Interculture communication Essay Example | Topics and Well Written Essays - 750 words

Interculture communication - Essay Example Technology changes the way we reason in identity and perceive other cultures. Technology mostly leads to movement of people making us to come in contact with many other people of different cultures. It has been established that young adults move more often than the other generations in the process changing the individuals not excluding myself as I moved from China to the U.S and adopted a little bit of the American cultures (Lee, 2011). Demographic intercultural communications are derived from the recent variation in the U.S population. The changing US demographics include the population increasingly becoming non-white and multiracial besides the workforce being female dominated and older. The changing immigration patterns result in immigration and economic classes. According to Lee (2011) demographic diversity results in varied world views which lead to prejudices and stereotypes though it can be a positive force in giving linguistic richness and research. The economic imperative based on globalization as the US economy is connected to other countries it does little in ding business with other countries. Domestic diversity also encourages business to be attentive in to cultural variations. The peace imperative gives an insight on the role of historical, political, religions and economic contexts. Most of the time contacts to other groups have led to conflicts. The interpersonal imperative helps us to comprehend our cultural diversity with the similarities and differences that exist in the universe. Communication is a symbolic, interpretive, transactional, contextual process in which individuals make shared meanings. Symbols define the shared meanings. Interpretive as people comprehend symbolic behavior of others. Transactional because people task together create comprehension among themselves communication is a process comprising of shared meanings. Interpersonal communication involves

Fundamentals of Accounting Essay Example for Free

Fundamentals of Accounting Essay For â€Å"Goods for Sales† inventory is usually divided into 1. Raw Materials : a) Natural Raw Materials: Cotton, Wools and etc. b) Synthetic Raw Materials: Acrylic, Viscose, Nylon, Polyester, etc. 2. Work in Process (WIP) : It’s starting with making Fibre from raw materials (Natural and Synthetic). Following by the process of spinning with the produced Fibre and come out with Yarn as the final product in spinning. Furthermore, Yarn will be processed into Grey Fabric by the process of weaving. Lastly, Processed Fabric is to be done from Grey Fabric. Processed Fabric will be used for Technical Textiles, Readymade Garments and Home Textiles. These products will contribute to further production of final goods. 3. Finished Goods : Finished goods will be categorised under the brand of PADINI, SEED, PADINI AUTHENTICS, PCo, PDI, MIKI, VINCCI and so on. For example of finished goods are: sweater, skirt, knit vest, cotton pant, dress, shirt, belt, bag, tie, jeans, blouse, scarf, jacket, trousers, blazer and so forth. 1.2 Process of Manufacturing Raw materials that can be divided into two distinct categories: those derived from natural materials (cotton, et cetera) and synthetic materials (polyester, et cetera). Fibre will be produced by compounding raw materials into one. Fibre then will undergo the process of spinning to become yarn. The production process begins with yarn purchasing and progresses through knitting, dyeing, and finishing. The processed fabric is then ready for further production. Process of Manufacturing (after processed fabric) is given below in details: No. Design It is given by buyers to manufacturers containing sketches including measurements of particular styles Manual/Computerized 02 Basic Block Basic block is an individual component of garments without any style of design Manual/Computerized 03 Working Pattern When a pattern is made for a particular style with net dimension regarding the basic block along with allowance then it is called working pattern. Manual/Computerized 04 Sample Garments After making a sample, it is sent to buyer for approval to rectify the faults Manual 05 Approved Sample After rectify the faults, sample is again sent to buyers. Manual 06 Costing Fabric Costing, Making Charged, Trimmings, Profit Manual 07 Production Pattern Making allowance with net dimension for bulk production Manual/Computerized 08 Grading Different in sizes. S, M, L, XL, XXL Manual/Computerized 09 Marker Making Marker is a thin paper which contains all the components for different sizes for a particular style of garments Manual/Computerized 10 Fabric Spreading To spread the fabrics on table properly for cutting Manual/Computerized 11 Cutting To cut fabric according to marker dimension Manual/Computerized 12 Sorting Bundling Sort out the fabric according to size and for each size make in individual bundles Manual 13 Sewing To assemble a full garments Manual 14 Ironing Finishing After sewing we will get a complete garment which is treated with steam ironing also several finishing processes are done for example extra loose thread cutting Manual 15 Inspection Should be approved as initial sample Manual 16 Packing Treated by Polyethylene bag Manual 1.3 Inventories Valuation Method Cost is determined using the first-in-first-out method for Padini Holdings Berhad for the financial year ended 30 June. p. 62 Note: *Full page copy of Financial Statement for this particular section will show at Appendix. 1.4 Amount of Closing Inventories The amount of closing inventories as reported in the financial statement for Padini Holdings Berhad was RM192, 285, 000 for the financial year ended 30 June. p. 80 Note: *Full page copy of Financial Statement for this particular section will show at Appendix. References: 1) http://www.indiamart.com/kishco-silver/products.html 2) http://crisil.com/pdf/research/CRISIL-Research-cust-bulletin_jan12.pdf 3) http://en.wikipedia.org/wiki/Textile_industry 4) http://www.bloomberg.com/quote/PAD:MK 5) http://tlc.howstuffworks.com/home/how-is-fabric-created1.htm

Robert Hayden’s Those Winter Sundays Essay -- Poem Poet Hayden Winter

Robert Hayden's â€Å"Those Winter Sundays† In Robert Hayden’s â€Å"Those Winter Sundays† a grown person, most likely a man, recounts the winter Sundays of his childhood. He remembers the early morning events that took place and how much the events portrayed his father’s love for him. The man realizes that as a child he failed to appreciate the hard work his father did in order to provide him with some basic necessities and some small additional perks at times. The theme of the poem is sad, and lonely. Assuming that the speaker is a man looking back on his childhood, the child was lonely, and possibly even afraid of the father. The child seemed to associate the father with â€Å"the chronic angers of that house.† The speaker, who may also be the author, uses images and imagery to help the reader focus on the important parts of the poem.   Ã‚  Ã‚  Ã‚  Ã‚  Imagery is a plays a major role in this poem. The images used appeal to almost all the reader’s senses with the exception of tastes. Beginning in the first stanza, the reader’s senses of touch and sight are appealed to. For instance, when the speaker described the cracked hands that ached,† the reader sees an older man with dry, cracked hands. This can lead the reader to a number of assumptions again of the man being worn out from his job, or possibly having arthritis which would lead to the dry and sore hands. It also appeals to the sense of touch and sight when it describes the father’s hands and also when he â€Å"puts his clothes on in the blueb...

