Japanese Org. Culture Essays - , Term Papers

Japanese Org. Culture Organizational Culture ?Japanese culture is very different from ours. For one thing, it consists almost entirely of Japanese people. (Barry, 43) Perhaps that seems an obvious statement, but how true it is. The culture of any business, organization, or even government is made up of the people that make the organization. Throughout this paper we will use the culture of the Japanese government as a medium, to see how culture affects the management and decision-making processes. Specifically we will look at how the culture affected the decisions of the government, and how those decisions affected the very lives of the Japanese people on a very dreadful day just over six years ago. A 20-second earthquake, measuring 7.2 on the Richter scale, devastated the city of Kobe, Japan on the morning of January 17th, 1995. Many were still sleeping at 5:46 when the earthquake struck, but they would soon awaken to find great frustration as the lack of public and personal transportation, communication lines, and open roads became increasingly apparent. Indeed, Japan's 6th largest city was facing a problem, and one that needed to be addressed immediately. (Adamson, par 1) q Is America an Autocracy? You have probably read in a newspaper, or watched on television a documentary about a natural disaster on American soil. It could be anything from an East-coast hurricane, to a Mid-west tornado, to a California earthquake. Typically, by the time you are just hearing about the event, the President of the United States will have already declared a state of emergency. Local and national armed forces are immediately dispatched to help assist in any way possible. The way that the President took the information available at the time, and promptly made the decision reflects an autocratic leadership style, as defined by Dessler. (301) Why wasn't there a session of congress held to determine if it was really necessary to declare the emergency? Why weren't the citizens allowed to vote whether or not they deemed it wise spending of their tax-dollars? The President of the United States (obviously, by his title) has the authority to make decisions that affect the United States. Our culture allows him to have the power that he does, whether he is backed by congress or not. We allow him to declare a state of emergency because our culture defines a state of emergency as a problem that needs to be fixed. We do not define it as an international embarrassment, nor do we define it as an internal breakdown of part of our society. q Culturally defining the problem The Japanese government happened to define their problem a little differently. They looked at the disaster as a weak link to their strong nation. They were embarrassed and unwilling to accept help from foreign nations who readily offered. As a matter of fact, due to cultural boundaries, response time to this whole disaster was so bad that it took over 5 years to finally fix all the damage. There was no immediate response when the quake subsided. Four hours passed before the governor of the Hyogo Prefecture asked for help from the Japanese Defense forces. It took the JDF another 5 hours to respond and a full two days before they arrived in Kobe in force. Japanese Prime minister Tomiichi Murayama all but confessed that a lack of preparedness and bureaucratic bungling significantly delayed recovery efforts. Teams of doctors arrived only to be held up at the airport for three days because they did sot have the necessary license to practice in Japan. It took 2 days to get necessary permission to have 50,000 blankets shipped in from the United States. ?Of the 60 nations that offered assistance to the Japanese government, only 20 offers were accepted.(Nevola, par. 5) q All in favor? Perhaps a closer look at the leadership style implemented would help explain why the reaction time was so bad. Most social, moral, and governmental standards are based around conformity. It was understood by foreigners living in the country, that meeting scheduling was apparently a great process that slowed everything. Unconfirmed reports state the before any issues directly related to the earthquake were resolved, absolute conformity had to be reached as pertaining to when the committee would be able

Combination Of Noir Style And Existentialist Motif Essays

Combination Of Noir Style And Existentialist Motif Essays Combination Of Noir Style And Existentialist Motif: The Matrix The Matrix (1999) is an extension of the existentialist motifs of the mid 20th Century set in the 23rd, for its obvious influences from the American Noir Style. This is apparent when looking at the five points of this existentialism. First, Thomas A. Anderson (Keanu Reeves), a.k.a. Neo, is portrayed from the beginning of the film as a normal Joe who holds the potential of a world savior, yet without the narcissism. He does not have X-ray vision or the ability to leap tall buildings in a single bound, but rather, he is a lowly computer programmer for a respectable computer company. He does not appear important to anyone else in the film at first, and it is because of his lifestyle. Mister Anderson is immersed in the world of computers. As a result, he is lonely and alienated from the world or reality. This feeling is also reflected in the high, swooping camera angle found in the film, which is characteristically Noir. But what is reality? The truth? Neo makes the conscious choice to see how deep the rabbit hole goes. One finds out later in the film that at the point of making such a choice, he was nothing or nothing more than an oversized Energizer; but upon choosing the truth he is also trying to free his mind from the prison he cannot taste or touch or see. Neo is doomed to fail, as no one has come before him to succeed in the freeing of his own mind. As a result, he is under a sentence of death; the system is set up against him; the Matrix has him he struggles with the choice between life and death, as he must let his instructor, Morpheus (Lawrence Fishburne), die or sacrifice himself to save him. There is only one element holding his life in tact: Fate At first, Mister Anderson does not like the idea of fate, as he cannot stand the idea of not being able to control his own destiny. Throughout the entire film, as Mister Anderson further transpires to his alter ego Neo, he struggles to accept the reality of his destiny. But something happens that makes Mister Anderson realize the authenticity of his destiny; he learns that he is, in fact, the One who is to save the world from Artificial Intelligence. No one can change their destiny if they do not realize that their pseudo-reality is a part of them. There are also other characteristics of a Noir film in the Matrix. The chiaroscuro lighting is very apparent in many scenes. Also, it invokes a great sense of alienation with its Noir-like high angle shots. The entire film is very dark and rainy. There are also many reflections, which are found in many Noir films, such as Orson Welles Citizen Kane (1941). Kane was an obvious motivation and influence on this film, as was Alfred Hitchcocks Rope (1948), as mentioned by producer Joel Silver, editor Zach Staenberg and Effects Supervisor John Gaeta. These people had the Noir template in consideration when writing and editing this film. It is evident that Agent Smith (Hugo Weaving), the head Sentient Program hunting Neo, is the hard-boiled detective, and Neo is the Fugitive from a Chain Gang that is always on the run. Moreover, there is the classic tilt shot seen in the film that clues the viewer to the films Noir-like style. This modern-day, science fiction, Kung Fu fighting Neo-Noir (no pun intended) thriller is clearly rooted in film classics from the past. Wake up, Neo The Matrix has you Thomas A. Anderson is a respectable software programmer for a respectable computer company. He pays his taxes, has a social security number, and even helps his landlady take out her garbage. Hes just a normal guy in a normal job, doing the normal thing, much like Sam Spade in the Maltese Falcon. But one thing the viewer does not count on is Mister Andersons alter ego, Neo, to be one of the worlds most renowned computer hackers, guilty of virtually ever computer crime there is a law for. It is not until this e-lifestyle starts to spill over into his real life

