Thursday, October 31, 2019

The Consumer decision making process Essay Example | Topics and Well Written Essays - 500 words

The Consumer decision making process - Essay Example The various aspects of the Consumer Decision Making process are analysed in this paper. Reference is also made to the potential challenges that this process can set for marketers. It should be noted that a particular case has been used as an example for understanding the various phases of the process: if an individual would have to decide to buy a newspaper would he use different criteria, in the context of the above process, than if he would have to decide to buy a house? In the context of the first phase of the CDMP, the needs of the consumer in the particular point of time have to be identified (Varey 2002, p.56). In the question under examination, the potential buyer of a newspaper will realize his need to buy the newspaper; in the same context, the potential buyer of a house will realize his need to buy a house. After realizing the need for buying a product/ service, the consumer has to start searching for the particular product/ service (Burrow & Bosiljevac 2011, p.106). In practice, the above phase can be understood through the following example: the individual who is interested in buying a newspaper needs to search for a newspapers stand. An individual who is interested in buying a house has to visit a real estate agent or start checking advertisements for houses. In this phase of the process, ‘the alternatives available are evaluated’ (Burrow & Bosiljevac 2011, p.106). At this level, it is possible for a consumer to use different criteria for his buying decisions when different needs are in place (Varey 2002, p.56); for example, for buying a newspaper a criterion of quality/ content and price will be used. For buying a house price can be a leading criterion, depending on the financial status of the buyer. In the case of the house its ability to keep its quality standardized in the long term can be also a priority, according to the criteria set by the buyer. In this phase, the consumer needs to purchase the product/ service

Tuesday, October 29, 2019

Reading questions for white in jakarta Coursework

Reading questions for white in jakarta - Coursework Example It is human nature to be curious of other cultures and people. Every culture in the world is defined by the dominant race and not through its own means. Some people who feel uncomfortable being identified as a particular race pretend that they are part of the crowd and do not stand out so much. Non-white cultures often have words to call white people. These words can be offensive if used in the wrong manner, but primarily they are non-threatening even if somewhat impolite. White culture tries to portray the view that it is not marked because otherwise it would not have power over non-white cultures. 1. Through reading this I did agree that white people do not really have a defined culture. There are very few celebrations specifically for white people because they seem to be able to celebrate every occasion. It is other cultures that are marked because they have their own celebrations and festivities that are important to them. For white culture to gain importance there needs to be more of a celebration of it. 2. I had not thought that it was rude to call white people a slang term. These terms have always been used to call white people because they are different and stand out, especially when they are in an environment where they are in the minority. 3. The thing I am confused about is why other cultures seem to cope better, or assimilate better, when they enter a dominant white culture, yet the reverse does not produce the same results. I mean that white people who live in countries other than their own tend to struggle because they have been used to being the dominant culture and suddenly are not anymore. I think that it is interesting who white people are portrayed in movies and on television. Because they are the dominant culture, they seem to be able to play every role. Yet people of other ethnicities only have few roles available to them, and those roles will likely fill a stereotype. Why are so

Sunday, October 27, 2019

DNA Extraction From Chicken Liver

DNA Extraction From Chicken Liver Deoxyribonucleic acid (DNA) is the hereditary material in humans and almost all other organisms. Nearly every cell in a persons body has the same DNA. Most DNA is located in the cell nucleus (where it is called nuclear DNA), but a small amount of DNA can also be found in the mitochondria (where it is called mitochondrial DNA or mtDNA). The information in DNA is stored as a code made up of four chemical bases: adenine (A), guanine (G), cytosine (C), and thymine (T). Human DNA consists of about 3 billion bases, and more than 99 percent of those bases are the same in all people. The order, or sequence, of these bases determines the information available for building and maintaining an organism, similar to the way in which letters of the alphabet appear in a certain order to form words and sentences. DNA bases pair up with each other, A with T and C with G, to form units called base pairs. Each base is also attached to a sugar molecule and a phosphate molecule. Together, a base, sugar, and phosphate are called a nucleotide. Nucleotides are arranged in two long strands that form a spiral called a double helix. The structure of the double helix is somewhat like a ladder, with the base pairs forming the ladders rungs and the sugar and phosphate molecules forming the vertical sidepieces of the ladder. An important property of DNA is that it can replicate, or make copies of itself. Each strand of DNA in the double helix can serve as a pattern for duplicating the sequence of bases. This is critical when cells divide because each new cell needs to have an exact copy of the DNA present in the old cell. The extraction of DNA from cells and its purification are of primary importance to the field of biotechnology and forensics. Extraction and purification of DNA are the first steps in the analysis and manipulation of DNA that allow scientists to detect genetic disorders, produce DNA fingerprints of individuals, and even create genetically engineered organisms that can produce beneficial products such as insulin, antibiotics, and hormones.ÂÂ   Once the DNA has been isolated, it is essential to accurately determine its concentration for subsequent manipulation such as cloning or sequence determination. To quantify the amount of DNA that extracted by using spectrophotometry. The aims of this experience is to: To use the properties of DNA to isolate long strands of DNA from liver cells. To determine the yield of DNA isolated from a given amount of tissue. To examine the light absorbing properties of purified DNA. To examne the relationship between the concentration of a DNA solution and the absorbnce at 595nm of DNA-diphenylamine solution. To generate a standrad curve relating DNA concentraton with the absorbance of DNA-diphenylamine solutions. To use a standard curve to determine the concentration of an unknown DNA solution. Materials and Methods As per lab manual. Results Firstly, the chicken liver cell homogenate is treated with a salt solution such as NaCl and a detergent solution containing the compound SDS (sodiumdodecyl sulfate). These solutions break down and emulsify the fat proteins that make up a cell membrane. Finally, ethanol is added because DNA is soluble in water. After adding ethanol a relatively clear aqueous will be produced, the first layer is the milky solution that is the aqueous phase with DNA, the middle layer is the solid (precipitate proteins). The bottom layer is a clear solution (organic). The DNA can be spooled (wound) on a stirring rod and pulled from the solution at this point. The amount of DNA solution we got is 5.4ml.Than we put the DNA solution in 2ml tube (1.041g). The total weight of DNA solution and tube is 1.106g. The amount of DNA we got is 1.106-1.041g = 0.065g. Next we prepare 4 standard tubes by adding TE buffer (ml) to the DNA standard solution (ml). And also added to each of the 3 samples of my DNA. The total DNA (mg) is recorded in the table 1. The observed colour change of 4 standard tube and my 3 samples are recorded in table 2 and 3. We pipette the DNA samples and each standards tubes into separate wells of a 96 well microtitre plate. We measured the absorbance at 595nm of the DNA-diphenylamine solutions using the plate reader. Our results are shown in the graph with the used of the reading of table 4. Form the graph we find that the concentration of undiluted DNA is 0.232=0.46mg/ml. Discussion and Conclusions For this experiment we determinate the yield of the DNA isolate from given amount of tissue is: 1g -> 63mg 0.065g -> 4.095mg (wet weight of the DNA to dry weight) 3ml -> 4.095mg 5.4ml -> 7.371mg (DNA in the entire aqueous phase is collected) 3. 4ml -> 7.371mg 5.3ml -> 9.767mg The final calculation of the dry DNA is 9.767mg/g liver. For the experiment we examine that the light absorbing properties of purified DNA. The wavelength is range 220-300nm. The wavelength of the DNA is 260nm. We also calculated that the yield of DNA per g of liver from Lab 2 is: The amount (mg) of DNA contain => 0.461.5=0.69mg Aqueous from lab 1 = 5.4mg 0.69/2 =0.345mg (0.3455.4)/3 = 0.621mg The final value in mg of dry DNA/g liver is: 0.621mg/g. In the end of the experiments, we managed to complete our objectives. In summary, we learn that the alcohol can causes DNA to precipitate, or settle out of the solution, leaving behind all the cellular components that arent soluble in alcohol. As alcohol is less dense than water, so it floats on top forming two separate layers. We also learn that the advantage of spectrophotometry is that diphenylamine only reacts with DNA more accurate as RNA would not be determined. The disadvantage of spectrophotometry is that it always requires standard solution. The advantage of calculating of yield by its weight is that it does not require standard solution. The disadvantage of calculating of yield by its weight is that it is less accurate as RNA is counted in.

Friday, October 25, 2019

Supervision Essay -- Business, Supervision, Routine Problems

The salesman's job often requires to produce innovative solutions to non routine problems every day sales team have to face the different and challenging customer as there were many other brands for the same medicine therefore, sales person have to try utmost to convince to prefer the brand for medicine and accomplish sales target. Every sales jobs of course, demand more innovativeness than others sales person should be very clear about his product its efficiency and effectiveness must have know how Though the demand for innovativeness is inherent in the job, the impact of that demand on the salesman's well-being and performance is influenced by company policies and management actions. Evan’s (1974) one of the elements of supervisory style is the rate of communication between the sales manager and his salesmen. No matter whatever is the medium of communication among supervisor and sales force, telephone conversations, or written letters and memoranda, the more probable the salesman is to understand and implement and appreciate his supervisor's demands and his company's policies particularly those relating to his evaluation, compensation and endorsement. Empirical findings from several previous studies support the connection between performance feedback provided by supervisors and salespeople's role clarity second type of supervisory control focuses not on sales output, but rather on salespeople's reactions. The more frequent the communication between the salesman and his superiors, the more likely it is that he will feel that he has an input into policy decisions affecting his position in the company. One variable that reflects how the firm's authority stru cture is total number of departments that can modify the terms of a sa... ...much value in close supervision and it does not lead to greater subordinate satisfaction (Harris, 1967). Thus, the theory suggests that the more a subordinate values a supervisory behavior, the more employees responsive to it, and consequently the stronger is the relationship between the behavior and subordinate satisfaction argue that experienced salespeople were fewer likely to have feelings of ambiguity and therefore, were less likely to need close supervision. In contrast, less experienced salespeople were more possible to have feelings of ambiguity and to value initiation of structure to a greater level. Robert’s (1978) Less experienced salespeople therefore, would be more active and alert to the supervisory behavior so the author expect initiation of structure to have a greater outcome on the role clarity and job satisfaction of less experienced salespeople.