Cognitive Development

Abstract This report looks at cognitive development of an adolescent through the use of Piaget’s pendulum task, and aims to assess the level of cognitive development with comparison to literature in the field and furthermore provide suggestions of how a teacher could enhance the subjects learning in one key learning area. Pieget’s studies have been based around cognitive development. The development has 4 major stages. Each stage enables the person to develop ways of knowing. This report concentrates on the fourth stage, the formal operational stage. Critics of Piaget’s work are looked at and ideas such as learning, mentors and structures are looked at. It was found that while the results of previous Piaget’s tests were replicated, the observations suggest that the results can not be assessed through Piaget’s work alone. Furthermore, to enhance the learning of the subject it was found that the NSW geography curriculum has the potential with appropriate teacher stimulus to adequately provide for the student, although literacy could be focused upon. Introduction This report looks at cognitive development through the use of Piaget’s pendulum task. The pendulum task asks a person to figure out the variable that makes the pendulum swing faster, that is, increase the frequency. The way in which someone goes about the task is supposed to give an insight into the person’s level of cognitive development. Fundamental to Piaget’s work is that the brain and the environment interact in producing cognitive development, and that this development can be broken up into four major stages (Gleitman, 1995). Berger (1998) in review of Pieget (1952, 1970) states that these stages are age related, in that children generally reach each stage within a particular age range in sequence. As a child enters into each stage they develop new ways of knowing and understanding (new ways of gathering intelligence) as defined by the boundaries of that stage. In respect to the age of the student that undertook the pendulum task it is the fourth stage (the last stage) of Piaget’s cognitive development (Inhelder, B. Piaget, J 1958) that will be looked at. Berger (1998) summarises the fourth stage, the ‘formal operational stage’, as developing from 11-12 years old through to adulthood and is ‘characterised by hypothetical, logical, and abstract thought’ (Berger, 1998, p. 1). Piaget’s studies by focusing on mental processors and structures of thought has led to a large body of work which has provided insight into the way that we understand certain aspects of human behaviour, for ‘we now have a greater appreciation of the capacities and limitations of the types of thinking that are possible at various ages’ (Berger, 1998, p. 41) . As such this has greatly influenced educators in seeking â€Å"explanations for the difficulties encountered by the students in learning and as a basis for the design of more effective instruction’ (Adey, Shayer, 1993, p. 1). For example, a major research topic was whether or not the development of cognition could be accelerated. Adey and Shayer, (1993) found that cognitive development could be accelerated and that the effects could be long term (Adey and Shayer, 1993, pp. 26-27). Furthermore, Adey and Shayer (1993) cite work by Hallam, (1967) and Jurd (1973) who found the notion of concrete (the third stage) and formal operations can be applied to history, and that Fusco (1983) found that it could be fully applied in the context of English comprehension and social studies (Adey, Shayer, 1993, pp. 26-27). Thus, while Piaget’s studies on cognitive development have made a major contribution to knowledge in the field, his work has also led to a large body of criticism. Berger (1998, p. 45) suggests that many people think Piaget ‘underestimated the importance of external motivation and instruction†¦the role of society and home in fostering cognitive development (Berger, 1998, p. 45). Whereas socio-cultural theory ‘seeks to explain the growth of individual knowledge and competencies in terms of guidance, support, and structure provided by the broader cultural context’ (Berger, 1998, p. 6). For instance, Vygotsky, (1978) (cited in Bergman, 1998) thought that the development of cognitive competencies was from ‘the interaction between novices and more skilled members of the society, acting as tutors or mentors, in a process called an (Berger, 1998, p. 47) â€Å"apprenticeship in thinking† (Rogoff, 1990 cited in Berger, 1998). In addition, Flavell (1 985 cited in Gleitman, 1995, p. 521) suggests that evidence shows a child’s mental growth is more a sequence rather then proceeding in simple stages. Thus, this report through the use of the pendulum task will aim to: †¢ identify one students level of cognitive development who is 11-14 years old †¢ to compare and contrast the results with existing theory and research †¢ suggest how a teacher can best meet this child’s developmental needs in one key learning area. Method Participant There was only one person studied for the purpose of this report. The subject was male. He was 12 years and 4 months old. The subject was born in China in moved to Australia when he was 2. The subject speaks a Chinese language at home and English would be classed as the subjects second language. The subject is in year 7 at school and attends a school in the Sydney metropolitan area. He is not from a disadvantaged background. The subject was nervous before the task but settled down reasonably quickly. Procedure The study was carried out in the subject’s parent’s home. Informed consent was asked from the mother of the subject, a consent form was signed. At this stage confidentiality was ensured to both the mother and the subject and the reasons for the research were explained. A pendulum was made out of varying lengths of string and different weights. A frame supported the pendulum. There were 3 different sizes and lengths of weights and strings. The height and the force at which the pendulum could be released could also be varied by the subject. A pen, paper and stop-watch was provided to the subject. A video camera was placed a few meters away from the pendulum to record the procedure. The subject was asked to use the pendulum to find out what makes it swing faster, that is swing more times in a shorter space of time. The subject was told that they could use the different lengths of string or different weights and could use the pen, paper and watch. The subject then proceeds to go on with the experiment until they are happy with their results. A transcript of the recording is in appendix A Results To assess the subjects level of cognitive development the subjects actions were observed and analysised to see if they correspond with any of Piaget’s stages of development. Perhaps the most fundamental aspect of the analysis was that the subject already knew the answer to the problem, for example: Researcher: â€Å"Your job is to figure out what makes it swing faster† Subject: â€Å"The length of the string† Researcher: â€Å"How do you know that? † Subject: â€Å"I don’t really know, don’t know† Researcher: â€Å"Do you want to test it anyway† Subject: â€Å"Yes† Thus, the subject started with the longest string, heaviest weight and recorded the findings on a piece of paper. Then proceeded to use the same weight but the middle length string and then the shortest string, recording the results and time each swing (see table below). Longest 0. 86 Middle 0. 54 Shortest 0. 16 The subject was asked if he wanted to try different weights and the subject said â€Å"no, because it is the same, it is the same with any weight†. The subject was asked if he had learnt that at school and he was not sure. From analysis of these results it can be seen that the subject had some prior knowledge. Due to this he used logically experimentation through the use of isolating the variable to the length of string to determine whether he was right or not. The subject did not want to check the other variable of weight or height as he was sure it was length of string. As such hypothetical reasoning was also shown in the subject’s assurance that it was the string and not the weights that affected the frequency of the string. Discussion and Conclusion The aim of this report was to determine the level of cognitive development of a child between the ages of 11 and 14 years using Piaget’s pendulum task and then suggest how a teacher can best meet this child’s developmental needs in one key learning area. It was found that the subject displayed signs of hypothetical and logical thinking, both are attributes of a person of his age and at the fourth stage of cognitive development, the ‘formal operations stage’. Thus, the results of Inhelder and Piaget’s (1958) studies and later studies were replicated. In relation to whether the development was in sequence as Flavell (1985 cited in Gleitman, 1995, p. 521) suggests, the fact that there was prior knowledge could cast doubt on the stages theory as it would suggest that performance in these tasks are made up of more then the ability to logically reason. Furthermore, the experiment being greatly influenced by the fact that the subject already thought he new the answer to the problem when the task was initiated opens up ideas on accelerated cognitive development and the debate between Piaget and his theories and the social and instructional theorists. For example, Siegler, Liebert and Liebert (1973) found that concrete operational attributes could be taught to younger adolescences. Thus, the subject being of boarder-line age could have had his cognitive development accelerated during primary school either intentionally or unintentionally, this would be unknown. This raises the question of whether the curriculum today has been developed with these issues in mind. As such, further studies with the same task with a larger sample could answer these issues. In addition, the subject’s sister questioned whether it was all the time spent on the computer, internet or watching the ABC that the subject gained the prior knowledge, sense of logic and hypothetical reasoning. Perkins, Jay and Tishman (1983) cited in Adey (1997) put it down to psychological disposition, the tendency to behave in a certain way, that what matters is a person tendency invest themselves energetically in areas that cause development, that question the person. This psychological disposition could be inherited or could be developed through ways described in Vygotsky theories. That is through mentors, guidance and structure. In today’s technologically advanced society Vygotsky’s (1978) (cited in Bergman, 1998) theories may include the television and internet as providing instruction and guidance and basic learning. As Adey (2002) puts it ‘simple learning is relatively independent of maturation. Learning has no sense of direction’ (Adey, 2002, p. 19). Thus, it could be seen that the level of cognitive development obtained could be said to have been obtained through a process of development as described by Piaget in combination with a social process as described by Vygotsky (1978) and a simple learning process as described by Adey (2002). In suggesting how a teacher could best meet the subject’s educational needs in one key learning area, geography, the analysis of the subject was examined in reference to current junior geography curriculum. The NSW junior geography curriculum contains specified geography skills, tools and values that enable the teacher to integrate a range of teaching strategies that would enhance all areas of cognitive development, whether it be restrained to areas focused on by Piaget (1952, 1970) that Berger (1997) discusses or a broader range of areas as discussed by Vygotsky. As such, in suggesting that the subject is well catered for in these areas, the one area in which the subject may need help is literacy, in voicing his opinions. The NSW geography curriculum does specify an oral component, it is just that this could be emphasised. In addition, in relation to the study it has been found that acceleration programs in science have contributed to gains that are long lasting in English tests (Adey, Shayer, 1993). Consequently, continued tasks to develop the formal operations stage such as orally describing variable orientated tasks may have long lasting improvements. References Adey, P. Robertson, A & Venville, G. (2002). Effects of a cognitive acceleration program on Year 1 pupils. British Journal of Educational Psychology. 72, pp. 1-25. Adey, P. (1997). It All Depends on the context, Doesn’t It? Searching for General Educable Dragons. Studies in Science Education. (29), pp. 45-92. Adey, P. Shayer, M. (1993). An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in High School Science Curriculum. Cognition and Instruction. 11(1), pp. 1-29. Berger, K. S. (1998). The Developing Person Through the Life Span. New York, NY: Worth Publishers. Gleitman, H. (1995). Psychology. 4th ed. New York, London: W. W. Norton & Company. Hallam, R. N. (1967). Logical thinking in history. Educational Review, 119, pp. 182-202. Inhelder , B. & Piaget, J. (1958). The growth of logical thinking from childhood to adolenscence: An essay on the construction of formal operational structures. New York: Basic books. Siegler, R. Liebert, D. & Liebert, R (1973). Inhelder and Piaget’s Pendulum Problem: Teaching Preadolescents to Act as Scientists. Developmental Pschology. 