Discuss the potential for small-scale, local or community-based Essay

Discuss the potential for small-scale, local or community-based initiatives to contribute to sustainable approaches to agricultu - Essay Example In the modern times, agriculture is practiced either under a demand-based agriculture model or resource-based agriculture model. Demand-based agriculture is operated keeping in mind market demand of agricultural goods by consumers and industries. Resource-based agriculture is driven on the logic of producing goods from the earth in a way that it does not harm ecosystem in the process. Thus special care is taken to use only those tools (seeds, fertilizers, etc.) that are not harmful for the ecosystem in the long-run (Sustainable Agriculture, n.d.; Sustainable Communities in Theory and Practice, n.d.). Green revolution beginning in the 1960s has added huge farm productivity, but to the detriment of the goal of sustenance. In Canada, output has increased by 175% since 1941. According to a report ‘Agriculture at a Crossroads’ by IAASTD (International Assessment of Agricultural Knowledge, Science, and Technology for Development), there has been less attention to some of the u nintended social and environmental consequences while achieving significant ability to increase agricultural productivity. In Canada, less than 10% of the country has the capacity to sustain agricultural food production.

Middle Range Theories Essay Example | Topics and Well Written Essays - 2000 words

Middle Range Theories - Essay Example If properly analysed and explored within a systematic framework, mid-range nursing theories can actually proper guidance as well as direction in terms of what research goals to be pursued. The serious development of mid-range nursing theory started during 1960’s and 1970s when serious efforts were put in place to actually drift away from the existing models being followed in Nursing. (McEwen & Wills, 2007) Community empowerment requires a continual shift in the power relationships between individuals and groups. It is also considered as an outcome which varies with different distribution of resources within the society. The community psychology suggests a positive link between community empowerment and overall health outcomes. When it comes to self care, community empowerment and motivation can play an important role. This paper will actually discuss the issue of community empowerment and motivation with regards to self-care and discuss is it from the perspective of mid-range theories of nursing and how they can solve this problem. Brief Description of the Problem Literature on community psychology indicates that empowerment can actually increase the overall self-esteem and competence of individuals which improves the perception of control and which invariably results into better health outcomes. Empowerment is generally related with an individual’s actions and subsequent development of small groups, community partnerships and organizations which can further lead to the ultimate political action required to bring in the desired change in the public health. It is however critical to understand that concrete efforts have not been put in place in order to ensure self-care, community empowerment has not been viewed as one of the critical tools to ensure positive health outcomes. The overall domain of community empowerment as well as self-care has been mostly focused upon the environmental changes and how it can affect the overall health outcomes for t he patients. Individuals can have better chance to ensure their self-care and better health outcomes if individuals can participate into the communities and empower themselves. (Lundy & Janes, 2009) From the perspective of nursing, community empowerment is relatively important however, given the overall complexity involved, nurses need to take greater care in understanding the overall dynamics and how they can develop an effective link between community empowerment and self-care. It is critical for nurses therefore to understand the individual circumstances of their patients and attempt to deliver an overall experience which can improve the overall health outcome for the students. Nurses therefore face difficult and complex challenges in this regard. (Janice E. Hitchcock, Schubert, & Thomas, 2003) Comfort Theory Word comfort is considered as complex and diverse in nature and has remained one of the intriguing aspects of nursing. Comfort has been defined as â€Å"the immediate state of being strengthened through having the human needs for relief, ease, and transcendence addressed in four contexts of experience†. The comfort therefore is considered as the desirable and positive outcome which is required to bring patients and their families to engage into the positive health outcomes. Comfort theory was developed in 1990s by Katharine Kolcaba and is considered as middle range theory for nursing practice, education and research. This theory is

Economic analysis to your company Essay Example | Topics and Well Written Essays - 1000 words