Thursday, October 24, 2019

Management Practices of Marine Corps Recruit Training Essay

Marine Corps recruit training is organized specifically to make Marines who are committed to the institutions core values of honor courage and commitment in service to the country. Recruit training is organized by Regiment; within the Regiment there are several components such as Battalion, Company, Platoons, Squads, and Fire Teams. Marine Corps Recruit Training San Diego uses the five functions of organizational management, which are planning, leading, organizing, staffing, and controlling (Reilly, M. , Minnick, C. , & Baack, D. 2011) in order to provide America with the finest fighting force in the world. During this paper, I will describe the organizational management of recruit training and how we incorporate each specific function to successfully provide trained Marines to defend our nation, win battles, and defend our reputation as America’s force in readiness. Planning is a integral part of organizing recruit training. It all starts with the actual recruiting process. R ecruiting consist of projecting the amount of marines that will go to recruit training. Recruiters are strategically located in areas based off their strengths and backgrounds, usually placed in areas in which they are familiar with the cultural backgrounds. Doing this provides leverage to successfully communicate and bond with those seeking to join the Marine Corps. Planning requires assessing the environment, determining goals for the organization, developing plans to achieve specific goals, and allocating resources (Reilly, M. , Minnick, C. , & Baack, D. , 2011). Assessing the environment for recruiters is to actually understand the demographics of the actual area in which they work in. Areas such as political, social trends, economic conditions, technical changes, and competitive forces effect recruiting and planning for recruit training. They can use political reasoning as a tool to actually recruit young men and women to join; often using what the Marine Corps has to offer as a selling point. Education, pride in belonging, physical fitness, adventure, patriotism, professionalism, compensation, healthcare, and retirement are a few selling tools used to attract those who desire direction and life-altering changes. The shipping schedule is usually determined by the amount of recruits are going to be attending training. Based off the training matrix, which is broken down into quarters, usually around when kids are graduating high school, the shipping will be high, due to those who discussed joining after graduation. The winter months are slow based off holidays, and kids in school, and a few months after graduation, there is a moderate shipping schedule. These are the kids that decided to either go to school or work first, and either dropped out, worked first and decided they wanted something different, or the ones that decided to stay home and finally desire some direction. One area that would effect recruiting and planning for recruit training would be politics and the economic condition. For example, recruiting during a time of war actually saw no decrease in those wanting to join the Marine Corps. The Marine Corps plans for workshops for educators to actually get an inside view of the rarely seen training of Marines. At the Marine Corps workshop, teachers, school officials and board members meet Drill Instructors, watch Marines in physical training and grab chow at the mess hall with Drill Instructors and recruits in which it does promote enlisting (Becker, A. , 2007). The economy also plays a major role in the ability to recruit those wanting to join the Marine Corps. When the unemployment rate is high, recruiters use job stability as a tool to land contacts in the Marine Corps, as the military provides a solid compensation plan, as well as retirement, medical, and housing benefits, as well as education. Determining organizational goals for recruit training is to establish a training environment that is predicated upon an a intensive twelve week entry-level training program designed to transform recruits into Marines through thorough indoctrination of Marine Corps history, customs, and traditions by imbuing them with mental, moral, and physical condition necessary for successful service to Corps and Country. This is similar to a mission statement, which expresses a clear and concise reason for why the organization exists (Reilly, M. Minnick, C. , & Baack, D. , 2011). To achieve these objectives, a plan must be created and followed to strategically accomplish the mission. The strategy is to foster character development, discipline, military bearing, esprit de corps, and Marine Corps common combat skills. Character development would be instilling and understanding the belief in corps values of honor, courage and commitment and those principles essential to values-based off decision mak ing, while stressing teamwork along with leadership. To achieve a state of discipline would be insuring respect for authority, instantaneous obedience to orders, and self-reliance to maintain those traits that exemplify a Marine which are obedience, fidelity and zeal. Military bearing is properly maintaining and wearing the uniforms as well as demonstrating military presence and personal awareness that Marines are Marines twenty-four hours a day seven days a week; and an always maintain a high degree of personal hygiene. Esprit de Corps is to instill the warrior ethos, which inspires mental and physical toughness, devotion, pride, initiative, determination, and an intense desire to work with and for others towards excellence in achieving common goals. Marine Corps Common Combat Skills assist in achieving mastery of and proficiency in basic common skills such as rifle handling, hand to hand combat, customs and courtesies, marine corps history, swim techniques, close order drill, and basic warrior field training. Leading is extremely important to recruit training, as it is the foundation of developing Marines. â€Å"Leading means motivating, coordinating, and energizing individuals and groups to work together to achieve organizational goals† (Reilly, M. , Minnick, C. , & Baack, D. , 2011). Recruit training has several layers of authority between the recruit and top level management in which is favors a mechanistic organizational structure. Within Recruit Training Regiment, there is Drill Instructor School, and Series Commanders Course. These courses are designed to develop Marines to become Drill Instructors and Officers capable of earning the title to train recruits. In order to become a Drill Instructor, one must complete a thorough mental, physical, financial, and moral screening before attending. The tour is regarded as one of the most intense demanding and important duties in the U. S. Armed Forces, as it is critical due to it being the spearhead of making Marines. Becoming a Marine Corps Drill Instructor is considered the most oveted as only the top two percent of the Marine Corps completes this tour of duty. It requires a vast amount of leadership as it requires a high level of commitment in order to achieve extraordinary results which require vision, trust, courage, passion, coaching, developing others, intensity, love, and even serving as a parent figure (Reilly, M. , Minnick, C. , & Baack, D. , 2011). Drill Instructor duty is approximately a three-year commitment, starting with Drill Instructor School, in which you are required to at least be a E-5 (Sergeant) to attend. Days usually start at 0400 and end around 1930 at times going longer due to additional duties such as clean up or recruit evening observation. The course is designed to practice effective time management and is a leadership school focused on further development of student’s leadership abilities and potential in which the main effort converges on the concepts of positive, concerned and ethical leadership. In order to pass Drill Instructor school, each Marine must display the mature use of power, motivation, effective teamwork, and good communication skills. Due to the extreme tempo of the course, Marines are required to comprehend knowledge of basic military subjects that will be covered in recruit training as well as learn the directives and regulations and procedures governing recruit training. Lastly, they must be physically fit in order to lead recruits during daily physical training. This is one of the most visible illustration of leading by example, as preparation is important as it ensures confidence through endurance and agility. The conditioning program is designed to develop four components, strength endurance, agility, and coordination. The program is progressive in nature, as Marines attending are required to run three miles in less than 23:00, complete 10 or more dead hang pull-ups, and complete 80 or more crunches in a two minute time frame. The reasoning for the high standards is to insure Marine Corps Drill Instructors are the finest Marines capable of providing direction for what needs to be accomplished, ensuring people do their jobs to the best of their abilities, and train people though personal example by motivating and inspiring them to be leaders. Leadership consists of several layers, regiment, battalion, company, platoon, and squad. For the purpose of leading, let’s discuss the Company level. Company level leadership consist of six to seven platoons, with the leadership consisting of a Company Commander, two Series Commanders, Company First Sergeant, two Chief Drill Instructors (one lead and one follow series), six to seven Senior Drill Instructors, twenty to twenty six green belt Drill Instructors. Each series has three to four platoons, each platoon has one Senior Drill Instructor with three green belt Drill Instructors. The Company Commander is in charge of all Instructors with the responsibility to enforce higher headquarters command intent, along with safety and enforcing adherence to the standard operation procedures of Recruit Training. Series Commanders are responsible for overall safety and training facilities of Recruit Training, as they report to the Company Commander of any violations to the standard operating procedures. A Company First Sergeant is responsible for all enlisted matters, and is the senior enlisted advisor to the Commanding Officer on all matters pertaining to recruit training and administrative actions. Chief Drill Instructor is responsible for all Senior and green belt Drill Instructors, acting as a supervisor of daily routines; he is similar to a manager in a company with multiple training cycles and experience. This billet is reserved for the most experienced and qualified Marine in the Company. Senior Drill Instructors are actually training and developing Marines in which they have the unique bond and responsibility to insure green belts do not push recruits beyond their physical and mental abilities. They act as the father figure, that recruits can share their personal problems with in order to complete recruit training. The Senior Drill Instructor is similar to a platoon Sergeant, responsible for everything that happens within the platoon. Green belt Drill Instructors are the backbone, in which they instill discipline, instant obedience to orders, and stress. The recruit learns everything from green belts such as how to eat, hygiene, communicate, fight, wear uniforms, military customs history and courtesies, and overall conduct of recruit training. Leading in Marine Corps Recruit Training is defined â€Å"as one’s ability to inspire and motivate a group of Marines to accomplish a mission† (Avalle, M. , 2008). This includes assisting Marines to achieve the highest level of performance in their duties, as well as influencing positive behavior and daily commitments to inspire success. Organizational structure of recruit training is into a Recruit Training Regiment (RTR), which has a battalion, company, platoon, and squad. The Recruit Training Regiment is composed of three training battalions and one support battalion, which are highly mechanized employing formalization and standardization. The infrastructure of the training environment features â€Å"highly routine operating tasks typically grouped together into functional departments with high formalization, central authority, and the decision making flows through a chain of command† (Reilly, M. , Minnick, C. , & Baack, D. , 2011). The Regiment Headquarters consist of staff sections ranging from administration to operations and logistics staffed to provide command and control of the subordinate battalions and Drill Instructor School. As discussed before, DI school further develops the knowledge, command presence, physical condition, leadership, and instructional abilities of selected staff non-commission officers, non-commissioned officers to successfully perform the duties of a DI. Support battalion provides subject matter expertise in direct support to RTR in its overall mission of making Marines. They conduct receiving and processing administration, medical and physical rehabilitation conditioning, instructional training and evaluating of academics, water survival, and martial arts. Support Battalion has a special training company (STC), recruit processing company (RCP), and instructional training company (ITC). The Regiment is designed by organizing by task and authority relationships that allow Marines to work together to achieve the goal of making Marines, broken down into three tasks; job design, departmentalization, and establishing organizational structure (Reilly, M. , Minnick, C. , & Baack, D. , 2011). An example of job design is how STC is departmentalized into several functional areas. Physical conditioning platoon, evaluation holding platoon, basic marine platoon, and medical rehabilitation platoon. MRP and PCP have the responsibility of medical rehabilitation in case of injury or medical illness and are unable to continue training. Instructional training company provides academic, Marine Corps martial arts program training, combat water survival, and monitors all academic testing. They also support special training company to speed the recovery of recruits who are on medical recovery. Recruit training battalions consist of a headquarters company and four training companies that conduct prescribed training for recruits. Headquarters has several functional areas in which they support the training companies. For example, First Battalion has a headquarters and four training companies, Alpha, Bravo, Charlie, and Delta. â€Å"The intended outcome of organizing is to create an organizational structure which is a formal system of task and reporting relationships that coordinates the activities of members so that they work together to achieve organizational goals† (Reilly, M. , Minnick, C. , & Baack, D. , 2011). The organizational structure uses a chain of command, service and operational. The Service chain begins with the President, through the Secretary of Defense, and continues through the Secretary of the Navy and Commandant of the Marine Corps (Rhodes, J. , 1998). The operational chain runs from the President, through the Secretary of Defense, directly to the Commanders of combatant and training commands for missions, training and forces assigned to their commands. Staffing of Recruit Training includes â€Å"recruiting, selecting, training, evaluating, compensating, and disciplining of employees within the organization† (Reilly, M. , Minnick, C. , & Baack, D. 2011). As discussed earlier, the organization starts with the recruiting process, in which qualified Marines are enlisted in the Marine Corps. Selecting the finest, most qualified Marines is also an extremely important function in Recruit Training. The selection process includes the level of training required to execute the job successfully, experience, special skills (technical and physical), personality characteristics, and legal requirements to qualify. Drill Instructors are required to be mature, as they have to be at least a E-5 to become eligible to train Marines. Top-level leadership is responsible for the intense scrutiny of each Marine selected to attend Drill Instructor School, as there is a high attrition level of graduating 85% as some are fail to meet the standards and rigors of training. Reasons include but not limited to not meeting the physical and physiological demands, failing to adjust, medical injuries to include stress fractures and extremity injuries, and various other administrative and disciplinary reasons. Officers and enlisted are held to the highest standers of personal conduct, morality, and professional skills. Commissioned officers dealing with enlisted members, officers are required to â€Å"base your relations with enlisted personnel upon the same mutual respect as you base your relations with your fellow officers. The measure of respect you inspire in your enlisted personnel is your measure of success as an officer† (Darcey, P. , 2012). The training and evaluating process, all marines are governed by the Uniform Code of Military Justice system and Standard Operating Procedures manual for recruit training. The UCMJ and SOP act as the formalized rules and regulations in which all Marines are required to adhere to. Through these manuals, each Marine has a specific boundary of responsibility and delegated authority in which Marines are disciplined by superiors for violating rules. The evaluation process is how successful one is at salvaging substandard recruits, performance of all training events to include drill, marksmanship training, physical fitness scores, and academic evaluation scores. Compensation consist of rewarding Marines by successfully scoring high in all functional areas of recruit training without violating the rules. Performance appraisals are done by the top-level leadership. Marines are recognized at the end of each cycle by various awards that promote advancement in higher responsibilities, such as advancing in billets, distinguished as the Honor platoon, which is the best platoon in the Company, Moral leadership award which is the best Drill Instructor that assisted in the over all advancement of the Company, or Dan Daly award which is awarded for being the hardest working Drill Instructor. Incentives encourage superior performance, as well as breed healthy competition for Marines to strive for excellence. Performance evaluation also assists in identifying areas of weakness and strengths as they allow an opportunity to assist in improving the overall development of each Drill Instructor. One area unique in nature is every three months, leadership changes along with Drill Instructor teams. This allows the leadership to equally balance out teams lacking in certain areas of experience. Control in recruit training establishes accurate measuring and monitoring systems to evaluate how successful each Battalion and Company achieves its training goals. The standards of control process consist of four steps which are establish and receive standards set in the planning process, measure performance at the strategic, tactical, and operational levels, compare performance outcomes with the standards that were met, and making decisions (Reilly, M. , Minnick, C. , & Baack, D. , 2011). Supervision in recruit training is essential to the success of developing Marines. This allows superiors to ensure training objectives are met through supervision, if they standards are not met; they are able to swiftly distinguish things that are failing to improve the training environment and ways to actually improve those standards. Measuring performance in physical fitness, academics, physical injuries, marksmanship, close order drill scores, combat fitness scores, and various other productivity and efficiency accurately displays the performance and effectiveness in the control process. Company wide process is evaluated by the top level, such as the Company staff which is the Commanding Officer, Series Commanders, Company First Sergeant, and Chief Drill Instructors. Departmental levels include Senior Drill Instructors and their fellow Drill Instructors within their actual platoon. Standards are compared by evaluating the performance based off fellow companies in the Battalion. As stated before, there are four companies in a battalion. All companies report statistics to higher headquarters, which is at the battalion level. Performance data is gathered and compared to fellow companies and battalions. This gives a average, using ratios by adding all companies together and dividing by the total companies in the battalion. Either the company greatly exceeds the standards, the standard was met, was slightly missed, the standard was missed, or was grossly missed, (Reilly, M. , Minnick, C. , & Baack, D. , 2011). Appraisals are extremely important in the controlling process as it allows for management to make decision in which poor performance will be mitigated and address, and good performances will be recognized, shared and awarded. This process works as a feedback tool of what worked and failed in management of Recruit Training in which standards allow the progression of effective organizational systems at each level. In closing, Recruit Training incorporates organizational management practices of planning, leading, organizing, staffing, an controlling to successfully train Recruits, Officers, and Drill Instructors. Planning is the beginning phase and important to establish directions for goals to be met, which was unforeseen and projected. Controlling is the process of supervising performance against established goals as well as developing unique methods to take action in maintaining and improving performance within the organization. Organizing is forming Marines to gather resources; knowledge and experience to create products and services in an effective efficient manner in order to successfully execute the mission of Recruit training. Planning was the systematic process in which supervisors make critical decisions about future training and key objectives the Recruit Training environment strives to achieve. And lastly, staffing is the effective organization of Marines joined as a team to successfully engage them to achieve organizational goals. Through organizational management, recruit training continues to function as a well-designed training environment, able to validate our force in readiness as America’s finest fighting force.

