Quiz 1 Essay Example | Topics and Well Written Essays - 500 words - 2

Quiz 1 - Essay Example A good example of the deaf sign language is the village sign language (MOUTON). Deaf sign languages bridge the gap between people with hearing impairments and those who can hear within the community. The third type is manually coded language, which acts as a bridge between oral and sign language. A good example is the coding popularly used by the blind. Language affects how we think but does not determine our thinking. We express our thoughts through language.  The amount of words we know in a language gives idea to our thinking. We will definitely think of those things in that are in our vocabulary. We think using language, but the language does not determine our thinking. Our lifestyle, tradition and habits shape how we think. Our thoughts are independent of the language we use, for example, similar thoughts can be explained using different languages and still mean the same thing. A speech community is a sociolinguistic expression that defines people with a common interest and speak or use the same variety of a language and have a specific set of rules for speaking and interpreting that language. People maybe living in the same community or village but belong to different speech communities (MOUTON). This lays the foundation for the difference between a speech community and a society. People who form a speech community, usually, have something in common and thus formulate ways that will make it easy for them to communicate and understand each other. Context can be explained as the situations or conditions that form the basis for a given event or undertaking. Context is vital when it comes to interpretation of sign language. For communication to be effective, many processes are involved. The only sure way to get the intended meaning of any given communication is by understanding and analyzing the context. Generally, a speaker sends out information with a certain meaning. The receiver is expected to infer

Beginning The Audit Report Essay Example for Free

Beginning The Audit Report Essay I would like to thank you for vesting your company and trust in our firm to be your auditors. In this letter an explanation of the general terms and the process of our audit will be defined. This is only an educational purpose letter and is not an agreement. THE AUDIT PROCESS An audit is an examination and review of companies financial statements. The examination is performed with a view to portray an opinion of whether the companies financial statements prove a true and fair statues of the company. Auditing the activities of the company will be planned, executed properly and thoroughly reviewed to assure that all statements are in compliance with laws and regulations. The following is the process as to which our firm will be conducting the audit: We have a strict clientele screening process, once the screening process of  the company is concluded and confirms that youre company is an acceptable client we will proceed with the next step in the process. Once the screening process is passed we might need to contact the companies previous auditor and have agreed consent from them to proceed. If the previous auditor does not consent or if your company does not allow us authority to contact he previous audit our firm will not perform the audit in your company. After all consents have been given there will be an audit engagement letter that will be issued to your company, which would represent the agreement between your company and our firm. The agreement would give the fundamental basic terms of the way the audit will be performed and what expectations of the firm and company will be. Once your company receives the engagement letter, all data will be collected from your company and the environment. The information collected will allow us to identify problem areas from prior audits. When all data is gathered we will complete a risk assessment of the company so that the best audit approach may be selected. For low risk companies we may test controls to analyze whether or not the companies internal controls are functioning followed by a smaller set of substantive testing. If the company is high risk your internal controls are weak, we would will rely heavily on substantive testing in order to make sure that there is no misstatements in the companies accounts. Whichever approach is chosen the analytical process during different parts of the audit will be the same. Once the main work is completed we will review the audited work and bring forth any issues to you that have risen from the audit work. When the issues are resolved (if any), the audit report will be issued. This would conclude our audit process on the companies accounts and statements for the year. Attached you will find other documents which will give you a better understanding of the audit process. Please if you have any questions please feel free to write to us. Thank you, The auditors. _Attachments:_ Engagement checklist Engagement letter Timeframes for the audit ENGAGEMENT CHECKLIST AUDIT YES/NO Introductory letter sent to client Screening process of client complete First meeting with client complete General issues were discussed with client Consent to contact previous auditor requested Detailed meeting with client discussing engagement terms held Letter of engagement sent to client Changes to scope made (if any) Letter received by client and accepted Audit timetable copy sent to client ENGAGEMENT LETTER To: Directors of Apollo Shoes. This letter serves as representation that we will act as auditors for Apollo Shoes, therefore responsibility of the company and our firm in all respected areas of the audit. MANAGEMENT RESPONSIBILITY FOR FINANCIAL STATEMENTS Responsibility of preparation and accurate presentation of the financial statements in accordance with IFRS and SFAS will be held by management. The respected responsibility includes: Appropriate accounting policies should be selected and applied Internal controls relevant to the preparing and presenting financial statements should be designed and implemented. Financial reports should be free from misstatements. Accounting estimates should be made to a reasonable and circumstantial amount (Apra, 2009). AUDITORS RESPONSIBILITY Our firms responsibility is to give the company an opinion on the financial statements that are presented to us based on our audit findings. We will review all data collected and ascertain that information and work is in compliance with statutes, regulations, GAAP, SFAS, and IFRS. We will also ascertain that the data is in compliance with the code of ethics for professional auditors (Apra, 2009). Audit will include the review and examination of all figures and facts on a test basis. Due to the nature of the test there may still be a risk that some misstatements will go undiscovered. In order to reduce risk we encourage and need Apollo to provide and make necessary arrangements relating to the execution of the audit. Our firm will require unrestricted access to all records, documentation and all information requested by our firm. Any representation that the company makes in connection to the audit will be expected to be confirmed and in writing. When the firm feels that there is sufficient work reviewed and completed by the auditors to establish an opinion, the firm will issue and audit report. The report will be given to the company if all issues and circumstances brought forth by the auditors is resolved by the company. FEE AND OTHER ISSUES The firms fee will be charged on a fixed amount of $12,000 plus an additional hourly wage based on the number of hours worked by the firms staff on your companies audit engagement. This additional fee will vary depending on the level of seniority the individual has and time spent. Our firm will issue a management letter, which will focus on the companies weaknesses in the internal control system, which arose from the audit. This letter is a professional courtesy letter and is not a part of the audit. Please sign this letter and send it back to us. Once signed, this letter will represent the confirmation of the terms of engagement. This letter will remain effective until the letter is superseded, canceled or amended. Sincerely, Auditors On behalf of directors: Signature: __________________________________ TIMEFRAMES FOR THE AUDIT AUDIT DATE COMPLETED DATE REVIEWED Gathering of knowledge about client: Industry stats Product range Markets operated Key customers Key suppliers Competitors Risk assessment Initial analytical procedures Key evaluation of audit approach Selection basis of samples Testing receivables Testing and checking inventory Testing payables Testing long-term liabilities Testing capital and other shareholders funds Testing and verifying non-current assets Verification of cash and bank details Final analytical review Review of post balance sheet events Application of accounting standards Audit finalization Issue of audit report References Arens, A.A., Elder, R.J., Beasley, M.S. (2012). _Auditing and Assurance Services_ (14th ed.). Upper Saddle River , NJ: Prentice Hall.FASB. (2014). Apra. (2009). _Auditor Report._ Retrieved from http://www.apra.gov.au/Superannuation/upload/AuditReport_Vn2-Sept.pdf

