Columbian Exposition Essay Example | Topics and Well Written Essays - 1000 words

Columbian Exposition - Essay Example The fair’s lead architect and overseer of the design and planning of the fair’s main buildings were Daniel Burnham. These massive, neoclassical structures came to be known, commonly, as the White City. Despite their elegant appearance, the buildings were made from wood frames wrapped in staff, a plaster mixture that creates the illusion of stone (Rydell and Wells-Barnet, 33). The White City was lasting for not more than six months. The exhibition closed in late October 1893 and that winter, almost all of the buildings came down due to the massive fire. The documents that follow present the history of the Columbian Exposition in comparison to the history of Chicago. With the town’s location on the Michigan, there was the facilitation of access to road, sea as well as rail. It was a congregation of ideas, men, and technologies from every part of the world, with each country putting forth the best of their industrial, cultural, commercial and educational enterprises . The Renaissance style of the expositional buildings was unlatches by its architectural beauty. The Exposition itself was a work of art. The Exposition was a brilliant show of science, art, and industry. All the people of the world have its pilgrimage to Columbian Exposition. The fair’s contribution to the restoration and development of Chicago as a whole is without the doubt great. The over 40,000 skilled laborers and workers who took part in the construction of the fair--at Jackson Park together with Burnham.

Economic impact on Crime Literature review Example | Topics and Well Written Essays - 3750 words

Economic impact on Crime - Literature review Example Unfortunately, illegitimate ways of seeking basic resources and of ensuring human survival have also been used. This may account for the fact that crimes are prevalent in areas with depressed economic conditions. The studies below shall present a literature review on the relationship between the economy and crime, how they impact on each other and mostly how depressed economic conditions lead to the high incidence of crime and how high crime rates can impact negatively on the economy. Review of related literature Before reviewing the studies discussing the relationship of crime and economic conditions, it is important to first establish global conditions relating the economy and crime. Based on the United Nations Global Pulse (2010), their analysis was based on a cross-national assessment which sought to investigate the possible impact of economic stress on crime. The UN report established that in times of economic crisis and non-crisis, economic conditions have a crucial role to pla y in the manifestation of crimes. Based on statistics and analysis from 15 countries, there are general associations which can be made between crime and economic conditions. ... s seem to support the criminal motivation theory which indicates how economic stress may further increase the motivation for individuals to participate in illegal activities (UNGP, 2010). For the different countries compared by the UN, the combination of crime and economic predictors were evaluated and a major association between these elements was identified. The UN assessment cites issues seen during economic crisis like youth gangs, weapons availability, drugs and alcohol abuse, and the low visibility of law enforcement officers as factors which all impact on criminality during economic hardships. In the study by Aiginger (2010), the author compared the recent economic recession with the Great Depression which was seen following the First World War. The authors utilized new data set in order to evaluate the decrease in activity in the industrialized countries using seven activity indicators. Their data indicated that the recent crisis had the possibility of being another Great Dep ression, especially with the speed and decline seen within the first nine months of the recession. However, if it is to be assumed that another greater impact can be avoided, the decrease in the indicators would have to be smaller when compared to the Great Depression. This is true for the GDP, the employment rates, and for manufacturing profits. Differences in the degree of the crisis are expected in terms of differences in the policy reaction. In the Great Depression, fiscal policies were applied in order to manage budgets. However, the lower nominal interest rates led to higher and actual rates. Aiginger (2010) also indicates how the economic policy implemented during the recent crisis prevented the crisis from causing another period of depression. Baron (2008) discusses the importance