Wednesday, October 23, 2019

Pirates: Piracy and Golden Age

Josh Davis FYE 102 Paper 1 9/28/2012 Golden Age Pirates vs. Modern Day Pirates Piracy has been around before the time of the pyramids. Once merchant ship began to deliver goods to other countries, others realized the financial gain that could be made by stealing those goods and selling them themselves. Pirates have ruled the seas at different times. Once Europeans settled in the American colonies, pirates plundered towns along the coast and attacked almost every ship they came in contact with. During the 18th century, wars gave rise to privateering; a legal form of piracy.But, after the War of 1812, this was no longer tolerated. Government put an end to most piracy but, today there are still pirates. By comparing the pirates of the Golden Age with the pirates we have today, we can gain knowledge of how piracy has evolved and changed. Execution was and still is an honored method of dealing with pirates. Merchant ships have always found themselves victim to pirates. In November 1998, p irates hijacked a ship off the Chinese coast. Its name was the Cheung Son. After binding and gagging all the crew members, the pirates killed them and threw their bodies overboard.This ship and its cargo were never seen again. Police eventually discovered pictures of pirates celebrating onboard the Cheung Son. They arrested all thirty-eight pirates. A court found all guilty. Thirteen were sentenced to death, one to life in prison, and the rest were sentenced to twelve years. During the Golden Age, many pirates were hung or executed in some way. After Captain William Kid was hung, his body was tarred and placed in an iron cage. The government put it on display as a warning to other pirates. Likewise, another pirate, named Edward Teach, had his decapitated head put on display as a warning also.Punishment was and is a rarity for pirates. Often, pirates escape with their â€Å"treasure†. Golden Age pirates and Modern day pirates share three requirements to flourish. Both need a p lace to sail where the rewards are substantial. During the Golden Age, the only way to transport goods was by ship. This gave pirates access to an unlimited amount of goods and treasures. Today, small high-speed vessels can easily catch up to larger vessels. The plunder is equally rewarding, but easier to convert into cash. Both generations of pirates need hunting grounds where the risk of detection is small.Golden Age pirates patrolled near Africa, the American and European coast, and as far north as the Caribbean. Today’s pirates thrive off the coasts of Africa and South China. Finally, they both need a safe haven. Port Royal offered a safe place for Golden Age pirates to stay. Many of Indonesia’s islands provide a safe haven for today’s pirates. Weaponry and Technology are very different today than three hundred years ago. Swords and muskets were the weapons of choice for Golden Age pirates. Today, pirates wield automatic rifles and modern communication techn ology.Past pirates used wooden ships with large crews and used cannons to defend their ships. Today’s pirates used small fast boats with small crews. Golden Age pirates attacked any ship that crossed their path, â€Å"crime of opportunity†. Today’s pirates plan their attacks and select victims before they even leave shore. â€Å"The truth is that modern piracy is a violent, bloody, ruthless practice†¦ made the more fearsome by the knowledge on the part of the victims that they are on their own and absolutely defenseless and that no help is waiting round the corner† Captain Jayant Abhyankar, Deputy Director of the International Maritime Bureau 1999.This statement still held true during the Golden Age. Efforts to end piracy began during ancient times. This Island of Rhodes was the first to include piracy in their maritime laws. In the Golden Age almost every nation had established maritime laws. Sir Charles Hedges, a judge of the British Admiralty Cour t during the late 1600’s, says â€Å"pirates are thieves who seize a ship and/or its cargo through violent means upon the sea†. Despite many legal attempts to stop piracy an international definition of piracy did not exist till 1958.Article 15, 1958 Geneva Convention of the High Seas and Article 101, 1982 UN Convention on the Law of the Sea defines piracy as â€Å"a violent seizure on the high seas of a private ship or the illegal detainment of persons property aboard said ship for the purpose of private gain, nor can a government commit an act of piracy†. Piracy in the Golden Age devastated the trade economy. Hundreds of ships carrying numerous amounts of goods were plundered. Today, piracy hardly dents the two trillion dollar a year shipping industry. In 1997 losses amounted to â€Å"$. 32 for every $10,000† J.Gottschalk. This leaves little financial incentive for companies to deal with the problem. Violence was and is still very common amongst pirates. No one knows for sure show many people were murdered by Golden Age Pirates but, its number was staggering. Modern day pirates have left a dent themselves. During a five year period the UN High Commissioner said that an estimated 2,283 women were raped and 592 people were kidnaped. This was in Vietnamese alone. In 2000 there were 182 ships that were attacked. Almost half were in the South China Seas according to the Worldwide Maritime Piracy.Captain Abhyankar wrote in An overview of Piracy Problems; â€Å"A total of 202 incidents were reported in 1998. The majority of these attacks were violent. At least 79 persons have been killed and 35 injured during piracy†. Clearly piracy is still a problem. Piracy is as much of a problem today as it was years ago. Pirates of the golden age and pirates of today are more similar than not, but, they do have differences. We have seen that pirates need three common requirements to thrive and their differences in weapons and technology.Piracy has been around for too long and needs to end. Work Cited Abidi, Shahkar. â€Å"Piracy puts trade in choppy waters,† DNA 12 April 2012 Baldwin, James. â€Å"Dodging Pirates in Southeast Asia,† SailNet, 1 March 2002 â€Å"Drop in Piracy Incidents,† Portsworld. com Malaysia, 25 July 2005 Ellis, Eric. â€Å"Singapore’s New Straits: Piracy on the High Seas is on the Rise in Southeast Asia,† Fortune International (Asia Edition), 148:6 (29 September 2003), p. 24 www. cindyvallar. com. â€Å"Pirates and Privateers the History of Maritime Piracy†, 2006

Tuesday, October 22, 2019

The Eradication of Smallpox essays

The Eradication of Smallpox essays Although it has taken a huge collective effort by many individuals and nations, the eradication of smallpox was mainly brought about by the pioneering efforts of Edward Jenner. Smallpox had been killing humans for over 3000 years and has been referred to as one of the greatest all-time scourges to mankind. One of the first known efforts to fight this horrible disease by immunization was in China where powdered scabs of smallpox pustules were blown into the nostrils of healthy persons through a tube. This method of immunization was called variolation and involved taking samples (which consisted of vesicles, pus from pustules, or ground scabs) from patients who had a mild form of the disease and inoculating the material into other persons through the nose or skin (Hopkins 24). The practice of variolation came to Europe from the East at the beginning of the 18th century by Lady Mary Wortley Montague, and English aristocrat. Lady Montagues husband was an ambassador to the East for England and while in Istanbul, she observed their method of variolation. She was so impressed by the Turks method that she had her 5-year-old son inoculated then her 4-year-old daughter when they returned to England. This was the first variolation performed in England (Hopkins 38). This method of variolation slowly gained general acceptance throughout all of Europe, although it had varying degrees of success. A portion of patients treated with variolation became ill with smallpox and subsequently died from the infection or started a new epidemic, and thus there was a fear that the inoculation did not provide immunity, but just provided infection. A few innovative scientists saw that there must be a better way to provide immunity, and Edward Jenner saw this better way in a correlation between cowpox and smallpox that eventually dubbed him the father of the smallpox va ...