Economic analysis to your company - Essay Example Due to the uniqueness in the nature of services offered to the people, medical services provided by Cleveland Clinic in Abu Dhabi will have a negative price elasticity of demand. Price elasticity of demand measures the responsiveness of demand to changes in the price of a particular good. An elastic demand occurs if a small change in the price of a service or good leads to a large change in the quantity demanded. On the other hand, inelastic demand occurs if a small change in the quantity demanded accompanies a large change in the price of a commodity. In a free market economy, prices set the quantity of goods and services demanded. As such, if there is a decrease in the price of goods or services offered by a particular company, the market responds by increasing the quantity of goods and services, while an increase in the prices of goods and services leads to a corresponding decrease in the quantity of goods and services demanded by the market. As economists measure the elasticity o f demand, they consider the level of change between price and quantity. However, not all goods and services obey the law of demand, as Veblen argued. Special commodities such as Veblen and Geffen goods, as well as medical care services do not obey this law. Subsequently, in case Cleveland Clinic increases the prices of their medical services, there is likely to be no or insignificant changes in the number of people visiting the clinic for medical attention. Additionally, even if the clinic were to lower the price of their medical services, there would be no significant increase in the number of people visiting the clinic for medical services. Only the sick require medical attention, a reason for this reality. Despite operating in an open market structure, Cleveland Clinic, Abu Dhabi does not have to conform to the rules of an open market structure. Competition least affects the number of people visiting the clinic. It operates as a special form of monopoly, due to the uniqueness of its services. Thus, its cost structure does not conform to the open market rules. 2. How global competition impacts Cleveland Clinic, Abu Dhabi Global competition would negatively affect the profitability of Cleveland Clinic, Abu Dhabi. Medical services are an essential part of people’s lives. Globally, people spend large parts of their budgets seeking medical attention. Cleveland Clinic, Abu Dhabi operates under international expertise such as physicians and medical experts from North America (â€Å"Modern Healthcare† 25). In open market economies, it is not just the price of commodities, which determine the level of competition between firms. Quality also serves a big role in determining the number of people vising a medical clinic. If Cleveland Clinic were to charge exorbitant prices against a poor service delivery system, people would opt for better hospitals charging reasonable fees for their services. Since medical attention is a special kind of service offered t o the people, its market demand does not change with reference to the prices; rather, quality of service delivery is the biggest determinant. If Cleveland clinic, Abu Dhabi, due to the special services it provides to the people were to offer low quality services to the customers, nothing would stop people from seeking medical attention from other international clinics providing better medical attention. In this scenario therefore, prices are likely to play no particular