The Historical Marginalization Of Underprivileged Students

The Historical Marginalization Of Underprivileged Students Despite the Brown v. Board of Education decision of the Supreme Court in 1954, a landmark case that entitled all children to equal educational opportunities in the United States, regardless of race, economic background, religion, and a host of other factors, many students continue to be marginalized both in and outside of school. Students of color, students with disabilities, students learning English, students from low income families, and other marginalized student groups continue to face inequitable opportunities in schools and the resulting disparate achievement (Frattura Capper, 2007). Addressing this continued marginalization and inequitable schooling is a key principle of the growing call for leadership for social justice (Grogan, 2002; Theoharis, 2007), where the principal serves as the moderator of the equitable interests of all within a school context (Hodgkinson, 1999). Knowing that school leadership is key to reforming schools (Fullan, 1993; Grogan 2002), scholars focused on better understanding social justice leadership have identified exemplar cases where school leaders committed to equity have taken action to create more just learning environments for marginalized students (Reister, Pursch Skrla, 2002; Scheurich, 1998; Theoharis, 2007). Although studies have examined schools that make a difference in the lives of marginalized children (Oakes, Quartz, Ryan Lipton, 2000; Reister, Pursch Skrla, 2002), there is an absence of literature regarding principals as the unit of analysis and the process of principals serving as leaders for social justice. Related to this is an absence of documented strategies that principals who are leading for equity and excellence use. The purpose of this study is to build upon the growing body of scholarship by the exploration of the relationship between K-5 elementary principal leadership behaviors and student achievement for marginalized students (subgroup populations). This study will also define systems and structures within organizations that promote school-wide instruction leading to achievement of students historically marginalized. Finally, the study will identify the role professional development of school leaders plays in creating more socially just and excellent school. Significance of the study The historical marginalization of underprivileged students often results in a school culture that perpetuates the norm and ignores the social injustices that pervade our schools. The resulting and inevitable destiny for many of these students is continued school failure and social inequality. A school culture that does not accept the responsibility of answering to the needs of these students and their families simply propagates hegemony and leaves these students behind-without hope, without vision, and without equal access to the quality of education to which all children are entitled (Kose, 2005; Urban, 2009). Many years of stereotyped beliefs about the potential of marginalized populations of students has led to a deep-seated disparity between the majority and minority populations. Such differences allow the achievement gap to remain intact. These differences also result in a disproportionate number of students of color placed erroneously in special educational where resources are also inadequate to meet their needs. Despite reform efforts and increased awareness based on research the disparity between students continues to exist. Current research shows effective school leadership can influence overall student achievement in our schools (Leithwood et al., 2006; Marzano et al., 2005; Portin et al., 2003; Waters Cameron, 2006; Waters Grubb, 2004). In defining what leadership skills lead to effective school leadership, Marzano, Waters and McNulty (2005) and Waters and Cameron (2006) created 21 principal leadership responsibilities. The 21 leadership responsibilities developed from past educational research may be very similar to the leadership standards created by the Interstate School Leaders Licensure Consortium (The Council of Chief State School Officers, 2008). In order to define what are considered effective principal leadership skills, the Interstate School Leaders Licensure Consortium created six principal leadership standards based also on past educational research (The Council of Chief St ate School Officers, 2008). These leadership standards have been adopted by many state educational departments and in Maryland are incorporated in Marylands Leadership Framework (Maryland State Department of Education, 2005). While some schools have been recognized as being equitable and excellent, what remains unknown are the specific relationship between K-5 elementary principal leadership behaviors and student achievement for marginalized students (subgroup populations). In other words, academics and school leaders are interested in knowing what does leadership that transforms school into more equitable and just places, with an attention to achievement for all, accomplish? How do these leaders do that? What knowledge, skills and dispositions are required of this? Professional development and preparation of schools leaders requires exemplars of equity and social justice behaviors which will be presented in this study. Purpose of the study This study advances conversation about what exemplary leadership of schools for social justice and academic achievement for all students means. The purpose of this study is to explore the relationship of K-5 elementary principals leadership behaviors to student achievement for marginalized students. Why do some Maryland elementary schools serving low-income or minority students score higher on the states assessments than other schools with very similar students? This study seeks answers to that question by surveying principals and teachers in Maryland elementary schools serving similar student populations and analyzing the results to determine which current K-5 leadership practices and policies are most strongly associated with higher levels of student achievement for Maryland State assessment sub-group populations. It also seeks to identify the systems and structures within organizations that promote school-wide instruction leading to achievement of students historically marginalize d. Finally, the study will identify the role professional development plays in creating more socially just, successful school leaders. Failure to educate students has a three-tiered impact: (1) Global impact and effects on the American economy, (2) national implications of a perpetuation inequity among peoples of color or poverty and (3) personal implications reflected in a historically marginalized students quality of life and ability to contribute to society (Urban, ). Results from this study may lead to better leadership preparation for principals, as well as professional development for leaders based on leadership behaviors that ensure all students succeed. It will also provide research based strategies for organizing and structuring schools to better meet the needs of all learners. Research Questions The following research questions will be examined in this study: What is the relationship between K-5 elementary principals specific leadership behaviors to student achievement for historically marginalized students? What are the organizational structures and systems that are perceived to contribute to high student performance for historically marginalized students? What role does professional development play in creating more socially just, equitable and successful school leaders? Definitions, Limitations, and Delimitations: For the purpose of this study the following terms have been defined: Dependent Variable: Scores on fifth grade Reading Maryland State Assessments. Independent Variables: Students who belong to a subgroup population (%African American, %Hispanic, % of Students with Disabilities, and % of students of Free and Reduced meal status) with those students who are not. Achievement Equity: Having comparably high performance for all groups of learners when academic achievement data are disaggregated and analyzed. Achievement Gap: The achievement gap is a persistent, pervasive and significant disparity in educational achievement and attainment among groups of students as determined by a standardized measure. When analyzed according to race and ethnicity, achievement disparities negatively impact educational outcomes for poor children and children of color on a consistent basis. AYP: Annual Yearly Progress (AYP) growth over three years of all subgroups. Cultural Frame of Reference: Reference that guides peoples behavior from their point of view of the given people (Ogbu, 1995). Culturally Relevant and Responsive Pedagogy: Instruction that takes into account and applies curriculum to students cultural, ethnic, language, and socioeconomic background (Banks, Cookson, Gay, Hawley, 2001). Deficit Thinking: Students who fail in school do so because of alleged internal deficiencies (such as cognitive and/or motivational limitations) or shortcomings socially linked to the youngster-such as familial deficits (Valencia, 1997). Educational Leadership Policy Standards: ISLLC 2008 (ISLLC 2008): Standards used to guide principal preparation programs and principal certification organizes the functions that help define strong school leadership under six standards. These standards represent the broad, high-priority themes that education leaders must address in order to promote the success of every student. These six standards call for: 1. Setting a widely shared vision for learning; 2. Developing a school culture and instructional program conducive to student learning and staff professional growth; 3. Ensuring effective management of the organization, operation, and resources for a safe, efficient, and effective learning environment; 4. Collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources; 5. Acting with integrity, fairness, and in an ethical manner; and 6. Understanding, responding to, and influencing the political, social, legal, and cultural contexts. Hegemony: Racial and cultural domination (Spring, 2005). Leadership for Excellence and Equity: Schools in which all students achieve high levels of academic success, regardless of any students race, ethnicity, culture, neighborhood, income of parents, or home language (Scheurich Skrla, 2003, p.1). Schools in which principals advocate, lead and keep at the center of their practice and vision issues of race, class, gender, disability, sexual orientation, and other historically and currently marginalizing conditions in the United States. (Theoharis, 2004, p.3). Marginalized populations: groups of people in the United States marginalized by the majority culture (Kitzinger, 1996). In this study marginalized populations include children of marginalized communitiesin particular, poor children, and children of all ethnic backgrounds; and those with disabilitiesinvolves negotiating the hardships that are a product of a legacy of discrimination. Once these children enter the classroom they often are faced with a curriculum that can be irrelevant to their realities, ability grouping and a system of tracking that often excludes them from courses needed to pursue higher education (Potts, 2003; Smith, 2000). Maryland School Assessment (MSA): The MSA is a test of reading and math achievement that demonstrates how well students have mastered academic standards specified in the Voluntary State Curriculum. The test was developed to meet the reporting requirements of the No Child Left Behind Act. The test is administered in March to students in grades three through eight, and once in high school. No Child Left Behind Act of 2001 (NCLB): The NCLB Act of 2001 aims at ensuring both academic excellence and equity by providing new opportunities and challenges for states to advance the goal of closing the achievement gap. It relies on high stakes testing to ensure that schools make adequate yearly progress (AYP) toward the goal of 100% proficiency by 2014. Supporters of NCLB claim the legislation encourages accountability in public schools, offers parents greater educational options for their children, and helps close the achievement gap between minority and white students. NCLB aims to show achievement toward these goals through federally mandated standardized testing. NCLB seeks to narrow class and racial gaps in school performance by creating common expectations for all. It requires schools and districts to focus their attention on the academic achievement of traditionally under-served groups of children, such as low-income students, students with disabilities, and students of major racial and ethnic subgroups. Opportunity to Learn equity: Equal access to a rigorous curriculum for all students. Professional Development: The National Staff Development Council defines the term professional development to mean a comprehensive, sustained, and intensive approach to improving teachers and principals effectiveness in raising student achievement School Culture: Something reflected in the environment of the school. It is present in everyone and every environment consciously and unconsciously (Clarke Estes, 2002). School-Wide Instruction: Consistent implementation of instruction throughout the entire school. Social justice: Refers to the concept of a society that gives individuals and groups fair treatment and an equitable share of the benefits of society.   In this context, social justice is based on the concepts of human rights and equity.   Under social justice, all groups and individuals are entitled equally to important rights such as health protection and minimal standards of income.  Dantley and Tillmans (2006) position is that social justice ultimately changes inequities and marginalization. Bogtochs (2002) situates this social justice position within the context of school leadership. Theoharis (2007) definition of leadership for social justice leaders: advocate, lead, and keep at the center of their practice and vision issues of race, class, gender, disability, sexual orientation, and other historically and currently marginalizing conditions in the United States. This definition centers on addressing and eliminating marginalization in schools. In doing so, inclusive school ing practices for students with disabilities, English language learners, and other students traditionally segregated in schools are also necessitated. Special Education: Services and supports designed to minimize the impact of disability and maximize opportunity to grow and learn (Hehir, 2007). Standards-Based Instruction: Use of curriculum and instruction that is aligned with the Standards determined by the school or state. Structure: Institutional mechanisms, policies, and procedures put in place by federal, state or district policy and legislation or widely accepted as the official structure of schools; not subject to change at the local school site (i.e., personnel policies, use of instructional time, program regulations). Student Achievement in Reading: Student achievement in reading will be measured by MSA reading scale scores. The State Board of Education set cut scores for performance standards on MSA testing. Performance standards determine cut scores for students performing at proficient and advanced levels. Students not performing at proficient or advanced levels are considered to be at the basic level. System: Coordinated and coherent use of resources (time, personnel, students, parents, funds, facilities, etc) constructed by the school site to ensure that school visions, missions and goals are met (i.e., professional development, teacher collaboration, use of time). Systemic Equity: The transformed ways in which systems and individuals habitually operate to ensure that every learner-in whatever learning environment that learner is found-has the greatest opportunity to learn enhanced by the resources and supports necessary to achieve competence, excellence, independence responsibility, and self-sufficiency for school and for life (Scott, 2001). Tracking: A way to organize or segregate students based on ability level. Limitations: One of the central limitations of this study is that excellence in selected schools will be defined solely by students attainment of a target score (AYP) on a standardized test. Another limitation will be the focus on a single school district. Delimitations External validity is impacted based on some delimitations. The use of purposeful sampling will be required to select the schools based on a list of criteria which will be identified by the researcher. Selection criteria will limit the ability to generalize since there will be a narrow set of criteria in place for the study. Small sampling and school location may limit the ability to generalize information to other schools and district. Chapter 2 REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK Introduction Moral purpose of the highest order is having a system where all students learn, the gap between high and low performance becomes greatly reduced, and what people learn enables them to be successful citizensà ¢Ã¢â€š ¬Ã‚ ¦The role strategically placed to best accomplish this is the principalship. Michael Fullan, The Moral Imperative Of School Leadership This chapter focuses on the three concepts at the core of this study: social justice, leadership, and achievement for marginalized populations. Each topic will be examined in terms of its theories and concepts as well as supporting empirical evidence in research. Social justice, as the overarching topic of this research study, is reviewed first. Next, the history of leadership literature, proposed leadership models, and the relationship between leadership and social justice, is presented followed by a review of student achievement for all students, student achievement measures, dimensions and correlations to social justice and leadership. The chapter concludes with theoretically supported rationale for three hypotheses expressing positive relationships between social justice, and leadership behaviors and social justice and student achievement of marginalized students and leadership behaviors and student achievement of marginalized students. While the existing literature points to the deep impact that schools have on student learning what remains unknown is the specific relationship between K-5 elementary principal leadership behaviors and student achievement for marginalized students (subgroup populations). Scholars and practitioners in the field of education are interested in knowing what does leadership that transforms school into more equitable and just places, with an attention to achievement for all students, accomplish? How do these leaders do it? What knowledge, skills and dispositions are required? To address this gap in the literature, this particular study will be conducted to specifically explore the outcomes and dimensions of leadership behaviors and to identify relationships between these behaviors and student achievement for marginalized populations. Professional development and preparation of schools leaders requires exemplars of equity and social justice behaviors which I intend to present in this study.