Monday, October 21, 2019

science rules essays

science rules essays Prepare for Tomorrow Today If everyone had known the importance of their future, they could have comprehended better the value of preparation in early life. A college education may have seemed out of reach for some individuals, who struggled in high school. A factory job or assembly line position was a more realistic goal to achieve. Throughout their childhood there was a dream of having a mansion, or a fancy car. Money was the center of their interests. They learned as they got older that these things were harder to accomplish than they imagined. People had to work long, tedious hours when they were young to get ahead for the future. There was the reality of a price to be paid in early life, but what they benefited later would be more than they could ever fathom. They would have to remember to work hard, and prove to others that they were a worthy people to take note of. This was only the beginning, however. They had to strive to do well in the community and in their place of employment. Even the little things that seemed insignificant made a bigger difference in later life. There were times when that nothing job they had meant something more later on. They could have never known when that past job supervisor could have been a place of reference for a job opportunity or an advancement. There should be a certain part of people that is devoted to their education. This will be something that will be noted later in college, or sometimes in the job that was so important for them to have. The studying may have been a little stressful at times, but if people had not learned to balance their schedule at a young age how would they cope as adults with a family, and occupation? It was a long hard road, however, the fruits of labor would be endless. Their education had much worth, and was the foundation of their future. ...

Sunday, October 20, 2019

Grammarian Definition and Examples

Grammarian Definition and Examples A grammarian is a specialist in the grammar of one or more languages: a linguist. In the modern era, the term grammarian is sometimes used pejoratively to refer to a grammatical purist or prescriptivistone whos primarily concerned with correct usage.According to James Murphy, the role of the grammarian changed between the classical era (Roman grammarians seldom ventured into the field of prescriptive advice) and the Middle Ages (It is precisely on this issue that medieval grammarians strike out into new areas) (Rhetoric in the Middle Ages, 1981). Observations Edward SapirThe man who is in charge of grammar and is called a grammarian is regarded by all plain men as a frigid and dehumanized pedant. It is not difficult to understand the very pallid status of linguistics in America.H.L. MenckenMore than once, plowing through profound and interminable treatises of grammar and syntax during the writing and revision of the present work, I have encountered the cheering spectacle of one grammarian exposing, with contagious joy, the grammatical lapses of some other grammarian. And nine times out of ten, a few pages further on, I have found the enchanted purist erring himself. The most funereal of the sciences is saved from utter horror by such displays of human malice and fallibility.Umberto EcoWhen the writer . . . says he has worked without giving any thought to the rules of the process, he simply means he was working without realizing he knew the rules. A child speaks his mother tongue properly, though he could never write out its grammar. But t he grammarian is not the only one who knows the rules of the language; they are well known, albeit unconsciously, also to the child. The grammarian is merely the one who knows how and why the child knows the language. Donatus, Roman GrammarianThe discipline of grammar developed parallel with that of rhetoric during the Hellenistic and Roman periods, and the two often overlapped. Grammar schools provided training necessary for a student before he entered a school of rhetoric . . .. The most famous Roman grammarian was Aelius Donatus, who lived in the fourth century after Christ and whose works were the basic grammatical texts for the Middle Ages...The Ars Minor of Donatus, his most read work, is limited to discussion of the eight parts of speech... but his fuller Ars Grammatica goes beyond strictly grammatical subjects to discuss, in Book 3, barbarism and solecism as faults of style as well as a number of ornaments of style also discussed by rhetoricians...Donatuss treatment of tropes and figures had great authority and was substantially repeated in handbooks by the Venerable Bede and other later writers. Since grammar was always more widely studied than rhetoric, and often out of Donatuss text, hi s discussion insured that these ornaments of style were known in later centuries even to students who did not study rhetoric as a separate discipline. Robert A. Kaster[In late antiquity, the] grammarian was, first, the guardian of the language, custos Latini sermonis, in a phrase of Seneca, or guardian of articulate utterance, in the description of Augustine. He was to protect the language against corruption, to preserve its coherence, and to act as an agent of control: thus, early in his history, we find the grammarian claiming the right to limit the grant of citizenship (civitas) to new usages. But by virtue of his command of the poetic texts, the grammarians guardianship extended to another, more general area, as guardian of tradition (historiae custos). The grammarian was the conservator of all the discrete pieces of tradition embedded in his texts, from matters of prosody (to which Augustine refers in his characterization) to the persons, events, and beliefs that marked the limits of vice and virtue.The two realms of the guardianship thus answered to the two divisions of the grammarians task, the knowledge of speaking correctl y and the explication of the poets...

Saturday, October 19, 2019

Compare and Contrast Essay Example | Topics and Well Written Essays - 750 words - 4

Compare and Contrast - Essay Example Dieting is a very common method adopted for weight control. Most people go with this option because skipping meals apparently seems easier than doing physical workout. Besides, skipping meals has an obvious and quick effect on the body. The concept behind dieting is this; since the body does not get the required nutrients and nutrition, it uses stored energy in the body in the form of fat to self-address its needs. Consumption of this stored energy results in fat loss and accordingly, weight loss. Dieting has many different forms in addition to skipping of meals. These days, a lot of diet programs have evolved that are marketed over social media and the Internet. Some of these programs are based on the consumption of a special kind of tea or medicine while other programs suggest diet plans that can be followed by the interested people. The basic concept is to limit the consumption of fat and carbohydrate in meals, boost the metabolism, and burn the calories. Exercise is another very common method adopted for weight control. This method is based on physical workout. Exercise certainly appears to be more strenuous and physically demanding compared to dieting not only because it involves physical exertion and use of muscles, but also because results take longer to show up than they do in the case of dieting. The concept behind doing exercise is to burn off the calories stored in the body in the form of fat. As an individual runs, stored energy is consumed and fat burns off. Intensity and type of exercise can vary from one person to another depending upon the level of fitness desired, age, gender, and physical stature. Normally, young males do the most intense physical workouts compared to people of all other age-groups. People do exercises in a variety of ways. Some people go to gym regularly. Other people do walk, running, or jogging. People either go to the jogging tracks or use treadmills. While dieting apparently seems easier than doing exercise, in many cases , it might be more difficult and worse than exercising daily. Highly motivated people start doing dieting by missing meals, but as their hunger increases and the motivation starts to subside, they allow themselves to eat. Since they had not eaten for a long time as a result of skipping a meal, they end up eating more than they would have eaten otherwise combined in the two meals. So skipping meals essentially becomes only delaying meals only to end up eating more than usual. Dieting consumes stored energy as a result of which, the person looks very lazy and worn out. Skin becomes lose and the person looks aged and tired even if he/she manages to lose some weight with dieting. These are only some of the disadvantages of dieting. Many diet programs that have surfaced in the recent years are ineffective and their marketed products are actually bad for health. On the other hand, physical workout is a very good exercise routine with multiple advantages. Physical workout not just helps an individual lose weight, but it also makes the individual look fresh and young. Physical workout boosts body metabolism and increases the circulation of blood in all organs of the body. This has a clear and obvious beneficial effect on the functions of the body. Comparing the two options of weight control, exercise far exceeds dieting in effectiveness and advantages. However, neither of the two methods can be considered as alone effective and sufficient in

Friday, October 18, 2019

Ass4 Coursework Example | Topics and Well Written Essays - 250 words

Ass4 - Coursework Example This mountain later came to be known as â€Å"Mount Kailash†. To some people, the similarity between Mount Meru and Mount Kailash has a spiritual aspect. Shiva Samhita says that their lies a Mount Meru in one’s body and only a true yogi can identify it. Certain religious pilgrims, who visit Mount Kailash, view it as a spiritual, and not a cosmological centre. A ‘kora’ is a religious practice in Tibetan. In this practice, one has to go around Mount Kailash to wash your sins and to gain enlightenment. Hence, the word pilgrimage, ‘nekorwa’, in Tibetan, means ‘making circles about holy places’. Various different ways of doing a ‘kora’ are adopted. Some people sponsor a ‘kora’ for the person who actually travels around Kailash and the blessings of this act are shared by both. Some people may complete the ‘kora’ in a day. But to gain enlightenment, you must be, spiritually, in contact with God. Answer- Hindus believe that the act of completely immersing oneself in Lake Manasarovar leads to one’s incarnation as God. Tibetans, on other hand, do not bathe in Lake Manasarovar because they do not like to dirty the holy water. Dolma La is the highest point in Kailash kora. Along the path to Dolma La, stones are stacked by pilgrims. These stones represent Mount Kailash. ‘Dolma’ is said to be the one who guided the first person to reach Dolma La. A boulder is worshipped at the place where she