The Characteristic Of Teaching Young Learners English Language Essay

The Characteristic Of Teaching Young Learners English Language Essay The concept of learning is influenced by the psychological study of the learning process and is widely interpreted in the popular use. The psychological concept extends quite far and includes all parts of childrens development, from language acquisition to social roles and changes in their personality. Language teaching can be widely interpreted as all activities intended to facilitate and cause language learning. At the beginning of learning the new language, the learners knowledge has none or hardly any associations with the language, it is as an infant learning its first language. The lack of contact with the language and the lack of a safe reference system can give the learner an intellectual and emotional shock which can discourage from further learning. Thus, the task for the teacher is to overcome childrens disorientation which characterises the beginnings of learning, build up and associate a system of positive attitudes and feelings with the language: that is, being able to reply spontaneously and to think in the second language. In teaching of the second language, certain social strategy is also needed, so that children should feel a need of imitation and acquire the second language in the same way as their first one. (H.H. Stern Fundamental Concepts of Language Teaching:397-400) Childrens world is based on games and having fun and the same should apply to their learning. Children should not be aware of learning, neither lexicon nor grammar, but the teacher can easily use these facts to teach the foreign language through games, stories and songs. In teachers work with young learners, it is important to teach them according to psychological and pedagogical rules. The amount of material which the learners can remember depends on teaching techniques and the way the material is drilled. It is important to remember that lack of stress in learning makes it more efficient and easier to use in real situations. What is more, only friendly attitude of the teacher towards a learner, teachers willingness for learning and using all methods of relaxation can protect a child from being discourages and shy in learning and using the foreign language. Any good associations with parts of the material can cause that vocabulary or grammar will be better and longer remembered. It is also important that childrens concentration span is quite short and it is crucial to use any procedures which can make the learner able to longer concentration. Student should be also involved and interested in the lesson (BrzeziÅ„ski 1987: 145-150). Childrens learning is based on imitation and having fun rather than on their awareness of learning. Imitation is the easiest way of introducing new vocabulary and its aim is to lead to correct articulation and intonation of sounds and their memorization. In teaching young learners, intonation exercises are especially useful because of childrens flexibility of larynx which disappears with time. In terms of imitation exercises, the teacher should pay attention to learners reactions determined by their age. Furthermore , the teacher should change the techniques of teaching to avoid learners getting bored (WoÃ…Â ºnicki, T./ Zawadzka, E. 1979: 60). Most activities for children should consist of movement and involve their senses. The teacher needs many objects, visuals and pictures to work with, and to create a possibility to use all of the schools surroundings. It is also important for the teacher to let the pupils play with the language, talk to themselves as much as it is possible, use songs, rhymes and tell stories. As a matter of fact, the teacher should let pupils talk even nonsense to enable them to experiment with the language. The basic principle in teaching a language is a variety of activities, pace, organisation, voice and face expressions. Nevertheless, routines in the classroom are also essential so that the children can know the rules, be able to use the mark system and complete tasks. Using familiar situations or activities creates the atmosphere of safety, especially for the shy learners. Another important criteria in making teaching a language efficient is the classroom atmosphere. During the lesson, there is s upposed to be room for shared experiences, group work, pair work; what is more, rewards and prizes should be avoided. It is much more useful for the teacher to make notes about each pupil regularly in case the teacher would like to inform the pupils parents about their progress (W. A. Scott Teaching English to Children:5-7). Theory of language acquisition in the early age From around 1975, language acquisition is contrasted with language learning. The American applied linguist Krashen uses the word acquisition to describe learning of the second language which is analogous to the way in which a child learns naturally his or her first language and does not focus on the linguistic form. The disadvantage of Krashens terminology is that it is contrasted with psychological terms. Krashen differentiates between acquisition and learning, as learning for him is more or less conscious. It is a very valuable distinction but it implies a constraint on the use of the term learning, and frequently deliberately limits it to the school-like learning (H.H. Stern Fundamental Concepts of Language Teaching: 18-20). In the light of an early start of language learning, Anderson claims that the way a person acquires mother tongue still remains a riddle. Between birth and the fifth year of life, children develop their ability to speak. Children in the first stage observe adults behaviour and any noises they produce. After some time, they start understand the meaning of such noises without seeing adults movements. The next step is imitation of sounds and (partially) a creation of their own ones. Consequently, children find out that they can control adults behaviour by making certain sounds. Lonnerberg mentions that only 10% of childrens utterings is like adults ones and that 90% of such utterings is their own language production. As far as it is concerned, childrens language acquisition is a dispute between an innate, individual parole and the langue created and used by the society (BrzeziÅ„ski 1987: 22-23). A critical age for foreign language learning Regarding the age of the earliest acquisition and learning point as birth, the best moment to start teaching a child the second foreign language is the age of 4-5. This is because of childrens flexible larynx which allows for nearly ideal imitation of sounds and the most efficient brain which all together create a great opportunity for language acquisition. Nevertheless, only until the age of 12-13, children keep their flexibility and natural readiness for language acquisition. Lenneberg shows through extended case studies the stages of physiological maturity processes taking place in the brains hemispheres (especially the left one), which is dominant. What is more, if it happens that the left hemisphere is damaged before the age of 12-13, it is possible that the right hemisphere takes over the domination and speech problems can be reduced. In addition, after this age such a process is almost impossible (BrzeziÅ„ski 1987: 28-29). 1.2.2 Childrens second language acquisition The phenomenon of mother tongue acquisition is interesting for linguists, psychologists, neuropsychologists and even neurophysiologists. Furthermore, it is connected with natural bilingualism which occurs when a child learns, in a natural way, the second language. The process of the second language acquisition in natural conditions is quite similar to the first language acquisition or even identical. The only difference between those two is the fact that the second language is assimilated later and is based on experience and knowledge of the first one and, as a result, the whole process happens faster and more effectively (BrzeziÅ„ski 1987: 18). Chomsky(1964) claimed it is a common observation that a young child of immigrant parents may learn a second language in the street, with amazing rapidity, and that this speech may be completely fluent and correct to the last allophone, while the subtleties that become second nature to the child may elude his parents despite motivation and continued practice (BrzeziÅ„ski 1987: 8). The first international meeting connected with childrens acquisition and its use in teaching foreign languages took place in Hamburg in 1961. Participant tried to find out if it is right to introduce foreign languages in the primary schools, if it is true that children learn better than teenagers and adults and which techniques are supposed to be used in teaching them. After four years, the second meeting took place and the first answers were given. During many decades, lots of contrary opinions developed. As early as 1967, Corder points out: It still remains to be shown that the process of learning second language is of fundamentally different nature from the process of primary acquisition. On the other hand, in 1972, Moulton stresses that in teaching a foreign language to young children it is possible to adopt some methods and intuition procedures, used by a child during mother tongue acquisition, and weave them into learning of the foreign language (BrzeziÅ„ski 1987: 8). 1.2.3 Factors of efficient language learning In 1960s, the matter of teaching a foreign language during the early age was a topic of many discussions. After the war, in many methodological books it was said that children can easily absorb, imitate and produce the new language. Learning of languages in the early age is connected with the habit of repeating words and sentences in a foreign language and acquisition of language material with the help of various memory techniques. The technique of frequent repetition of the material, as the main key to learning a language, is also supported by many psychologists such as Watson and Thorndike. In many psychological books, it is easy to find many completely different definitions of habit. According to MaÅ‚y sÅ‚ownik psychologiczny, habit is well-practised through numerous repetitions: actions which are done always in the same way and automatically. This definition can bring one to a wrong opinion that one should always react in the same way. Lado definites habit as fluency in using units and models of a particular language in answering while attention is not paid to units but to content. There are many more definitions of habit written by A. Szulc, Lompscher or Rubinsztejn, but all these definitions come down to the conclusion that the habit is way of mechanic, unconscious repetition and conscious production leading to the conscious process where consciousness is removed so long as the automatic element is eliminated. In this case, the fact that the process of repetition is the most important comes from the opinion of psychologists based on the theory that acquiring the mother tongue comes from the imitation of adults. There are also certain reasons directly influencing and shaping the process of learning and its efficiency: age - ­ after the age of 10, language acquisition ease diminishes. Childrens minds lose their flexibility and it is not that easy to acquire a language. Younger learners have better and more specific memory but have less ability to learn and need more repetitions. Children are more willing to imitate but have a very short concentration span. Their mechanical memory is better than that of the adults, and their short memory is more dynamic and more effective. The older the child, the more specific the way of learning is. Older children have their own range of memory, their long-term memory is more developed and more logic. They can focus more easily and have wider general knowledge. Being more mature, having better learning techniques and better motivation, the young and adults can easily make up this matters, which children can reach thanks to their imitating skills and more flexible minds. attitude in learning, there are many elements which have influence on better acquisition or learning, but attitude is one of the most important because it stimulates brain to better work and makes memory work more efficiently. What is more, the lack of motivation can cause that person who is not interested in the topic or in learning itself will not remember anything. previous experience connected with the material that has to be learned the more experience the learner has, the easier and more efficient learning is for him or her. material and content there are some units of material which are more difficult to understand or remember, for example, sentences which have lots of information. Also, the size of the material, the length of sentences, the kind of material (Passive Voice sentences are harder to remember and require longer time to learn than Active Voice sentences) significantly influence the effectiveness of the learning process. way of learning Humans use mechanical or logical memory while the logical one is more preferred and a part of material learned in a logical way is not only easier to reconstruct, but also stays longer in human memory. Certain researches show that talking in a foreign language is not only a simple reproduction of material that was learned. A learner should pay attention to very basic patterns which can be modified and updated with new vocabulary and structures. Mechanical memorising of sentences can be even a quite dangerous and tricky factor because certain language elements occur in a particular arrangement, in a way they were learned and drilled by exercises. number of exercises and repetitions Psychological research shows that the long term memory is extended in proportion to the learning time. What is more, overlearning is a very important element in the memorizing process. The higher the level of overlearning, the slower is the process of forgetting. Yet, the level of overlearning is reached individually after each learner performs a number of repetitions. At the same time, mindless repetitions cannot be treated as overlearning. time spent on learning It is important how long and how often repetitions and exercises are done. Frequent and short exercises are more efficient than rare and long ones (WoÃ…Â ºnicki, T./ Zawadzka, E. 1979: 30-40). The characteristic of childrens memory Learning styles are various ways of learning. They involve education methods, characteristic for an individual, which are used by the individual to learn best. The alleged basis and efficacy for these proposals have been extensively criticized. Learning styles depend on individual preferences, and, according to Nail Fleming, such styles may be divided into four categories. The fist group is made of visual learners, who, as the term suggestsplies, receive most information visually. These learners have a tendency to do well at public schools because most of what they are taught is presented through visual teaching tools. They do well with visual aids like pictures. For visual learners, the easiest way to learn is watching and calling up visuals in their minds to remember what they studied in the past. They have a tendency toward appreciating arts: crafts, painting or drama. They tend to be creative and imaginative. The second group are auditory learners who tend to learn better through listening. They listen to instructions and follow them in such a way that they can gather large amounts of information and deal with it. Auditory learners are very good at listening to lectures and conversations for a longer time without getting bored. They are more concentrated than visual learners and may be more discerning and attentive in the class. They prefer to study with music in the background. These students may also be creative and imaginative. They are good at listening to information and reproducing it in their individual ways. Students with another style known as kinesthetic learning might be mistaken for too active in the classroom. They do not like waiting for information. They prefer to find things out for themselves without any prompts. They are the explorers who want to make new discoveries. They are quick to learn new things and do not mind being left on their own with a particular toy to find out how it works. They can be successful in practical tasks, such as carpentry and design. These children prefer doing rather than thinking. Homeschooling might be a better for these learners because regular classroom activities might not be interesting enough for them. The forth group consists of logical learners who think in a conceptual manner. They explore patterns and like to know how things work. They often ask questions and are good at puzzles, math problems, strategy games and computers. They understand abstract concepts faster than others. These students prefer inventing and building their own contraptions, for example, with toys (http://www.ehow.com/info_7881656_inventory-learning-styles-child.html#ixzz1MXMcJS9C). Initial memorisation According to many researches, children have lots of problems when trying to remember and repeat parts of material or longer sentences. In a situation when a group of kindergarten children was asked to remember and repeat, they were passive and even did not take any action to do so. 8-year-old children are a slightly better and show some will to do what they were asked, although only the 10-year-old children and older pupils are able to deal with efficient memorization, data processing and are even able to organise new information to remember it better. According to this research, one can observe that at the beginning children can use only simple techniques and just after some time those techniques develop, become more complicated and fitted to individual preferences and styles. This fact is quite disturbing because during the very early school-years children are often required to remember mane, sometimes even complicated information like lyrics, grammar rules or definitions. On the o ther hand, children can easily learn their mother tongue, they widen their knowledge about society or nature quite fast. Children are often able to repeat the dialogue of their parents even if they seem not interested in it. In their first years, they are not aware of how their memory works. The flash memory term became very popular according to the discovered phenomena that some people have perfect perception and prefer things they saw rather than those which they listened to. It is a very important fact that children use flash memory in a metaphorical way because they mechanically transfer the received information to their memory. Everything seen by people is remembered for a very short time in their operation memory. For a long-term memorisation, it is useful to include various visual aids in the teaching process. Children are able to remember not only pictures but also many details from such pictures. However, sometimes a picture shown to a child may be slightly different, may h ave different colours or shapes (especially of those elements which amazed the child). Autistic children have a very efficient flash memory and after a few seconds they are able to memorise very complicated and detailed pictures; what is more, they do so without much effort. From the previously discussed research, one can deduct that only from the age of ten children can consciously memorise some facts for a longer time. More effective memory depends on which study techniques the child uses. Those study strategies consist of certain elements like: the level of consciousness and awareness of the aim the child is learning for and willingness the child hasmemorisation strategy effort used to learn a specific part of the material Sometimes it is very hard to prove which element from the ones mentioned above is used. It can be even said that children create memorization strategies in internalisation. Before a child creates its own technique of learning, a child cannot achieve better results in learning but when those strategies are already created, the child knows how to study to achieve his or her aim. Then, the process of memorisation becomes faster, easier and more efficient. After some time, children not only know how to learn faster but also can understand more and do this more freely. Nevertheless, at the age of six it is still very complicated for the young learner to organise material which has to be learnt, and this is why children start to repeat. Only nine-year-old children are consciously able to group certain pictures into categories to achieve better memorisation. To sum up, one can easily say that children develop their memorisation skills according to their age and in this process children reme mber those things which they pay attention to but it is short memory and at the same time hard memory which are used. Sensitivity on keeping memory on the alert and reaction do not depend on where this new information comes from (society, nature or their own body) but in case of children it is mainly automatically received and processed by their brain. This process happens quickly and almost without any effort and the teacher cannot see those processes and cannot stop or modify them. This process can be only stopped and controlled, but then it works much slower and requires some effort. What is more, a child has to be conscious of information and has to recognise it. To distinguish between automatic and controlled memorisation, one can distinguish three levels of the automatisation processes: the first level is dominated by the automatic use of information (also without paying attention) the second level is partially automatic when attention is not focused on information the third level is only rarely automatic but full attention is needed in this case ( E. Gruszczyk- KolczyÅ„ska, Ewa ZieliÅ„ska Wspomaganie dzieci w rozwoju zdolnoņºci do skupiania uwagi i zapamiÄâ„ ¢tywania WSiP Warszawa 2005: 52-68). The theory how media influence children Media themselves may introduce lots of positive things but also the negative ones into the human life, shape attitudes and mentality of the young people. Furthermore, especially children may be easily influenced by commercials. Media contents are brought to people through the Internet, radio or television, and such media information consists of specific stimuli which affect brain, senses and create or change attitudes and ways of looking at the reality. The good side of the media is the fact that it is created for peoples development, making life more convenient, introducing social and personal values and causing that long distances are easier to overcome. As a result, even such aspects as education or culture are closer to various and separated nations. On the other hand, mass media become a kind of of a boundary or a cage in which a person is isolated from the others, as it may create a situation of misunderstanding and limit of ones social life which is then substituted with cyber space. Needless to say, the mass media caused radical reorganisation of the social life. In terms of education and upbringing of young generation, the media are creating new types of personalities, a sort of a new civilisation. This new generation of media-people is an inextricable part of the modern life, and can be source of many good, positive and improving aspects as well as bad, demoralising, violent and the ones encouraging unacceptable deviations. Media in education The fact of striving for more effective ways of teaching is a main subject of many modern researches. Nowadays, in order to achieve the goal it is natural to use the most entertaining and universal tools like the Internet and other mass media. Thanks to these tools, learning can be more pleasant and successful for the learners and also easier and less effort-requiring for the teachers. More and more modern teaching techniques make education up-to-date and allow for leaving (old) traditional methods in education and introduce the modern model of integration of education with entertainment. In this context, education becomes a product, (almost a technological device), a source of educational tools and an incentive for the unconscious learning. Media may be easily and freely used not only in school teaching but also in private, out-school or even global, social, personal and cultural training. They can provide news, information and educational content using all possible multilingual tools. What is more, this kind of instrument has certain aspects which are singled out by Henryk GrudzieÅ„ in his work Media jako skÅ‚adnik procesu dydaktyczno-wychowawczego: direct influence this means that especially television programs and films immediately influence their audience (human emotions and intellect) building-up influence means building up information, associations and feelings connected with films or TV programs which cause some changes in the human psyche subconscious influence similar to the one above, but the audience is not conscious of changes in its attitudes because at the beginning the audience refuses the given way of thinking due to its unsuitable content and after some time its resistance disappears. Media also have a tremendous influence on the lifestyle of the young people, and they affect lots of spheres of young peoples lives, for example: the effect on the way that somebody behaves (making decisions, aggressive behaviour, social actions etc.) the effect on the level of knowledge (level of information, range of knowledge, level of communication skills etc.) the influence on attitude (believes, religion, judging of other people, etc.) the influence on physical fitness (damaging of senses, lack of motion, addiction) The processes mentioned above depend on many conditions such as age, psyche, actual situation in ones life, level of knowledge, weather, place of receiving such information or influences, company or gender. For example, the most influential may be a film watched in a cinema where the level of focus is very high, a bit weaker may be television and the weakest the radio. The Internet in childrens education Nobody can deny that modern technology has changed and revolutionized education. Teachers have also quickly adjusted their teaching methods in a response to new technology because gadgets in the classroom can create a more interesting, interactive and entertaining environment. If schools strive to keep up with technological trends, then the learning that takes place there becomes more relevant and meaningful for the learners. The Internet and computer knowledge and literacy of major software programs is no longer reserved only for higher educational systems or special trade schools in the modern society. ( http://www.ehow.com/about_5410187_uses-modern-technology-classroom-teaching.html#ixzz1Iai4xP5X) Many children, when going to school, deal with individual difficulties on the basis of their opportunities. Nowadays, from the very early age, children get used to computers, the Internet and other modern technologies. The access and the use of the Internet fulfil many of the aims of education. What is more, it broadens childrens mind horizons, gives them a sense responsibility, builds up their self-esteem and develops their autonomy. A big advantage of the Web is its easy access and lack of duty to have a face-to-face contact. The author of the book Special educational needs and the Internet: issues for the inclusive classroom Chris Abbott claims that there are four principles and each one proves that websites and the Internet have become an influential tool for teaching as the pupils are: Informed The Internet is a source of information and news used in topic work, planning visits, web sites pictures of classmates work, connection with other pupils even outside the school, village or town and also link with past friends. Involved In the virtual tour, in preparing material, in creating and sharing their ideas; in group with the integrated activities where physical presence is not significant. Empowered enabling access for children with any physical difficulties, various tools, e-mails Recognised pictures on websites of the children and their work, whiles of the school council meeting, aiding successes and building self-esteem. (111-112) The Internet has a large part to play in the future education of the young people. In this book, the author included many useful tips when using computers in teaching young learners. For example, the page a teacher wants to use should be put on the screen before children come into the classroom. What is very important, computers should be set in a way so that the children cannot open unauthorized sites and also it is important to remind the children of behaving in a good way to prevent the pupils from running to get to the computers first. It is also useful to create a list of computer room rules. Wherever possible, there should be no more than three pupils per one computer. If children cannot see the screen, they may quickly lose interest in their school work and may not be willing to learn. All these elements can make children more concentrated and make learning more effective (C. Abbott Special educational needs and the Internet: issues for the inclusive classroom New York 2002).

