Preventing Childhood Obesity as a Parent

In today's society, childhood obesity is considered a serious public health issue and can be classified as an epidemic. In the United States alone, one in seven children ages 6-17 are considered to be obese. In the last 40 years in the United States the rate of childhood obesity has tripled. The main reason why childhood obesity has become such a serious issue is because children now days live more sedentary lifestyles. Children now days are bombarded with television advertisements urging them to eat foods high in fat and calories while staying inside and playing video games or watching television. Childhood obesity does not only affect children in childhood but can cause a list of health issues in their adult lives also. When it comes to education regarding childhood obesity, the responsibility needs to be addressed by the parents, schools and the media. In the following paper, I am going to explain how childhood obesity can be controlled at home by the parents. Everything can be learned at home and applied to everyday life. I am going to give a brief overview of what the problems associated with childhood obesity are and what are the main contributing factors. I will show also show the long term effects of the issue and how it can also be addressed by the parents. Childhood obesity is costing the United States millions of dollars I health care expenses. In my opinion, I feel that this can be diverted by simple education from the parents. According to the article Facts about Childhood Obesity and Over-weightiness, obese children are statistically not active and consume diets that are high in fat. Most physicians use what they call a Body Mass Index Scale (BMI) to calculate how overweight a child is. Children who are over a 30 when it omes to BMI are considered obese. In order to calculate a person including a child’s BMI, you would have to divide their weight in kilograms by the square of their height in meters (Mokdad,). When it comes to weight gain among children, you have to factor in many things such poor dietary habits, genetic makeup, family lifestyle, socioeconomic status and a child's ethnicity. Obesity is more prevalent amon g Hispanic, African-American and American Indian children, particularly girls (Mayohealth. org). When it comes to children who suffer from obesity most are not overeaters. The main cause of their weight gain is that the majority of the foods they consume contain high amounts of calories. When it comes to consuming excess calories, just an additional 200 calories a day can cause excess weight gain in children and add up to half a pound of fat a week. Although foods high in calories are partially to blame, soft drinks and fruit flavored beverages with high levels of sugar content also are a main cause of weight gain in children. In a recent study, it shows the average teenager in the United States today consumes an average of 65 gallons of sugary soft drinks annually. The number is doubled in elementary school age children and the number in general has tripled in the past two decades. When it comes to the issue of childhood obesity, diet is not the only factor contributing to the problem. Many physicians and child psychologist also blame the increase television viewing and a child’s more sedentary lifestyle. When it comes to watching television it does not require a large expenditure of energy and is usually accompanied by high-calorie foods. The American Heart Association reports that on average, a child watches a total of 17 hours of television a week. This report does not include the time spent playing both video and computer games. In one study performed by the American Heart Association, they found that a child who watches more than five hours of television a day have a greater risk of weight gain than children who watched less than two. (Mayohealth. org) Along with sedentary lifestyles, the addition of fast food can lead to obesity in children. As you drive in any town and city located in the United States, the one thing you will notice is that there is a fast food chain on almost every corner. Along with a fast food chain on every street corner, children watch television that are filled with commercial and advertisement showing their newest food selections. Many of these commercials have been geared toward children and can be associated with the rise of childhood obesity. In a recent study, researchers have found out that families that choose fast food as a meal three or more times a week do run a higher risk of obesity and larger BMI’s. When it comes to all fast food chains, the one thing they all have in common is that every kid’s meal comes with a choice of a boys or girls toy. The other thing they have in common is the absence of fresh fruits, vegetables and whole grain. The absence of these healthy choices can make the effects of the burgers and fries that much more severe. In order to solve the problem of fast food, parents can balance a burger with regular exercise. With this combination, you can balance fast food with healthy choices. In a 1996 U. S. Surgeon General’s Report regarding fitness, nearly half of young people ages 12 to 21 years of age are not psychically active. The American College of Sports Medicine reports that, due to financial constraints, only one-third of schools now offer physical education classes and many children today finds team sports too competitive or costly to join. (Mayohealth. org) Physical education and organized sports not only provide children with an active lifestyle, but it also teaches them discipline. Although it is important for schools to provide young children with sports and physical education, the main responsibility lies at home with the parents. The effects of childhood obesity does not just end when the child grows into an adult but can cause further health issues in the future. Childhood obesity has been linked to hypertension, cardiovascular disease and diabetes. Being extremely overweight and not active as child causes the buildup of excess fat which circulates the blood and eventually turns into plaque. The plaque caused