The Causes of Suicide in the Military Research Paper

The Causes of Suicide in the Military - Research Paper Example (Alvarez) It is evident from the graph that the suicide rate has been almost doubled in 2008 compared to the 2003 statistics. In any case, one thing is for sure; suicide rates among American military personnel are growing rapidly in recent times because of various reasons. Even though military authorities are trying hard to reduce the suicide rates among soldiers, so far they failed to do so because of the complex reasons associated with suicides in military. This paper analyses the causes and effects of suicides in American military. Suicide rates among American military personnel have been more than that among American civilians in recent times. The above fact clearly suggests that there should be some specific reasons to the increased suicide rates among soldiers. The interpersonal-psychological theory of suicide proposes that three necessary factors are needed to die by suicide: feelings that one does not belong with other people, feelings that one is a burden on others or societ y, and an acquired capability to overcome the fear and pain associated with suicide (Bryan, et al. p.1044). Feelings that one does not belong with other people seems to be the major reason for increasing suicide rates among soldiers. ... Socializing is an essential activity required for each human being to maintain a stable mental health. Military life provides less diversity for socializing activities. It should be noted that in normal life a person’s socializing habits takes place in a diverse environment; socializing with family members, socializing with relatives, socializing with peers, socializing with opposite sex, socializing with friends etc. On the other hand, in military life, socializing is only a one way traffic; socializing between the soldiers and that also only on specific occasions. Thus feelings of loneliness or feelings that one does not belong with other people may increase among soldiers, which may finally develop frustrations and subsequent suicide attempts. Feeling of unworthiness or feeling that one is a burden on others or society is another reason for suicide tendency among soldiers. As mentioned earlier, military life provides only limited opportunities for family life as far as a so ldier is concerned. A soldier may not be able to fulfill his family and social commitments while working in the military. The failure to fulfill these commitments may generate feeling of unworthiness among soldiers. Such feelings can also cause the development of suicide tendency. Acquired capability to overcome the fear and pain associated with suicide is the third major reason for increased suicide rates among military personnel. It should be noted that soldiers are brave people and they are engaged in acts like killing of enemies. In other words, killing or dying is not a fearful act for them. Thus when the feeling of unworthiness develops, soldiers are not hesitant in committing suicide. Army

Thursday, October 17, 2019

Was The Black Panther Party a successful force for change during the Essay

Was The Black Panther Party a successful force for change during the civil rights years - Essay Example its aims and policies (Wikipedia.org), rejecting armed resistance and instead focusing on tackling matters relating to social, economic and political inequality not only of African Americans, but also other minority groups in the country. The BPP efforts, however, were not only unappreciated, but also vehemently opposed by the government, Federal Bureau of Investigation {FBI} and the police, resulting in its unfortunate and untimely demise after a promising span of just 14 years. While it lasted, the BPP undoubtedly represented a successful force for change during the civil rights years. The general situation refers to the circumstances prevailing in the country since the Civil War ended. The War, hailed as the destroyer of slavery of blacks after having suffered years of oppression, did not in fact result in the anticipated assimilation of blacks into American mainstream society. Oppression of blacks continued in the form of Ku Klux Klan atrocities, widespread lynching of blacks and the de facto refusal to grant them all civil rights. Blacks responded by non-violent means, forming representative organizations to put forward their protests. The National Association for the Advancement of Colored People {NAACP} was created to foster assimilation of blacks into mainstream American society. The Universal Negro Improvement Association {UNIA} headed by Marcus Garvey was established to foster independence of blacks. Not only did these associations prove ineffective, the response of white Americans – violent, suppressive and unbending – showed no signs of com promise. Blacks continued to live in oppression in the United States (Blackpanther.org). The specific situation followed the groundbreaking Civil Rights Act that the United States Congress enacted in 1964. It prohibited racial discrimination in public facilities. The Act was the culmination of the Civil Rights Movement spearheaded by Dr. Martin Luther King Jr. – a struggle that involved nonviolent blacks being

Research Plan Essay Example | Topics and Well Written Essays - 1000 words

Research Plan - Essay Example These trading companies, once in a foreign land, used to try influencing the ruling class in order to strengthen their business goals. Gradually these companies also succeeded in capturing power in those countries, thus giving rise to the practice of imperialism. This practice also led to many wars around the world resisting the imperialistic trends. But the recent trend is different from the imperialistic trends. Now the liberalisation policies have opened up the turf for competition from all around. With multinational companies reaching out to almost all parts of the world, the smaller domestic companies have started feeling the competition. To study this phenomenon we will; 2. How the e-business saga emerged in the developed world followed in quick succession by the developing world nations. Asian region and some of the so-called lesser developing nations have emerged as key players in this globalisation regime. E-Business or online business activities are closely linked to the process of industrialisation, computerisation, IT penetration and overall development of the country’s economy. Developed nations in the western world have played a leading role in such matters; therefore, it is quite natural that these economies played a key role in the development and proliferation of e-business activities. But as the profit margins started shrinking, the economies of scale coupled with the size of the available market started becoming major factors in carrying forward the e-business opportunities. The Asian region led by countries like China and India, with billions of population and an equally dependable IT infrastructure started attracting the multinational companies (MNCs). On the one hand these MNCs started depending on the Asian region for production of goods and services because of lower production costs, on the other hand the availability of huge market also became an

Wednesday, October 16, 2019

Mini-Analysis Paper Research Example | Topics and Well Written Essays - 750 words

Mini-Analysis - Research Paper Example This is because as college men, it is important that students will be offered every available opportunity to engage in learning (Vianden, 2009). By exploring the college men’s perceptions about interacting with faculty beyond the classroom, it is becomes possible to understand ways in which this form of learning oriented interaction can be improved. It is therefore important that the questions are well diversified to identify key factors that hinder out-of-class interaction because until such factors are known, it will be difficult to try to improve interaction outside the classroom. The qualitative methodology used in the study was basic interpretive qualitative study. According to the researcher in the study, â€Å"such a design is utilized when researchers are interested in exploring and understanding participants’ perspectives and perceptions† (p. 227). Meanwhile, the researcher’s approach was to undertake a qualitative research. The rationale for selecting basic interpretive qualitative study can be said to be directly linked with the definition given to qualitative research by Diriwà ¤chter & Valsiner (2006). This is because qualitative method was noted to be suitable when a researcher seeks to develop deeper understanding about a given topic and understand how people make meaning of experiences related to the topic. As part of the basic interpretive qualitative study, the researcher used in-depth interview as the major approach to data collection. This approach was helpful in ensuring that the researcher could collect very detailed qualitative opinions and ideas of respondents concerning the topic at hand. Having said this, the researcher could still have used a focus group method to gain even more data than was gathered. Specifically, focus group would have made it possible to collect behavioral data that would have been very important for understanding the issue and for decision making purposes (Seidman, 2013). The writing presented in the

Research Plan Essay Example | Topics and Well Written Essays - 1000 words

Research Plan - Essay Example These trading companies, once in a foreign land, used to try influencing the ruling class in order to strengthen their business goals. Gradually these companies also succeeded in capturing power in those countries, thus giving rise to the practice of imperialism. This practice also led to many wars around the world resisting the imperialistic trends. But the recent trend is different from the imperialistic trends. Now the liberalisation policies have opened up the turf for competition from all around. With multinational companies reaching out to almost all parts of the world, the smaller domestic companies have started feeling the competition. To study this phenomenon we will; 2. How the e-business saga emerged in the developed world followed in quick succession by the developing world nations. Asian region and some of the so-called lesser developing nations have emerged as key players in this globalisation regime. E-Business or online business activities are closely linked to the process of industrialisation, computerisation, IT penetration and overall development of the country’s economy. Developed nations in the western world have played a leading role in such matters; therefore, it is quite natural that these economies played a key role in the development and proliferation of e-business activities. But as the profit margins started shrinking, the economies of scale coupled with the size of the available market started becoming major factors in carrying forward the e-business opportunities. The Asian region led by countries like China and India, with billions of population and an equally dependable IT infrastructure started attracting the multinational companies (MNCs). On the one hand these MNCs started depending on the Asian region for production of goods and services because of lower production costs, on the other hand the availability of huge market also became an

Tuesday, October 15, 2019

Modification and Justification of SLA Essay Example for Free

Modification and Justification of SLA Essay The physical protection of Finman’s data will need to be protected by proper configuration and setup of data network infrastructure. Both thirds parties will need to ensure ACL systems are set and configured to ensure access and data flow is running properly. There is to be granted access to only privilege user’s assigned and agreed upon. Authentication and authorization is to be set in place to ensure protection with Finman’s data resources along with network resources. Authentication and authorization can be applied by enforcing Group Polices. Each third party will need to have proper verification set in place otherwise known as Third Party Verification (TPV). TPV will provide both parties to meet industry standards such as Federal Communication Commission and Federal Trade Commission. Backup solutions for data storage will need to be set in place to ensure integrity of Finman’s data and meets industry standards. Statement of Intent Auditing, encryption and threat management will need to be set in place to ensure no misuse of Finman’s resources are allowed. IT Security Management guidelines will need to be followed to ensure customers are educated and no misuse or abuse to Finman’s IT services or resources are allowed. Finman’s Intellectual property such as patents, copyrights, and trademarks are to be protected by identifying, labeling, locking it up, and educating employees. Utilizing Windows software trace preprocessor (WPP) can help with the tracing of software components. Justifications IT service management (ITSM) focuses on control access by utilizing various functions, processes, and systems necessary to manage the full lifecycle of IT services ( IT Service Management by Ernest Brewster, Richard Griffiths, Adian Lawes and John Sansbury 2012). ITIL also provides guidance to ensure proper guidelines are followed which follow the ISO/IEC 2000 standard. Risk management, hardware devices, and communication are three approaches to applying proper security of intellectual and physical property. By requiring ACL systems to be set in place assists with authentication and authorization of data between Datanel, Minetek, and Finman. ITSM ensures hardware devices are configured and set properly within the network infrastructure. This pertains to the setting up of firewalls, routers, and intrusion detection and protection systems. Communication is to be followed along with Group Policies. GP’s will assist with managing the network systems between all three parties. For example secure network connections such as VPN’s can assist with secure connectivity with Finman’s LAN. Third Party Verification is required by the Federal Trade Commission to assist with protecting intellectual property and business among companies. Datanel and Minertek will need to follow the TPV and GP guidelines to properly protect Finman’s integrity, patents, and copyright laws.