Mexican Migrant Workers and Lynch Culture Essay -- Mexico Agriculture

Mexican Migrant Workers and Lynch Culture More than a million agricultural workers migrated to the United States in the early twentieth century. The majority of these persons found work on small family farms in California; the white owners of these farms welcomed cheap labor. Although most migrant workers in California today are of Mexican descent, they originally came from all over the world: East and West Europe, China, Japan, Korea and Latin America, along with Mexico. The shift to almost exclusively Mexican migrant workers in the early 1900s was intentional. Growers at this time anticipated racial conflicts between the immigrating workers and the â€Å"natives† of California. Growers minimized local opposition to Mexican immigration by promising that the Mexican would return to Mexico (only a short distance away) following picking season. This broken promise enabled the growth of systematic oppression toward the incoming Mexicans. As time went on, growers depended increasingly on the cheap labor provided by the Mexicans. This dependence, coupled with rising unemployment in Mexico, created a rising influx of Mexican immigrants to California, establishing Mexicans as â€Å"the single largest ethnic farm workers group in California† by the 1920’s. [1] Because these workers were forced to settle into communities that did not want them, and in communities that were promised the Mexicans were only staying temporarily, Mexicans were segregated, victimized, and resented by the surrounding white population. This maltreatment eventually escalated into racial oppression comparable to that of the blacks in the Jim Crow south. [2] The racial hierarchy that Mexicans faced in the Southwest left t... ... or shot. The masked men were never investigated, or if they were, they were never arrested post-investigation. This information is available in more depth in Carrigan and Webb’s article. [5] Again, see the article cited by William D. Carrigan and Clive Webb for further information. [6] These groups are used to represent many other groups that adopt a similar ideology. I see them all a response to the growing Mexican population in the Southwest. Mediums like radio, internet, and other propaganda were used to broadcast the message of these groups, which was essentially that Americans must wake up to the â€Å"reality† of the Mexican invasion. More on these groups can be located at www.aztalan.net/lynched.htm. [7] Mexican American Civil Rights organizations have been formed in the Southwest to combat these oppressive forces, but they are severely outnumbered.

Bakhtin’s Theory of Self Knowledge

Mikhail Bakhtin in his theory of Self-Knowledge was primarily concerned with the freedom that a â€Å"fictional† character could have and its connection to the author. Accordingly, Bakhtin have suggested, what he calls, the theory of â€Å"surplus-vision† which corresponds to the inability of the character to obtain a self-knowledge which is only possible through having the chance to observe him self.In a more simple terms, Bakhtin explained that the character could or any other human being for that instance that exist outside of a person’s mind could not contemplate and think about the same things that the person who is contemplating has been thinking. Thus, when a person is contemplating about someone else, he would â€Å"see and know somethingâ€Å"that the character that the person has been contemplating could never see and know†.In such case that someone whom the person is contemplating, or that character that the person have been thinking could not act independently on his own without author, as its creator could have thought. Put plainly, this means that the character could never be in a situation wherein he can decide and write about himself without the authors will or foreknowledge. Bakhtin have further discussed that the character’s ability to act liberally would depend upon his being able to act in surprising manner. Such that, a free action is an action that no one else have thought of or have predicted.However, in the case of the character in its relation to its author, it seems to be very impossible for it to be able to act freely from the author’s wishes. This is where Bakhtin’s theory of self-knowledge plays an important role. It is when the analogy of the author and God that Human self-knowledge was put into question. Yet, according to Joseph Bartlett, even without the analogy to God, any person’s action is still predictable or can still be predicted by other person for instance, by someo ne who has known the other person for quite a long time.Thus the only way, in a view that divine intervention is not counted, that the person could be free is through knowing the expectation of other people and acting surprisingly (2005). Bakhtin believes that this was the only way that the person could act freely and not determined, having a self-knowledge of thy self is the only way to free thyself. For instance one of my friends has been living a very active lifestyle. He joins different sports and was engaged in interdisciplinary activities and courses.This is when he was to choose a humanities course for his senior year; I along with some of our friends have been really surprise when he took up an art course. It was really surprising and even more, when I asked him about his decision, he simply stated that he wants to surprise himself. References Bartlett, J. (2005). Freedom And Self-Knowledge In The Dramatic Works Of Anton Chekhov. University of Missouri-Columbia.

Symbolic Play essays

Symbolic Play essays Jean Paiget, a Swiss born doctor began his work at the Binet institute, adapting verbal reasoning tests for French children. It took him much of his career to develop his own cognitive-development theory, which was at the time, very unique compared to the dominant behaviorist and psychoanalyst theories. His work didnt reach the United States until the mid 50s and since then the field has been active with theorists from opposing sides trying to integrate their ideas with Piagets four stages of childhood development (Rathus, 2004). Jean Piagets second stage, preoperational, starts at age 2 and continues until about 7. This stage in Piagets scheme is characterized by inflexible and irreversible mental manipulation of symbols. The child begins to represent words mentally but still has egocentric thought. Children in this stage cannot focus on two aspects of a situation at the same time and therefore lack conservation (Rathus 2004). An important feature of this stage is symbolic play, which represents pre-linguistic skills that support subsequent development (Lyytinen et al., 2001). Through this activity, concepts that children learn are modeled, practiced and honed. Symbolic play serves to reinforce receptive language skills and build expressive language skills. Play does not come before language skills develop and language skills cannot develop well without play. During this period of development in a childs life they are not mature enough to learn in a structured manner but this does not mean they dont absorb information. The practical life lessons and language they gather receptively on a day-to-day basis you can see replayed, reinforced and experimented with during a childs playtime. Ungerer and Sigman break play behaviors into four categories. Simple manipulation is defined by instances of mouthing, waving, banging or throwing a single toy. This type of play starts ...