Teamwork :: essays research papers

Teamwork __________ is a sequence of planned activities designed to gather and analyze data on the functioning of a group and to initiate changes designed to improve teamwork and increase team effectiveness. Student response:  Ã‚  Ã‚  Ã‚  Ã‚  Correct Response  Ã‚  Ã‚  Ã‚  Ã‚  Student Response  Ã‚  Ã‚  Ã‚  Ã‚  Answer Choices   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a.  Ã‚  Ã‚  Ã‚  Ã‚  Team enhancing. b.  Ã‚  Ã‚  Ã‚  Ã‚  Team building.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  c.  Ã‚  Ã‚  Ã‚  Ã‚  Team structuring.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  d.  Ã‚  Ã‚  Ã‚  Ã‚  Team championing.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  e.  Ã‚  Ã‚  Ã‚  Ã‚  Team structuring. Question 2 (1 point) Activities that support the group's social and interpersonal relationships are called __________. Student response:  Ã‚  Ã‚  Ã‚  Ã‚  Correct Response  Ã‚  Ã‚  Ã‚  Ã‚  Student Response  Ã‚  Ã‚  Ã‚  Ã‚  Answer Choices   Ã‚  Ã‚  Ã‚  Ã‚  a.  Ã‚  Ã‚  Ã‚  Ã‚  Maintenance activities.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  b.  Ã‚  Ã‚  Ã‚  Ã‚  Functional activities.   Ã‚  Ã‚  Ã‚  Ã‚   c.  Ã‚  Ã‚  Ã‚  Ã‚  Task activities.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  d.  Ã‚  Ã‚  Ã‚  Ã‚  Directive activities.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  e.  Ã‚  Ã‚  Ã‚  Ã‚  Statutory activities. Question 3 (1 point) When a group's members believe that their participation and experiences are positive and meet important personal needs, the __________ characteristic of group effectiveness is being demonstrated. Student response:  Ã‚  Ã‚  Ã‚  Ã‚  Correct Response  Ã‚  Ã‚  Ã‚  Ã‚  Student Response  Ã‚  Ã‚  Ã‚  Ã‚  Answer Choices   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a.  Ã‚  Ã‚  Ã‚  Ã‚  Task performance.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  b.  Ã‚  Ã‚  Ã‚  Ã‚  Member commitment. c.  Ã‚  Ã‚  Ã‚  Ã‚  Member satisfaction.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  d.  Ã‚  Ã‚  Ã‚  Ã‚  Team viability.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  e.  Ã‚  Ã‚  Ã‚  Ã‚  Team changeability. Question 4 (1 point) The __________ puts people into small groups of six to seven members and asks everyone to respond individually and in writing to a basic question such as:  ¡Ã‚ °What should be done to improve the effectiveness of this work team? ¡Ã‚ ± Student response:  Ã‚  Ã‚  Ã‚  Ã‚  Correct Response  Ã‚  Ã‚  Ã‚  Ã‚  Student Response  Ã‚  Ã‚  Ã‚  Ã‚  Answer Choices   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a.  Ã‚  Ã‚  Ã‚  Ã‚  Statutory technique. b.  Ã‚  Ã‚  Ã‚  Ã‚  Nominal group technique.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  c.  Ã‚  Ã‚  Ã‚  Ã‚  Brainstorming technique.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  d.  Ã‚  Ã‚  Ã‚  Ã‚  Freewheeling technique.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  e.  Ã‚  Ã‚  Ã‚  Ã‚  Delphi technique. Question 5 (1 point) Which of the following descriptions about teams and teamwork is NOT accurate? Student response:  Ã‚  Ã‚  Ã‚  Ã‚  Correct Response  Ã‚  Ã‚  Ã‚  Ã‚  Student Response  Ã‚  Ã‚  Ã‚  Ã‚  Answer Choices   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a.  Ã‚  Ã‚  Ã‚  Ã‚  One of the most notable ways in which work is changing is the shift from individual jobs to teams and teamwork.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  b.  Ã‚  Ã‚  Ã‚  Ã‚  In many situations, teams and teamwork are considered important, even essential, keys to productivity and quality of work life improvements.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  c.  Ã‚  Ã‚  Ã‚  Ã‚  Putting team concepts to work is a major challenge for people who are used to more traditional ways of working.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  d.  Ã‚  Ã‚  Ã‚  Ã‚  Visionary entrepreneurs, leaders, and managers recognize the value of teams and implementing creative work group designs.