9(1), pp. 97-101. Appendix Transcript of interview between researcher and subject. Researcher: What we are going to do is called a pendulum task. There is no right or wrong answer, what ever you do is Ok because it is just research. Subject: Ok Researcher: You can use the pen, paper and watch if you like. Subject: Ok Researcher: Do you know what a pendulum is? Subject: Yes! Researcher: So what we are trying to do is find out what makes it swing faster, that is make it swing more times more quickly. Subject: Ok. Researcher: Ok so there are a few things that it could be, it could be the weight, the length of the string, the height you drop it from or how hard you push it. Your job is to figure out what makes it swing faster. Subject: The length of the string. Researcher: Ok, so take this. (handing subject paper, pen and watch). You said that it was the length of the string that made it go faster, why did you say that? Subject: I don’t know, don’t know. Researcher: Do you want to test it anyway? Subject: Yes. Researcher: What do you want to start with? Subject: Longer string and heavy weight. Researcher: ok, so this is your longest string and heaviest weight. Subject: (drops the weight and times the swing and records results). Researcher: Do you want another look? Subject: No, its Ok. Researcher: Which one do you want use now? Subject: Same weight on a smaller string. Researcher: The medium string or the smallest string? Subject: the medium string. (Subject, performs task and records results). Researcher: Which one do you now want to try? Subject: The shortest string. Subject performs task again and records result) The shortest one is the quickest! Researcher: Do you want to try different weights to see if they do anything? Subject: No. Researcher: So you think it is just the length that affects it? Subject: Yes. Researcher: How come you don’t want to try different weights? Subject: because it is the same, the same with any weight. Researcher: did you learn that at school? Subject: I don’t know. Researcher: Ok, well i t was the string that affected it, your too smart, thanks very much for your help. Cognitive Development Abstract This report looks at cognitive development of an adolescent through the use of Piaget’s pendulum task, and aims to assess the level of cognitive development with comparison to literature in the field and furthermore provide suggestions of how a teacher could enhance the subjects learning in one key learning area. Pieget’s studies have been based around cognitive development. The development has 4 major stages. Each stage enables the person to develop ways of knowing. This report concentrates on the fourth stage, the formal operational stage. Critics of Piaget’s work are looked at and ideas such as learning, mentors and structures are looked at. It was found that while the results of previous Piaget’s tests were replicated, the observations suggest that the results can not be assessed through Piaget’s work alone. Furthermore, to enhance the learning of the subject it was found that the NSW geography curriculum has the potential with appropriate teacher stimulus to adequately provide for the student, although literacy could be focused upon. Introduction This report looks at cognitive development through the use of Piaget’s pendulum task. The pendulum task asks a person to figure out the variable that makes the pendulum swing faster, that is, increase the frequency. The way in which someone goes about the task is supposed to give an insight into the person’s level of cognitive development. Fundamental to Piaget’s work is that the brain and the environment interact in producing cognitive development, and that this development can be broken up into four major stages (Gleitman, 1995). Berger (1998) in review of Pieget (1952, 1970) states that these stages are age related, in that children generally reach each stage within a particular age range in sequence. As a child enters into each stage they develop new ways of knowing and understanding (new ways of gathering intelligence) as defined by the boundaries of that stage. In respect to the age of the student that undertook the pendulum task it is the fourth stage (the last stage) of Piaget’s cognitive development (Inhelder, B. Piaget, J 1958) that will be looked at. Berger (1998) summarises the fourth stage, the ‘formal operational stage’, as developing from 11-12 years old through to adulthood and is ‘characterised by hypothetical, logical, and abstract thought’ (Berger, 1998, p. 1). Piaget’s studies by focusing on mental processors and structures of thought has led to a large body of work which has provided insight into the way that we understand certain aspects of human behaviour, for ‘we now have a greater appreciation of the capacities and limitations of the types of thinking that are possible at various ages’ (Berger, 1998, p. 41) . As such this has greatly influenced educators in seeking â€Å"explanations for the difficulties encountered by the students in learning and as a basis for the design of more effective instruction’ (Adey, Shayer, 1993, p. 1). For example, a major research topic was whether or not the development of cognition could be accelerated. Adey and Shayer, (1993) found that cognitive development could be accelerated and that the effects could be long term (Adey and Shayer, 1993, pp. 26-27). Furthermore, Adey and Shayer (1993) cite work by Hallam, (1967) and Jurd (1973) who found the notion of concrete (the third stage) and formal operations can be applied to history, and that Fusco (1983) found that it could be fully applied in the context of English comprehension and social studies (Adey, Shayer, 1993, pp. 26-27). Thus, while Piaget’s studies on cognitive development have made a major contribution to knowledge in the field, his work has also led to a large body of criticism. Berger (1998, p. 45) suggests that many people think Piaget ‘underestimated the importance of external motivation and instruction†¦the role of society and home in fostering cognitive development (Berger, 1998, p. 45). Whereas socio-cultural theory ‘seeks to explain the growth of individual knowledge and competencies in terms of guidance, support, and structure provided by the broader cultural context’ (Berger, 1998, p. 6). For instance, Vygotsky, (1978) (cited in Bergman, 1998) thought that the development of cognitive competencies was from ‘the interaction between novices and more skilled members of the society, acting as tutors or mentors, in a process called an (Berger, 1998, p. 47) â€Å"apprenticeship in thinking† (Rogoff, 1990 cited in Berger, 1998). In addition, Flavell (1 985 cited in Gleitman, 1995, p. 521) suggests that evidence shows a child’s mental growth is more a sequence rather then proceeding in simple stages. Thus, this report through the use of the pendulum task will aim to: †¢ identify one students level of cognitive development who is 11-14 years old †¢ to compare and contrast the results with existing theory and research †¢ suggest how a teacher can best meet this child’s developmental needs in one key learning area. Method Participant There was only one person studied for the purpose of this report. The subject was male. He was 12 years and 4 months old. The subject was born in China in moved to Australia when he was 2. The subject speaks a Chinese language at home and English would be classed as the subjects second language. The subject is in year 7 at school and attends a school in the Sydney metropolitan area. He is not from a disadvantaged background. The subject was nervous before the task but settled down reasonably quickly. Procedure The study was carried out in the subject’s parent’s home. Informed consent was asked from the mother of the subject, a consent form was signed. At this stage confidentiality was ensured to both the mother and the subject and the reasons for the research were explained. A pendulum was made out of varying lengths of string and different weights. A frame supported the pendulum. There were 3 different sizes and lengths of weights and strings. The height and the force at which the pendulum could be released could also be varied by the subject. A pen, paper and stop-watch was provided to the subject. A video camera was placed a few meters away from the pendulum to record the procedure. The subject was asked to use the pendulum to find out what makes it swing faster, that is swing more times in a shorter space of time. The subject was told that they could use the different lengths of string or different weights and could use the pen, paper and watch. The subject then proceeds to go on with the experiment until they are happy with their results. A transcript of the recording is in appendix A Results To assess the subjects level of cognitive development the subjects actions were observed and analysised to see if they correspond with any of Piaget’s stages of development. Perhaps the most fundamental aspect of the analysis was that the subject already knew the answer to the problem, for example: Researcher: â€Å"Your job is to figure out what makes it swing faster† Subject: â€Å"The length of the string† Researcher: â€Å"How do you know that? † Subject: â€Å"I don’t really know, don’t know† Researcher: â€Å"Do you want to test it anyway† Subject: â€Å"Yes† Thus, the subject started with the longest string, heaviest weight and recorded the findings on a piece of paper. Then proceeded to use the same weight but the middle length string and then the shortest string, recording the results and time each swing (see table below). Longest 0. 86 Middle 0. 54 Shortest 0. 16 The subject was asked if he wanted to try different weights and the subject said â€Å"no, because it is the same, it is the same with any weight†. The subject was asked if he had learnt that at school and he was not sure. From analysis of these results it can be seen that the subject had some prior knowledge. Due to this he used logically experimentation through the use of isolating the variable to the length of string to determine whether he was right or not. The subject did not want to check the other variable of weight or height as he was sure it was length of string. As such hypothetical reasoning was also shown in the subject’s assurance that it was the string and not the weights that affected the frequency of the string. Discussion and Conclusion The aim of this report was to determine the level of cognitive development of a child between the ages of 11 and 14 years using Piaget’s pendulum task and then suggest how a teacher can best meet this child’s developmental needs in one key learning area. It was found that the subject displayed signs of hypothetical and logical thinking, both are attributes of a person of his age and at the fourth stage of cognitive development, the ‘formal operations stage’. Thus, the results of Inhelder and Piaget’s (1958) studies and later studies were replicated. In relation to whether the development was in sequence as Flavell (1985 cited in Gleitman, 1995, p. 521) suggests, the fact that there was prior knowledge could cast doubt on the stages theory as it would suggest that performance in these tasks are made up of more then the ability to logically reason. Furthermore, the experiment being greatly influenced by the fact that the subject already thought he new the answer to the problem when the task was initiated opens up ideas on accelerated cognitive development and the debate between Piaget and his theories and the social and instructional theorists. For example, Siegler, Liebert and Liebert (1973) found that concrete operational attributes could be taught to younger adolescences. Thus, the subject being of boarder-line age could have had his cognitive development accelerated during primary school either intentionally or unintentionally, this would be unknown. This raises the question of whether the curriculum today has been developed with these issues in mind. As such, further studies with the same task with a larger sample could answer these issues. In addition, the subject’s sister questioned whether it was all the time spent on the computer, internet or watching the ABC that the subject gained the prior knowledge, sense of logic and hypothetical reasoning. Perkins, Jay and Tishman (1983) cited in Adey (1997) put it down to psychological disposition, the tendency to behave in a certain way, that what matters is a person tendency invest themselves energetically in areas that cause development, that question the person. This psychological disposition could be inherited or could be developed through ways described in Vygotsky theories. That is through mentors, guidance and structure. In today’s technologically advanced society Vygotsky’s (1978) (cited in Bergman, 1998) theories may include the television and internet as providing instruction and guidance and basic learning. As Adey (2002) puts it ‘simple learning is relatively independent of maturation. Learning has no sense of direction’ (Adey, 2002, p. 19). Thus, it could be seen that the level of cognitive development obtained could be said to have been obtained through a process of development as described by Piaget in combination with a social process as described by Vygotsky (1978) and a simple learning process as described by Adey (2002). In suggesting how a teacher could best meet the subject’s educational needs in one key learning area, geography, the analysis of the subject was examined in reference to current junior geography curriculum. The NSW junior geography curriculum contains specified geography skills, tools and values that enable the teacher to integrate a range of teaching strategies that would enhance all areas of cognitive development, whether it be restrained to areas focused on by Piaget (1952, 1970) that Berger (1997) discusses or a broader range of areas as discussed by Vygotsky. As such, in suggesting that the subject is well catered for in these areas, the one area in which the subject may need help is literacy, in voicing his opinions. The NSW geography curriculum does specify an oral component, it is just that this could be emphasised. In addition, in relation to the study it has been found that acceleration programs in science have contributed to gains that are long lasting in English tests (Adey, Shayer, 1993). Consequently, continued tasks to develop the formal operations stage such as orally describing variable orientated tasks may have long lasting improvements. References Adey, P. Robertson, A & Venville, G. (2002). Effects of a cognitive acceleration program on Year 1 pupils. British Journal of Educational Psychology. 72, pp. 1-25. Adey, P. (1997). It All Depends on the context, Doesn’t It? Searching for General Educable Dragons. Studies in Science Education. (29), pp. 45-92. Adey, P. Shayer, M. (1993). An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in High School Science Curriculum. Cognition and Instruction. 11(1), pp. 1-29. Berger, K. S. (1998). The Developing Person Through the Life Span. New York, NY: Worth Publishers. Gleitman, H. (1995). Psychology. 4th ed. New York, London: W. W. Norton & Company. Hallam, R. N. (1967). Logical thinking in history. Educational Review, 119, pp. 182-202. Inhelder , B. & Piaget, J. (1958). The growth of logical thinking from childhood to adolenscence: An essay on the construction of formal operational structures. New York: Basic books. Siegler, R. Liebert, D. & Liebert, R (1973). Inhelder and Piaget’s Pendulum Problem: Teaching Preadolescents to Act as Scientists. Developmental Pschology. 9(1), pp. 97-101. Appendix Transcript of interview between researcher and subject. Researcher: What we are going to do is called a pendulum task. There is no right or wrong answer, what ever you do is Ok because it is just research. Subject: Ok Researcher: You can use the pen, paper and watch if you like. Subject: Ok Researcher: Do you know what a pendulum is? Subject: Yes! Researcher: So what we are trying to do is find out what makes it swing faster, that is make it swing more times more quickly. Subject: Ok. Researcher: Ok so there are a few things that it could be, it could be the weight, the length of the string, the height you drop it from or how hard you push it. Your job is to figure out what makes it swing faster. Subject: The length of the string. Researcher: Ok, so take this. (handing subject paper, pen and watch). You said that it was the length of the string that made it go faster, why did you say that? Subject: I don’t know, don’t know. Researcher: Do you want to test it anyway? Subject: Yes. Researcher: What do you want to start with? Subject: Longer string and heavy weight. Researcher: ok, so this is your longest string and heaviest weight. Subject: (drops the weight and times the swing and records results). Researcher: Do you want another look? Subject: No, its Ok. Researcher: Which one do you want use now? Subject: Same weight on a smaller string. Researcher: The medium string or the smallest string? Subject: the medium string. (Subject, performs task and records results). Researcher: Which one do you now want to try? Subject: The shortest string. Subject performs task again and records result) The shortest one is the quickest! Researcher: Do you want to try different weights to see if they do anything? Subject: No. Researcher: So you think it is just the length that affects it? Subject: Yes. Researcher: How come you don’t want to try different weights? Subject: because it is the same, the same with any weight. Researcher: did you learn that at school? Subject: I don’t know. Researcher: Ok, well i t was the string that affected it, your too smart, thanks very much for your help.