Monday, October 14, 2019

Perelmans Argumentation Theory And International Relations Philosophy Essay

Perelmans Argumentation Theory And International Relations Philosophy Essay The purpose of this essay is to outline the main notions of Chaim Perelmans philosophy as presented in The Realm of Rhetoric. Let it be mentioned here that Perelman never intended his book to be a methodological study book, but a concise work on what justification of values looks like in practical discourse. Still, his works have been widely applied as a methodological tool in the field of international relations. From outlining Perelmans philosophy I will proceed onto how it has been applied in international relations research. In the last part of my essay, I will study how to use Perelmans work in my own research. 2. BACKGROUND Initially, the Polish-born philosopher Chaim Perelman carried his research in law and philosophy along the lines of logical positivism. In 1944, Perelman completed an empiricist study on justice, De La Justice  [1]  . In his research he concluded that the applications of the law always involve value judgments, and as values cannot be subjected to the rules of logic, the foundations of justice must be arbitrary. Perelman found his own conclusions untenable since value judgments are an integral part of all practical reasoning and decision-making. To deny the value judgments would mean denying the rational foundations of philosophy, politics, law and ethics. As a result of his own empiricist study, Perelman rejected his positivism, absorbing influences from the philosophies that provided a rationale for value judgments  [2]  . According to him, the usefulness of logical positivism was limited to the applications of pure science  [3]  . Regressive philosophies that provide a rationale for value judgments were just as untenable for him because metaphysics self-evident axioms only one perceived error would cause the metaphysical construction and its claims for universal truths to collapse  [4]  . Prevalent alternatives, especially the existentialism of Jean-Paul Sartre, do not elicit any sympathy from Perelman either: Perelman says that Sartre merely replaces absolutes of metaphysicism with absolute skepticism  [5]  . In 1948 Perelman met with Madame Lucie Olbrechts-Tyteca, with whom he set on a collaboration project, the purpose of which was to develop a philosophy that avoided the absolutes of both positivism and radical relativism. Their basic question can be expressed as: What does justification of values look like in actual, verbal discourse?  [6]  In other words, they set on to research non-formal arguments. Together with Olbrechts-Tytega, Perelman created a theory of rhetoric and argumentation, based upon Greco-Latin rhetoric, as the foundation for a logic of value judgments. Their multidisciplinary study, Traità ¨ de largumentation la nouvelle rhà ©torique was published in French in 1958  [7]  . This work, where Perelman and Olbrechts-Tytega create their theory of rhetoric and argumentation, is the basis of Perelmans The Realm of Rhetoric, where he broadens the original work further. Relying heavily on the works of Aristotle, Perelman concludes that instead of aspiring to universal truths, philosophy in reality is more concerned with persuading specific audiences to accept its claims. For Perelman, a functioning philosophy (which would induce action and essential aspects of being) should be constructed on probabilities, not universal truths, and it should also be able to carry propositions of values stemming from its reception by particular audiences.  [8]   3. THE NEW RHETORIC AND THEORY OF ARGUMENTATION Rhetoric and theory of argumentation form the central core of Perelmans thought. Perelmans study of argumentation is the study of discursive techniques that induce or increase the minds adherence to the theses presented for its assent  [9]  . As Arnold  [10]  proposes, Perelmans realm of rhetoric is the entire universe of argumentative discourse. Perelmans rhetoric is based on the idea that since argumentation aims at securing the adherence of those to whom it is addressed, argumentation is relative to the audience to be influenced  [11]  . Thus, rhetoric is an art of persuasion. 3.1. Audience and the premises of argumentation Argumentation is a person-centered activity it is personal because it starts with the premises that the audience accepts  [12]  . As for the audience, Perelman sticks to the twin concepts of a particular audience and a universal audience; while every argument is directed to a specific individual or a group, it is up to the speaker to decide what information and data will win the greatest adherence according to an ideal audience  [13]  . The aim of all argumentation is to move an audience from an agreement on the premises to an agreement about some conclusion, to modify an audiences convictions through discourse, gain a meeting of minds instead of imposing its will through constraint or conditioning  [14]  . Thus, all argumentation must begin from bases of agreement adequately accepted by the audience prior to the argument. Perelman differentiates between two categories of bases of agreement: the first category consist of facts and truths, the second of the values and hie rarchies  [15]  . Facts and truths here can be understood as supposedly having been accepted by the universal audience, whereas the second category, the values, which can be concrete and abstract, are not universal  [16]  . Establishing values as a starting point of argumentation is important as they may influence action and define good behavior. Values are usually arranged in hierarchies, for instance the superiority of the just over the useful; as a starting point for argumentation an audience may value both but in argument set a preference between the two  [17]  . The last argument starting point, to draw the attention of the audience, is creating a presence. Perelman refers to creating and evoking presence as a technique belonging uniquely in the realm of rhetoric, reaching beyond space and time; convincing an audience through their imagination.  [18]   3.2. Techniques of argumentation As the non-formal argument depends on the adherence of an audience, the orator must see to it that his successive elements of an argument will be accepted or adhered to by the audience. Perelman offers two basic techniques to achieve this: firstly, the association through quasi-logical arguments, and appeals to reality; secondly responding to incompatible opinions through dissociation of concepts.  [19]   Quasi-logical arguments resemble logical, mathematical thinking. However, a quasi-logical argument always presupposes adherence to non-formal theses which alone allow the application of the argument  [20]  . An example of this would be a parlamentarian presenting budget figures in the Parliament, with the aim of initiating an additional rescue package for banks. He/she presents actual figures but purports them in a certain way in his argumentation, in order to convince his/her audience. Association through appealing to reality, on the other hand, refers to affirming of a causal tie between phenomena. From this vantage point argumentation can be directed toward the search for causes, the determination of effects, and the evaluation of a fact by its consequences, which in some cases leads to further inquiries  [21]  . A simple example of this could be a discovery of a corpse and the consequences that follow this particular action. Other ways of argumentation by appealing to reality include examples, illustrations, models and analogy  [22]  . The second technique dissociation of concepts the orator uses when the tenets of an argument are incompatible with accepted opinion. Perelmans view is that when faced with the incompatibilities that ordinary thought encounters, a person tries to resolve it in a theoretically satisfying manner by reestablishing a coherent vision of reality by dissociating the ideas accepted in the start. An example of this dissociation to an appearance vs. reality, a practice found directly or indirectly in all dissociations, could be an oar plunged into the water it appears broken but when we touch it, it is straight. Accordingly, appearances have an equivocal status some of them correspond to reality but sometimes they are only a source of an illusion.  [23]   4. PERELMANS ARGUMENTATION THEORY AND INTERNATIONAL RELATIONS First and foremost, Perelman was a philosopher, not a theoretician in the field of international relations. Secondly, as far as I have understood it, he never aimed his project on rhetoric and argumentation theory, neither his book The Realm of Rhetoric, to be used as a book of methodology in any academic discipline per se. Anyway, during the past two decades there has been a lot of research in the field of international relations that focus on the impact of the politics of talk, or linguistic practices on world politics. Rhetoric and argumentation theory have been used extensively as a method. However, in my opinion, different scholarly communities seem to be pursuing different agendas on different forums, and despite the overlaps, complementarities and possible unification of how language matters in politics, seems to be beyond reach. The different forms of talk bargaining, rhetoric, commonplaces, legal argument, verbal fighting take place in different forums in the sectarian field of international relations. The different forums vary in the degree to which they are public, or rule-governed/institutionalized. The talk of politics also exerts its effects through different mechanisms legitimization, representational force, grafting, framing, persuasion, coercion. The political effects of talk are manifold: the resolution or the escalation of the conflict, the acceptance of or resistance to authority and domination, the construction and transformation of identities and narratives, etc.  [24]   What I would conclude about Perelmans rhetoric and theory of argumentation in the realm of international relations, is that as a method it is extremely adaptable and flexible, and it has thus been used extensively. An itemized listing of using Perlmans philosophy as a method in the different studies in international relations, apart from on the general level, as in the previous chapter, would run tens of pages. When trying to find examples of studies in the field of international relations, where Perelmans philosophy had been applied as a method, the most interesting one I stumbled upon was a study by the Viennese researcher Markus Kornprobst, called International Relations as Rhetorical Discipline. Kornprobst proposes that the irreconcilable differences and debates inside the fragmented discipline of international relations are not that irreconcilable and immeasurable at all if we understand the discipline in Perelmanian terms. He proposes, borrowing from Bakhtin and Gadamer that we should understand international relations as a field of overlapping paradigms, which are not hermetically sealed and sectarian. Speechlessness, non-communication inside the discipline can be overcome by uncovering overlaps. Secondly, he argues that this can be applied even to the most irreconcilable epistemological differences (positivism/postpositivism) inside the discipline. His heuristic vehicle for uncover ing overlaps is a classification of epistemological stances in Ancient Greece, which in Kornprobsts study starts from the thesis that international relations is a rhetorical discipline; based on its Aristotelian truth claims, the modes of reasoning and its manner of disseminating what is taken to be knowledge. Thus, the epistemological differences inside the discipline are actually not irreconcilable at all. Dialogue can develop out of the overlap of the horizons and (re)produce the shared language across horizons on which a scholarly community depends.  [25]   5. PERELMAN AND MY OWN RESEARCH I have planned to write my Masters thesis on Thailands democratization process and the national identity of Thainess. I am still at the early stages in my thesis. However, I am planning to use an interdisciplinary theoretical framework in my thesis, along the lines of the political thought of Robert J.Cox, Antonio Gramsci, Karl Polanyi and Gianbattista Vico. Let it be mentioned here that I am only beginning to outline the theoretical framework of my thesis, so the method I am going to use is still open. However, my intention is to study how the Western concept of democracy has been implemented in the local Thai context so that the concept of democracy has been assimilated to the strong nation state by the local competing elites. In this process, the local elites have used the concept of democracy as an instrument of order and discipline. This elite liberal democracy has been used to create Western-style projects, of which creating a national identity of Thai-ness -project is a prime example to suppress diverse segments of population. Thus, the liberal democracy is a kind of ideological tool to secure hegemony to control and discipline the population. An important part of the hegemonic process is immersing for instance the civil society, various peoples movements and democracy it into creating obedient citizens, who will act as guardians to the elite and their interest. In the centre of the national identity project in Thailands particular case is the monarchy. My emphasis would be on the socio-cultural interplay between rulers and ruled within state struggles over hegemony leading to different ways along which domination and resistance can be studied. Initially, I thought my emphasis would not be on economics and on the economical analysis, however during the research process my research is directing me more and more towards the international political economy and critical geography.  [26]   When it comes to the applicability of Perelmans rhetoric and argumentation theory to my thesis as a method, the argumentative approach would be easily applicable. As footnote here: Gramsci offers a very elastic frame of thinking, which calls for interdisciplinarity and open-mindedness just like Perelmans philosophy does  [27]  . A good starting point to use Perelman in my own research would be the central notion in Gramscis thinking, namely hegemony. Hegemony is a multilayered concept; it operates within the duality force/consent and violence/persuasion that to Gramsci characterizes the nature of power. It acquires concrete structure and specific content particularly during those periods in history in which the people or the masses either form the ground for political action or become a force in politics  [28]  . According to Gramsci, capitalism maintains control not only through political and economic coercion and force but also ideologically, through a hegemonic culture  [29]  . Any class that wishes to dominate in a society, has to move beyond economic-corporate interests, to exert moral and intellectual influence and to make alliances and compromises with different social forces to create a counter-hegemonic historic bloc  [30]  . Applying Perelmans rhetoric and theory of argumentation in analyzing Gramscis notion of hegemony would mean analyzing everyday argumentative discourse in public policy, in my thesis it would involve the dichotomy between the struggle of the subaltern classes versus the dominant elites. What is the dominant discourse in holding onto power of the different elites and how is it used to solidify the sovereignty of the authoritarian state over different segments of society struggling for power? What are the aspects of the dominant discourse, political, economical and cultural? As Gramsci sees the society as an organic process, much like the modern physics, he also sees the prevailing hegemony as a process on many levels, including the struggle between the authoritarian state and subaltern classes. Thus, the history of the subaltern classes and counterhegemonical forces is bound to be sporadic, depending on the political space that the subaltern classes manage to create for themselves at certain periods of history. What is the public discourse and the argumentative discourse of the subaltern classes like, and what are its implications when the space the subaltern forces create for themselves at these historical periods? How to interpret the talk of politics in my own research? In many respects, Perelmans rhetoric and theory of argumentation offers an extremely interesting and fruitful tool for my own research. However, as I am still writing my own research plan and doing the background research, I will leave the option of which method to use, open. 6. CONCLUSIONS In this essay, I have tried to outline Chaim Perelmans sometimes obscure philosophy on rhetoric and theory of argumentation. Perelmans theory has been widely applied as a methodological tool in the overlapping fields of research in the academic discipline of international relations. When it comes down to my own research, I find that Perelmans rhetoric and theory of argumentation is definitely one possible option I can as a methodological tool. 7. SOURCES OF REFERENCE: Agnew, J. (2001): The New Global Economy. Time-Space Compression, Geopolitics and Uneven Development. Journal of World Systems Research VII, 2, Fall 2001, 133- 154. . Accessed 15/12/2010. Arnold, C.C. (2008): Introduction. In Perelman, Ch. : The Realm of Rhetoric. Notre Dame, IN: UND Press, vii-xx. Cox, R. (1987): Production, Power and World Order: Social Forces In Making the World History. New York: Columbia University Press. Fontana, B. (2005): The Democratic Philosopher. Rhetoric as Hegemony in Gramsci. Italian Culture 23 (2005), 97-123. Accessed 15/12/2010. Gramsci, A. (2007): Selections from the Prison Notebooks. Edited and translated by Q. Hoare and G.N. Smith. London: Lawrence and Wishart. Gross, A.J. R.D. Dearin (2003): Chaim Perelman. Albany, N.Y.: SUNY Press. Kornprobst, M. (2009): International Relations as Rhetorical Discipline. International Studies Review 11(1), 1-22. . Accessed 14/12/2010. Perelman, Ch. (2008): The Realm of Rhetoric. Notre Dame, IN: UND Press. Perelman, Ch. L. Olbrechts-Tytega (1969): The Treatise on New Rhetoric and Argumentation. Notre Dame, IN: UND Press. The Politics of Talk in International Relations. A Workshop at the Research Centre Transformations of the State.University of Bremen 27-28 July 2010. . Accessed 14.12.2010.