Bullying: Effects On Social Anxiety And Self Esteem

Bullying: Effects On Social Anxiety And Self Esteem The present study documented measures of social anxiety and self esteem in adolescents and sought to determine its association with dimensions of bullying in victims. Social anxiety entails feelings of apprehension in social situations, while bullying involves recurrent and intentional acts like teasing to injure another and has been suggested in the occurrence of social anxiety. Self esteem refers to the general view of oneself and proposed as a link with bullying. An independent variable of this study is bullying while dependent variables are social anxiety and self esteem. Two hypotheses were yielded: (a) higher rates of bullying in victims were linked with social anxiety and (b) there is a relationship between bullying and self esteem. Eriksons developmental theory of Identity versus Role Confusion supported hypotheses of why bullying increased social anxiety and lowered self esteem in adolescent victims. Adolescents between ages of 12 and 20 completed self-report questionnaires on bullying, social anxiety and self esteem. Results proposed individuals who identified themselves as bullied victims had higher degrees of social anxiety and lower self esteem. Keywords: social anxiety, self esteem, adolescents, bullying, victims, erikson, developmental, identity, role confusion Chapter One: Introduction Before measuring the association between bullying, social anxiety and self esteem, it is crucial to be equipped with an understanding of the variables. Bullying With the intention of conducting investigations on bullying, researchers have to first determine what exactly is bullying As denoted by Marini, Spear and Bombay (1999), bullying is the manipulation of physical and emotional influence of deliberate harm towards a person, thereby producing a destructive environment instilling anxiety, threat and apprehension in an individual. Adding onto Marini et al.s (1999) definition, researchers who further assessed bullying indicated two different types namely direct and indirect. Direct bullying is portrayed as perpetual, existing as bodily assaults like kicking and hitting, while indirect bullying consists of behaviours such as teasing and intentional exclusion of an adolescent (Fitzpatrick et al., 2007; Haddow, 2006; Hampel, Manhold, Hayer, 2009; Nansel et al., 2001; Omizo et al., 2006; Raskauskas Stoltz, 2007). Social Anxiety An underlying characteristic of social anxiety is a phobia of social settings and interpersonal communication yielding self awareness and negative beliefs of oneself. Individuals suffering from social anxiety typically dread negative assessment by people (DSM-IV-TR; American Psychiatric Association, 2000). Based on Slee (1994), social anxiety has been unveiled to impact negatively on peer involvement, thereafter contributing to peer refusal. Self-Esteem Schaffer (1996) postulates self esteem as an assessment of an individual and the extent to which one perceives himself or herself as either optimistic or undesirable. Cooley (1902) proposed an understanding of oneself is shaped in accordance with peoples behaviour towards the self. Those who obtained positive views from others like a compliment would have increased self esteem. Onset of Bullying Bullying has evolved into a universal issue in adolescence. Several public findings by Cho, Hendrickson, Mock (2009) recognized bullying as multifaceted, producing a series of adverse societal, psychological and educational effects on adolescents. A justification for the rise of bullying occurrences in adolescence could be because of numerous progressive changes happening in this stage. Such changes include emotional ones like escalation in anxiety (Green, 2007; Nansel et al., 2001; Pergolizzi et al., 2007). Bulach, Fulbright and Williams (2003) theorized the manner in which bullying contributed significantly to the development of school violence. This was evidenced by an incident in 1998; Georgia, where an adolescent succumbed to death due to school bullying. The misfortune evoked awareness in the country where regulations on bullying were authorized. Hence, it is no wonder bullying is acknowledged as a prominent kind of violence in schools (Bulach et al., 2003; Olweus, 2003; Siris Osterman, 2004; Vossekuil, Fein, Reddy, Borum, Modzeleski, 2002). The following describes the influence of bullying on victims by highlighting the prevalence rates, thereafter introducing traits of victims and how these are linked with social anxiety and self esteem. Prevalence of Bullying Bullying is highly prevalent among adolescents and differs among cultures. It results in detrimental consequences and persists as a stumbling block in schools, where adolescents struggle to handle distress from bullying. National studies directed by Nansel et al (2001) demonstrated an approximate of 2,027,254 adolescents identified themselves as victims of temperate bullying while 1,681,030 youths engaged in repeated bullying. Reviews have generated an increasing interest on bullying in the 21st century (Rigby 2003; Arseneault et al. 2009), with adolescents of United States of America (USA) generating the highest distress from either forms of bullying. This is evident in a study, where an estimated 10% claimed to be bullies or victims at least once a month (Omizo, Omizi, Baxa, Miyse, 2006). A study by Olweus and Limber (1999) stated approximately 1.6 million of college adolescents in (USA) constituted bullied victims. Additionally, Nansel et al. (2001) uncovered 30% of them were linked with bullying, existing as a bully, victim or both. A separate statement by the U.S. Department of Education revealed 77% of adolescents whom were assessed were victims throughout their entire education (Garbarino et al., 2003). With bullying occurrences on the rise, researchers have thus commenced detailed examinations to further evaluate such occurrences in adolescence (Espelage Asidao, 2003). Since such elevated incidences of bullying are a cause for concern, it is vital to be mindful of different types of aggression and that bullying is just a specific kind. Despite majority of studies on issues of adolescent bullying for bullies and victims, only those pertaining to victims and the relation to social anxiety would be investigated. Attributes of Victims This group of adolescents are known as receivers of violence inflicted by their aggressors. Victims are more likely to appear timid, withdrawn and lack motor synchronization. Besides being known to have minute body sizes and regarded as undesirable by their peers (Bernstein and Watson, 1997), they have nervous disposition characterized by an intense worry of negative appraisal from people, (Bernstein Watson, 1997; Haynie et al., 2001), a trait of social anxiety. In addition, these victims display avoidance in social settings as a result of being bullied (Fitzpatrick, Dulin Piko, 2010; Ivarsson, Broberg, Arvidsson, Gillberg, 2005; Hampel et al., 2009). Olweus (1973, 1978) recognized victims exist in two groups; submissive and highly aggressive or provocative victims. The submissive ones are portrayed as vulnerable and do not incite bullies to further violence. Instead, they behave in ways that intensify the act. As submissive victims do not protect themselves, they are deemed weak, therefore undergoing peer refusal, an aspect of social anxiety. On the contrary, provocative victims exhibit restlessness and seem more irritable. They are likely to retaliate during assaults. Though all victims are highly susceptible of appraisal especially negative ones, submissive victims are more affected by such criticism and reproach themselves repeatedly. Highly aggressive victims portray nervous tendencies and difficulties focusing on tasks at hand, experiencing greater disregard compared to submissive victims. Victims and Social Anxiety Though anxiety is manifested in several forms, social anxiety is most palpable in bullied victims and acknowledged as a persistent disorder (Watson and Friend, 1969; as mentioned in Slee, 1994). Adolescents who suffered from childhood bullying may be at greater exposure to being bullied in school (Chapell et., 2004). Despite beliefs on bullying as uncommon in schools, a study has disputed such claims, indicating bullying rates as frequent across some colleges (Chapell et al.). A study was held on 1,025 university students where 60% claimed to have witnessed bullying and around 44% noticed a lecturer victimizing a student (Chappel et al.). This finding led Chapell and his team (2006) to further investigations, where a clear link regarding bullying occurrences in infancy, adolescence or both stages and chances of becoming victims in school was established. Their results are of considerable importance as it can assist some medical practitioners in treatment effects as they manage patients who might be bullied victims before. Social anxiety results in public aversion and restraint in affected individuals, reducing peer involvement due to a self belief of being undesirable by people (Ginsburg et al., 1998), therefore affecting peer communication which prolongs bullying and decreases their self esteem. This understanding was further developed as Crick and Bigbee (1998) noted adverse peer communication can affect ones self assessment, thus accounting for insufficient self esteem and exacerbates social anxiety. Investigators uncovered not all victims of bullying manifest social anxiety in adulthood (Hawker Boulton, 2000; Jantzer, Hoover, Narloch, 2006; Newman, Holden, Delville, 2005; Olweus, 1993; Schafer et al., 2004). However, regardless of their studies that bullying might suggest psychosocial issues during adolescence, there is still inadequate interest in the understanding of why only certain adolescents may experience such issues. Reviews (Chapell et al., 2004; Chapell