Bowen Family Systems, Structural, and Strategic Models Essay

Bowen Family Systems, Structural, and Strategic Models Theory Application The case study of Ana will be analyzed using the Bowen Family Systems Theory Approach. Bowen Family Systems Theory is a theory of human behavior that views the family as an emotional unit and uses systems thinking to describe the complex interactions in the unit (Kerr, 2000). This paper will discuss the concepts of the theory that is appropriate for this case study; the reason this theory was chosen over the other ones; counseling goals and intervention strategies in accomplishing those goals; and designation of short or long term counseling. This paper will also discuss the counselor’s role with Ana; the client’s role in counseling; the population this theory is most appropriate for as well as addressing the social and cultural needs of the client; any additional information that might be helpful to know about this case; and what are the risks, if any, of using this approach. What concepts of the theory make it the most appropriate for the client in the case study? Include at least five concepts. There are five concepts that would make this theory appropriate for the client in the case study. The first concept in this Bowen Family Systems Theory Approach is triangles. What is a triangle? According to Kerr (2000), a triangle is a three-person relationship system. This triangle is a part of a bigger emotional system because a triangle is the smallest stable relationship system. These triangles involve, according to Murdock (2013), two people that are the â€Å"in† group and one person that is the â€Å"outside† group. Triangles form when the anxiety levels rise in a relationship or family (Titelman, 2008). Individuals (or families) with low levels of differentiation are more likely to triangle because more emotion is involved (Kerr, 1981). As a counselor, it is best to pay attention to your client and if they seem to react repeatedly to others, then you can suspect that a triangle has been activated (Murdock, 2013). As for Ana, there is a triangle  that has formed here. She is worried about surviving without her husband being around and figuring out how to make things meet because she is unemployed. The second concept of this theory is differentiation of self. According to Murdock (2013), differentiation deals with the individual as well as the family; however, according to Kerr (2000), the differences between an individual and family reflect the different levels of differentiation to self. A person who has low levels of differentiation are said to react and adjust their way of thinking to better suit the situation that they are in (Kerr, 2000). A person who has a high level of differentiation can keep their cool when conflicts arise (Kerr, 2000). Bowen (1978), refers a low-differentiated individual’s tendency to fuse as a â€Å"common self with others† and is most clearly seen in intimate relationships such as marriages. Titelman (2008), spoke of a pattern called underfunctioning-overfunctioning dynamic where the weaker individual in the family system is the weaker of the two and is more likely to develop symptoms. Ana is the weaker individual in the family since she does not have a job and she feels worried about how to continue with her life. She is hopeless and does not know what to do (Grand Canyon University, 2014). The third concept in this theory is the Nuclear Family Emotional Process. According to Kerr (2000), this concept describes four basic relationship patterns that govern where problems develop in a family. The four problems are marital conflict; dysfunction in one spouse; impairment of one or more children; and emotional distance. In a marital conflict, according to Kerr (2000), as family tension increases and the spouses get more anxious, each spouse ends up focusing on the negative issues about each other. In a dysfunction in one spouse problem, according to Kerr (2000), one spouse pressures the other spouse to think and act one way and then the other spouse yields to that pressure. If anxiety levels rise in these problems, psychiatric, medical, or social dysfunction may develop (Kerr, 2000). In impairment of one or more children problems, according to Kerr (2000), the spouses focus their anxieties on one or more of their children and the children focus their anxiety on them which can ultimately impair school performance, social relationships, and even health (Kerr, 2000). In emotional distance problems, according to Kerr (2000), people distances themselves from others to reduce the intensity of the relationship, but risk  isolation from each other. The fourth concept of this theory is the family projection process. This concept describes the primary way parents transmit their emotional problems to a child (Kerr, 2000). This process can impair the functioning of one or more children and can increase their clinical symptoms. Some problems that children inherit from their parents include the need for attention and approval; difficulty dealing with expectations; the tendency to blame oneself or others; feeling responsible for the happiness of others or that others are responsible for one’s own happiness; and acting impulsively to relieve the anxiety of the moment rather than tolerating anxiety and acting thoughtfully (Kerr, 2000). Parents have different roles in this process: mothers are the primary caretakers and experience more emotional involvement with one or more child and fathers experience the outside of the triangle, except in high level of tensions among the mother and child (children) (Kerr, 2000). Even though Ana’s son is only one years old, problems may arise in him later on in life because of the problems going on at home right now and with the father being deployed. The fifth concept of this theory is multigenerational transmission process. This process describes how small differences in the levels of differentiation between parents and their offspring lead over many generations to marked differences in differentiation among the members of a multigenerational family (Kerr, 2000). Why did you choose this theory over the others? The Family Systems Theory was chosen for the evaluation of Ana’s case study because this theory focuses on the family not just the individual alone. Even though Ana went in for a counseling session alone, there are underlying issues that most likely involve her family as well. What will be the goals of counseling and what intervention strategies are used to accomplish those goals? The goal of the Bowen Family Systems Theory (BFST) is to help an individual or individuals separate from the family (Titelman, 2008). According to Murdock (2013), an individual must remember that this separation does not mean that he or she needs to cut their family from their life. This theory should help an individual alter the way they reactive in relationships and change the way they handle stress (Murdock, 2013). There is an intervention strategy that can help accomplish the goal of the BFST. This strategy is process questioning. According to Murdock (2013), the questions that are asked help an individual avoid the emotion that is associated with content questions. Is the theory designed for short- or long-term counseling? The BFST is designed for long-term counseling. Treatment of an individual can potentially take years to complete, however, it does depend on the individual and well they advance and overcome their treatment goals (Withers, 2012). What will be the counselor’s role with this client? A BFST counselor remains detriangled in this type of counseling session by presenting themselves as objectively and unemotionally (Kerr, 1981; Murdock, 2013). The counselor is there to teach the client about the operation of family systems (Murdock, 2013). In order to effectively treat an individual, according to Murdock (2013), a counselor should undergo their own BFST therapy himself. What is the client’s role in counseling? In a BFST counseling session, a client is assigned the task of journeying home to observe family interactions; put the principles that were learned into effect; and change how he or she interacts with the family (Murdock, 2013). For what population(s) is this theory most appropriate? How does this theory address the social and cultural needs of the client? BFST is contrary to the norms of many cultures because they tend to support separation of individuals and families (Murdock, 2013). BFST approaches cannot really treat close-knit Latino families or African-American families because of their close family relationships with one another (Sue & Sue, 2008; Falicov & Brudner-White, 1983). What additional information might be helpful to know about this case? Some additional information that might be helpful to know about this case is how Ana feels about bringing her family in to counseling sessions to see if there are any underlying issues that need to be resolved. What may be a  risk in using this approach? After researching this theory, â€Å"some aspects of this theory seem to be operationalizable and testable† (Murdock, 2013, p. 451). Even empirical tests of the BFST have produced promising results in areas such as relationships among differentiation; anxiety; relationship satisfaction; and psychological dysfunction (Murdock, 2013; Miller, Anderson, & Keala, 2004). Bowen’s prediction of individuals choosing partners with similar levels of differentiation received mixed results in the literature, with studies confirming and others disconfirming (Murdock, 2013; Day, St, Clair, & Marshall, 1997; Greene & Mabee, 1992; Kosek). However, when BFST is dealt with family or couples processes, research is less supportive. The Bowen Family Systems Theory was the theory chosen for this paper to analyze the case study of Ana. This paper discussed the concepts of the theory that is appropriate for this case study; the reason this theory was chosen over the other ones; counseling goals and intervention strategies in accomplishing those goals; and designation of short or long term counseling. This paper also discussed the counselor’s role with Ana; the client’s role in counseling; the population this theory is most appropriate for as well as addressing the social and cultural needs of the client; any additional information that might be helpful to know about this case; and what are the risks, References Bowen, M. (1978). Family therapy in clinical practice. New York: Jason Aronson. Day, H. D., St. Clair, S., & Marshall, D. D. (1997). Do people who marry really have the same level of differentiation of self? Journal of Family Psychology, 11 doi: 10.1037//0893-3200.11.1.131 Falicov, C.J., & Brudner-White, L. (1983). The shifting family triangle: The issue of cultural and contextual relativity. In J.C. Hansen & C.J. Falicov (Eds.). Cultural perspectives in family therapy. Rockville, MD: Aspen Systems. Greene, G.J., & Mabee, T. F. (1992). Differentiation of self and marital adjustment of clinical and nonclinical spouses. In B.J. Brothers (Ed.), Couples therapy, multiple perspectives: In search of universal threads. New York: Haworth Press. Grand Canyon University (2014). Case study analysis. Kerr, M.E. (1981). Family systems theory and therapy. In A.S. Gurman & D.P. Kniskern (Eds.), Handbook of family therapy. New York: Brunner/Mazel. Kerr, Michael E. (2000). One Family’s Story: A Primer on Bowen Theory. The Bowen Center for the Study of the Family. Retrieved from http://www thebowencenter.org/theory Miller, R.B., Anderson, S., & Keala, D.K. (2004). Is Bowen theory valid? A review of basic research. Journal if Marital and Family Therapy, 30, doi: 10.1111/j.1752.0606.2004.tb01255.x Murdock, N. (2013). Theory Is a Good Thing. In Theories of counseling and psychotherapy: A case approach (Third ed., p. 4). Upper Saddle River, N.J.: rill/Prentice Hall. Sue, D. W., & Sue, D. (2008). Counseling the culturally diverse: Theory and practice (5th Ed.). Hoboken, NJ: Wiley. Titelman, P. (2008). The concept of the triangle in Bowen theory: An overview. In P. Titelman (Ed.), Triangles: Bowen family systems theory perspectives New York: Routledge. Withers, R. (2012). A comparative study of Bowenian system theory and cognitive-behavioral family therapy. Retrieved from http://www.counselinginsite.com