How to Perform the Mohs Hardness Test

How to Perform the Mohs Hardness Test Identifying rocks and minerals relies heavily on chemistry, but most of us dont carry around a chem lab when were outside, nor do we have one to take rocks back to when we come home. So, how do you identify rocks? You gather information about your treasure to narrow down the possibilities. Its helpful to know the hardness of your rock. Rock hounds often use the Mohs test to estimate the hardness of a sample. In this test, you scratch an unknown sample with a material of known hardness. Heres how you can perform the test yourself. Difficulty: EasyTime Required: mere seconds Heres How: Find a clean surface on the specimen to be tested.Try to scratch this surface with the point of an object of known hardness, by pressing it firmly into and across your test specimen. For example, you could try to scratch the surface with the point on a crystal of quartz (hardness of 9), the tip of a steel file (hardness about 7), the point of a piece of glass (about 6), the edge of a penny (3), or a fingernail (2.5). If your point is harder than the test specimen, you should feel it bite into the sample.Examine the sample. Is there an etched line? Use your fingernail to feel for a scratch, since sometimes a soft material will leave a mark that looks like a scratch. If the sample is scratched, then it is softer than or equal in hardness to your test material. If the unknown was not scratched, it is harder than your tester.If you are unsure of the results of the test, repeat it, using a sharp surface of the known material and a fresh surface of the unknown.Most people dont carry around examples of all ten levels of the Mohs hardness scale, but you probably have a couple of points in your possession. If you can, test your specimen against other points to get a good idea of its hardness. For example, if you scatch your specimen with glass, you know its hardness is less than 6. If you cant scratch it with a penny, you know its hardness is between 3 and 6. The calcite in this photo has a Mohs hardness of 3. Quartz and a penny would scratch it, but a fingernail would not. Tips: Try to collect examples of as many hardness levels as you can. You can use a fingernail (2.5), penny (3), a piece of glass (5.5-6.5), a piece of quartz (7), steel file (6.5-7.5), sapphire file (9). What You Need: unknown specimenobjects of known hardness (e.g., coin, fingernail, glass)