Sunday, October 13, 2019

Realism in the Movie, Training Day Essay -- Training Day Movie

"Realism in, art and literature, [is] an attempt to describe human behavior and surroundings or to represent figures and objects exactly as they act or appear in life" (Realism 1). During the 1840's through the 1890's realism was present in much of the literature from the United Sates and Europe. It has been said that realism is easily visible in many pieces of modern literature and even in present day films. In 2001, the movie Training Day was released into theaters. Many critics agreed that the movie was very realistic. In fact, the main actor Denzel Washington was presented with an academy award for his performance in Training Day. Training Day can be considered realistic, but many aspects of the film show little realism. The movie, Training Day, demonstrates how some police officers take advantage of their positions which is realistic. Mikkelsen states that, ?The new movie Training Day is an excellent fictional demonstration of how the State, in this case the police, provide a ?legalized channel for crime? (Mikkelsen 1).? It is hard to define the line between doing the right thing and doing the wrong thing to stop a crime. As Mikkelson explains, ?Many of the events are to be expected: violence against suspects, confiscation and use of drugs and especially money, violations of due process, graft (Mikkelsen 1).? At the end of the movie the main character is murdered and the police department makes up a story venerating his death in a positive manner. In all truth Harris was murdered by the Russians because he lost his temper and killed someone who was ?talking trash? about him. This is shown when Mikkelsen says, ?The state must defend cops, when possible, because publicity about ?bad cops? does not reflect well o... ...od and bad in life. Training Day scripted too much negativity into a movie that took place over only one day, and that is why it is not realistic. Work Cited Mahesh, Chitra. Entertainment: Training Day. 29 Sept. 2003. Mikkelsen, Anders. Training Day. 1 Nov. 2001. 29 Sept. 2003. Mr. Cranky?s rating: Training Day. 29 Sept. 2003. Parks, Matt. ?Training Day? Reviewed- The Violent Bear it Away. 16 Feb. 2002. 29 Sept. 2003. ?Realism (art and literature).? Encarta. Microsoft Corporation. MSN Learning and Research. 29 Sept. 2003.

Saturday, October 12, 2019

Therapy, Not Punishment Essay -- Crime Consequences Essays

Therapy, Not Punishment Problems with crime have always been a concern to society. There are many different ideas about what causes it and even more ideas about how to stop it. Dr. Karl Menninger believes that our current prison system is not adequately addressing the motivation behind crime. In his article "Therapy, Not Punishment", Menninger says of the old prison system, "In its place should go a quiet, dignified, therapeutic programÉ" (544). He sets forth the claim of policy that criminals need to be treated with professional therapy. I don't think an introduction could be more clear than this. Menninger's ideas are directed toward a wide audience of generally law-abiding citizens. This article first appeared in Harper's Magazine, a general-interest magazine that provides collections of essays and fiction. The type of person who would read a magazine such as this would probably be an educated person who is interested in the affairs of the world around them. Menninger reveals his impression of the audience in his introduction, where he says, "And from these offenses the average citizen, including the reader, is deterred by quite different restraints" (537). Armed with this vision of his audience, he presents his argument in a logical, authoritative tone that invites the reader to make the inevitable conclusion that Menninger is right. Menninger begins to support his claim of policy by demonstrating the failures of the present penal system. He states, "Today it is no secret that our official, prison-threat theory of crime control is an utter failure" (537). He illustrates this assertion by pointing out that in England when pocket picking was punishable by hanging, pickpockets targeted the crowd that gathered to witness ... ... a solution to crime. This method prepares the reader well for Menninger's proposals. This logical progression through his views of the prison system is a large part of Menninger's clear, understandable tone. By keeping to his topic and remaining organized, Menninger contributes to his own credibility. He also draws credibility from his credentials and often refers to the psychiatric community as "we". Menninger wraps up his argument just as logically as it began by saying that society must make positive moves to rehabilitate criminals. His logical style and expertise provide an effective argument and reveal a well-planned solution to a serious problem.Cedric probably needed to mention that Menninger is often sarcastic and insults his opposition at least once. It is important to comment on what isn't working for a writer as well as what he does that is effective.

Friday, October 11, 2019

Great Traditions In Ethics Essay

The overcoming of the fear of death figures as a key component of Epicurean philosophy. Because the Epicureans valued above all other accomplishments, the living of a good life and that â€Å"pleasure is the end of all morality and that real pleasure is attained through a life of prudence, honor, and justice† the acknowledgment in Epicurean philosophy that the fear of death intrudes upon individual happiness is not at all the same as admission that fear of death is an insurmountable condition, (â€Å"Epicureanism†). To the contrary, the epicurean philosophy seeks forts to identify the root causes of the fear of death, which are: â€Å"1) The fear of being dead. 2) The fear that one will die, that one’s life is going to end. 3) The fear of premature death. 4) The fear of the process of dying† and for each of these considerations, Epicurean philosophy provides a response. The intention of epicurean philosophy is to persuade its adherents that â€Å"death is not bad for the person who dies although death is inevitable and is the total annihilation of that person†; despite the belief in â€Å"total annihilation† Epicurus held no regard for death itself. The basic center of the Epicurean refusal to fear death lies in the epicurean belief that â€Å"God should not concern to us. Death is not to be feared† and these facts are unchangeable despite one’s subjective, emotional reactions. because death means the end of consciousness and the total annihilation of the individual, nothing exists beyond death which may cause fear at all,(Warren 4-7). It is only by admitting the fear of death and addressing it straight on through applied logic rather than religion or mysticism that the fear of death can be conquered. The Epicureans regarded the overcoming of the fear of death â€Å"at the very heart of their ethical project. They identified the goal of a good life as the removal of mental and physical pain. Mental pain they further characterized as anxieties and fears† because fear of death causes pain to the individual it must be overcome and it can be overcome by logical acceptance of the fact that death holds no pain for the person who experiences it. (Warren 6) Just as the fear of death prevented many individuals from achieving happiness in life, justice (or lack thereof) provides enmity to happiness in the Epicurean ethical tradition. For Epicurus, laws and justice are a matter of personal bearing and dignity as well as intelligence and experience. Under an Epicurean ethic, in a â€Å"world full of Epicurean sages there would be no need for written prescriptive laws. Everyone in that case would be able to see and remember what contributes to the utility of the community and would act accordingly† (Warren 183). The idea of breaking a rule of justice is wrong because it causes the eventual pain or threat of pain or disturbance to oters’ happiness as well as one’s own. Unlike Epicurus, St. Augustine sees the need for rigid law to control human society and he envisions this law emanating directly fro the Divine. In his distinction between the â€Å"City of God† and the â€Å"City of Men† he makes clear that the â€Å"church is divinely established and leads humankind to eternal goodness, which is God† and that in the ideal city, â€Å"The state adheres to the virtues of politics and of the mind, formulating a political community. Both of these societies are visible and seek to do good. † (Bonner 54) By contrast, the City of Man exists to serve selfishly driven needs and does not partake of the Divine spirit of creation and Divine Law. † The idea of self-love against the love of God separates the two cities an idea which â€Å"springs from what Augustine was afterwards to regard in The City of God as the architect of the Earthly City–love of self to the contempt of God† (Bonner 54).

Thursday, October 10, 2019

Against School: Agree or Disagree? Essay

â€Å"Against School† is an argumentative essay that tells about how the public education system incapacitates the children of today. In this reading, Gatto claims that the public education system causes children to become bored with themselves, to conform to the way of the school and its teachers, and it causes them to lack the ability to deal with issues that go on in the real world, outside of school. The writer’s explanation for this is that it is partially the teachers’ fault. The students become bored because the teacher is actually bored with teaching the subject. Students would be adamant to learn if they were given and education and not just schooled. The students need to be encouraged to have the qualities to succeed in life instead of sitting in a prison style confinement, forced to learn material that society deemed appropriate. Summing up the essay, â€Å"Against School† states that he believes that the students should be able to manage themselves. After reading Gatto’s essay I must agree with him. If students and teachers are both bored in the school, and of the material being taught. We’re only taught what they want us to be taught. To me, students need more than that. The material needs to be taught and explained how retaining the knowledge will help them in the future. If we don’t know how it will benefit us in some way then it’s almost meaningful. In conclusion, I agree with Gatto’s argument because I think it is something most students can relate to. We’ve all had a boring teacher, teaching a boring class, that we thought meant absolutely nothing to us. But if we’re forced to take the class, then there must be some reason for it.