et al., 2006) indicated adolescents who recalled being victims of bullying were at heightened possibilities of social anxiety in contrast with those who had no recollection. Such experiences pose worry particularly since bullying throughout adolescence has displayed a significant connection with higher emotional and interpersonal difficulties (Dempsey Storch, 2008; Hawker Boulton, 2000; Jantzer, Hoover, Narloch, 2006; Newman, Holden, Delville, 2005; Olweus, 1993; Schafer et al., 2004; Tritt Duncan, 1997). Further analyses on previous bullying occurrences in males who were weekly sufferers discovered that they regarded anxious tendencies as a result of being bullied (Gladstone, Parker, Malhi, 2006). Similarly, the ability to recall past episodes of attacks was known to influence its start, with adolescents who recollected their situation recording a hastened experience of anxiety conditions and greater unease in social settings as compared to those who failed to remember their traumatic experience (McCabe, Miller, Laugesen, Antony, Young, 2010). An analogous study revealed adolescents who were victims before displayed more negative perception of the public than non-bullied adolescents. This perception is an example noted in anxiety disorders (Hawker Boulton, 2003). Furthermore, bullying accounts have specified adolescents who were once victims had more inclination to display characteristics of social anxiety like phobia of negative appraisal from others and social avoidance (Dempsey Storch, 2008). In comparison with non-bullied adolescents, victims are known to experience elevated psychological and emotional suffering due to bullying episodes they faced in school. Research has suggested this intense distress would persist even in adulthood (Fekkes, Pijpers, Verloove-Vanhorick, 2003; Hampel et al., 2009; Solberg Olweus, 2003). Està ©vez, Murgui, and Musitu (2009) piloted a finding on psychological changes with regards to social anxiety and self esteem in 1,319 adolescents. It was revealed bullied victims manifested higher social anxiety and greater discontentment with life compared to bullies and those non-bullied. This was reinforced in bullied. This was reinforced in Fitpatrick et al.s (2010) review where low self esteem and high degrees of social anxiety were evident due to bullying occurrences. Graham and Bellmore (2007) formed a profile sheet for bullying by grouping it based on bullies, victims, bully-victims and those non-bullied. They discovered significant disparities of psychological changes in victims, bullies and non-bullied adolescents, where victims garnered the most scores for anxiety and least in self esteem. In contrast, bullies yielded the lowest degree of social anxiety and were extremely high on self esteem scores. Based on cross sectional information, a study on 226 adolescents with past occurrences of being bullies and victims was operated (Gladstone et al., 2006). Gladstone and his team focused on victims and their likelihood of displaying anxious tendencies in adulthood. Self reported measures were used to determine anxiety. Results depicted bullied victims had greater levels of social anxiety and suffer from insufficient self esteem. Furthermore, social anxiety was still constant in a notable percentage of victims, expanding current findings on the relationship between bullied victims and adverse effects they experience. Additional research on bullying was conducted by Menensi et al. (2009) which concentrated specifically on psychological influences of bullying on victims. This assessment indicated bullies engaged in threatening behaviours like violence while victims suffered from worrying symptoms including social anxiety. In Esbensen and Carsons (2009) four year analysis, based on the belief that bullying happens continuously which causes major psychological issues like social anxiety, a set of questions were devised to establish the outcome of bullied victims and bullies. An apparent disparity in bullying frequency was uncovered. A meagre 28% indicated themselves as victims in yes and no questions; whereas 82% admitted they were victims on questions inquiring personal development and behaviour. Victims faced with bullying on a constant basis also experienced increased social anxiety, higher possibilities of being harmed at school and a severe fear of being bullied, which was supportive of Menensi et al.s (2009) study. Bullying and Self-Esteem The effects of bullying are well documented in countless reviews, from lingering health issues to emotional distress and diminished self esteem. Self esteem is constituted by a series of beliefs an individual has (Berk, 2009). The relationship of bullied victims and low levels of self esteem is clear. This is apparent in Houbre et al.s (2006) report which implied a lack of self worth in victims who were seemingly displeased with their physical appearance. This negative self evaluation may cause victims to isolate themselves from the public, and this could result in mental health issues. Hence, it is significant to identify the connection between bullying and how it leads to low self esteem in victims. According to Hodges and Perry (1999), bullying serves as factors of self esteem and social anxiety. A co-relational study on 8,249 Irish adolescents indicated links between rates of bullying and esteem, where bullies garnered least self esteem and anxiety (OMoore Kirkham, 2001). A separate study directed by Rigby and Slee (1999) on bullying in adolescence revealed 48.8% of males and 62.5% of females who lacked self esteem suffered more negativity following an assault. As a result, they have lesser peer involvement and suffer from refusal, triggering weakened self esteem and isolation from social settings, a core aspect of social anxiety. Thus, as predicted, it appears that self esteem contributes notably to the domains of bullying as well as social anxiety. In a subsequent finding, Houbre, Tarquinio and Lanfranchi (2010) questioned if low self esteem was a determinant and outcome of bullying. Their study supported the idea of self esteem as a predictor of bullying based on results portraying pessimistic beliefs as the strongest indication of the act. In addition, further examination by them on repetitive bullying and self esteem described the extent to which both were connected; the lower the self esteem, the higher the occurrence of the attack. Apparently, bullying can reduce a victims self esteem. Despite victims possessing a likelihood of being bullied, such attacks decrease their self esteem and also exacerbate feelings of anxiety as they accept their aggressors beliefs. Thus, these findings imply that self esteem can exist as a cause of bullying and can also be influenced by it. Ample evidence regarding self esteem in bullying occurrences has been displayed before (Andreou, 2000; Callaghan Joseph, 1995; Ross, 1996). Boulton and Underwoods (1992) study unveiled a whopping 80% of adolescents claimed to experience more happiness and confidence in life before episodes of bullying commenced. This is further evidenced in Bosworth et als (1999) analysis on 558 students of a certain academic level, where low degrees of self esteem and higher bullying rates were linked. Moreover, victims of bullying were recognized to have lower self esteem in comparison with bullies and those not implicated (Andreou, 2000; Bolton Underwood, 1992). Hence, self esteem served as an originator and a result of bullying (Graham and Juvonen, 1998). In a precise finding by Graham and Juvonen (1998), it was noted that adolescents who perceived themselves as victims came across several social issues like low self esteem. This is in contrast with adolescents, who were identified as bullied v ictims by their peers, suffering from peer issues like refusal. Nansel et al.s (2001) research relating to self esteem and the capability to befriend others produced an unfavourable relationship with school bullying, but was surprisingly positively correlated with victimizing people. This is reasoned by Borgs (1998) study which stated male victims were extremely resentful and female victims were mainly unhappy. As feelings of resentment and unhappiness result in distress which affects victims self esteem, they may also be placed at heightened risks of being bullied (Hazler, 2000). In different reviews, the extent of bullying is considered an influence of an adolescents mental well being. This seems to imply anxious tendencies of an adolescent are likely to stem from bullying. This notion was supported by an examination on bullying as a correlation of decreased self esteem and elevated intensities of anxiety (Mynard, Joseph and Alexander, 2000). An exact finding by Mynard et al. (2000) purported oral bullying as a negative link with self esteem and that adverse outcomes of bullying may vary based on the extent of aggression applied. As a majority of adolescents are predisposed to intimidation by bullies, one possible reason for those who are more confident and less anxious would be their low acceptance of assaults by bullies as they attempt to protect themselves against harm, instead of the victims who fail to retaliate (Egan Perry, 1998). This explanation hence clarifies why only some adolescents who lack self regard and display social anxiety depict a phase of bullying. Several findings specified self esteem as a significant link to bullying and social anxiety, proposing that bullying incidents cause unfavourable effects on an individuals self esteem, thus justifying the high degrees of social anxiety according to them (Bernstein Watson, 1997; Fosse Holen, 2002; Kumpulainen, Rasanen and Henttonen, 1999; Kumpulainen Rasanen, 2000; Mahady-Wilton, Craig, Pepler, 2000; Marini, Spear Bombay, 1999; Nansel, Overpeck, Pilla, Ruan, Simons Morton, Scheidt, 2001; Perry, Kusal Perry, 1988; Rigby, 2000; Roecker Phelps, 2001).