Inter Professional Essay

A reflective essay on the skills acquired from collaborative learning and how they may be applied in practice. According to Donald A.Schon (1983) reflective practice is a formation within which all health care professions can work and is a model framework or learning structure that represent the purposes of a profession and is very crucial to health related professions. Inter-professional education(IPE) module had a learning understanding that is universal to all health care professionals, that enables different professional groups to learn together for a particular reason with general contented of learning and achieving a goal (CAIPE, 2002). The module, however focuses on learning from each other to be able to improve teamwork and therefore provides the quality of care. My essay will analyse what I have learnt on this module which are: communication, safeguarding, ethics, professionalism, consent, reflection and equal opportunities. As a health care professional all these learning are important to me which I believe it will help me during my practice in my specified field as a Professional Mental Health Nursing .I will be using Rolfe et al (2001) reflective model using What ? , So what ? and Now What ? to guide my discussions and analysis. According to Barr (2002) Interprofessional education learning in health care is currently measured as a very importance aspect about patient safety. The module enhanced my confidence in working with other health professional discipline, it is a way I found very advantageous in improving my communication skills among the teams, building trust, respecting other member of team and learning from different culture background and other health care discipline which I find quite useful and forwarding because it is a good experience that I will be building on and working with throughout my professional career. The different health care professional discipline in my group such as: social work, adult nurse, pharmacy, midwife, diagnostic radiography and mental health nurse which gives me and my team a privilege to be able to interpret a variety of scenario which will need to cover in the tutorial class like the effectiveness of communication, ethics, consent, safeguarding, diversity, equal oppor tunities and professionalism within the health environment. My role in the group was to look at things in the aspect of psychological or behavioural pattern that is generally associated with distress or disability according to the scenario given and suggest a solution which might be of help and each member of the team gives their own contribution and the outcome was positive for me and my team when sharing it with the whole class. The NHS Knowledge and Skills Framework (Department of Health, 2004) prompted a set of communication skills that individuals must develop before registration. This included effective communication with fellow professionals and other healthcare staff, having the ability to identify one’s own limitations in communication and being committed to personal development in such areas. In the NHS Plan (Department of Health, 2000) enquire that undergraduate must demonstrate the aptitude to proficiently communicate with their service users before qualifying. However, IPE has clarifies the effectiveness of communication, consent, professionalism safeguarding and equal opportunities which has many characteristics in health care professional career, it is a fundamental to practice and a skill that can be learned and continually improved. These developments require devoted observation, the motivation to be reflective, and the commitment to listen and learn. In nursing, communication is a sharing of health-related information between a patient and a nurse, with both participants as sources and receivers in which the information may be verbal or nonverbal, written or spoken, personal or impersonal, issue-specific, or even relationship-oriented (Sheldon 2004, p. 4). According to Hope el al (2008) ethics is based on how an individual must think and act. Ethics provides me with the tools to determine whether or not I should do a certain action and the extent to which a past action should have been done. However, Seale, C (2010) sees ethics that can be based on social, religious and cultural beliefs. The NMC Code of Conduct (2008) provides a directive to ethical decision making and the standards of professionalism that is essential by the nurses. The use of models of ethical decision making to reinforce codes of ethics is also part of the educational content for all health care professionals, and ability to conduct an evaluation and clarification of a variety of variables such as ethical principles, personal values or beliefs is essential when caring for patients and I believed the purpose of this is to prepared me to act and then review my behaviour in order to carry forward lessons learned in IPE. Referring to a scenario which was given in class about an elderly patient who has senile dementia, severe heart problems, immobile, is permanently in a nursing home and who has come into hospital for an operation to correct her current hip fracture. She has a current DNR order attached to her notes. A service user right to treatment is essential, but the right to decline treatment is much stronger. A patient always has the perfect motive to turn down treatment. RCN, (2011) states that consent to treatment is vital to the provision of healthcare service and patient or Service users have a fundamental, legal and ethical right to determine what happens to their own bodies. Legal consent to treatment is subsequently very fundamental in all areas of healthcare, from the delivering of personal care to undertaking major surgery. Seeking consent is also an issue of broad consideration between health professionals and service users. Furthermore, as health care professionals it is my responsibility to protect people whose circumstances make them particularly vulnerable to abuse, neglect or harm, this term simply refers to safeguarding them. Safeguarding means protecting people’s health, wellbeing and human rights, and enabling them to live free from harm, abuse and neglect. And as health care professionals contributing to these is a fundamental of creating a vision of high-quality in health and social care which must be treated in professional basis according to the code of conducts and confidentially must be respected at all times . (Mandelstam,M.2008). Additionally, It is my professional responsibility, roles and actions to contribute positively in protecting children and vulnerable adult by following the national safeguarding policies and making recommendations, getting involved in multi-agency children’s safeguarding inspections to get a picture people’s experiences and how well they are being safeguarded and consulting them about their views and experiences of care they are receiving and equal opportunities must be respected at all times when given care to patients. I have learnt the importance of communication skills to enhance patient care and improves patient outcomes and satisfaction which will prepare me for my professional practice which will be of help in my career to be actively involved in communication and use the principles of communication within the health care professional team . I have also learnt that it is a best practice as a health care professional to ask for consent before commencing treatment to a patient by describing to patients what treatment needs to be carried out and I must provide with sufficient information to ensure they understand the nature of the proposed treatment and any alternatives, risks, benefits and anticipated outcomes of treatment before they give their consent to it, and that the patient-clinician discussion and agreement is clearly documented. I have also learnt the importance of safeguarding and the risks that might be involve if a necessary action not taken and I have also learnt to explore the implication of the equality Act (2010) and how it promotes diversity equal opportunities and helps in prevent discrimination. Having good understanding about all I have learnt in IPE I will always applied it my practice and in my future career, I would make sure that I knew the ward protocol before commencing any care, especially when caring for patients. In any new circumstances I would try to learn as much as I could about particular field to gain confidence. I would use questioning to improve my knowledge in my learning area thereby improve my understanding. I would take into account other peoples weaknesses. I would restore confidence for my service users if I were not directly involved in the urgent situation. In accord with UKCC guidelines (1998) I would only take part in practices for which I had appropriate training. Overall, this module has been a rewarding ways of improving my framework in the aspect of health care professionals .Using Rolfe et.al (2001) for my reflective model allows me to reflect on communication, consent, professionalism, diversity and ethics has increased my understanding of necessary skills, and development needs which was required of me as health care professional which was delivered in the IPE module and also I have a foundation knowledge from the module that enthusiasm and commitment from me as a member of the team in the planning and delivering of an inter professional initiative are essentials component in practice and in my future career as mental health nursing.

Ibsen `The Dolls House` Essay

The theme of Ibsen’s ‘The Doll’s House’ is the rights of an individual to live his life in his own way which is more important than the conventions and codes of society, understanding and love are the essential ingredients for a happy married life. The theme is present in the play through the presentation of the married life of Nora and her husband. The significance of the theme is that if too much importance is given to the norms of society than to individual freedom, his emotions and feeling, it brings disaster as shown in the play. The theme of ‘The Doll’s House’ by Ibsen is depicted mainly through the characters of Nora, and her husband Helmer. Nora breaks the rules of society initially to save his husband’s life and finally leaves her home, her husband and children to educate herself. Helmer on the other hand lives his life by strictly adhering to the rules of society. He is unable to understand his wife’s feelings and emotions and so his wife leaves him forever. Their marriage breaks down because they lacked understand and love which are required for a happy married life. In Ibsen’s ‘The Doll’s House’, Nora is the protagonist who lives the life of a dutiful wife and mother as approved by society. She plays her role beautifully which is restricted to activities like creating a beautiful home, meeting the needs of her husband and children and singing and dancing prettily and seductively for her husband. She is portrayed in the play as a helpless creature; Helmer towards the end of the play calls her his ‘helpless darling’. She is also thought as a housewife protected by her husband from the troubles and burdens of life (said by her friend Mrs. Linde). However, when crisis strikes, she acts as a man. She herself takes the decision. She borrows a large sum of money from a man named Krogstad to save her husband’s life. She spares her dying father from the worry of his son-in-law’s heath. She forges her father’s signature, (the male member of the family who was supposed to act as a guarantor) and procures the money. She follows the advice of the doctor and takes Helmer to the south, to Italy to recover his health. The loan caused a lot of worry for her. She suppressed her desires for finery, saves a little from housekeeping money and worked in the evening till late at night to pay the loan back. She sometimes felt very tired but in spite of all her struggles, she felt great happiness in working and earning money. As she tells her friend: ‘It was like being a man’, (Ibsen’s ‘The Doll’s House’). On the other hand, Torvald Helmer, her husband strictly follows the rules of the society. He considers his wife Nora as a plaything and his possession. He worries about the reaction of the people in the bank, when his wife Nora requests him to allow Krogstad to keep his position in the bank. They are already aware that he will dismiss Krogstad, so if they come to know that the new manager has changed his mind at his wife’s request, he will become a laughing stock in their eyes. Helmer tells Nora that: â€Å"Do you suppose I am going to make myself ridiculous before my whole staff, to let people think that I am a man to be swayed by all sorts of outside influence? †, (Ibsen’s ‘The Doll’s House’). At the end, when Helmer receives the letter from Krogstad revealing Nora’s crime of forgery, he is inconsolable: â€Å"What a horrible awakening! All these eight years–she who was my joy and pride–a hypocrite, a liar–worse, worse–a criminal! †,(Ibsen’s ‘The Doll’s House’). He not only abuses her but also blames her father: â€Å"all your father’s want of principle has come out in you. No religion, no morality, no sense of duty†, (Ibsen’s ‘The Doll’s House’). We find from the play that Helmer is more concerned about the disgrace that he may face in society more than the seriousness of crime that Nora commits. He blames Nora for the mishap: â€Å"He can make the affair known everywhere; and if he does, I may be falsely suspected of having been a party to your criminal action. Very likely people will think I was behind it all–that it was I who prompted you! † (Ibsen’s ‘The Doll’s House’). He decides to appease Krogstad in one way or another and shut up the matter at all cost. He believed that because of this incident, they can no longer share a close relationship as before and also he cannot allow her near his children. But still he wants Nora to continue staying under his roof as his wife for the sake of appearance to the world. As he is afraid that he will be stigmatized by society. However, later when he receives the second letter from Krogstad stating that the man repents for his action and has returned the bond, he calms down. Helmer realizes that he is saved from disgrace and thus he becomes the loving husband as before. He changes his stance, he forgives his wife. However, the damage is done. Disaster strikes the family; he loses his wife and mother of his children. On the other hand, Nora does not live her life according to the dictates of society. She breaks away her traditional role of a devoted wife and loving mother. She leaves Helmel and frees herself from the bondage of marriage. Thus she outrage society and stigmatize herself. In the play, Nora and Helmer look on the outside as a happy married couple. However at the end of the play, the curtain moves away to show a more realistic picture of marriage. As Nora realizes at the end of the play, there is a lack of understanding and love between the couple. Helmer considers Nora as his doll and his treasure. He also wants her to act according to his wishes. He tells Nora after he forgives her: â€Å"There is something so indescribably sweet and satisfying, to a man, in the knowledge that he has forgiven his wife–forgiven her freely, and with all his heart. It seems as if that had made her, as it were, doubly his own†, (Ibsen’s ‘The Doll’s House’). As Nora mentions, they could not understand each other even after eight years of marriage. Nora understands that her husband is a man with strong opinions about the role of woman in family and that his male ego would be hurt if he finds out about her secret loan. Also that he is very possessive about her. But she is unaware of the fact that her husband is a narrow-minded and selfish man. Helmer also fails to understand Nora. He does not realize Nora’s motive behind forging her father’s signature. He failed to understand his wife’s deep love for him which compelled her to borrow such a large amount in the first place. In the play, it is evident that Nora loves her husband and Helmer has great affection for Nora. But their love and affection for each other is not strong enough to keep them together in marriage. In the play, ‘The Doll’s House’ by Ibsen, Torvald lives his life by the guidelines that are acceptable and respectable to society. He is concerned more about his wife’s attractive looks and the beautiful appearance of his home than for his wife’s happiness. So his marriage breaks down. Nora realizes that she has imbibed the tastes and opinions of his husband and thus has lived a life according to his terms. She always though she was happy but was never really happy but rather jolly. Nora leaves her husband and her family and goes away to live her life according to her own terms. She wants to educate herself, to understand herself and everything around her. She goes away to fulfill her duties to herself which come before her duties as a wife and mother. She wants to understand who is right, the world or herself. The significance of the theme is beautifully presented in the play. Work Citation: â€Å"A Doll’s House†. Novelguide. com. 18 June 2008. â€Å"A Doll’s House†. Henrik Ibsen. 18 June 2008