Wednesday, October 9, 2019

Classroom Scenarios Essay

Mrs. Ross has her fourth grade students move their desks together into groups of 2 to do a group activity. She instructs them to pair with anyone they choose. Teresa raises her hand, â€Å"I don’t want to pair with Megan again because she doesn’t do any of the work. Can I have someone else? † Megan who is soft-spoken just looks down at the floor as the class waits for the teacher’s response. Mrs. Ross asks Teresa and Megan to come with her outside and instructs the class to carry on with the activity. 1. What level of mutual respect exists between students and the teacher in this scenario? How did mutual respect affect the classroom dynamics? How would you improve mutual respect in this classroom? A high level a mutual respect exists between students and the teacher in this scenario. Mrs. Ross had to trust the students at least a little bit in order for her to believe they could handle moving their desks around to do group work. Teresa showed respect for Mrs. Ross by raising her hand to properly voice her concern about her partner. Not only did she raise her hand, but she respected and trusted the teacher enough to feel safe expressing her feelings. Although soft-spoken, Megan could have found some way to negatively reply to what Teresa said. However, I believe she respected Mrs. Ross enough to know she could trust her to act in a fair and kind manner, so Megan waited quietly for her response. Mrs. Ross showed respect for the two girls when she asked them to come with her outside. She didn’t just ignore the issue or thoughtlessly assign another partner for Teresa. Mrs. Ross took the time to acknowledge their thoughts and feelings in private where she could assess the situation better without putting either of the girls on the spot. Finally, Mrs. Ross showed respect for the class when she trusted them to carry on with the activity while she stepped out of the class with Megan and Teresa. The class showed respect for Mrs. Ross by continuing to work while she steps outside the classroom for a moment. Mutual respect affected the whole classroom dynamic in a positive way. There was a feeling of cooperative learning. I am pleased with the high level of mutual respect shown in the classroom and find no need for improvement. 2. How well did the teacher handle herself in the scenario? What student-teacher interactions worked well and what did not work? How would you handle the situation? The teacher handled herself very well in this scenario. She could have chosen to react immediately to Teresa’s comment with disappointment and frustration, but instead she calmly asked the two girls to come with her outside. She even thought of the rest of the class and took the time to instruct them so they weren’t left hanging while she went out with Teresa and Megan. Teresa raised her hand, but did not wait to be called on before calling out to the teacher. It was good that she felt safe enough to express her concerns, but not good that she made Megan feel badly in front of the class. I hope, if I was a teacher given the same situation, that I would be able to handle myself in a similar manner. I would want Teresa to know in front of the class that she is to wait until she’s called on to speak, but discussing the rest of the details in front of the class would only put Megan even more in the spotlight and add to her discomfort. 3. What, if any, communication roadblocks are evident in this classroom? How could you remove the communication roadblocks? How would you communicate with the students to resolve this situation? I could not see any communication roadblocks in this classroom. It appears to me that the teacher communicated well with the students, and the students felt comfortable communicating with the teacher. To resolve this situation, I would remind Teresa specifically, as well as the class in general, to raise their hands and then wait to be called on before speaking. I would also ask my class to pay attention to all the instructions. The instructions Mrs. Ross gave told students they could choose their own partner. There was never a need for Teresa to comment on not wanting to be Megan’s partner as Mrs. Ross had already told students to pick their own partner. 4. What conflicts did you observe in this classroom? What conflict resolution methods could you use to resolve the conflicts in this classroom? Are there any peer mediation methods that you could use in this scenario? The conflict in the classroom was between Teresa and Megan. To resolve the conflict I would bring the two students together and have them work cooperatively on the issue with my guidance. I would want both students to feel free to speak their mind, feel listened to, and feel that they are an important part of the solution. I would want them to understand that they both need to be respectful, listen to each other, and try to understand the others’ point of view. As part of the process I would also expect them to work together to come to an agreement they both feel good about. I would not use peer mediation methods in a fourth grade class. 5. What changes would you make to help this classroom become more of a community? Why would developing this classroom into a community be important? I don’t see any changes I would make, but something I would talk to the class about to make the classroom become more of a community would be respect. I would plan a mini lesson on respect and how we treat others for another day. It would be important to help the class develop into a community because community members care about each other, look out for each other, and help each other when needed. I would want my class to work together cooperatively and build a positive learning environment where everyone would feel valued. Tenth Grade Classroom Scenario The bell has rung and Mr. Dunn’s tenth grade math class has settled into their seats. â€Å"Good morning! Let’s begin by having everyone pass their homework to the front of the class. † Tom walks into class 5 minutes late. Mr. Dunn asks, â€Å"Tom, do you have your homework? † Tom looks down at the floor when he answers, â€Å"No, I didn’t finish it. † Mr. Dunn asks, â€Å"Why not? You knew it was due today, right? † Tom just shrugs. Mr. Dunn asks the rest of the class, â€Å"Who else did not turn in their homework today? † Pamela did not do her homework, but is afraid to raise her hand. Mr. Dunn says, â€Å"Good job, class! I appreciate everyone who worked hard to get their work turned in on time. † Daniel chimes in, â€Å"Which is everyone except Tom! † The class laughs. Tom angrily gets out of his chair and storms out of the room as he says, â€Å"I’m sick of this stupid class. † 1.What level of mutual respect exists between students and the teacher in this scenario? How did mutual respect affect the classroom dynamics? How would you improve mutual respect in this classroom? There exists no mutual respect between the students and the teacher. Mr. Dunn’s only attempt at positive enforcement was telling the class â€Å"good job to those who did turn in their homework†. While this seems like praise to those who complied, those who didn’t are left feeling like failures. By Mr. Dunn singling Tom out and embarrassing him, he created a classroom of disrespect and the other students felt free to tease and laugh at Tom. Tom will now view Mr. Dunn as being indifferent if not an enemy and other students may fear if they do anything wrong they will be chastised and humiliated as well. We can see this playing out in the case of Pamela feeling afraid to admit she didn’t do her homework either. Students will not thrive in an environment where they do not feel comfortable and safe and where they risk public ridicule by their peers for not doing their work. To encourage mutual respect teachers should never single out a student in front of the class, but rather talk with him privately at a later time such as after class or when students are busy working. Before making any decisions about consequences for late work seek to understand the reason the student failed to follow through. Show concern and understanding when they are facing difficulties at home or otherwise. Use encouragement rather than negative words and discuss ways you can help them, such as creating a study plan. Make mutual respect a classroom rule that is enforced by consequences for violation. Never allow students to laugh at or embarrass another classmate or group of classmates. 2. How well did the teacher handle himself or herself in the scenario? What student–teacher interactions worked well and what did not work? How would you handle the situation? The teacher did not handle himself well in this situation. The student-teacher interactions were negative and the students were not willing to admit difficulties or problems to the teacher. None of the interactions described worked well. Tom left class because it was so negative. The teacher should handle this situation by having in place a policy for tardiness. The teacher should not waste time bringing attention to tardy students. Students should know what to do when they enter a classroom even if they are tardy. One way to handle tardiness – especially for older students like these ones is to have a required slip students must fill out when they are tardy explaining the reason. They should then have a place they put slips for the teacher to look at later. There should also be a policy for not having homework completed. If the teacher setup these policies at the beginning of the year he would not need to say anything when a student walks in late, the student would know what to do. The teacher put Tom on the spot by singling him out in front of his classmates, and then showed further disrespect by asking him why he didn’t do his homework. It is unnecessary to ask â€Å"you knew it was due today, right? † This statement doesn’t help the situation and is only demeaning to Tom. Most likely he knew the assignment was due and if he had forgotten he would have remembered as soon as Mr. Dunn asked for them. He should not dwell on something Tom cannot go back and remedy. The appropriate thing would be to talk to Tom privately and ask if he is having trouble remembering his assignments. He should show care and concern by offering to help Tom get organized and devise a way to remind himself to do the work. This teacher did not even take the time to find out why Tom had forgotten his homework. He may have had a very good reason in which case Mr. Dunn should consider allowing Tom to make it up. If Mr. Dunn had handled himself appropriately, Tom would not have been so upset as to get up and leave the classroom. Students should not be left feeling worthless and disrespected. 3. What, if any, communication roadblocks are evident in this classroom? How could you remove the communication roadblocks? How would you communicate with the students to resolve this situation? There were several communications roadblocks in place in this classroom. The biggest problem is that the teacher and students had no respect for each other. As stated before, if a teacher models respect for his students and sets in place policies for behavior and academics, his students have clear expectations and are more likely to respect one another. This saves teachers time having to deal with problems as they arise. After the rest of the class has received necessary instruction and direction, the teacher should talk privately with Tom about tardiness and missing homework. The teacher should take time to listen and allow Tom to maintain his dignity. 4. What conflicts did you observe in this classroom? What conflict resolution methods could you use to resolve the conflicts in this classroom? Are there any peer mediation methods that you could use in this scenario? The main conflicts in this classroom are created by the teacher. The teacher publicly humiliated a student in front of the class because he was late and did not turn in his homework. The teacher also created an environment where it is ok to belittle your classmates. To resolve the conflict the teacher should talk to Tom individually and apologize for the way he handled the situation. Mr. Dunn should let Tom see that teachers make mistakes too and that they should not be exempt from apologizing. He should address Tom’s homework including why Tom didn’t finish it and what plan they can come up with that would help Tom remember in the future. He should then talk with the entire class and admit his mistake, emphasizing the rules of mutual respect. He should remind the class it is inappropriate to make fun of or embarrass a fellow student. There is not any real need for peer mediation with the students if the teacher is more respectful the students will be also. 5. What changes would you make to help this classroom become more of a community? Why would developing this classroom into a community be important? The most effective way to create a community in the classroom is to set the tone the first day of class. Allow the students to get to know each other, have group activities and team work projects. Allow and teach students to respect individual differences and celebrate the multitude of talents and cultural practices among classmates. When students feel like they are part of a group they perform better in school, are supported by their peers to do well and do not miss as much school; learning in this environment can be enjoyable and fulfilling. Students should learn to help and encourage one another. Set specific rules that the whole class can decide on together. Ask students what they think a caring, respectful classroom looks like. Brainstorm class rules with them and have them vote on which ones they feel are the most important. Have the students sign their names to a pledge that they will abide by the rules and work together to make the class a nice place to be. Enforce consequences of violation of these rules with consistency. Never put students down or make them feel incompetent – especially in front of others. Listen to students’ needs and treat them with respect if that is what you expect from them. Emphasize promoting positive behaviors rather than fixing negative ones. Help students learn moral values and develop a good work ethic rather than doing things simply because they are told. Rather than punishing for poor behavior, look for ways to correct problems by discussing consequences and choices.