amplifolium angustifolius (narrow leaved) angustifolia angustifolium argutifolius (sharply toothed leaves) argutifolia argutifolium auriculifolius (leaves like an ear auricula - the ear, diminutive) auriculifolia auriculifolium B bifoliatus (with two leaves) bifoliata bifoliatum bipennifolius (two feathered leaves) bipennifolia bipennifolium brevifolius (short leaved) brevifolia brevifolium C capillifolius (hairy leaved) capillifolia capillifolium centifolius (100 leaves) centifolia centifolium cerefolius (wax leaved) cerefolia cerefolium chlorifolius (light green leaved) chlorifolia chlorifolium confertifolius (dense leaved) confertifolia confertifolium cordifolius (heart shaped leaves) cordifolia cordifolium crassifolius (thick leaved) crassifolia crassifolium cuneifolius (leaves tapered to the base) cuneifolia cuneifolium curtifolius (shortened leaves) curtifolia curtifolium cuspidifolius (stiff pointed leaves) cuspidifolia cuspidifolium cymbifolius (boat shaped leaves) cymbifolia cymbifolium D densifolius (densely leaved) densifolia densifolium distentifolius (distended leaves) distentifolia distentifolium diversifolius (many shaped leaves) diversifolia diversifolium E ensifolius (sword shaped leaves) ensifolia ensifolium exilifolius (small leaved) exilifolia exilifolium F falcifolius (sickle shaped leaves) falcifolia falcifolium filicifolius (fern like leaves) filicifolia filicifolium filifolius (thread like leaves) filifolia filifolium flabellifolius (fan shaped leaves) flabellifolia flabellifolium foliaceus (leafy, resembling a leaf) foliacea foliaceum foliolosus (having small leaves) foliolosa foliolosum foliosior (leafier) foliosior foliosius foliosissimus (leafiest) foliosissima foliosissimum foliosus (leafy) foliosa foliosum G gracilifolius (slender leaved) gracilifolia gracilifolium graminifolius (grass leaved) graminifolia graminifolium grandifolius (large leaved) grandifolia grandifolium I integrifolius (leaves entire) integrifolia integrifolium L latifolius (broad leaved) latifolia latifolium laxifolius (loose leaved) laxifolia laxifolium linearifolius (linear leaves) linearifolia linearifolium longifolius (long leaves) longifolia longifolium M millefoliatus (with 1,000 leaves) millefoliata millefoliatum millefolius (1,000 leaved) millefolia millefolium minutifolius (small leaved) minutifolia minutifolium mucronifolius (sharp pointed leaves) mucronifolia mucronifolium multifolius (many leaved) multifolia multifolium O oblongifolius (oblong leaves) oblongifolia oblongifolium obtusifolius (blunt leaves) obtusifolia obtusifolium oppositifolius (leaves opposite) oppositifolia oppositifolium ovalifolius (oval leaves) ovalifolia ovalifolium P parvifolius (small leaves) parvifolia parvifolium paucifolius (few leaved) paucifolia paucifolium perfoliatus (leaves joined around stem) perfoliata perfoliatum pinguifolius (fat leaves) pinguifolia pinguifolium planifolius (flat leaved) planifolia planifolium Q quadrifolius (4 leaved) quadrifolia quadrifolium R rectifolius (erect leaves) rectifolia rectifolium reflexifolius (reflexed leaves) reflexifolia reflexifolium remotifolius (leaves distant from each other) remotifolia remotifolium renifolius (kidney shaped leaves) renifolia renifolium rhombifolius (diamond shaped leaves) rhombifolia rhombifolium rotundifolius (round leaves) rotundifolia rotundifolium rubrifolius (red leaves) rubrifolia rubrifolium S sagittifolius (arrow shaped leaves) sagittifolia sagittifolium setifolius (with bristly leaves) setifolia setifolium simplicifolius (simple leaved) simplicifolia simplicifolium spathulifolius (spatula shaped leaves) spathulifolia spathulifolium spiculifolius (spiky leaves) spiculifolia spiculifolium subrotundifolius (leaves less round) subrotundifolia subrotundifolium T tenuifolius (slender leaved) tenuifolia tenuifolium teretifolius (cylindrical leaves) teretifolia teretifolium ternifolius (leaves in 3) ternifolia ternifolium tortifolius (twisted leaves) tortifolia tortifolium trifoliatus (3 leaved) trifoliata trifoliatum trifoliolatus (trifoliolate) trifoliolata trifoliolatum trifolius (3 leaves) trifolia trifolium U undulatifolius (wavy edged leaves) undulatifolia undulatifolium unifoliatus (one leaf) unifoliata unifoliatum unifolius (one leaf) unifolia unifolium V variifolius (variegated leaves) variifolia variifolium villifolius (hairy leaves) villifolia villifolium viridifolius (green leaved) viridifolia viridifolium