How My Purple Belt Has Helped Me †Creative Writing Short Essay

How My Purple Belt Has Helped Me – Creative Writing Short Essay Free Online Research Papers How My Purple Belt Has Helped Me Creative Writing Short Essay It is important to tighten the lower abdomen during coordinating techniques and movements in tae kwon do because the process of tightening the lower abdomen is helpful in learning how to breathe properly. To me, having confidence means believing or having faith in someone or something. In high school I hated gym class because I thought everybody else was better at sports than I was, and I constantly told myself that I wasn’t physically fit and that I was terrible at sports. My experiences practicing Tae kwon do have helped me change the way I see and think about myself. By no means do I believe that I’m physically fit now, but being physically able to doing the techniques that we are taught in tae kwon do has given me a lot more confidence in my physical abilities. Tae kwon do has also helped me to have more confidence in my abilities because it has helped me accomplish things that I didn’t think were possible. For example, before learning tae kwon do, I wouldn’t have ever imagined that it would be possible for me to do some of the kicks that we learn. This confidence will help me in other areas in my life. I used to be terrified of being attacked while walking at night. I’m still afraid of that, but after learning tae kwon do, I am more confident when walking at night. Having confidence is also helpful academically because students are more likely to succeed if they believe in themselves. Research Papers on How My Purple Belt Has Helped Me - Creative Writing Short EssayTrailblazing by Eric AndersonBook Review on The Autobiography of Malcolm XStandardized TestingThe Masque of the Red Death Room meaningsHarry Potter and the Deathly Hallows Essay19 Century Society: A Deeply Divided EraMind TravelPersonal Experience with Teen PregnancyAppeasement Policy Towards the Outbreak of World War 2Hip-Hop is Art

Chinese Wedding Dresses

Chinese Wedding Dresses At most Chinese weddings, the bride wears a qipao. At many Chinese weddings, the bride wears more than one Chinese wedding dress. Most brides opt for three dresses one red qipao, one white, Western-style wedding gown, and a third ball gown. The bride will begin the wedding banquet with one dress of these dresses. After three courses are served, the bride usually changes into her second Chinese wedding dress. After the sixth course, the bride will change once again into her third Chinese wedding dress. Some brides may opt for a fourth Chinese wedding dress to be worn as when greeting guests as they leave the wedding party. The groom typically wears one or two suits. While some grooms may opt for a traditional Zhongshan suit  or Mao suit, it is more likely to see older guests wearing a Mao suit. Instead, most grooms wear tuxedos or Western-style business suits. In addition to the Chinese wedding dresses worn on the wedding day, the bride and groom may either wear the same dresses for their Chinese wedding photos or wear a completely different set of clothing. Wedding guests usually wear bright colors especially red which symbolizes luck and wealth in Chinese culture. Guests should avoid white, which is reserved for the bride, and black, which is considered a somber color. More About Chinese Weddings How to Plan a Traditional Chinese WeddingAll About Chinese EngagementsWhat to Know About Chinese Wedding GiftsChinese Wedding Rituals

Quantum Zeno Effect

Quantum Zeno Effect The quantum Zeno effect is a phenomenon in quantum physics where observing a particle prevents it from decaying as it would in the absence of the observation. Classical Zeno Paradox The name comes from the classic logical (and scientific) paradox presented by ancient philosopher Zeno of Elea. In one of the more straightforward formulations of this paradox, in order to reach any distant point, you have to cross half of the distance to that point. But to reach that, you have to cross half that distance. But first, half of that distance. And so forth... so that it turns out you actually have an infinite number of half-distances to cross and, therefore, you cant actually ever make it! Origins of the Quantum Zeno Effect The quantum Zeno effect was originally presented in the 1977 paper The Zenos Paradox in Quantum Theory (Journal of Mathematical Physics, PDF), written by Baidyanaith Misra and George Sudarshan. In the article, the situation described is a radioactive particle (or, as described in the original article, an unstable quantum system). According to quantum theory, there is a given probability that this particle (or system) will go through a decay in a certain period of time into a different state than the one in which it began. However, Misra and Sudarshan proposed a scenario in which repeated observation of the particle actually prevents the transition into the decay state. This may certainly be reminiscent of the common idiom a watched pot never boils, except instead of a mere observation about the difficulty of patience, this is an actual physical result that can be (and has been)  experimentally confirmed. How the Quantum Zeno Effect Works The physical explanation in quantum physics is complex, but fairly well understood. Lets begin by thinking of the situation as it just happens normally, without the quantum Zeno effect at work. The unstable quantum system described has two states, lets call them state A (the undecayed state) and state B (the decayed state). If the system is not being observed, then over time it will evolve from the undecayed state into a superposition of state A and state B, with the probability of being in either state being based on time. When a new observation is made, the wavefunction that describes this superposition of states will collapse into either state A or B. The probability of which state it collapses into is based on the amount of time that has passed. Its the last part which is key to the quantum Zeno effect. If you make a series of observations after short periods of time, the probability that the system will be in state A during each measurement is dramatically higher than the probability that the system will be in state B. In other words, the system keeps collapsing back into the undecayed state and never has time to evolve into the decayed state. As counter-intuitive as this sounds, this has been experimentally confirmed (as has the following effect). Anti-Zeno Effect There is evidence for an opposite effect, which is described in Jim Al-Khalilis Paradox as the quantum equivalent of staring at a kettle and making it come to the boil more quickly. While still somewhat speculative, such research goes to the heart of some of the most profound and possibly important areas of science in the twenty-first century, such as working toward building what is called a quantum computer. This effect has been  experimentally confirmed.

Media and Corporate Responsibility Essay Example | Topics and Well Written Essays - 1000 words

Media and Corporate Responsibility - Essay Example A corporation is more or less like a monster with several heads, where one head can be saying something that sounds very good and the other head can be doing something else that purely contradicts what was said earlier. Any corporation's main motive is to make profits. The only problem with profit making motive is that there is no such thing as "enough". Every act of the corporation undertaken in pursuit of maximizing profits is termed as "logical" or "rational". For instance, prosperous corporate giants taking advantage of cheap labor of starving people from under developed countries is considered pragmatic. The capitalistic world even manages to justify these acts as legitimate, a kind of boon granted to the down trodden. But how many of these corporations actually consider the legitimacy involved in the severe working conditions provided to those workers or the fairness involved in the proportion of the worker's pay to the profit earned by the corporation from such activities In the name of maximizing profits, corporations have become extremely deceitful without having any concern for the safety of others. For instance, many commercial dairies treat their cows with certain hormone in order to increase milk production. Though this method has been claimed to be harmless, it has neither been safe for the humans consuming this milk nor has it been easy for the cows. The cows, termed as "production units" by such dairies, experience painful effects such as broken limbs due to calcium deficiency and even early death as a result of these artificial methods. There are many corporations that use synthetic chemicals in their products which cause cancer, birth defects and other toxic effects. Most corporations are mendacious to such an extent that they do not even reveal the true test results of these products. The saddest part of this tragic situation is that these untruthful corporations, over the years, have totally lost the capacity to experience any guilt for their insensitive activities. Well-known companies and brands such as McDonald's, Nike, Adidas, Shell, and Barclays top the list of unethical companies. Such companies have no respect for any legal or social norms. They continue to break such norms and consider the compensation paid later on as an act of justification. But no compensation, irrespective of the amount involved, can actually compensate for the disaster caused by most of these unethical acts. There is no doubt about the fact that the corporations, though functioning with a self-centered motive, are producing other social benefits. But the self-centered motive has converted these corporations into Einstein's monster that has become so big that it has overpowered the people who initially created it. A corporation may be considered as a person in the eyes of law, but the fact still holds well that it is a person without a soul. Media Responsibility The media occupies a privileged position in modern society. But more than simply seeking out truth and reporting it to an otherwise ignorant populace, the Media themselves have an active role in influencing and shaping public opinion. That is why it is so very disturbing that any media might

Why do you think science fiction is so popular today Essay

Why do you think science fiction is so popular today - Essay Example the modern world is attributable to the great scientific progress that has been made in recent years, the expansive nature of the genre, and a general unease with contemporary society and our collective futures. One of the major reasons science fiction is widely popular today is because of modern technological advances. The last two decades have witnessed an infusion of technology the rapid progression of which the world has never before experienced. In these regards, one considers the development of the Internet and digital technology as some of the prominent developments. In addition, cloning and stem cell research has also presented great potential for the genre. Ultimately, with the explosion of these technologies a corresponding desire to explore their extreme potentials in literature and entertainment has largely fueled the genre. Another prominent reason science fiction is extremely popular in the contemporary world is because of the expansive nature of the genre. Science fiction is unique among genres in that it is restricted only by the imagination of the writer. This is contrasted with genres such as film noir, westerns, or even romantic comedies that are subject to highly restrictive genre conventions that grow tired after a number of years. Conversely science fiction is constantly able to reinvent itself in accord with specific changes in technology and the cultural milieu. This ability to constantly explore the spectrum of human knowledge and experience allows the genre to stay highly relevant in the contemporary world. A final reason science fiction is widely popular is because of general unease with society and our collective futures. The current world has problems. Countries such as Italy and Greece are facing bankruptcy and the rest of Europe and the United States face a considerable recession. There are growing concerns with global warming, world hunger, and HIV. With this great amount of social unease the need for a dream-like and imaginary

How can Economic Value Added (EVA) statements be used to improve Essay - 2

How can Economic Value Added (EVA) statements be used to improve financial statement reporting, results, and success What are some problems found with EVA - Essay Example Making financial decisions only based on accounting data is a traditional way that can be misleading for the financial managers to make bad decisions. EVA measures are useful for the business to make decisions that can help the business to grow and help in making future ones. EVA creates the ‘value’ in the business decisions and financial management. The EVA calculations and statements are drawn by evaluating the value that has been added to the company. It shows how much the business has grown in terms of the worth it has. There are many factors that the EVA statements take into consideration to make sure that all the relevant data is considered when measuring the value of the business. It calculates how much the growth of the business is and how much has been invested for that growth. It takes out the net benefit that the business has gained and in regard of that cost that has been put in for that benefit (Grant, 2003). The EVA statements allow the business to take decisions about those projects that have to be accepted by the business. EVA statements would accept those projects that give the business a chance to experience growth and that add to the value the business. However, the financial managers will not accept those projects that seem to bring less benefit to the business and its value, no matter how much financial gain that project may bring. Although it may seem that the EVA statements neglect the financial figures, the concept is simple which suggests that decisions should be taken on account of the business’s financial health, and not taking those decisions that may financially hurt the business. EVA statements are greatly used to improve the business’s financial statement reporting, results and the future success. It allows the business to take decisions that are beneficial for the business financial position. Moreover, it allows the financial managers to evaluate the financial results in relation to