102 Intro to Monster Theory Professor Ramos Blog

102 Intro to Monster Theory Quick Write Quick Write What is a Monster? Define the term monster in your own words. You definition should be a brief paragraph that explains what a monster is. Make sure to include the physical and behavioral characteristics. mon ·ster  noun 1. an imaginary creature that is typically large, ugly, and frightening. Introduction We are going to be starting the second and final unit of the course, Monsters. We will read, write, and think critically about monsters of many kinds. Monsters and Monstrosity will provide us the opportunity to learn about a phenomenon that stretches across multiple cultures and time periods. Monsters will also give you a better understanding of both cultural history and the world today. Monsters are all around us. In the movies we watch, the books we write, and in every aspect of life. Monsters are fear inducing. But monsters are also cuddly like Sully, Cookie Monster, and The Count on Sesame Street. Monsters have always been symbolic creatures, generally representing darkness and evil. The villain for the hero to vanquish. The Latin word monstrum refers to both a monster and a sign that something momentous or calamitous is likely to happen. Why Monsters? â€Å"What I will propose here by way of a first foray, as entrance into this book of monstrous content, is a sketch of a new modus legendi: a method of reading cultures from the monsters they engender† (Cohen 3). The theses are tools for us to use to analyze monster, in the cultural studies sense. The monsters the cultures produce say a lot about that culture. We create monsters that evolve over time, sometimes purposely for whatever reason. Monster Culture (Seven Theses) Our purpose for today is to understand the seven theses on Monsters and Monstrosity and to develop a good resources that will help us to remember and use the theses in our writing. Jeffrey Jerome Cohen – Monster Culture (Seven Theses)  (p. 3-20) We read Cohen’s Monster Culture: Seven Theses for today. Jeffrey Jerome Cohen argues that we can read â€Å"cultures from the monsters they engender† (3). This is chapter one of his book  Monster Theory: Reading Culture.   From the editor/author’s website: We live in a time of monsters. Monsters provide a key to understanding the culture that spawned them. So argue the essays in this wide-ranging and fascinating collection that asks the question, What happens when critical theorists take the study of monsters seriously as a means of examining our culture? In viewing the monstrous body as a metaphor for the cultural body, the contributors to Monster Theory consider beasts, demons, freaks, and fiends as symbolic expressions of cultural unease that pervade a society and shape its collective behavior. Through a historical sampling of monsters, these essays argue that our fascination for the monstrous testifies to our continued desire to explore difference and prohibition.  JeffreyJeromeCohen.com Monster Theory Thesis I. The Monster’s Body Is a Cultural Body (4) Thesis II. The Monster Always Escapes (4) Thesis III. The Monster Is the Harbinger of Category Crisis (6) Thesis IV. The Monster Dwells at the Gates of Difference (7) Thesis V. The Monster Polices the Borders of the Possible (12) Thesis VI. Fear of the Monster Is Really a Kind of Desire (16) Thesis VII. The Monster Stands at the Threshold . . . of Becoming (20) In groups, develop a list of the important points, lessons, takeaways, and examples that we need to understand in order to understand the thesis. Write a short summary explaining the points of the thesis. Make sure you label which thesis you are writing about. This is very important because we will be using monster theory to write the last two essays in the course. The better we understand the theory, the better we will be able to apply it. Monster Thesis 1: The Monster’s Body is a Cultural Body Each culture will produce their own monsters and their own versions of monsters. â€Å"The monstrous body is pure culture† (4).

Great Gatsby Essay Example

Great Gatsby Essay Example Great Gatsby Essay Great Gatsby Essay Essay Topic: Clueless Getting Trapped in Ones Dream In the words of the great rock band, The Beatles, it is said, For I dont care too much for money, for money cant buy me love. For his entire life, Jay Gatsby tried to rise up his social economic status to have the girl of his dreams marry him. The attempt to capture the American dream was the main focus of this novel. Gatsby devoted his whole life trying to achieve his so-called dream but failed to do so at the end. He misunderstood the real meaning of his own dream ssimilar to how many Americans misunderstood the true meaning of the American Dream. : The American Dream was the belief that everyone had the oopportunity to achieve their goals and become rich if they only worked hard enough. Copious amount of characters in Great Gatsby did not seem to grasp the concept that The American Dream was Just an illusion. They had not comprehended that everyone could not get what they wanted if they only worked hard. It took more than Just working hard enough; it all depended on ones destiny. The fact that they did not understand that concept and everyone was striving to be living in the dream led them to create fantasy lives. The author showed how one could become ruined by anothers focus on acquiring wealth, power and pleasure. The American Dream was sought to bring happiness to an Americans life no matter how rich or poor they were. The book was an example of how people worshiped materials. They cared more about how people viewed them rather than how they actually desired to be. Once again, the term American dream was an idea that suggested that anyone in America could succeed through hard work and had the potential to lead a happy, successful life. Moreover, hard work did not nly mean financially, but also morally and spiritually. In order for one to be happy, they needed to be able to obtain love above all. For, without love we are nothing; without God, we are nothing. Many people have expanded the definition to include things such as fulfillment and meaningful relationships. Americans, who do not have the life of their dream, the life that they always desired, tried to hide it by making up fantasies and pretending that everything was going great in their life. It is said that love can blind us and Gatsby demonstrated that point undoubtedly. For his whole life, he was focused on having money to be able to marry Daisy, for she was his motivation and his sustenance. Gatsby wanted his dream to become true and, in the long run, that led him to becoming very materialistic. He had the money and he thought that materialistic elements such as his house, his car, his parties and his so-called friends, would lure Daisy back to him. A great amount of the characters in Great Gatsby did not fully know the truth on the American Dream. They created illusions for themselves to pretend as if they had all the three things the American Dream promised; wealth, happiness and power. Gatsby, for example, thought that he had a great life with plenty of friends and no problems. In the end, we found out that he did not have the life he had desired. He was unhappy and he had no true friends. Gatsbys personal dream symbolized the American Dream. He had met Daisy many years before he became wealthy and they were not able to get married because of Gatsby low social economic status. His separation from Daisy encouraged nvm to work nara Tor nls wealtn He started Delng In tne Dootlegglng business when it had been illegal and he made a fortune out of it. Gatsby believed that he could rewrite the past by reinventing himself and changing his name after he had become rich. However, later in the book it is viewed that Gatsbys dream was hopeless for he could never win Daisys love back. Gatsby had believed with all his strength that he could have gotten Daisy back but when he took his dream too far, it only became a harmful and unattainable illusion. The numerous amounts of characters who were portrayed in the book all had the same mentality; it was only money that mattered. One character in the book portrays the exact expansion of the American Dream. Myrtle was living with her poor husband in the valley of ashes and was having an affair with Tom Buchanan, Daisys husband. When she got away with Tom to go to the city, she put on this new mask as if she were a totally different person. She bought a puppy, a magazine and perfume and went to her fancy apartment. Only rich women could afford these things and she was trying to show others that she was wealthy. Myrtle wanted to move up her social class but by being married to Wilson she was not able her to do so. The desire of achieving this fantasy led her to having an affair with Tom, she felt like he could give her all she wanted, owever love was not part of the deal. All this made her blind and clueless about how she was Just a toy on the side for Tom, for, she strived for this wish so much. Daisy, on the other hand, was also blinded by the truth. She could not decide who she wanted, Tom or Gatsby? She had a dream of being wealthy and being happy, like the American Dream had portrayed. She was aware of Toms mistress and she was always trying to hide the truth from ever one else when they started to get suspicious. Daisys fantasy made it possible for her to ignore the obvious signs that er mmarriage was falling apart. Surprisingly, even Tom makes up his little fantasy life with Myrtle. He could have had a wonderful mmarriage, with a beautiful wife and daughter but chose to decide that wasnt enough. Those two women in his life did not satisfy him and he wanted a third, Myrtle Wilson. Tom wanted to have power over everyone and since Myrtle was in a lower class than he was, she was perfect. He had always wanted to have more than every one else. Every character in the book wanted to have a happy and successful life and by wanting that they acted as if all their roblems were not a minor or some were nothing at all. The Great Gatsby portrays the broken American Dream. Though many peoples dream chattered into millions of pieces, the idea of the American Dream is still true. Everyone desires something in life and everyone somehow strives for it. Every single persons fantasies all contribute to that of the American Dream. People were striving so much to have a successful and happy life, ended up making up fantasies and lying to themselves. Many did not learn that dreaming too far could have led to the destruction of all ones hard work, which happened to everyone.