Study of Professional development for strategic managers The WritePass Journal

Study of Professional development for strategic managers Study of Professional development for strategic managers IntroductionTASK 1: PERSONAL AND PROFESSIONAL SKILLS REVIEWActivity 1:   Personal Skills ReviewStress Management Time Management .Assertiveness Activity 2:   Professional Skills Review   Coaching SkillsLeadership SkillsMulti-tasking SkillTASK 2: PERSONAL DEVELOPMENT PLANNINGActivity 1:   Personal AuditA. Group sharing on Professional and Personal Life ExperiencesC.  Ã‚  Ã‚  Ã‚   Professional and Personal Audit  Ã‚   (1 is weakest ; 5 is strongest)Activity 2:   Progression PlanA. Personal SWOT AnalysisB. Development PlanSkills Audit:   Identifying Areas to ImproveThe Monitoring ProcessBIBLIOGRAPHYRelated Introduction TASK 1: PERSONAL AND PROFESSIONAL SKILLS REVIEW This assignment will examine my personal and professional skills through my own evaluation and assessment of my colleagues.   The purpose of the assessment is to identify my weaknesses and strengths. It also helps in identifying some techniques to improve and enhance my skills.   This will be analysed through the accomplishment of personal audit. Activity 1:   Personal Skills Review Stress Management According to Lazarus and Folkman (1984) stress is a result of the imbalance between demands and resources or when pressure exceeds one’s ability to cope.   Stress management was developed on the idea that stress is not the result of a stressor but rather on one’s capability to cope and the ability to respond to it. Also, if the person possesses or can use adequate coping skills, then stress may not actually be a result or develop because of the stressor. In my personal experience, I have learned to face damaging challenges at home and in the workplace. When I am anxious I think of some activities to help release the tension.   I exercise regularly.   Regular physical activity is very effective in fighting stress.   There are a lot of physical activities that is very effective in distressing. I just choose a particular activity that suits my personality otherwise it will just add to the heavy load of emotional burden. I find some activities like jogging, brisk walking, cycling and aerobics dancing fun and enjoyable when participated with people I am comfortable to be with.   My other ways of fighting stress and anxiety is to be in the company with happy people. According to Hargreaves, (1998) stress is expensive.   Stress related illness leads towards the increase of financial cost.   For example when I become sick due to stress related illness at work, my medication was shouldered by the management. I was also paid with my whole salary during the period that I was absent from work. These are one of the cases where stress related illness added cost for the company. . Time Management . Manktelow (2006) writes that the starting point for effective time management is to set priorities.   When I am faced with a variety of choices competing for my attention and time I prioritize things because it will help me decide which path to take.   Setting my goals help me identify and focus on my priorities that help me evaluate what needs to be done first. By doing this, I can do things easily and use time effectively. Susan Ward (2011) has pointed out five (5) time management techniques which I have practiced.   These are: Recognize you can’t do it all:   I decide what roles and activities are important.   The important thing is, I am happy and healthy the way I am spending my time. I don’t force myself into doing things I don’t like to please other people. Prioritize:   I plan things and review my list of what to do on a particular day and what things that must be done.   I give attention on the most important activity on hand. Learn to say â€Å"Yes† and â€Å"No†: When I am ask to commit on something, I would say â€Å"no† if I really can’t and â€Å"yes† if it’s equally important to me. Unplug:   There are times when it’s important or useful not to â€Å"be connected† all the time. Recognize what situation must be given attention and disregard things that appear to be nuisance. Take time off: Weekend is my personal and family day.   If I need to be with my family, I set time for them.   I also allow myself to take some refreshing time alone with my friends. Good time management helps me control my time and life.   I have maintained a balanced work and personal activities.   This gave me flexibility in dealing with challenges in life and respond to new opportunities. Assertiveness Winstanley (2005) wrote that assertiveness is expressing your needs, your wants, opinions, feelings and beliefs and get these met in direct, honest and subtle way.   It is also respecting the needs of the other party. Though I speak out my opinion at times, it will only come out as that because I don’t assert enough to get what I want. In my experience, my promotion to Human Resource Management Officer II, at the Human Resource Department of the Livelihood Corporation was delayed because I was too shy to ask my manager to send me to a one week external training program. I was not able to attend the scheduled training program and had to wait for months for it to be conducted again.  Ã‚   I eventually got promoted only after 6 months of waiting.   It could be much earlier if I had been assertive. According to Cooper (2008), there are some techniques that can provide you with the opportunity to slide up or slide down in an attempt to assert your personal views or opinion: To Slide Down:   This is being able to communicate our feelings and thoughts in an open and direct way, showing respect of the rights and feelings of others and them to respect our own. Empathy: It understands the depth of another person’s feelings.   Active listening:   It is giving importance to the other person’s point of view. Focus on facts and issues (not the person): Being objective and not subjective Good quality questions: Ask questions relative to the issue Being non-emotional: Being professional in dealing with the matter To Slide Up:   Ã‚  Is defined as showing rage, aggressive body language and forcing other people to do what you want. Body and hand language: shows aggressiveness Eye contact: insisting and compelling Facial expressions: indicates dominance Pace, tone and volume of speech: argumentative Directness of language: no respect Assertiveness is a mutual and open exchange of views and understanding.   The slide down technique must be used all the time when assertiveness is needed to be projected in dealing with other people in common circumstances. Activity 2:   Professional Skills Review   Coaching Skills It is the responsibility of the human resource manager to produce a well trained and motivated work force in the organization.   Employees’ knowledge and skills needs to be continuously improved to perform productively to achieve personal and organizational goals. . Maharlika, Complex is a subsidiary of the Livelihood Corporation, a government owned and controlled corporation.   The company is engaged in providing financial aid to farmers and help these farmers sell their agricultural goods in the market. The employees of Maharlika Complex.,are monitoring the progress of the vendors (farmers) in the market to ensure that these farmers will be able to pay the loaned amount from the company.   This is the government’s way of helping small farmers augment their living, helping them financially from planting to selling their products. Counselling and mentoring are conducted by Maharlika employees to the farmers and vendors.   More of the counselling was given to farmers whose plantations were devastated by natural disaster.   It helps to motivate them cultivate their lands to have better produce.   The employees were effective in their counselling skills and able to uplift the self-esteem of the farmers. They are good in counselling because they were trained and coached how to do it professionally by their mentors. Having worked at the Livelihood Corporation, I have observed how the project manager of Maharlika Complex effectively exercises her coaching style. She has the ability to communicate with people well with good understanding to varying traits and attitude of each individual working for the company. The manager has effectively managed to apply the coaching cycle of Cooper (2008), in her attempt to teach the staff with new skills and learning as ways of motivating them to perform at their best. The Coaching Cycle The cycle starts with telling the employees of what, how and why a particular task needs to be done.   Showing how a task should be done is optional, giving the person the leeway to perform in his own convenience and style.   In order for the employees to be competent and confident to do or start a new task, they are given the opportunity to practice what has been learned through coaching.   The manager coach then monitors and observes the performance level of each individual and assess in what areas there is a need to be improved.   After assessment a constructive feedback is facilitated where the discussion between the coach and the individual is light and a two-way process. According to Armstrong, S. and Mitchell, B. (2008) employees want mentoring in two areas: (1) the skill they need to succeed in the job and (2) the skills they need to build a satisfying career. The skills they need to succeed in the job are mentored through on going training and development where the professional experience of the manager is applied in one-on-one coaching.   Ã‚  The new employees of Maharlika Complex were closely monitored by their mentors who know the job they were doing, and willing to take them by the hand then teach and lead them to a new defined skill for future career advancement. It stimulates enthusiasm and energy so that the employees keep moving forward towards their goals (Merlevede, P.E. and Bridoux,D.C, 2004). Leadership Skills In the writings of Hersey and Blanchard (n.d.) a Participative Leader seeks to involve other people in the process, including subordinates, peers, and superior. Often, however, as it is within the managers whim to give or deny control to his or her subordinates, most participative activity is within the immediate team. The question of how much influence others are given thus may vary on the managers preferences and beliefs, and a whole spectrum of participation is possible. The department managers of Maharlika Complex exercised different styles of leadership in their assigned areas.   In the case of the Project Manager he has been very successful in being slightly autocratic because he has the full knowledge of how a task or project is to be accomplished.  Ã‚   The project manager is not over using his capacity by controlling every movement of his subordinates.   He listens to some suggestions  Ã‚   and even considered implementation of the suggestion if found to be beneficial for the project, the department and the organization as a whole.   The human resource manager in the other hand projects a participative leadership where she as the manager shared leadership with the staff members. This gives employees the feeling of satisfaction when some responsibilities are placed in their care.   Shared leadership is like a partnership between the manager and the employees for the purposes of developing a motivated and co-operative working environm ent. The management of Maharlika Complex is developing employees that have potentials to become good leaders.   Some of the company’s employees have the leadership skills.  Ã‚   The managers are encouraging these people to work hard and develop their leadership skills not only for their personal and professional growth but also for the benefit of the company. Regular counselling was conducted to boost the self-esteem of the employees. An effective counselling eliminates an undesirable behavioural aspect of an individual and creates a positive attitudinal character. Good leaders have confidence and the natural characteristic of influencing other people. These leadership skills are being taught by the managers to their staff for them to develop to become good mentors and leaders in the future. The management of Maharlika has adapted the 7 steps to ensure an effective mentoring relationship as researched by Merlevede and Bridoux (2003).   The following steps are: first step is â€Å"choosing a protà ©gà ©Ã¢â‚¬  where the leader chooses to mentor a person because the leader knows there is a lot of potential present in that person. second step is â€Å"connecting†, where the mentor and the protà ©gà © would establish relationship skills, and rapport to ensure that mentoring will run smoothly.   third step is â€Å"outlining the relationship† that once certain level of trust is achieved the mentor figures out what the mentoring will be about.   fourth step is â€Å"getting to the bottom of it† where the mentor identifies what might have caused for a protà ©gà © from achieving goals and then to take some actions for the protà ©gà © to come close to the goal.   fifth step is â€Å"concrete action† where the mentor sees the protà ©gà © taking his own destiny in his own hands and not relying or depending on his mentor. sixth step is â€Å"following up† where the mentor can ask questions to the protà ©gà © to know how the mentoring was absorbed. seventh step is â€Å"get out of the way† is the period in time for the mentor and the protà ©gà © to part ways letting the protà ©gà © to loose and ready to face new challenges on his own. Multi-tasking Skill Multi-tasking is the ability of an individual to perform multiple tasks all at the same time.   It is not only limited to the managers to do multi tasking, but it is also performed by the people from the ranks.   It is performing loads of tasks in a limited period of time.   To get better results and output from an individual performing multi task, he should be prepared and willing to do the job, well trained to perform it, and he must love to do it.   Only a motivated individual can successfully accomplish and produce good output from loads of responsibilities placed on his shoulder.   Otherwise, if the management will assign multiple tasks to an individual who is half hearted to perform it, the quality of the results will suffer. Maharlika Complex once implemented multi tasking when the management decided to stream down the workforce.   The employees were given the option if they wanted to stay or settle for early retirement.   Most of the older personnel opted to be paid off.   The jobs they left were distributed to the employees who stayed.   The personnel manager looks into the job function of each employee and distributed these jobs to employees having the same function.   In this case, the employee did not find it difficult to perform because of its similar skill needed to perform the task.   Adjustment was made and eventually the multi tasking works.   It saved time and cost and the employees were motivated to work efficiently because the managers themselves were also performing the same. There was little mentoring done on the employees that were left behind.   It is because the new tasks that were added to their responsibility were similar or hold the same function with the task they perform.  Ã‚   The counselling and mentoring were concentrated on how to manage their time effectively and deal with stress. The counselling was intensive because of the additional workload added to their responsibility.   A group counselling was conducted twice a month to ease tension and stress for the employees doing the multi-tasking.   As part of the counselling session, a time management seminar was also conducted.   It is to help employees identify goals and learn to prioritize activities to get things done effectively.   They were also counselled and mentored to keep diaries of planned activities to avoid missing important tasks. With the effective counselling technique the employees of Maharlika Complex were motivated and committed to the tasks assigned to them.   Mentorship was also emphasized to develop the leadership potential of the employees. TASK 2: PERSONAL DEVELOPMENT PLANNING This group activity will help me and my co-group members to identify our strengths and weaknesses and analyse what should be done in order to enhance and develop our personal and professional skills.   We will listen to each of our experiences told and give our insights to help each other in achieving our personal aspirations in life. Activity 1:   Personal Audit A. Group sharing on Professional and Personal Life Experiences I have discussed and shared with my group my professional and personal success and failures in life and they gave their comments and suggestions how to develop and enhance my skills based on their personal assessment on my experience. My co-group members Hina and Hanushka have their own personal suggestions on how I would be able to enhance my strengths and develop my weaknesses.   To enhance my skill in time management they have suggested that I should continue to focus on each important planned activity.   In this way I will be able to accomplish what is needed to be done and will still have time to do other important matters. We have also discussed on my lack of confidence to assert to get the things I want or to achieve.   They have suggested that: I should build my confidence; I should learn to exercise my rights; I should be firm; I should not be intimidated; and I should know the relevance and importance on what I am asserting for. Another professional skill that I have to enhance is my coaching ability. I know that in some situations I am able to get the attention of the people I am given instructions to. They learn easily what was taught of them because I was patient enough to guide them step by step on what to do.   My co-group members have suggested that I should attend some coaching trainings in order for me to get the techniques to enhance my skill. B. PERSONAL AUDIT QUESTIONNAIRE Please tick the appropriate option on the following rating scale (1-5) 1 being the weakest and 5 being the strongest. 1)  Ã‚  Ã‚  Ã‚   I lack confidence in expressing my needs. 1___  Ã‚   2___  Ã‚   3___  Ã‚   4___  Ã‚   5___ 2)  Ã‚  Ã‚  Ã‚   I manage time effectively. 1___  Ã‚   2___  Ã‚   3___  Ã‚   4___  Ã‚   5___ 3)  Ã‚  Ã‚  Ã‚   I am not confident to lead. 1___  Ã‚   2___  Ã‚   3___  Ã‚   4___  Ã‚   5___ 4)  Ã‚  Ã‚  Ã‚   I cope with stress well. 1___  Ã‚   2___  Ã‚   3___  Ã‚   4___  Ã‚   5___ 5)  Ã‚  Ã‚  Ã‚   I manage a number of tasks well. 1___  Ã‚   2___  Ã‚   3___  Ã‚   4___  Ã‚   5___ 6)  Ã‚  Ã‚  Ã‚   I do not have confidence to give presentations. 1___  Ã‚   2___  Ã‚   3___  Ã‚   4___  Ã‚   5___ 7)  Ã‚  Ã‚  Ã‚   I am patient when imparting knowledge and skills to others. 1___  Ã‚   2___  Ã‚   3___  Ã‚   4___  Ã‚   5___ 8)  Ã‚  Ã‚  Ã‚   I do not have confident to influence others. 1___  Ã‚   2___  Ã‚   3___  Ã‚   4___  Ã‚   5___ 9)  Ã‚  Ã‚  Ã‚   I motivate people to perform. 1___  Ã‚   2___  Ã‚   3___  Ã‚   4___  Ã‚   5___ 10) I do not direct people to do tasks. 1)___   2___  Ã‚   3___  Ã‚   4___  Ã‚   5___ C.  Ã‚  Ã‚  Ã‚   Professional and Personal Audit  Ã‚   (1 is weakest ; 5 is strongest) Based on the personal assessment made by two persons on my personal and professional skills it was identified that I lack assertiveness. I had to develop my confidence to express what I want and develop my skills to lead effectively.   It also shows my capability to coach and the strengths I have in time and stress management. If I develop my confidence and assertiveness, I know I will be able to overcome my weakness when it comes to leadership and assertiveness. I should take some time to reflect on what to do first to proceed with the learning process to achieve my objective.   The learning style I am adapting is the Reflectors Style.   I am comfortable with this kind of learning because it gives me the opportunity to reflect on the information I get and compare to my personal experiences.   I will get some techniques on how to assert by collecting informative reading materials. Watching video on personality development will also be considered to improve my confidence.   Getting feedback from a friend will also help me in my learning process to gain confidence. Activity 2:   Progression Plan A. Personal SWOT Analysis As a result of making this analysis I can give emphasis on my strengths and focus on remedies to overcome my weaknesses.   This will aid me in taking possible advantage of the opportunities at hand.   B. Development Plan Skills Audit:   Identifying Areas to Improve In order to attain my goals, I have to strengthen my leadership skills.   I need to improve my cognitive ability, strategic thinking, analytical ability, ability to delegate and influence, ability to learn from experiences and the ability to build technical competence.   Developing my confidence is also a way to become assertive and stand up to get what I want. To aid me in achieving this, I had to adapt the Reflector Style of Learning, one of the learning styles identified by Honey and Mumford (2008).   This type of learning suits my personality.   To develop my learning ability, I collect data, review and think carefully before making any conclusion or decision.   I learn more by observing others, listening to their views and reflecting their leadership techniques. I had to follow this learning style technique suggested by Honey and Mumford below: Observing individuals or groups at work – Observing on what good leaders do and reflecting what I need to do to improve. Reviewing what has happened and thinking about what they have learned – This is learning through experience and reflect what to do next to improve. Producing analyses and reports doing tasks without tight deadlines – Evaluate the observations I made and do the things learned through observation to improve develop skills. As part of my personal development plan I will consider the suggestions of Corttrell (2003) to make a structured process of reflection in order to develop my understanding on myself, my choices, what I want to achieve, how to plan and how to take action on improving my work. This will help me reflect on my weaknesses and think of better ways to minimize them. Trough reflection I will be able to: Make sense out of experience: this will help me learn and develop my skills in leadership and assertiveness Standing back :   being observant and not in the   midst of the activity to see the level of confidence of the people around Repetition:   practice to assert on small things first to gradually develop confidence Deeper honesty: admitting my flaws and work to rectify them Weighing up: help me evaluate the advantages of being assertive and disadvantages of being submissive. Clarity: review activities done will help me see things clearly not only on my success but on my failed plans because of being non-assertive. Understanding: I will be able learn things in a deeper level like gaining insights through reflector style of learning Making judgement: reflection aids me in deciding things whether to assert or not. This plan will be carried out by me as a guide to develop my personal and professional skills. The Monitoring Process Through monitoring my progress I should be able to know if my planned activities for the realization of my aims are achieved.   It will help me recognize if my learning style applied to achieve my goals is effective. A monitoring device to determine my progress is provided. I will solicit feedback from my colleagues, coaches and mentors. Monitoring progress on learning goals BIBLIOGRAPHY BOOKS Armstrong, S. and Mitchell, B., 2008. The Essential HR Handbook. USA:Book-mart Press Cooper,S., 2008. Brilliant Leader. Great Britain:Pearson Education Ltd Cottrell, S. 2003. Skills for Success. New York:Palgrave Macmillan Hargreaves, G., 1998. Stress Management. The Essential Guide to Thinking and Working Smarter. London:Marshal Publishing Lazarus, R. and Folkman, S. 1984. Psychological Stress and Coping Process. New York:Springer Publishing Company:ISBN:0826141919 Manktelow, J., 2006. Manage Your Time. London:DK Merlevede, P.E. and Bridoux, D.C., 2004. Mastering Mentoring and Coaching with Emotional Intelligence. Wales:Crown House Publishing Ltd. Winstanley, D., 2005. Personal Effectiveness. London:CIPD WEBSITE 1.  Ã‚  Ã‚  Ã‚  Ã‚   Wikipedia (2010). Stress Appraisal and Coping. 8 April 2011:   www.uk.ask.com/wiki/stress_management. 2.  Ã‚  Ã‚  Ã‚  Ã‚   www.spiritize.blogspot.com/2007/05/assertiveness-training.html. Notes to Self-Assertiveness 3.  Ã‚  Ã‚  Ã‚  Ã‚   Hersey and Blanchard (n.d) Chairing Meetings.03 March 2011 4.  Ã‚  Ã‚  Ã‚  Ã‚   blessingwhite.com/helping_others_succeed_gc.asp?gclid=CIjlpMyY46cCFQod4QoduBCv9A   Helping Others Succeed:successful coaching Relationships are Custom Built 5.  Ã‚  Ã‚  Ã‚  Ã‚   www.davidbonham-carter.com/assertiveness-training-book.html. Chairing Meetings 6.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   www.coachingnetwork.org.uk/resourcecentre/whatarecoachingandmentoring.html 7.  Ã‚  Ã‚  Ã‚  Ã‚   Ward, S. (2011).Time Management.8 April 2011: www.sbinfocanada.about.com/od/timemanagement/a/getmoretime.htm 8.  Ã‚  Ã‚  Ã‚  Ã‚   www.changingminds.org/discipline/leadership/styles/participative_leadership.html.