Continental Carriers, Inc. :: Finance Advanced Financial Management

Continental Carriers, Inc. (This is not an essay. This paper responds to each of the comments raised by the five members of the board.) Continental Carriers, Inc. (CCI) should take on the long-term debt to finance the acquisition of Midland Freight, Inc. for a few reasons. The company is heavy on assets, the debt ratio will only grow to 0.40 with the added $50M in debt. Also, the firm will benefit from an added $2M in a tax shield and be able to return $12.7M a year to its stockholders and investors, instead of $8.9M if equity is raised to finance the acquisition. Lastly, the stock price and earnings per share will increase to $3.87 in comparison to an equity-financed acquisition of $2.72 per share. CCI would be taking a somewhat high risk by issuing additional stock due to the uncertainty about the offering price. Having a low P/E ratio with respect to the rest of the market, and the replacement cost of the firm being greater than its book value (argument 3), there is a good chance that the current stock price and the proposed offering prices are too low. Although long-term debt is a better financing choice a few of the drawbacks are pointed out. Debt holders claim profit before equity holders, so the chance that profits may be lower than expected, increases risk to equity may reduce or impede stock value. However, in extreme financial situations such as a recession period, CCI would still be able to increase its cash during a recession period with all debt capital structure. Also, there is a remaining 12.5 million that would have to be paid at the expiration of the bonds, but that could be paid off by issuing new bonds or additional equity at that time. Five members of the board raised comments that have been addressed as follows: 1. The argument of the debt financing being a risky venture since the proposition was to pay out to a sinking fund does not make sense. Over the course of the next seven years, CCI had a historical growth in revenue of 9%. This growth along with the $2M tax shelter would easily pay for the sinking fund. In addition, by buying back bonds annually, the interest expense is further decreased, thus creating less of a burden on the cash flow. In contrast, an equity-financed acquisition would spread the net income out over 3 million more shares, thereby reducing the dividend pay-out to shareholders. 2. Another director argued that with equity financing, the shareholders will yield a 10% EBIT of $5M. Furthermore, this director posited that 3 million shares at $1.