Building Sentences That Support the Use of Rather

Building Sentences That Support the Use of Rather Building Sentences That Support the Use of Rather Building Sentences That Support the Use of Rather By Mark Nichol The adverb rather is useful for expressing a correction or counterpoint, but the word is often either incorrectly employed or is employed in a flawed sentence. The following sentences include an error directly or indirectly related to use of rather; discussion and revision demonstrate correct usage. 1. The Department of Justice isn’t as concerned with outright dismissal, but rather ensuring that the punishment fits the crime. Here, the subordinate clause does not serve as a balanced counterpoint to the main clause. Either rather has to begin a separate independent clause that closely parallels the main clause (â€Å"The Department of Justice isn’t as concerned with outright dismissal; rather, its concern is with ensuring that the punishment fits the crime†), or rather must be jettisoned in favor of wording that better expresses a comparison (â€Å"The Department of Justice isn’t as concerned with outright dismissal as it is with ensuring that the punishment fits the crime.†) 2. Technology risk was not considered to be a separate discipline, rather as an integral part of operational risk or group risk. For rather to be appropriate in this sentence, the initial point must be expressed positively; also, the comma is superfluous, and the incorrect conjunction that follows rather should be replaced: â€Å"Technology risk was considered to be a separate discipline rather than an integral part of operational risk or group risk.† 3. Banks are starting to recognize that the immediate threats to business may not be coming from one of their traditional competitors but rather from a technology giant or start-up. Here, again, the use of rather itself is not an issue, but as in the previous example, the sentence is not structured correctly to support its use. As with sentences that use the â€Å"not only . . . but also† construction, the key verb coming must precede not just as it is implied to precede rather: â€Å"Banks are starting to recognize that the immediate threats to business may be coming not from one of their traditional competitors but rather from a technology giant or start-up.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:85 Synonyms for â€Å"Help†"Confused With" and "Confused About"Inspiring vs. Inspirational

MY LIGHT AND SHADOWS Essay Example | Topics and Well Written Essays - 750 words

MY LIGHT AND SHADOWS - Essay Example t business ethics are guided by law while others are just basic framework through which a firm may choose to follow as a strategy to gain public acceptance. It therefore means that business ethics are implemented by companies in order to a certain level of trust or acceptance between clients and different market stakeholders. A number of biblical scholars have tried to summarize what the Bible has to say about business ethics and so does scholars in business word (Schneider et al. 2003) . A good example is Frederic Phillips, former president of Philips Electronics and Jerry White, a biblical scholar (Richard, 2010). The two individuals provide Caux round table and biblical review of business ethics respectively. Caux Round Table and White’s Biblical principles share a number of similarities in their bid to explain business ethics. The two versions of business ethics for instance believe that the world business community should be actively involved in improving economic and social conditions that can ensure world peace and stability. Caux Round Table affirms this by arguing that business behaviors or practices the relationship among nations and the prosperity and well-being of us all. In its first principle, Caux Round table concludes that business has a role to play in improving the lives of their employees, customers and shareholders through the wealth they create. In explaining the principle of the economic and social impact of business Caux Round table stipulates that business should contribute to economic and social development not only countries in which they are established but also the community as a whole (Spohn 2009). White’s Biblical principles share on the other hand through the third guideline, being a servant, explains how business impact live of not only their customers but also the community at large. The guidelines also advocate for reasonable profits as any other high charges are likely to exploit the public. Both the two approaches to

Product Strategy, Pricing, and Distribution Research Paper

Product Strategy, Pricing, and Distribution - Research Paper Example Product strategyAspirin as an external and internal analgesic is an example of OTC substance that is approved in the United States and manufactured by Bayer. The products strategy of Bayer Aspirin is that they sell their products through retail channels. They aim at attracting and retaining customers by appealing to them to continue using the products in case it works for them (Rogers, 2001). The company boasts of the best and most effective external and internal analgesic. In the introduction state of product lifecycle, Bayer aspirin is promoted so as to create awareness using skimming price strategy. In the growth strategy, the company has increased its advertising costs to outdo the generics. The company promotes the brand name version of the product to compete the competitors with similar offerings. In the maturity stage, the company’s sales stabilize and the company uses more widespread promotion to remain in the market. While in decline stage, Bayer has introduced new mo re innovative products. The company also improves profit by lowering marketing spending. Aspirin has a brand name Bayer Aspirin which has not been changed since 1899. The company has spent millions of dollars to build this trusted brand image which has helped them in attracting and retaining many customers. Though the brand-name aspirin versions are costier than generics, the company still has high sales volume due to loyal customers.Being a high-end provider, Bayer Inc includes distribution factors in its pricing decisions.

Chronic Obstructive Pulmonary disease (COPD) as set out below Essay

Chronic Obstructive Pulmonary disease (COPD) as set out below - Essay Example Cor pulmonale, defined as hypertrophy, dilation, or dysfunction of the right ventricle due to pulmonary hypertension resulting form disorders of the respiratory system, also commonly occurs in patients with COPD (Missov ED, De Marco T 2000). There are evidences to support LTOT could significantly reduce mortality in patients with COPD and Cor pulmonale (Weitzenblum, E et al 1995, Croxton, TL 2006, Missov ED, De Marco T 2000, Zielinski, J 1998 ). Two randomized, controlled clinical trials have demonstrated the beneficial effects of LTOT in case of COPD and sever resting hypoxemia. They include the Nocturnal Oxygen therapy trial and the trials carried out by the Medical Research Council (Weitzenblum, E et al 1995, Barnett, M 2007, Croxton, TL 2006, Ruse, C 2008, Missov ED, De Marco T 2000). Both the trials indicated that oxygen therapy administered for at least 15 hours daily for patients with severe hypoxic COPD increased survival and in addition reduced polycythaemia and the progression of pulmonary hypertension (Barnett, M 2007). The main focus of LTOT is to improve the quality of life of the patients and thereby to increase their survival (Barnett, M 2007, Marti, S et al, 2006, Croxton, TL 2006). The criteria for the initiation of LTOT in the UK have been established based on the results of the 2 trials mentioned above (Barnett, M 2007, Zielinski, J 1998). The criteria as per the National clinical guidelines include patients with an arterial oxygen tension (PaO2) consistently at or below 7.3 kPa (55 mm Hg or less) when clinically stable. This threshold value of 55 mmHg indicates presence of severe hypoxemia which may have deleterious effects on pulmonary circulation, brain function etc (Atis, S et al 2001). Patients, who have a PaO2 consistently between 7.3 and 8.0 or 7.5 and 7.8 when clinically stable and if pulmonary hypertension (PAP >

Organisational Behaviour and Tourism Essay Example | Topics and Well Written Essays - 3000 words

Organisational Behaviour and Tourism - Essay Example ‘ Kotter’s 8-Step Change Model for Leading Change’ leadership thoughts viewed 3 May 2013 16 Introduction In current economic times, internal and external factors that affect an organization are changing at a very fast and sometimes the future is unpredictable especially for multinational companies that operate in different external environmental factors such as political, economic, social and technological factors. The organization needs to redevelop a strategy to survive, adjust and continue operating in the hard times (Ates and Bititci 2011, P. 5601). The ability to overcome the challenges that comes with the changes helps the business to grow and offer innovative products to its customers. Global economic down turn is causing turbulence in business environment and many companies have not been able to achieve their goals and profitability and therefore the need to change their business strategy as well as restructuring their operations. Changes in an organizatio n if not properly planned and implemented may fail to attain the expected objectives affecting the organization negatively. In some cases the managers fail to involve their employees in the planning stage and there the employees who are the implementors resist the changes especially if the changes have a negative impact on them (Blomme 2012, P. 9). In a dynamic business environment, the situations that necessitated the change may seize to exist and the execution of the planned changes may create more challenges. To avoid the negative impacts of changes in an organization the company need to conduct an analysis of their current position and understand its future expectations’, analysis their business environment and involve all the stakeholders, design the strategy, predict the outcomes and prepare to handle the negative outcome. This paper will critically evaluate the current position of the France based Car Parts manufacturing company and recommend the best approach the mana gers can take to avert the expected outcomes through several theories and outcomes. D2 Company D2 is a multinational car spare parts manufacturing company that operates in three countries namely France, Spain and United Kingdom. The company’s headquarter based in France where it also operates two manufacturing plants and one plant the other countries. The main objective of the company is to increase their profitability by product improvements, improving and developing their employees and use of advanced technology. Previously the company has managed to offer valuable returns to its shareholders by sustaining their competitive advantages despite the ever increasing competition from other organization especially companies based in low cost regions. The current economic hard economic times that have changed the supply and demand chain due to high cost of living and low purchasing power on non basic products the company is not able to meet its objectives. The company’s to management has in turn formulated a new strategy to reduce the management and production cost by stopping manufacturing of some products and operating less facilities. However they have not involved their staff and they are yet to inform them of their decision and in fact the top managers have created the impression that they will be expanding some of their facilities soon. This strategy may have negative impact o

Ch3 Journal Assignment Example | Topics and Well Written Essays - 250 words

Ch3 Journal - Assignment Example Rehearsal can be used to access student’s prior knowledge making their knowledge to be useful, transferable and not bound in a certain way. As a teacher, there is need to stretch the knowledge of the students in such a way that the information is connected correctly (Constant, Bass & Carin, 2014). Children can learn new knowledge through constructivism. Through their prior knowledge, they can be able to receive information from various sources, organize it and build meaning for themselves. Without prior knowledge, their learning cannot be expected. A student can be effective in learning construction when there is a social interaction with other students and in the presence of a teacher. Without social constructivism or when a child is alone, the child is never constructing knowledge and understanding. Social interaction is a valuable tool for a child development of knowledge (Constant et al., 2014). In conclusion, a teacher to effectively teach students science to a level of understanding, he or she must first know prior knowledge of students. The teacher has to give them an assignment for the next lesson in order to have their prior knowledge. Rehearsals improve the effectiveness of learning and students can learn even more where social constructivism