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The Impact of Inward FDI on Host Countries - Essay Example Discussion The impacts of inward FDI on host countries Transfer of resources Inward FDI has various effects on host countries. Grimwade (2000) indicates that inward FDI has the effect of transferring resources whereby resources such as technology, capital and management are transferred during investment. Capital transfer increases the capital stock in a host country while the transfer of management leads to the improvement of management skills in this country. Moreover, during transfer of resources, host countries may benefit from new technologies from the foreign investors. Overall, the transfer of the aforementioned elements leads to an increment in the host country’s productive potential as it leads to the increase of the Gross Domestic Product (GDP). Host countries have witnessed substantial economic growth due to FDI. This growth, alongside other benefits, has heavily depended on various factors. The multinational corporations in host countries have raised funds in these countries through bank loans, issuing shares or issuing bonds to the investors in these countries. However, such a move has not yielded the result of transfer of capital and it has instead pushed the costs of raising capital for the firms in the host countries. ... (2004) indicate that some MNCs from industrialized countries have introduced capital-intensive methods in countries that require labor-intensive methods owing to abundance in labor there. Furthermore, management skills and technologies brought to the host countries may have a little benefit to their economy in case they are not passed on to the employees in the local firms. Balance of payments and trade Buckley and Casson (2002) reveal that through inward FDI, host nations have been able to enjoy positive effects on their balance of payments in the short run. The inflow of foreign capital has benefited the capital account of balance of payments, with the current account improving due to a decrease in imports or an increase in exports. Foreign companies also face the need to import various parts and components from their parent companies during their early stages. Moreover, there is a possibility of large inflows emanating from the foreign countries pushing the exchange rates, which r enders the exports less lucrative and increases competition. Appreciation in the exchange rates may have the effect of attracting speculative capital inflows, which may push the rate further and lead to its overshooting. In case the central bank wants to prevent the rise of the rate through selling currency to foreign money holders, there will be an increase in the supply of money, which culminates into inflation. In the end, there will be an outflow of FDI when the parent companies are paid dividends and interest payments (Jones, 2005 ). Employment Dicken (2007) highlights that inward FDI has the effect of increasing employment in the host countries. This is a direct effect of FDI as the foreign firms in these countries are able to employ workers who might not have attained any form of

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Food, The Transmitter of a Cook's Emotions - Research Paper Example The cook who prepares our food understands this linkage between food and emotion. In addition to the cook’s personal passion for the job, the cook also have a deep understanding that particular foods can make us feel in certain ways; that we will always connect a certain sense of our well being with food (Anon, 2004). This explains why cooks are exerting tremendous effort when they prepare our food. They knew that foods do not only feeds and nourishes the body but also makes us â€Å"feel† in certain ways. Cooks can be considered as â€Å"food artists†. In the same way that a painter can convey emotions with his or her masterpieces, cooks can also transmit his or her emotion through food. In fact, cooks can even transmit a stronger emotion to the consumers than what a visual artist does because the experience in partaking food prepared by the cook is more personal and satisfying compared to an artist who only makes emotional impression with its audience. Ways a cook can transmit emotions through food As stated earlier, food stimulates a â€Å"web of association within us. Foods appeals to our senses and arouses certain emotions that link us to certain people, times, and other places (McDonald, 2007) and being such, is able to transmit emotions to us.