Starbucks Structure Case Study Example | Topics and Well Written Essays - 750 words

Starbucks Structure - Case Study Example This paper highlights that Starbucks prides itself in employing people who like the company’s product: coffee. The company does not advertise for servers but for baristas or bar persons. Together with the coffee they love, a barista stays behind the counter. The Starbucks employee is expected to prepare beverages, provide friendly service to customers and come up with ideas to improve operations. An applicant must have at least a high school diploma. He or she must have worked at least six months in the food and beverage industry. He or she must also be outgoing, confident, able to multi-task and enjoy coffee. Because it has expanded globally Starbucks should employ departmentalization by geographic region. This type of departmentalization is appropriate for organizations with different locations. This type allows â€Å"managerial efforts that address territorial differences† as one strategy which had worked for one branch may not be suitable for the other branches in a nother part of the world. As the discussion declares the form should not be changed in stores with lunches and food products. Although departmentalization by product or customer may seem appropriate for these Starbucks stores because food products and lunches are not available in all stores, I think departmentalization by geographic area already provides enough flexibility to the store managers, district managers and vice presidents to make decisions they think would be beneficial for their stores. Taking the example of stores with lunches and food products, the group specific to the Asian region may take note that unlike people in the Western region, their customers prefer having rice or noodles for lunch rather than bread. As such, they should try to cater to this demand rather than go against a culturally staple item.  

What is Philosophy Philosophical Conceptions Of Life Essay

What is Philosophy Philosophical Conceptions Of Life - Essay Example It was believed that the gods were volatile and unpredictable and thus man was at their mercy because they controlled everything. Philosophers introduced a very different line of thought, divergent from the first assumption. They are referred to as thinkers, implying that they ushered in an era where man started to come to conclusions about the issues of life through reason and observation. Philosophy has grown over the years and has been subject to religious and ethical; considerations. This is because religion and ethical standards determine how people act and philosophy tries to explain why things happen and how people act in certain ways. Philosophical history started to appear in ancient Greece in the 6th century B.C.in the city of Miletus (Russell 3). This early group of philosophers is known as the Milesian philosophers because of the city they came from.These early philosophers may have had findings that would seem odd today, such as some claims made by one of the Philosophers, Thales, that everything was made of water and everything is full of gods, but all the same, it was the gods that triggered man to shift from his earlier position and to examine other ways to explore why things happened the way they did and why man also behaved the way he did. Man started to observe life from a completely new perspective due to the influence of philosophers. Ancient Greece went on to produce some of the greatest philosophers in the western world, and this revolutionized the whole world in its way of thinking as man started to thirst for and seek wisdom (Kenny, 19). Philosophy has been referred to by some people as the love o f wisdom. Philosophy is important to man because it looks at basic issues through reason and observation, and thus enables us to choose the way to do things and also how to live with one another in harmony in any given situation and grouping. It enables man to come to conclusion about issues from a point of knowledge. Today, philosophy has developed over the years and covers mainly for different areas which are logic, epistemology, metaphysics and axiology. Logic involves the obtaining of knowledge by looking at the evidence and listening to the arguments brought forth and analyzing them philosophically (Brown). People may say what they do not mean but a philosopher can bring out the truth through philosophical reasoning. Epistemology, which is a branch of philosophy, is the ability to support what we believe with facts about it. It looks at what conditions must be satisfied so as to assert that what we say is true about something. As man makes statements about issues, epistemology is very important. Metaphysics is the study of what things exist, their nature and the reasons why they function the way they do. It also deals with examining why people behave the way they do. It examines whether it is through their free will or as a result of other factors. This is an important shift from the pre philosophy period where all was attributed to the gods and other personalities. It enables man to know his world better and even integrate better. Axiology is the study of different types of values, and these are beauty and art, social and political aspects and ethics (Brown). Political philosophy has facilitated the setting up of good political systems while ethical behavior is important as people live with one another in the world because it examines right and wrong and good and evil.

Persistent Organic Pollutants (POPs). Environmental Toxicology Essay

Persistent Organic Pollutants (POPs). Environmental Toxicology - Essay Example According to studies it has been found that certain POPs such as chlordane, toxaphene and mirex have the ability to induce hepatotoxicity-related genes. These genes were induced in the human hepatocellular carcinoma cell line and were evaluated by using microarray and gene ontology studies. It was observed that certain pathways which were associated with hepatotoxicity such as metabolism of xenobiotics by apoptosis complement and coagulation cascades and cell cycle regulation, were up-regulated or down-regulated by POPs. POPs have the ability to express different genes and also help in understanding the hepatotoxic mechanism of POPs (Choi, Song, Lee, & Ryu, 2013). POPs are an important aspect of environmental toxicology and have been increasingly associated with increased risk of cancer and tumor pathogenesis. POPs belong to environmental endocrine disruptors or are an important part of aquatic ecosystem. It has been difficult to assess the toxinogenomic effects of POPs however an important mechanism is by their action on the aryl hydrocarbon receptor pathway in the fish. Through this pathway they induce cytosolic complex formation, translocation of the receptor and induction of the CYP1A (Zhou, et al., 2010). These effects are a step forward in understanding the toxicology of the POPs, however, stll further research is required in this challenging aspect of the POP mechanism. Zhou, H., Wu, H., Liao, C., Diao, X., Zhen, J., Chen, L., & Xue, Q. (January 01, 2010). Toxicology mechanism of the persistent organic pollutants (POPs) in fish through AhR pathway.  Toxicology Mechanisms and Methods,  20,  6,

What is Philosophy Philosophical Conceptions Of Life Essay

What is Philosophy Philosophical Conceptions Of Life - Essay Example It was believed that the gods were volatile and unpredictable and thus man was at their mercy because they controlled everything. Philosophers introduced a very different line of thought, divergent from the first assumption. They are referred to as thinkers, implying that they ushered in an era where man started to come to conclusions about the issues of life through reason and observation. Philosophy has grown over the years and has been subject to religious and ethical; considerations. This is because religion and ethical standards determine how people act and philosophy tries to explain why things happen and how people act in certain ways. Philosophical history started to appear in ancient Greece in the 6th century B.C.in the city of Miletus (Russell 3). This early group of philosophers is known as the Milesian philosophers because of the city they came from.These early philosophers may have had findings that would seem odd today, such as some claims made by one of the Philosophers, Thales, that everything was made of water and everything is full of gods, but all the same, it was the gods that triggered man to shift from his earlier position and to examine other ways to explore why things happened the way they did and why man also behaved the way he did. Man started to observe life from a completely new perspective due to the influence of philosophers. Ancient Greece went on to produce some of the greatest philosophers in the western world, and this revolutionized the whole world in its way of thinking as man started to thirst for and seek wisdom (Kenny, 19). Philosophy has been referred to by some people as the love o f wisdom. Philosophy is important to man because it looks at basic issues through reason and observation, and thus enables us to choose the way to do things and also how to live with one another in harmony in any given situation and grouping. It enables man to come to conclusion about issues from a point of knowledge. Today, philosophy has developed over the years and covers mainly for different areas which are logic, epistemology, metaphysics and axiology. Logic involves the obtaining of knowledge by looking at the evidence and listening to the arguments brought forth and analyzing them philosophically (Brown). People may say what they do not mean but a philosopher can bring out the truth through philosophical reasoning. Epistemology, which is a branch of philosophy, is the ability to support what we believe with facts about it. It looks at what conditions must be satisfied so as to assert that what we say is true about something. As man makes statements about issues, epistemology is very important. Metaphysics is the study of what things exist, their nature and the reasons why they function the way they do. It also deals with examining why people behave the way they do. It examines whether it is through their free will or as a result of other factors. This is an important shift from the pre philosophy period where all was attributed to the gods and other personalities. It enables man to know his world better and even integrate better. Axiology is the study of different types of values, and these are beauty and art, social and political aspects and ethics (Brown). Political philosophy has facilitated the setting up of good political systems while ethical behavior is important as people live with one another in the world because it examines right and wrong and good and evil.

Organisation Design &Organisation Development Assignment

Organisation Design &Organisation Development - Assignment Example Organisation development dwells more on ensuring that people achieve effectiveness for an organisation to achieve its overall success. Organisation problems can be a set of challenges that hinder an organisation from working at maximum efficiency. The problems could be resulting from poor leadership, which affects the structure of an organisation or the systems established within the same. W.L Gore Associates is a company within the textile industry that applies a unique leadership format. The company does not have a hierarchical system of leadership, which is an ancient command and control system. The challenge that this brings is that there is familiarity when it comes to leadership and team members are allowed to act as they will. Based on this, this essay will focus on this problem and use the functional structure and the classical organization theories in addressing the same. Gore Associates believe in having a horizontal leadership structure in which all employees are equal and do not have to be answerable to anyone. The flat leadership also allows for an inclusive decision-making process where team members have to be consulted before making important decision making (Ruairc, Ottesen, & Precey 2013, p. 116). The company’s CEO also focuses more on being friendly to the employees rather than on getting the job done. The company also works under the assumption that the employees hired are aware of their responsibilities, meaning that supervision should not be a key practice. Employees have the autonomy of planning their work schedules as long as they get the work done, which at times can be chaotic. Essentially, there is no system of operation that employees have to follow meaning that everyone is their boss (Obolensky 2014, p. 72). When it comes to the CEO, the employees get to choose who should be in charge,