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

ASC 2 - Essay Example ipal supplier earns the entire revenue from the sale transaction and should therefore report the gross earnings, while the agent earns a commission on the transaction and should report the net earnings. The guidelines specify eight tests to ascertain whether a particular entity is acting in the capacity of a principal. Satisfaction of many of these conditions would normally indicate that the entity is acting in the capacity of principal and should record thee gross revenue. The eight tests specified by ASC are: 2. Risk for Inventory: The party that has unmitigated general inventory risk would be acting in the capacity of a principal. Such party would maintain an inventory of products before sale with accompanying inventory risk and will take ownership if the product is returned by the customer. 5. Supplier selection: A party that has the discretion to select a particular supplier, from several suppliers who can provide the product, for fulfilling a particular order to a customer would be acting in the capacity of principal. 7. Physical loss inventory risk: If the entity assumes risk of the product until transfer to the customer or gets the title back if the product is returned, it is most probably acting in the capacity of a principal. Amazon.Com has included three of the eight conditions specified under the ASC. Conditions such as carrying out product changes, determination of product specifications, and assumption of credit risk have not been included by Amazon. Some of these are specified as providing weaker evidence. However, when a number of factors are being considered and judgment is made on the basis of several of these factors, it would have been more appropriate to include all of them, which Amazon has not done. Thus while Amazon’s stated practice is in conformance with the ASC guidelines, it does not include all the conditions. Overstock.Com specifically states that it follows the ASC guidelines on Principal Agent Considerations while determining

Ch3 Journal Assignment Example | Topics and Well Written Essays - 250 words

Ch3 Journal - Assignment Example Rehearsal can be used to access student’s prior knowledge making their knowledge to be useful, transferable and not bound in a certain way. As a teacher, there is need to stretch the knowledge of the students in such a way that the information is connected correctly (Constant, Bass & Carin, 2014). Children can learn new knowledge through constructivism. Through their prior knowledge, they can be able to receive information from various sources, organize it and build meaning for themselves. Without prior knowledge, their learning cannot be expected. A student can be effective in learning construction when there is a social interaction with other students and in the presence of a teacher. Without social constructivism or when a child is alone, the child is never constructing knowledge and understanding. Social interaction is a valuable tool for a child development of knowledge (Constant et al., 2014). In conclusion, a teacher to effectively teach students science to a level of understanding, he or she must first know prior knowledge of students. The teacher has to give them an assignment for the next lesson in order to have their prior knowledge. Rehearsals improve the effectiveness of learning and students can learn even more where social constructivism

Tuberculosis & Antibiotic resistance Essay Example for Free

Tuberculosis Antibiotic resistance Essay Tuberculosis (TB), also known as consumption, is an infectious disease caused by the bacterium Mycobacterium tuberculosis (MTB). TB is the leading cause of death in the world among reported deaths caused by a bacterial infectious disease. The disease affects 1.8 billion people per year, which is equal to one-third of the entire world population (Todar). Pulmonary tuberculosis accounts for the majority of the TB cases in the United States (Todar). Bovine tuberculosis is another infectious form of TB caused by the bacterium Mycobacterium bovis (Tortora, Funke, and Case 690). M. bovis is the etiologic agent of TB in cows and rarely in humans. Both cows and humans can serve as reservoirs. Humans can also be infected with M. bovis by the consumption of unpasteurized milk. This route of transmission can lead to the development of extrapulmonary TB, exemplified in history by bone infections that led to hunched backs (Todar). M. bovis accounts for only 1% of TB cases in humans in the United States. Another bacterium associated with TB that forms in patients with the late stages of human immunodeficiency virus (HIV) is Mycobacterium avium-intrecellulare (Tortora, Funke, and Case 690). According to Todar, M. tuberculosis is a fairly large nonmotile rod-shaped bacterium distantly related to the Actinomycetes. The rods are 2-4 micrometers in length and 0.2-0.5 um in width. Many non-pathogenic mycobacteria are components of the normal flora of humans, found most often in dry and oily locations. M. tuberculosis is an obligate aerobe. For this reason, in the classic case of tuberculosis, MTB complexes are always found in the well-aerated upper lobes of the lungs. The bacterium is a facultative intracellular parasite, usually of macrophages, and has a slow generation time, 15-20 hours, and a physiological characteristic that may contribute to its virulence. Todar also states that the cell wall structure of M. tuberculosis deserves special attention because it is unique among procaryotes, and it is a major determinant of virulence for the bacterium. The cell wall complex contains peptidoglycan, but otherwise it is composed of complex lipids. Over 60% of the mycobacterial cell wall is lipid. The lipid fraction of MTBs cell wall consists of three major components, mycolic acids, cord factor, and wax-D. Mycolic acids are unique alpha-branched lipids found in cell  walls of Mycobacterium and Corynebacterium. They make up 50% of the dry weight of the mycobacterial cell envelope. Mycolic acids are strong hydrophobic molecules that form a lipid shell around the organism and affect permeability properties at the cell surface. Mycolic Acids are thought to be a significant determinant of virulence in MTB. Probably, they prevent attack of the mycobacteria by cationic proteins, lysozyme, and oxygen radicals in the phagocytic granule. They also protect extracellular mycobacteria from complement deposition in serum (Todar). TB has many structural and physiological properties that have been recognized for their contribution to mycobacterial virulence and pathology (Todar). According to Tortora, Funke, and Case, an important factor in the pathogenicity of the mycobacteria, rod-shaped bacteria with waxy outer coats (NIAID), probably is that the mycolic acids of the cell wall strongly stimulate an inflammatory response in the host. In the initial stage there are no symptoms of the disease but the infection is present when tubercle bacilli reach the aveoli of the lung and are ingested by macrophages and also some evade ingestion, and therefore, survive. In stage two, the tubercle bacilli multiply in the macrophages causing a chemotactic response that brings additional macrophages and other defensive cells to the area forming a surrounding layer and in turn an early tubercle. The surrounding macrophages are not successful in destroying bacteria but release enzymes and cytokines that cause lung damaging inflammation. During stage three, symptoms of the disease appear as many macrophages die, releasing tubercle bacilli and forming a caseous center in then tubercle. Many of the tubercle will remain dormant and serve as a basis for later reactivation of the disease. The disease may be arrested at this stage, and lesions become calcified. In stage four of infection, symptoms of the disease appear in some patients as a mature tubercle is formed. As the disease progresses the caseous center enlarges in a process called liquefaction. When the caseous center enlarges, an air-filled tuberculous cavity is formed in which the aerobic bacilli multiply outside of the macrophages. In stage five, liquefaction continues until the tubercle ruptures, which allows bacilli to spill into a bronchiole and then disseminate throughout the lungs and into the circulatory and lymphatic systems. These five stages are how the disease progresses when the defenses of the body fail. In most healthy individuals,  the infection is arrested, and fatal TB does not develop (Tortora, Funke, and Case 689).