Aspects of employment among Chinese international students after Dissertation

Aspects of employment among Chinese international students after graduated from universities in the UK - Dissertation Example The Center for Educational Research and Innovation (CERI) is working hard to open opportunities between countries to provide educational services. The team is striving to assemble stakeholders from both educational sectors and trade in international forums. They focus mainly on assessing and maintaining records of cross border post secondary education and making all efforts to increase the demand of such education. They are also monitoring the pattern of quality development to see that international standards are maintained. Since the beginning of this century, various programs of cross border education have emerged. Such programs create the opportunities for many international benefits like educational institutes in all countries are focusing on developing an international approach in their systems. There are four mutually associated approaches behind such developments: â€Å"desire to promote mutual understanding; the migration of skilled workers in a globalised economy; the desir e of the institutions to generate additional revenues; or the need to build a more educated work-force in the home countries† (Internationalisation of Higher Education, 2004). There has been a rapid growth of international mobility of students in the last few years. In mid-1990s, OECD countries hosted around 85 percent of all students from across the world who have approached foreign education. Europe is the most popular choice for foreign students but North America ranks first in providing educational opportunities to all students striving for education abroad. Research has shown that 60 percent of all international students are from the Asian region (OECD, 2004, p.11). There are many other elements attached to cross border education that needs explanation. Globalization which means flow of people, culture, knowledge etc. across borders helps to promote interconnectivity and interdependence between nations. Education is one sector which is strongly affected by globalization. Then there is internationalisation of higher education which means making educational activities like teaching, research and service of international standard and also integrating intercultural elements into education system. There are also internationalisation activities which include agreements between institutes across borders, international or intercultural standardization of teaching process, mobility of teachers and students, and also campus based extracurricular activities. Another term associated with cross border education is trade of education services which focuses on â€Å"cross border education initiatives that are commercial in nature and are usually intended to be for-profit in nature† (Cross border tertiary education, 2007, pp.23-24). In recent times there has been a growing demand of post secondary education as well as profession based courses. There are various reasons behind this like increasing population in countries, increasing number of students complet ing their secondary education, growing demand for continuous education till late age and growth of consciousness regarding importance of education. It is now becoming difficult for public sectors to cope with the rising demand of higher education. Therefore, alternative processes of education are developing. Such processes include private sectors getting involved in providing education, emphasis on distance learning which has become more prominent with

Review of the movie Missing Example | Topics and Well Written Essays - 500 words

Of the Missing - Movie Review Example Alternatively, the film also demonstrates the relationship between Horman’s father Ed Horman (Lemmon) who is an American and Horman’s wife (Spacek). At the beginning, Lemmon blames Charles for his radical political views that resulted in his disappearance. However, he later on changes his mind thinking that there is a possibility of the Government being heavily involved with the disappearance of Charles or possibly his death. There is also the possibility that Charles the young American would have been on the informal hit list that involves foreign journalists taken away and probably killed. It is also claimed that the American embassy officials were aware of his fate and were even involved in approving Charles death. A drama film, which is set in Chile at a time when the nation is experiencing civil war, the film generally concerns some of the actions in which the United States government takes to gain more popularity. Generally, Missing focuses mainly on power from its actual life basis. Alternatively, Missing is a straightforward film that has an extensive deal that imparts on the United States behaviors in foreign countries especially in its operations. The theme in this case revolves around the United States on foreign land. Alternatively, the film demonstrates how the United States works in sustaining its operations in foreign nations and yet its own citizens decry the nation’s secret operations especially when the public are aware of these events. From the film drama, it is quite evident that the United States operates like a two-edged sword whereby the United States citizen’s priorities tend to shift especially when matters become personal. Ed Horman who is Charles father de monstrates this aspect. Edward and Mildred Lewis uses the characters in this film in such a way that they effectively bring out some of the true events that once happened during the civil war year. The characters are

Food, The Transmitter of a Cook's Emotions Research Paper - 1

Food, The Transmitter of a Cook's Emotions - Research Paper Example The cook who prepares our food understands this linkage between food and emotion. In addition to the cook’s personal passion for the job, the cook also have a deep understanding that particular foods can make us feel in certain ways; that we will always connect a certain sense of our well being with food (Anon, 2004). This explains why cooks are exerting tremendous effort when they prepare our food. They knew that foods do not only feeds and nourishes the body but also makes us â€Å"feel† in certain ways. Cooks can be considered as â€Å"food artists†. In the same way that a painter can convey emotions with his or her masterpieces, cooks can also transmit his or her emotion through food. In fact, cooks can even transmit a stronger emotion to the consumers than what a visual artist does because the experience in partaking food prepared by the cook is more personal and satisfying compared to an artist who only makes emotional impression with its audience. Ways a cook can transmit emotions through food As stated earlier, food stimulates a â€Å"web of association within us. Foods appeals to our senses and arouses certain emotions that link us to certain people, times, and other places (McDonald, 2007) and being such, is able to transmit emotions to us.

Review of the movie Missing Example | Topics and Well Written Essays - 500 words

Of the Missing - Movie Review Example Alternatively, the film also demonstrates the relationship between Horman’s father Ed Horman (Lemmon) who is an American and Horman’s wife (Spacek). At the beginning, Lemmon blames Charles for his radical political views that resulted in his disappearance. However, he later on changes his mind thinking that there is a possibility of the Government being heavily involved with the disappearance of Charles or possibly his death. There is also the possibility that Charles the young American would have been on the informal hit list that involves foreign journalists taken away and probably killed. It is also claimed that the American embassy officials were aware of his fate and were even involved in approving Charles death. A drama film, which is set in Chile at a time when the nation is experiencing civil war, the film generally concerns some of the actions in which the United States government takes to gain more popularity. Generally, Missing focuses mainly on power from its actual life basis. Alternatively, Missing is a straightforward film that has an extensive deal that imparts on the United States behaviors in foreign countries especially in its operations. The theme in this case revolves around the United States on foreign land. Alternatively, the film demonstrates how the United States works in sustaining its operations in foreign nations and yet its own citizens decry the nation’s secret operations especially when the public are aware of these events. From the film drama, it is quite evident that the United States operates like a two-edged sword whereby the United States citizen’s priorities tend to shift especially when matters become personal. Ed Horman who is Charles father de monstrates this aspect. Edward and Mildred Lewis uses the characters in this film in such a way that they effectively bring out some of the true events that once happened during the civil war year. The characters are