Sample Management Essay Essay Example for Free

Sample Management Essay Essay The major change in an organization consists in inclination towards customization versus standardization. As competitiveness grows, more rivals want to obtain bigger market shares. This way, customization becomes a very powerful tool that attracts customers much. In such an approach, managers have to take into account not customers’ needs and wants, as they used to before, but rather they should consider each customer separately. Of course, there are organizations that have to work for every customer individually, like advertising agencies, or barber’s shops, they literary cannot provide one and the same good or service for all customers, their business would then become unprofitable. Such kinds of organizations do not count. Great example of the ones that do count would be companies that produce clothes. Nike, as well as Levi’s has changed their approach tremendously over last years. Their intrinsic life of organization has been altered by the consumers’ demand of customized tangible goods. As a result, managers’ function has also been changed and has become more customer-driven. Prominent examples of customization were evident when both of the listed above companies offered unique services for every customer. One can observe at their website that every customer can pick his own color for shoes, not choose out from the offered list, and then have his name or unique id written on the side of each shoe. Another change that most of the organizations, as well as managers, experience is the change of the organizational structure. Since the primary tasks of an organization change, as discussed above, inner structure of the company also has to be changed, and that is where managers must perform the best they can. In order to manage employees properly, the basic step they have to implement is pick the most appropriate theory of organization, the model that suits their companies the most. This is usually not an easy task because one might consider contingency theory to be the most appropriate, while actually the best model in the situation would be systems theory. Furthermore, management theorists have developed another organizational theory that a manager would be likely to choose in today’s extremely competitive business world, and that is chaos theory, which is mostly on the natural randomness and chaos, or as it is often referred to enthropy. Bibliography 1. Burke, Warner. (2002). Organization Change: Theory and Practice. SAGE publications. 2. Davidson, Jeff. (2001). The Complete Idiot’s Guide to Change Management. Alpha Books.

Interview Essay - Emelie Konold -- Interview Emelie

Interview Essay - Emelie Konold Emelie Konold was born on July 25, 1924. She enjoys keeping active by meeting new people and being with friends. She also enjoys taking classes at Saddleback College, and sewing. Emelie defines happiness as a pleasant feeling of joy and wellbeing. Her definition has evolved over the years. She says, "When you are young, you do not think about happiness, because you are born with a certain temperament. You are always happy because it is acquired." Emelie knows that she is happy when she experiences no depression. She said, "Happiness is a feeling inside where you don't mope. You are active, and pleasant to people." When asked who or what she turns to when she is unhappy she answered, "When I am down I get busy. I do not turn to anybody because I do not want to put it on them." When asked what makes her unhappy she said, "I do not mope or get sad about other people. I am never sad." She has many activities that contribute to her happiness. They include meeting and being with people, learning and taking classes, sewing, and basically keeping active. When asked how other people's attitudes affect her, Emelie said that she is concerned when there is arguing, or when people are sad. In such a case, she will talk to them and make them feel at ease. It makes her happy to go to lunch and gab with her friends, but if she can't change the other person's attitude, she simply doesn't worry about it. "If I can change it, even by talking, then I will change it", she says. Emelie's childhood had an affect on her sense of happiness. "I had a dear mother who had multiple sclerosis, but that never got me down. I also had three brothers. There were difficulties in my childhood, but I was fortunate to h... ...ins are the closest things to God. Whenever I need to be close to and speak to God, that is where I go." She is familiar with the mountains in Utah, but says that any mountains will do. Emelie's piece of advice for achieving happiness is to believe in some form of religion, get an education and be good to your fellow man. She advises that whenever you face peer pressure, choose what will make you a better person. Don't let your peers pull you down, instead let them grab you and pull you up. All of this ties into her philosophy on life. Emelie believes in living your life the best that you can. Don't worry about things because feeling unhappy all of the time is not a good thing. Instead give what you can to society and to your friends. Emelie is a very strong person. I felt a connection with her from the first few minutes we spoke. I have a friendship with her. Interview Essay - Emelie Konold -- Interview Emelie Interview Essay - Emelie Konold Emelie Konold was born on July 25, 1924. She enjoys keeping active by meeting new people and being with friends. She also enjoys taking classes at Saddleback College, and sewing. Emelie defines happiness as a pleasant feeling of joy and wellbeing. Her definition has evolved over the years. She says, "When you are young, you do not think about happiness, because you are born with a certain temperament. You are always happy because it is acquired." Emelie knows that she is happy when she experiences no depression. She said, "Happiness is a feeling inside where you don't mope. You are active, and pleasant to people." When asked who or what she turns to when she is unhappy she answered, "When I am down I get busy. I do not turn to anybody because I do not want to put it on them." When asked what makes her unhappy she said, "I do not mope or get sad about other people. I am never sad." She has many activities that contribute to her happiness. They include meeting and being with people, learning and taking classes, sewing, and basically keeping active. When asked how other people's attitudes affect her, Emelie said that she is concerned when there is arguing, or when people are sad. In such a case, she will talk to them and make them feel at ease. It makes her happy to go to lunch and gab with her friends, but if she can't change the other person's attitude, she simply doesn't worry about it. "If I can change it, even by talking, then I will change it", she says. Emelie's childhood had an affect on her sense of happiness. "I had a dear mother who had multiple sclerosis, but that never got me down. I also had three brothers. There were difficulties in my childhood, but I was fortunate to h... ...ins are the closest things to God. Whenever I need to be close to and speak to God, that is where I go." She is familiar with the mountains in Utah, but says that any mountains will do. Emelie's piece of advice for achieving happiness is to believe in some form of religion, get an education and be good to your fellow man. She advises that whenever you face peer pressure, choose what will make you a better person. Don't let your peers pull you down, instead let them grab you and pull you up. All of this ties into her philosophy on life. Emelie believes in living your life the best that you can. Don't worry about things because feeling unhappy all of the time is not a good thing. Instead give what you can to society and to your friends. Emelie is a very strong person. I felt a connection with her from the first few minutes we spoke. I have a friendship with her.

The Benefits Of Laptops And Wireless Cards :: Technology Computers Papers

The Benefits Of Laptops And Wireless Cards The CEO of Viacom/Blockbuster was once quoted for saying, â€Å"The information superhighway is a dirt road that won’t be paved over until 2025† (The Freeman Institute). Obviously, this was an erroneous quote. The information age is currently at its peak. The use of technology and the Internet are an essential part of higher education. In the past few years, colleges have begun providing laptops to all students. A few colleges have even developed programs that use wireless network cards to access the Internet from anywhere on their campuses. Giving students a laptop and a wireless network card has increased the learning possibilities at schools nationwide. This is a very recent idea being practiced by hundreds of colleges around the United States. However, this idea is one of controversy. Despite the many benefits, these laptops have their flaws. They create problems such as maintenance efforts, depreciation value, classroom misuse, faculty training, and rai sed tuition (Beebe 2-8). Another issue is whether or not the laptops actually benefit the students or just distract them. There are many benefits of using laptops over conventional personal computers. Some of the benefits include portability, access, PowerPoint Presentations, slideshows, e-mail, using the Internet, and online notes. All of these advantages are put together to make a very economical and beneficial laptop (Shafer). One of the biggest advantages is portability. A Minnesota State student Timothy Huebsch says, â€Å"On a nice day, we don’t have to be cooped up† (Ojeda-Zapata). One can take his or her laptop to the library, cafeteria, or even to class. The students have all the advantages of a PC without having to sit at a desk working on assignments. Students at Buena Vista University have the capability of accessing the Internet from the residence halls, football stadium, and even the docks on the lake. In other words, it is a major convenience for all the students to have a laptop to write a paper rather than waiting in a line to use a computer lab (Dean). Rick Shafer, who is Buena Vista’s Director of Integrated Technology, summarizes the advantage of portability by saying, â€Å"The main purpose of the laptop program was so that student could have access to computers. Prior to this program students had to wait in line often to use a computer.

Nursing Process Essay

The nursing process has five key steps in it. There is an acronym to remember these by steps by; it is ADPIE. Assess Diagnose, Plan, Implement, and Evaluate. The assessment step is exactly as it states; a nursing assessment. The nurse assesses the patient and gathers information to make a diagnosis. The next step is diagnosing; in which means forming a nursing diagnosis based on subjective and objective data; and on the patient history. Once a nursing diagnosis is formed; the nurse must plan for patient care and make a care plan for treatment, setting appropriate and measurable goals to be reached. Next is implementation. In this step of the nursing process the nurse implements, or puts into action the plan of care. Lastly is evaluation; which may be last in the nursing process but needs to be done throughout the whole process. In the sense of it being stated as the last step though, it references measuring the outcome of the goal and asking some important questions. Was the goal met? Does anything need to be revised, added or removed? How has the patient responded to the care plan? I believe the nursing process is a great foundation to start with when beginning care with all patients. It sets clear guidelines to make rational decisions and ensure measured outcomes for each and every patient. Nursing Diagnosis Handbook, 9th edition Section I Pages 1-12 used as reference.

Expulsion of Moors

In 1492, Isabella I of Castile and Ferdinand II conducted a terms in which Muslims are allowed to preserve their mosques and religious institutions, to retain the use of their language and to continue to abide by their own laws and customs. But within seven years these terms had been broken. The Moors, the descendants of the Muslim population, were given a choice between to convert to Christianity or exile. For the majority, baptism was the only practical option. So the Spanish Moors became the â€Å"New Christians† and subject to the jurisdiction of the Inquisition. The moors had to abandon the Arabic language, uncover their faces, and forced to let their doors opened. For most â€Å"new Christans†, their conversion weren’t absolute, the Moors act like Christian, but continued to practice Islam in secret. They lead a double life with a clear conscience because certain Islamic religious authorities allowed that, under a threat, Muslims might apply the principle of â€Å" TAQUIYA† . they may drink wine, eat pork and uncover their faces. A person who refused to drink wine or eat pork might be denounced as a Muslim to the Inquisition. In 1567 Philip II renewed an edict which had never been strictly enforced, making the use of Arabic illegal and prohibiting Islamic religion, dress and customs. This edict resulted in the Rebellion of the Alpujarras (1568-1570), which were suspected to corroborate with the Turks. During The uprising Moriscos get help from Turkish and Moroccan volunteers. The uprising was brutally suppressed by Don John of Austria. By the spring of 1571, the Moriscos were massacred and defeated. Some were killed and others were deported under inhumane conditions. Moors were suspected to corroborate with the Turks, a permanent solution by the inquisitions which to proceed with the expulsion of the Moors. On April 09, 1609, King Philip III of Spain decreed the Expulsion of the Moriscos. The Spanish government systematically forced Moriscos to leave the kingdom for Muslim North Africa. The majority of the forced emigrants settled in the Maghrib or Barbary Coast, especially in Oran, Tunis, Tlemcen, Tetuan, Rabat and Sale.