Globalisation: An Economic Phenomenon

Globalisation: An Economic Phenomenon Globalisation is in itself an abstract term without a fixed objective definition. The extent to which the world has become interconnected in even greater ways in recent contemporary history has blurred this definition further. To categorise Globalisation as an essentially economic phenomenon, sheds no light on the true circumstance the world finds itself in today. Economic integration may be a large contributing factor driving Globalisation forward, but it is far too simplistic to label globalisation as essentially an economic phenomenon, for the world we find ourselves inhabiting today has a much deeper level of interconnectedness than solely economics can profess accountancy for. Globalisation today has come to describe an ongoing and pervasive phenomenon which is redefining the economic, social and cultural dynamics of contemporary societies,  [1]  acting in all spheres of twenty first century life, not just those related to economic linkage. The world itself is interconnected in an ever growing number of ways not just trough the global nature of trade, finance and production but in other more diverse aspects of daily life. Socially people around the globe are becoming closer, supranational political institutions based not solely on economic aims but on political goals and social grounds, strengthen the argument that although economics plays an undeniable role within the concept of globalisation, this economic aspect can no longer be viewed in isolation from Globalisations other attributes. This argument is also evident in many of the problems the world faces today; terrorism, environmental disasters and epidemics, no longer affect nations in isolation rather affect the world as a whole, such is the varied and diverse nature of the phenomenon of globalisation. The nation sate can no longer effectively tackle problems within its own boarders, gone is the age of isolation. The informal ebbing away at state autonomy is, and will continue to be a major characteristic of globalisation, with politics-understood as the pursuit of world order and justice are played out in a global context,  [2]  thus globalisation is prevalent in all spheres of contemporary existence and this is what this essay will argue. Economic globalisation refers to the intensification and stretching of economic interrelations across the globe,  [3]  this is displayed through the instantly connected and dependant nature of global production; trade and finance, that has resulted from the deregulation of global markets allowing greater product and capital fluidity around the globe. This in part has been ever grater intensified through the development of communications and informations technologies, allowing business to operate instantly on a global scale, through the click of a computer mouse. Economic globalisation has relied upon the concepts of neoliberal economics as an ideological base. This has been exemplified through the Washington consensus. Although this consensus directly relates to the policies of the World Trade Organisation, the International Monetary fund and the World Bank, it can be seen broadly as describing the agreed terms on which the economic aspect of globalisation has come to flourish. This consensus can be defined as the acceptance of trade and capital market liberalization, fiscal austerity, rapid privatisation, widespread deregulation and the downsizing of government,  [4]  Economic liberalisation has handed market forces free reign to decide global prices and levels of production allowing the Adam Smith notion of the invisible hand, to drive the market to its most profitable equilibrium. This free market aspect of globalisation can be exemplified through the recent trends within world trade. Global trade has become a principle factor of the economic aspect of the phenomena of globalisation. This globalised nature of trade has resulted in consumers dispersed across many corners of the planet purchasing the same articles and the same time  [5]  . Thus for manufactures the global market has allowed companies to source the best possible materials for production, at the lowest possible price, resulting in the global nature of both production and trade. For contemporary multinational companies, no longer is it important to produce a product within a particular nation when the product will be sold to consumers globally. Thus production competition and the trade of goods is no longer regionally affiliated but linked to a highly competitive global market by which companies are present across the globe with factories, offices and shops situated in many different regions, contributing to the economic aspect of globalisation. This economic aspect of globalisation has also been exemplified through the expansion of global finance. This change in money and capital markets since the 1970s is perhaps the most unequivocal indicator of the globalization of economic affairs  [6]  . Financial transactions are now processed instantly on a planetary basis, allowing a greater ability for companies to trade and produce regardless of geographical boarders. This financial flow has been coupled with and aided by greater levels of foreign investment through international share markets. Capital in todays globalised world can be traded instantly allowing investments into foreign companies from around the globe directly linking capital flow between countries through direct share investment. This foreign investment into production and trade has blurred the boundaries of nation sate further for example, as much United States dollar is now traded outside the US as inside  [7]  . This illustrates the truly global nature of finance, with clearly outlined currency boundaries becoming blurred. Possibly the best way to exemplify the true global nature of global economics is through the global financial firestorm of the 2008. This crisis was largely caused by the collapse subprime mortgage system within United States however, due to the interconnected nature of the financial system the collapse of investment banks within the US created a domino effect highlighting failing banks around the world, resulting in implementation of fiscal stimulus packages by governments throughout the western world. Economic globalisation has thus resulted in the ever greater interconnectedness and dependency level of national economies. No longer are nation sates economic decisions enacted in isolation. The global economy is quickly replacing the nation state economy. Critics argue that the loss of sovereignty from nation states in terms of economic policy has reduced accountability for decision when policy collapses however, there can be no argument that even if accountability is lost, globalisation does have and will continue to include an economic aspect. The economic aspect of the phenomenon of globalisation has an undeniable role in shaping a globalised world however; it is only through the linking of this economic aspect with other political, cultural and social aspects that we define globalisation as a whole. The economic aspect describes a greater level of interconnectedness within world markets, however this is not the only way the world is interconnected and thus does not define the complete notion of contemporary globalisation. Political globalisation has become a key constituent part and also a driving force behind contemporary globalisation. These political forces however often go unrecognised, Rarely, indeed are the political aspects of globalisation recognised by either its friends or its foes  [8]  . This does not mean however that this aspect of globalisation is less important or influential to the phenomena as a whole. We shall see that it is in fact political globalisation that often drives interconnectedness in much greater ways than those presented through global markets. The political aspect of globalisation can be easily represented by the plethora of international organisations, supranational bodies and international none governmental organisations, that profess an active role in delegating decision above individual nation sate circumstance, providing a forum for global issues to be targeted. Society in todays more global world is regulated in what can be described as a polycentric manner  [9]  . This is a manner by which even the most basic political decision is involved in a complex command structure based not solely within sates geographical boundaries. Increasingly political decision directly affects the interconnected nature of the world and thus, International organisations have developed in accordance to meet these new demands. An example of this new form of political globalisation is through the ever expanding role of the European Union. Although the Union was initially founded on economic grounds as the European Coal and Steel Community, it was now occupies a much deeper, active role in the daily politics of the 27 member sates. This can be illustrated through an ever greater focus on the social charter and the hoped creation of common European values. This more social aspect of globalisation through the EU however has not been void of critique most notably through the rejection of the European Constitution. States in this instance seemed unwilling for a greater level of deepened integration and pooled sovereignty. Despite this rejection however, there is no doubt that the role of the European Union has become undeniable in the daily lives of citizens, acting as a political institution within the phenomena of globalisation. The most notable institution within this political realm of globalisation is the United Nations, the United nations has an interest indeed and obligation to help secure the equitable and lasting success of globalisation  [10]  . The UN With 192 members represents the very embodiment of legitimate political globalisation. This aspect of political globalisation can be displayed through recent UN interventions into sovereign states, an increasing readiness by the UN to intervene within states would indicate a move towards global governance  [11]  . This intra state intervention notably professes global legitimacy through the support of member states. The UN is authorised in acting to maintain global order, thus the values of Globalisation are expressed through UN intervention. For example the NATO intervention into Kosovo was backed by the UN in order to avert ethnic cleansing. We are here seeing how global agreement through the UN allows the expression of a global consensus o n political values, providing legitimacy to intervene within sovereign states professing a global political mandate. Thus through UN intervention we are seeing a political institution upholding common planetary values thus, acting as a driving force behind the phenomenon of globalisation. This Political aspect of globalisation is also expressed through the growing focus on Human rights and social targets within nations. This once again represents a global consensus on issue and the formation of global policy, again through the UN. The Millennium Development Goals represent the formation of a global consensus to reduce poverty throughout the developing world. Here it is demonstrated that through an International political institution, global policy is formed that is then applicable on a global level. Critics argue that the failings of the millennium development goals highlight that globalisation is not an evenly spread phenomenon however, objective results for this question are regardless. The global agreement of nations to target these areas, exemplifies the way in which politics and policy through international organisations, contributes to the phenomena of globalisation. Another example of the way in which the phenomenon of globalisation is formed is through world issue politics. Within the globalising world, issues have developed that cannot be combated by the nation state alone, rather require global co-operation to resolve them effectively. These challenges to world security and peace have been varied in their origins, acting as agents of globalisation beyond the economic front. There has been a rising consensus between sates that global problems may need global solutions  [12]  . Examples of decisions taken transcending national borders, due to global nature of the issue, are those regarding the environment. The problems surrounding global warming have lead to, although in places reluctant in the case of the United States and China, a general consensus that this threat cannot be tackled effectively by any single nation no matter how large. Successful Global planetary agreements have been reached, notably with the almost universal adoption of the Montreal Protocol. This protocol tackled the depleting ozone layer through the banning of CFCS. Despite this ban having obvious economic impacts on the pharmaceutical companies of the richest nations in the world, Each country would have been better off had it rejected the Montreal Protocol  [13]  , agreement was reached. This signals an instance where Globalisation of issue rather that economics proved a driving force within the political branch of Globalisation. There became a political consensus that for the greater good of each individual country, the economic aspect must be overlooked and collective decision reached. Thus in this case it is not economics that drove globalisation, rather contemporary threats to world security that enabled collective agreement and the formation of global policy, thus contributing to the concept of globalisation. Despite this example however the more recent Kyoto protocol has stuttered greatly in comparison largely due to the most developed states of the world namely the USA and China refusing to ratify more radical cuts in emissions of greenhouse gases, principally on economic grounds. However, it is arguable here that it is not the agreement or consensus of nations on a piece of legislation that represents globalisation, although this is useful it is not necessarily needed. The very fact that every nation of the world entered into dialogue because of the global issue of climate change is enough to strengthen the argument for a globalising world not driven by economic interests necessarily but also to tackle global issues. Cultural interconnectedness is also becoming an ever greater feature of globalisation. It may here be arguable that economics and free trade ultimately dictating the way in which culture is becoming a less diverse concept through the influence and domination of multinational companies on everyday life. However we shall see that cultural globalisation has and will continue to become a distinct phenomenon within globalisation itself. The homogenisation of culture whether damaging or enhancing is taking place. Global brands such as Coca-cola, McDonalds represent an inescapable global culture that it is impossible to evade or counteract. The extent to which global brands are decaying national culture is arguable, however there can be little doubt that one of the most directly perceived and experienced forms of globalisation is the cultural form  [14]  . This cultural globalisation is seen critically by some and positively by others as a largely American phenomenon. Increasingly American brands are penetrating everyday lives in the most distant parts of the world. This McWorld culture is not only synonymous to the fast food industry it represents, but to virtually all aspects of modern life.  [15]   This cultural linkage through global branding has been greater intensified through the communications revolution. This has allowed the time space aspect of the world communication to shrink considerably. Global satellite television channels have allowed the same events to be portrayed simultaneously across the globe leading to a global identity being formed by which peoples around the world become synonymous, relaying the same information through various means of technology promoting links between individuals, communities and societies around the globe. Possibly the most notable example of this cultural aspect of globalisation is the development of language. Through the above mentioned Americanization of world culture native languages have suffered to compete on the world business stage. This has resulted in the extinction of many languages that have no longer proved beneficial in an ever Americanised world. Languages in the world have dropped from 14,500 in 1500 to less than 7,000 in 2000  [16]  , this represents the market like competition of cultures as an added dimension to contemporary globalisation allowing the strong to flourish and the weak to perish, in the continued path to an ever more global homogenised culture. The interlinking and merging of cultures from around the world can be seen as a driving force behind and a constituent part of the phenomenon of globalisation. Cultural practices lay at the very heart of globalization  [17]  , although it may be argued that it is the economic activities of multinational companies drives the global culture we are experiencing today, there is no doubt that this economic aspect is inherently liked to the greater interconnectedness within ideals and values. Multinational companies may drive culture forward through the global dimension of business however, as citizens of the world become familiar with global brands, a much deeper element of cultural globalisation is taking place thus, although linked to economics cultural synonymity is an undeniable part of the complex phenomenon of globalisation. Globalisation thus cannot be described as a purely economic phenomenon. We have seen that contained within globalisation are many different aspects that overlap to form what is understood as globalisation. The economic aspect of globalisation relies upon the political dimension of globalisation through the management of international monetary markets by global institutions such as the World Bank, but also relies upon the global consumerist demand created by a globalised culture. Globalisation is best seen as a spherical three dimensional fluid concept which contains; cultural political and economic aspects, which are dependant rather than independent from one another. A globalised world would not describe the mere interlining of world markets without the same influence of cultural and political interconnectedness that individuals experienced today.