In the Line of Fire Essay Example for Free

In the Line of Fire Essay Author. Pervez Musharraf 3. Chapters 22 4. Pages 237 5. Price. Not Known 6. Year of Pub 2006 Introduction 7. With the publication of his memoir, In the Line of Fire, Pervez Musharraf has virtually launched his campaign for the next presidential election due towards the end of 2007. Through the medium of this book he intends to convey to the people of Pakistan what he has accomplished for his country, and to the world community, how he has endeavored to counter the forces of extremism and obscurantism that have brought bad name to Pakistan. About The Author 8. The title, In the Line of Fire, serves to project Musharraf’s image as a bold and courageous leader of a country beset by innumerable internal and external difficulties and threats. The idea is to make him appear as a man of crisis and saviour of the nation ,a leader who salvaged the sinking ship of Pakistan. SUMMARY Of THE BOOK 9. Divided into six parts and thirty-two chapters, In the Line of Fire contains a â€Å"Prologue† and an â€Å"Epilogue†. Inclusive of â€Å"Index†, the book is spread over three hundred and fifty-two pages, and contains several memorable photographs. 10. The book’s part one, â€Å"In the Beginning†, comprises chapters 1 to 5 and is devoted to Musharraf’s early life and youthful years. a. The chapter 1. Entitled same as Khushwant Singh’s famous novel, â€Å"Train to Pakistan†, opens with the words: â€Å"These were troubled times. These were momentous times. There was the light of freedom; there was the darkness of genocide. It was the dawn of hope; it was the twilight of empire. † (p. 11) Any student of English literature would immediately gather that the source of inspiration for this paragraph is Charles Dickens’ classic A Tale of Two Cities. Set in the background of the French Revolution, A Tale of Two Cities begins thus: â€Å"It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair . . . .† b. Chapter 2. The Chapter 2 â€Å"Settling in Karachi†, narrates the story of housing and other problems faced by Musharraf’s family in their new homeland. Representing the ordeal of nearly every Mohajir household, Musharraf states: â€Å"Other uprooted members of our family assorted aunts and uncles and cousins came to live with us. At one time there were eighteen of us living in those two rooms. † (p. 15) Ultimately, Musharraf’s family settles down, and he as â€Å"an uprooted little boy found earth that was natural to him. He took root in it forever. † (p. 18) There is the commitment emanating from the innermost depth of his heart: â€Å"I would protect that earth with my life. † (p. 8) This represents the crisis of Mohajir identity: preoccupation with the search for roots after having been uprooted, and a desire to monopolize patriotism. c. Chapter 3. In chapter 3, â€Å"Turkey: The Formative Years†, Musharraf talks about his adolescent years in that country where his father was posted in Pakistan’s embassy. It was here that he developed admiration for the founder of modern Turkey: â€Å"Wi th the fall of the Ottoman caliphate, Mustafa Kemal had saved Turkey from balkanization and modernized it by dragging it out of dogma and obscurantism. † (p. 9) Ataturk is the role model, Musharraf is in search of his footsteps but the terrain is entirely different. As if to prove that his family was not â€Å"obscurantist†, the author says, â€Å"Both my parents loved music and dancing, especially ballroom dancing,† (p. 20) He seems to be conscious of the controversy that was created by the photograph in which he was carrying two puppies, as he reminds, â€Å"My love of dogs began in Turkey. †(p. 24). d. Chapter4. The chapter 4. â€Å"Home†, describes his life back in Pakistan where first Musharraf’s family took residence in Nazimabad Block 3. Here â€Å"a boy had to be street-smart to survive. There were the inevitable street gangs, and needless to say, I joined one. Needless to say, too, I was one of the tough boys. † (p. 26). While living in this Mohajir neighbourhood, Musharraf relates with pride that he thrashed a bully and became known as a â€Å"dada geer† (p. 27). The discernable reader would not fail to observe the author’s mental affinity to the stuff from which the MQM was to emerge. Perhaps Musharraf feels that without reference to some love affairs the story of his youthful years would remain incomplete and barren. So one finds mention of a couple of superficial love affairs. e. Chapter5. The next chapter, â€Å"Leaving the Nest†, takes the reader to Musharraf’s college years where he got his first experience in public speaking as a candidate in the election for class representative. (p. 32) Musharraf also got introduced to Tariq Aziz who was destined to become his principal secretary after he became president and was later to be appointed secretary to the National Security Council. It was also in the FC College that he â€Å"learned how to make a time bomb, which I later used as a commando to good effect. (p. 33). f. Chapter 6. The part two, â€Å"Life in the Army†, chapter 6, â€Å"The Potter’s Wheel†, is devoted to the author’s life in Pakistan Military Academy (PMA). Musharraf is all praise for the PMA, and describes it as the best in the world (p. 41). This is the beginning of his lifetime love with the institution of the armed forces. Here one in cident took place that probably became significant in the future: â€Å"I was one of four candidates short-listed to go to Sandhurst, England, to complete my training, but another cadet, Ali Kuli Khan Khattak, was selected. He retired as a lieutenant general and chief of general staff when I became army chief, but I suspect that his retirement, which was optional, had more to do with disappointment at not becoming chief himself, which is perfectly understandable. † (p. 41) . A little circumspection and Musharraf could have skipped the mention of above incident. g. Chapter 7. In chapter 7, â€Å"Into the Fire†, Musharraf gives account of his valiant contribution to the India-Pakistan War of 1965, which earned him an award for gallantry. He could have earned two awards but due to certain act of indiscipline court-martial proceedings were to be taken against him, which were dropped as a reward for his performance in the war. The author is silent about the Operation Gibraltar and Operation Grand Slam that had provoked India to attack Pakistan in the early hours of September 6, 1965. His comments on the developments preceding the war would have enhanced the value of the book. h. Chapter 8. In chapter 8, â€Å"Life in the Fire†, Musharraf makes a lot of criticism of Z. A. Bhutto. In his zeal for Bhutto-bashing, Musharraf makes an absurd point that instead of becoming chief martial law administrator Bhutto could have reverted to the Constitution of 1956 with amendments to the clauses that pertained to East Pakistan. (p. 57) He conveniently ignores that Yahya Khan had done away with â€Å"One Unit† with effect from July 1, 1970, and elections for four separate provincial assemblies had been held in December 1970. i. Chapter 9. The chapter 9, â€Å"Living through the Dreadful Decade†, is primarily an indictment of the civilian facade, 1988-1999: Never in the history of Pakistan had we seen such a combination of the worst kind of governance or rather, a nearly total lack of governance along with corruption and the plunder of national wealth. During these eleven years, every army chief there were four of them eventually clashed with the prime minister. The head of the government invariably got on the wrong side of the president and the army chief. Ad vice to Nawaz Sharif or Benazir Bhutto fell on deaf ears, leading every time to a confrontation. † (p. 78). j. Chapter 10. In chapter 10, â€Å"From Chief to Chief executive†, Musharraf relates the story of his becoming the army chief and not â€Å"chief executive† of the country as the title wrongly suggests. This glaring mistake cannot be condoned in a book meant for high caliber audience. Musharraf gives some detail of the conflict between Prime Minister Nawaz Sharif on the one hand and President Farooq Leghari and Chief Justice Sajjad Ali Shah on the other. He accuses Nawaz Sharif of sending â€Å"his party goons to storm the Supreme Court building while the court was in session. . Chapter 11. In chapter 11, â€Å"The Kargil Conflict†, Musharraf gives his side of the Kargil story. He stresses that the Kargil operartion was just one in a series of moves and counter-moves at tactical level by India and Pakistan along the Line of Control in Northern Areas. (p. 87). According to him the Indians could have possibly used the reportedly increasing activities of the â€Å"mujahideenâ⠂¬  as a casus belli to launch operation against the positions of Pakistan armed forces. He states, â€Å"We knew that thousands of mujahideen, mostly indigenous to Indian-held Kashmir but also supported by freelance sympathizers from Pakistan, did operate against the Indian forces. † (p. 88) l. Chapter 12. The part three, â€Å"The Hijacking Drama†, chapter 12, â€Å"Plane to Pakistan†, contains detail of what happened on board flight PK 805, which was bringing Musharraf back to Karachi from Colombo. Musharraf accuses Nawaz Sharif of not allowing his flight to land in Karachi even if it had to be diverted to Bombay, Oman, Abu Dhabi or Bandar Abbas. The reason: â€Å"I had been dismissed and Ziauddin had been made the chief. Obviously, Nawaz Sharif did not want me around to counter his illegal action. † (p. 107) m. Chapter 13. In chapter 13, â€Å"The Conspiracy†, Musharraf charges Nawaz Sharif of staging a coup against him. According to Musharraf, â€Å"It was a gross misuse and misapplication of the law: you cannot summarily dismiss the army chief, a constitutional appointee, without giving him just cause and affording him due process. †(p. 109) n. Chapter 14 The chapter 14, â€Å"The Countercoup†, describes how the loyalists of Musharraf managed to thwart the alleged plan of Nawaz Sharif and removed him from power. . Chapter 15. In chapter 15, â€Å"Anatomy of Suicide†, Musharraf tries to explain why Nawaz Sharif took the decision to remove him. He refers to various irritants that had developed between him and the prime minister. He conjectures, â€Å"It could be that such affronts on my part made the prime minister realize his folly in selecting me for my position. He had probably thought that being the son of immigrant parents, I would acquiesce in his demands ___ that I would feel insecure and vulnerable and do his bidding. He couldn’t have been more wrong. . Chapter 16. In chapter 16, â€Å"Pakistan First†, Musharraf explains the reasons why he did not impose martial law repeating the earlier argument: â€Å"Our past experience had amply demonstrated that martial law damages not only military but also civilian institutions, because as the army gets superimposed on civil institutions the bureaucracy becomes dependent on army officers to make the crucial decisions that they themselves should be making. I therefore decided that there would be no martial law. †(p. 143). q. Chapter 17. The chapter 17, â€Å"The Quest for Democracy† makes a brief and superficial survey of constitutional developments, and government and politics in Pakistan. Here too Musharraf does not spare Bhutto: â€Å"Zulfikar Ali Bhutto masqueraded as a democrat but ruled like an autocrat. † (p. 159) Nawaz also becomes Musharraf’s target: â€Å" This time he had a brute two-third majority in the National Assembly and could bludgeon through any amendment to the constitution he wanted. He used his majority to silence dissent. He forced the army chief out of office. He attacked the press and arrested many journalists. And he had his party’s goons physically attack the Supreme Court. † (p. 162) r. Chapter 18. In chapter 18, â€Å"Putting the System Right†, Musharraf points out the flaws in Pakistan’s politico-constitutional setup, and discusses the measures that he has adopted to remove them. He primarily identifies two problems: â€Å"the absence of democracy at the grassroots level and the absence of effective checks and balances over the three power brokers of Pakistan: the president, the prime minister and the army chief. (p. 164) s. Chapter 19. In chapter 19, â€Å"Kick-Starting the Economy†, Musharraf presents a lot of figures to make the point that under his government there has been a revival of economy. What he conveniently ignores is the fact that since early 1990s Pakistan was facing sanctions whereas the actual starting point of revival was 9/11 when Pakistan became a US ally in its â€Å"war on ter ror. † And sanctions were lifted. It is yet to be seen if there has been any structural change in the economy or the present kick off is short-lived. The recent scandal concerning the sale of Pakistan Still Mills, the sugar crisis and uncontrollable inflationary trends are black spots on the management of Pakistan’s economy. The part five of the book deals with â€Å"The War on Terror†. t. Chapter 20. This part begins with chapter 20, â€Å"One Day that Changed the World†, an obvious reference to 9/11. During an important meeting at the Governor’s House, Musharraf received the famous phone call of the US secretary of state. He recalls, â€Å"Powell was quite candid: ‘You are either with us or against us. I took this as a blatant ultimatum. † (p. 201). u. Chapter 21. The chapter 21, â€Å"Omar and Osama†, contains details about Mulla Omar’s and bin Laden’s background and their worldview, and discusses the origin of the Taliban. Musharraf â€Å"suspects† that the United States did not disapprove of the Taliban phenomenon in the hope that they could bring peace to A fghanistan. (p. 211). v. Chapter 22. The chapters 22, â€Å"The War Comes to Pakistan†, 23, â€Å"Manhunt† and 24, â€Å"Tightening the Noose† are about the network and activities of Al-Qaeda and its allies in Pakistan. These chapters also contain the details of Pakistani agencies’ operations to break terrorist network in the country. Referring to Al-Qaeda members, Musharraf boasts: â€Å"We have captured 689 and handed 369 to the United States. We have earned bounties totaling millions of dollars. Those who habitually accuse us of ‘not doing enough’ in the war on terror should simply ask the CIA how much prize money it has paid to the government of Pakistan. † (p. 237).