Informal Speech Outline

First Man in Space Topic: Yuri Gagarin General Purpose: To inform Specific Purpose: To inform my audience about first man who escaped Earth’s gravity and appeared in space. Thesis: Gagarin was to be the very first man being in space. Introduction Attention Getter: What would you think if I ask who was the first man in space? First idea is Neil Armstrong? Isn’t it? But what if I say that there was cosmonaut from Soviet Union who traveled in space one year earlier? Significance of Topic: Sounds not familiar?Soviet cosmonaut Yuri Gagarin made history on April 12, 1961 when he became both the first person in the world to enter space and the first person to orbit the Earth. Establishment of Ethos: Since childhood, this man was a hero of mine that’s why I decided to investigate his biography more detailed. Thesis: Gagarin was to be the very first man being in space. Preview Statement: So today we will go on tour to the spacecraft and take a look at Yuri Gagarin’ s life background, his road in becoming a cosmonaut, and the historic flight itself. (Transition: So let’s start our trip by finding out Yuri Gagarin’s life background. Body I. According to article â€Å"Life and Death of Yuri Gagarin† published in Engineering and Technology magazine on April 2011, Yuri Gagarin was born in March 9, 1934 in a small village west of Moscow in Russia (then known as the Soviet Union). Yuri was the third of four children and spent his childhood on a collective farm where his father, Alexey Gagarin, worked as a carpenter and bricklayer and his mother, Anna Gagarina, worked as a milkmaid. A. Like millions of people in the Soviet Union, the Gagarin family suffered during Nazi occupation in World War II. After a German officer took over their ouse, the family constructed a small mud hut where they spent a year and nine months until the end of the occupation. 1. Life was difficult during the war and the Gagarins were kicked out of their ho me and moved to another city. B. When Yuri was fifteen he entered a vocational trail and learned to be a metalworker. 1. In two years as the best student he was sent to continue his study to Saratov high technical school. a. While studying there, he joined the Aero Club where he trained to fly an aircraft. b. This hobby predetermined his future charge; Gagarin decided to devote his life to aviation.C. In 1955 he enrolled into the Russian Air Force and two years afterwards graduated with honors from the Soviet Air Force Academy. 1. However, while Gagarin enjoyed being a fighter pilot, what he really wanted to do was to go to space. a. Since he had been following the Soviet Union's progress in space flight, he was confident that soon they would be sending a man into space. b. He wanted to be that man. (Transition: Now that we know life background of Yuri Gagarin, lets move to a how Yuri became a cosmonaut. ) II. His desire was so strong that in 1960 he applied to be a cosmonaut. A.Acc ording to â€Å"First man in space† published in About. com on May 5,2010, Yuri Gagarin was just one of 3,000 applicants to be the first Soviet cosmonaut. 1. Out of this large amount of applicants, just 20 were chosen and Gagarin was one of the 20. B. During the extensive physical and psychological testing required of the chosen cosmonaut trainees, Gagarin excelled at the tests while maintaining a calm behavior as well as his sense of humor and readiness to the upcoming flight. 1. Later, Gagarin would be chosen to be the first man into space because of these skills. (Transition: Now lets take a look at the historic flight itself) III.So on April 12, 1961, Yuri Gagarin boarded Vostok 1 (the name of the spaceship) at the Baikonur Cosmodrome located in Kazakhstan. A. Although he was fully trained for the mission, but no one knew if it was going to be a success or a failure. Gagarin was to be the very first human being in space, truly going where no man had gone before. B. Gagari n was rocketed into space, using an automated system. 1. Gagarin was not given the control to the spacecraft during his mission because scientists were worried about the psychological effects of being in space; it wasn’t discovered by that time. C.After entering space, Gagarin completed a single orbit around Earth. The spaceship’s top speed reached 17,600 miles per hour. At the end of the orbit, spaceship reentered the Earth's atmosphere. 1. Gagarin was in space exactly 108 minutes circled the entire globe. 2. Right before he landed, a farmer and her daughter spotted Gagarin floating down with his parachute. a. Once on the ground, Gagarin, dressed in an orange spacesuit and wearing a large white helmet, Gagarin terrified two women and it took him a few minutes to convince them that he is a human, not an alien and to direct him to the nearest phone.D. For this accomplishment Gagarin was awarded medal and title hero of Soviet Union. 1. Yuri Gagarin’s successful fl ight into space paved the way for all future space exploration. Conclusion Summary Statement: So, now you know a life background of Yuri Gagarin, his road in becoming a cosmonaut and his historic flight. References Bizony, Piers, (April, 2011). Life and Death of Yuri Gagarin. Engineering & Technology. 31 (2), pp. 35-37 Rosenberg, Jennifer (May 5, 2010). The First Man in Space. Available at: http://history1900s. about. com/od/1960s/a/yurigagarin. htm. Last Accessed March 15, 2013.

John Hopkins OpenCourseWare (Free Online Classes)

John Hopkins OpenCourseWare (Free Online Classes) John Hopkins University OpenCourseWare Basics: John Hopkins University offers dozens of free health-related courses as a part of its OpenCourseWare collection. Students can use OpenCourseWare material such as syllabi, lecture notes, and reading schedules to study topics such as nutrition and mental health. These are the same materials used in traditional courses offered at the renowned John Hopkins Bloomberg School of Public Health.Like other OpenCourseWare initiatives, the courses available through John Hopkins do not provide interaction with instructors and cannot be used to earn college credit. They are designed for self-study. Where to Find John Hopkins OpenCourseWare: All free online classes can be found on the John Hopkins Bloomberg OpenCourseWare website. How to Use John Hopkins OpenCourseWare: Most John Hopkins OpenCourseWare classes contain a brief overview in the lecture notes, not an entire transcript. Since the lecture notes are limited, you may want to consider acquiring the suggested reading materials and following the syllabus to get a more complete understanding of the subject.Most lecture notes and readings must be downloaded to your computer in PDF format. If you don’t have a PDF reader, you may download one from Adobe for no cost. Top Free Online Classes from John Hopkins University: Self-learners have dozens of John Hopkins OpenCourseWare classes to choose from. Popular general interest courses include:Critical Analysis of Popular Diets and Dietary Supplements – An overview of scientifically proven weight-loss strategies preparing learners to analyze diet plans.Environmental Health – A survey of health issues in relation to the environment.Family Planning Policies and Programs – An explanation of family planning issues in developing countries. Students studying these materials study family planning as a human rights issue and learn how programs are implemented in poverty-stricken areas.