Gymnastics

Wilson? If you are afraid of failure, you don't deserve success. (Nastia Liukin) ? To Become a CHAMPION: Take your worst event and make it your best†¦ AND THEN, take your worst event and make it your best†¦ AND THEN, take your worst event and make it your best†¦ (Gerald S. George, Ph. D. ) ? When you walk in the gym you leave everything behind. Its like a total diferent world, its your second family. We gymnast spend more time in the gym than with our parents. We do gymnastics not to please our family but to please ourselfs. (Angelina Soto – 12 years old gymnast) ?Hope is to wish you could do something. Faith is to believe you can do something. Courage is to get up there and do it because you know you can, you have no doubt about it. (Angelina Soto – 12 years old gymnast) ? I don't think anything is unrealistic if you believe you can do it. I think if you are determined enough and willing to pay the price, you can get it done. (Mike Ditka) ? The important thing in the Olympic Games is not winning but taking part. The essential thing in life is not conquering but fighting well. (Baron de Coubertin, The Olympic Creed) ?A life without purpose is a languid, drifting thing; Every day we ought to review our purpose, saying to ourselves: This day let me make a sound beginning, for what we have hitherto done is naught! (Thomas A. Kempis) ? You gain strength, courage, and confidence by every experience in which you really stop to look fear in the face. (Eleanor Roosevelt) ? Enjoyment is not a goal, it is a feeling that accompanies important ongoing activity. (Paul Goodman) ? Great works are performed not by strength but by perseverance. (Samuel Johnson) ? Hard work and togetherness. They go hand in hand.You need the hard work because it's such a tough atmosphere†¦ to win week in and week out. You need togetherness because you don't always win, and you gotta hang though together. (Tony Dungy) ? â€Å"I can't do it† never yet accom plished anything: â€Å"I will try† has accomplished wonders. (George P. Burnham) ? Success doesn't â€Å"happen. † It is organized, preempted, captured, by consecrated common sense. (F. E. Willard) ? We can often do more for other men by trying to correct our own faults than by trying to correct theirs. (Francois Fenelon) ? A person is only as big as the dream they dare to live. Unknown) ? The sign of intelligent people is their ability to control emotions by the application of reason. (Marya Mannes) ? There are no shortcuts to any place worth going. (Beverly Sills) ? A professional is someone who can do his best work when he doesn't feel like it. (Alistair Cooke) ? Success doesn't come to you†¦ you go to it. (Marva Collins) ? Genius is one per cent inspiration, ninety-nine per cent perspiration. (Thomas A. Edison (1847 – 1931), Harper's Monthly, 1932) ? It's not the hours you put in your work that counts, it's the work you put in the hours. Sam Ewing) ? P eople forget how fast you did a job – but they remember how well you did it. (Howard Newton) ? The golden opportunity you are seeking is in yourself. It is not in your environment; it is not in luck or chance, or the help of other; it is in yourself alone. (Orison Swett Marden) ? I do not think there is any other quality so essential to success of any kind as the quality of perseverance. It overcomes almost everything, even nature. (John D. Rockefeller) ? Hard things are put in our way, not to stop us, but to call out our courage and strength. (Anonymous) ?I wasn't too good at vaulting, and I didn't have running speed and jumping power. (Mitsuo Tsukahara, JPN, Intl. Gymnast 11/82) ? The mind is perhaps one of the greatest factors in gymnastics; if one can't control his mind, he can't control his body. (William Meade, USA) ? A great pleasure in life is doing what people say you cannot do. (Walter Bagehot) ? Every single element, even the most hair-raising, can be improved. (Dm itry Bilozerchev, URS, World Gymnastics 1983/4) ? Forget past mistakes. Forget failures. Forget everything except what you're going to do now and do it. William Durant, founder of General Motors) ? Most successful men have not achieved their distinction by having some new talent or opportunity presented to them. They have developed the opportunity that was at hand. (Bruce Barton) ? After a while, if you work on a certain move consistently then it doesn't seem so risky. The idea is that the move stays dangerous and it looks dangerous to my opponents – but it isn't to me. That is my secret. (Nadia Comaneci, ROM, The Illustrated History of Gymnastics) ? Destiny is not a matter of chance; it is a matter of choice.It is not something to be waited for; but, rather something to be achieved. (William Jennings Bryan) ? If you do the best you can, you will find, nine times out of ten, that you have done as well as or better than anyone else. (William Feather) ? Talent alone is not enou gh. I believe that a really good gymnast is 10% inspiration and 90% perspiration. (Vladislav Rastorotsky, URS) ? In the middle of difficulty lies opportunity. (Albert Einstein) ? Never mind what others do; do better than yourself, beat your own record from day to day, and you are a success. (William J.H. Boetcker) ? One time a French reporter asked me how I could do a cross so easily. I said, ‘You just lower your body down until your arms are straight out to the sides, then you stop. ‘ (Albert Azarian, URS, Intl. Gymnast, 05/94) ? The way to develop self-confidence is to do the thing you fear. (William Jennings Bryan) ? The price of success is perseverance. The price of failure comes cheaper. (Anonymous) ? We make a living by what we get, but we make a life by what we give. (Norman MacFinan) ? I know how to smile, I know how to laugh, I know how to play.But I know how to do these things only after I have fulfilled my mission. (Nadia Comaneci, ROM, Time Magazine 1976) ? F ailure is only postponed success as long as courage â€Å"coaches† ambition. The habit of persistence is the habit of victory. (Herbert Kaufman) ? Victory is sweetest when you've known defeat. (Malcolm Forbes) ? A smooth sea never made a skilled mariner. (English proverb) ? The way to develop self-confidence is to do the thing you fear. (William Jennings Bryan) ? Never mind what others do; do better than yourself, beat your own record from day to day, and you are a success. (William J.H. Boetcker) ? If you do the best you can, you will find, nine times out of ten, that you have done as well as or better than anyone else. (William Feather) ? Forget past mistakes. Forget failures. Forget everything except what you're going to do now and do it. (William Durant, founder of General Motors) ? Nothing will ever be attempted, if all possible objections must first be overcome. (Samuel Johnson) ? Face your deficiencies and acknowledge them; but do not let them master you. Let them teac h you patience, sweetness, insight. (Helen Keller) ? What you can do, or think you can, begin it. Johann Wolfgang von Goethe) ? The aim of an argument or discussion should not be victory, but progress. (Joseph Joubert) ? Excellence is an art won by training and habituation. We do not act rightly because we have virtue or excellence, but rather we have those because we have acted rightly. We are what we repeatedly do. Excellence, then, is not an act but a habit. (Aristotle) ? Individual glory is insignificant when compared to victory achieved as a team. (Watertown – Mayer Gymnastics Team) ? What lies behind us and what lies before us are tiny matters compared to what lies within us. (William Morrow) ?Aspire, break bounds. Endeavor to be good, and better still, best. (Robert Browning) ? Aim at the sun and you may not reach it; but your arrow will fly far higher than if you had aimed at an object on a level with yourself. (F. Hawes) ? One man practicing sportsmanship is far bett er than 50 preaching it. (Knute Rockne) ? The important thing is this: to be able at any moment to sacrifice what we are for what we could become. (Charles Du Bos) ? One must have the adventurous daring to accept oneself as a bundle of possibilities and undertake the most interesting game in the world – making the most of one's best. Harry Emerson Fosdick) ? Judgment comes from experience, and great judgment comes from bad experience. (Robert Packwood) ? Live your life each day as you would climb a mountain. An occasional glance towards the summit keeps the goal in mind, but many beautiful scenes are to be observed from each new vantage point. (Harold B. Melchart) ? Hold yourself responsible for a higher standard than anybody else expects of you. Never excuse yourself. Never pity yourself. Be a hard master to yourself – and be lenient to everybody else. (Henry Ward Beecher) ?No matter who says what, you should accept it with a smile and do your own work. (Mother Teresa ) ? Happiness lies in the joy of achievement and the thrill of creative effort. (Franklin D. Roosevelt) ? When someone does something good, applaud! You will make two people happy. (Samuel Goldwyn) ? There are no secrets to success. It is the result of preparation, hard work, learning from failure. (Colin Powell) ? The great thing and the hard thing is to stick to things when you have outlived the first interest, and not yet got the second, which comes with a sort of mastery. Janet Erskine Stuart) ? The height of your accomplishments will equal the depth of your convictions. (William F. Scolavino) ? Genius is eternal patience. (Michelangelo) ? The gem cannot be polished without friction, nor man perfected without trials. (Chinese proverb) ? Human nature is not a machine to be built after a model, and set to do exactly the work prescribed for it, but a tree, which requires to grow and develop itself on all sides, according to the tendency of the inward forces which make it a living t hing. John Stuart Mill) ? The greatest glory is not in never failing, but in rising up every time we fall. (Confucius) ? The way to get things done is not to mind who gets the credit for doing them. (Benjamin Jowett) ? Tough times never last. Tough people do. (Robert Schuller) ? There are many ways to measure success; not the least of which is the way your child describes you when talking to a friend. (Unknown) ? Life is an opportunity, benefit from it. Life is a beauty, admire it. Life is a dream, realize it. Life is a challenge, meet it.Life is a duty, complete it. Life is a game, play it. Life is a promise, fulfill it. Life is sorrow, overcome it. Life is a song, sing it. Life is a struggle, accept it. Life is a tragedy, confront it. Life is an adventure, dare it. Life is luck, make it. Life is life, fight for it! (Mother Teresa) ? Hope sees the invisible, feels the intangible, and achieves the impossible. (Anonymous) ? Life is short †¦ live it. Love is rare †¦ grab it. Anger is bad †¦ dump it. Fear is awful †¦ face it. Memories are sweet †¦ cherish it!