Family Essays - Sojourner Truth, Burning Of Rome, Family Scholarship

Family Essays - Sojourner Truth, Burning Of Rome, Family Scholarship Family Scholarship Essay Since the day I was born, I have enjoyed story-telling. My first memories are of my father spinning me tales, as I nodded off. Every night I traveled back in time through his stories. I learned of Nero's sadistic burning of Rome, Adolph Hitler's maniacal reign, and Sojourner Truth's brilliant speech. All elements of our historical heritage, for which I have great affection. When I was quite young, my father purchased our very first computer. Through his hobby, I grew to love the technical side of the world in which we live. Through the years, we have owned many computers and they each taught me something new. Due to these two loves, I have chosen to double major in history and computer science. "Jewel, you have to make it. I want you to finish what the rest of us have started. You must finish college," my grandmother has stated to me many times. No one in my family has completed a four year degree. It is my intent to blaze a trail for my posterity, as also is my grandmother's ambition. As long as I can remember it has been my fondest dream (and my furthest goal) to attend college. From the beginning, I knew it would be an uphill climb to gain admission into a prestigious university. Lately I have realized I cannot reach my dreams alone. I need assistance financially. Through applying for financial aid, I am able to alleviate this need. I sincerely hope that you will seriously consider my application.

Criminology 3001 Assesment 3 Research Proposal Example | Topics and Well Written Essays - 1500 words

Criminology 3001 Assesment 3 - Research Proposal Example The fundamental benefits of community policing is that it provides mobility to the law enforcement agencies to respond to criminal complaints, increase positive attitudes towards police, and reduce fears of crime (Anderson 2005). What interests this researcher is the fact that in a country where 60 police officers are entrusted with 1000 serious reported crimes (Billante 2003), community policing seems to be an ideal solution to increase police vigilance and strength at a minimal cost to the government. Experts are of the view (Grabosky 2009; Hodgson 1998; Mukherjee and Graycar 1997) that community policing is an effective method for responding to the community’s needs for security, crime deterrence and peace keeping. It involves programmes which encourage members of the community to participate actively on behalf of the police in crime detection and prevention as well as maintenance of public order. Yet, there has been little research carried out to evaluate the effectiveness and cost-efficiency of community policing. The purpose of the following proposal is to evaluate whether there is a need for investigating it in terms of value of community contribution, impact on police efficiency, cost of implementing community policing systems, and most importantly reduction in crime rates. How effective are the different types of community policing programmes, especially in addressing modern crime and disorder situations like terrorism and delinquent behaviours in the marginalised communities? 2.2. A combination of theoretical exploration, interviews and evaluation shall enable the researcher to study the efficacy and effectiveness of community policing, the gaps therein in its implementation, and hopefully present radical solutions to the justice system, crime prevention departments, citizens community, and criminology academia. The key objective to policing is

CRIMINOLOGY Research Paper Example | Topics and Well Written Essays - 1500 words

CRIMINOLOGY - Research Paper Example The Asian and African states blame the USA, Australia and Europe for creating a single mother society by allowing unchecked and unrestrained sexual activities, extra marital relationships and gay marriages. The girls in Europe, USA and Australia, Mendle et al (2009) observe, become victims of rape, perversion and other environmental influences, and thus enter their sexual life at a very young age subsequently. However, the Gulf countries forget to examine the most perturbed state of affairs being observed in their own lands, where the people are exploited and raped secretly with the support of law enforcing agencies. Not only this that tracing of offenders is near to impossible in Saudi Arabia, Dubai and Abu Dhabi, but also registration of rape cases is really a hard nut to crack in the entire Arab region (Khalife, 2010). The paper has been supported with the conflict, labeling, feminist and nature theories of crime, which endorse various possibilities behind committing of offences a nd delinquencies by the individuals belonging to divergent ethno-racial cultures, communities and societies of the globe. The Victim’s Background: As stated-above, the victim of the heinous crime of male rape in the present study was a 15 years young French-Swiss adolescent, who had proceeded to Dubai on a recreational tour by second week of July 2007. While he was sitting at beach-side of this modern and affluent country with one of his friends, he was offered car lift by the three native motorists, so that both the boys could be dropped safe and sound at the hotel they stayed. The motorists, with the promise of leading them to their hotel, turned the car towards the desert; where they stopped the car at a desolated area, and asked Alex’s associate to stay outside the car till they inflicted brutal buggery upon the hapless youth. The three Dubai residents raped Alex viciously, and threatened him of grave consequences provided he disclosed the mishap before any authority in Dubai (ABC News, 2007). The poor victim was extremely harassed, heart-broken and frustrated; even then he disclosed all about the sad incident over p hone to her mother Veronique Robert, a well-known and influential journalist of France, who moved the foreign office to probe into the matter quickly in order to get the rapists arrested, tried and penalized without wasting of time. The Background of the Rapists: The biased, prejudiced and cruel law enforcing agencies of Dubai never let the identity of the vicious rapists disclosed before the press. Despite Dubai's status as the Arab world's paragon of modernity and wealth, its legal system remains a perilous gantlet when it comes to homosexuality and legal protection of foreigners (Live Leak, 2007). Thus, they stuck to their traditional atrocious behavior of declaring the rape mere a sexual activity took place with the free consent of a European teenager as passive partner in gay sex, while the three Dubai residents as active partners. In other words, they declared the heinous anal rape as a routine gay sex activity, which is a punishable crime on the part of both the boy and the r apists. Somehow, after the direct involvement of French President Nicolas Sarkozy and the UAE leader Sheikh Zayid bin Sultan, the local police traced out the whereabouts of the rapists, and arrested them for identification parade at the police station. The brilliant Alex was successful