by this excess fat begins to slowly accumulate in arteries which causes a strain on the veins. The accumulation of this plaque can occur early in childhood and could lead to heart disease or a eart attack as an adult. The distribution of fat in the body has an important effect on one's blood pressure. Hypertension is a chronic medical condition in which the systemic arterial blood pressure is elevated. Young overweight adults between the ages 20-45; are six times more likely to have hypertension then normal weight peers the same age. This number is increased if an adult grew up as an obese child. An accumulation of fat results in the release of fatty acids into veins which causes an excess of hepatic synthesis of triglycerides, insulin resistance and hyperinsulinemia. The Journal of the American Medical Association Volume. #282) Along with heart disease, diabetes is another health issue associated with early childhood obesity. Obesity increases the risk of non-insulin dependent diabetes and causes two different forms of the disease. One form of diabetes is the increased demand for insulin the other form is the resistance of insulin in an obese individual. Obesity causes a resistance to insulin that increases the insulin production to compensate the excess of glucose circulating in the blood. This excess causes damage to beta cells in the pancreas, producing insulin. (The Journal of the American Medical Association Volume. #282) Along with physical and health issues, psychological issues are also associated with childhood obesity. In today’s society a lot of emphasis has been placed on physical appearance. This is made evident in the media which portrays what they consider the ideal image of a person. These images make overweight people feel unattractive and unwanted. Many people in today’s society assume that obese people are lazy, fat, gluttonous and unattractive. It is because of these prejudices that cause children to feel rejected, shame and depression. Like health issues, psychological issues can also be carried over from childhood to adulthood. When it came to the treatment of childhood obesity, many thought it could be achieved through strict dieting and exercise. This was found to be unsuccessful in most cases due to the fact children did not have the support in order to accomplish this goal. A new treatment involving a family-based approach is now being introduced as possible treatment for childhood obesity. These programs are more successful because they maintain or slowly help a child lose weight as he/she grows (Mellin). These programs focus on the entire family, promoting physical and emotional well being and not diet. In order to perform this type of treatment, medical professionals have to first do a bio-psychosocial assessment to see if there are any medical or psychosocial problems. (Mellin) Once this is established, they can then address the symptoms of obesity and the causes of the weight gain. When it comes to the issue of childhood obesity, it is important to involve the entire family in treating this problem. Children need motivation and support from their family prior to the involvement of dieting or exercise. With a strong support structure, it allows children to feel they can accomplish anything. In my opinion childhood obesity is a serious problem because it affects all areas of today’s society. Childhood obesity affects a person’s health, psychological well-being, the medical field and the family. I feel that in today’s society they many consider exercise, dieting and medication a quick fix in solving the problem. I feel that the problem of childhood obesity can be resolved at home with proper education and support. All health problems in children that can be prevented starts with the parents prior to the involvement of anyone else. As a parent of an overweight child, the first thing you must do is set attainable goals. The most important thing is you have to learn how to walk before you can run. The benefits of setting attainable goals are that when an overweight child accomplishes the goals you have set it provides them with the motivation to accomplish more. If you set the goal to high and the child does not accomplish them, it makes them discouraged and will make it harder for them to achieve more. I feel along with support and motivation, an overweight child needs proper education regarding proper diet. I feel that many parents today feed their children what they want because they feel it is making them happy. What parents have to understand is just because it makes them happy doesn’t mean it is good for them. When feeding children full meals, a healthy diet containing less than 30% fat calories is considered sufficient in raising healthy child. Moran) Parents should also only offer snacks when the child is hungry. The most important rule when offering a child a snack is to make the snack healthy. Parents should offer their children fresh fruit, raw vegetables and water rather than sugary soft drinks. I feel that now days many parents use food as a reward rather than for nutritional purposes. In my opinion children should be pra ised verbally and not given snacks like dogs when they do something well. Verbal praise I feel works well especially when a child makes a healthy choice options. Another way a parent could help children maintain a healthy body weight is to encourage the child to participate in sports for at least a half an hour a day (Levine). Parents should encourage children to be active and go outside to play. Parents should also participate and encourage their children to play organized sports. When parents are involved in their child’s active lifestyle, children tend to see it all the way through. Parents should also limit children watching television and playing video games. Television and video should be used as a reward rather than a parenting tool. When it comes to childhood obesity and many other childhood diseases, parents now days are more anxious to throw medication at it or go for the quick fix. In my opinion, before a child can even talk they learn from everything you teach them as a parent. The issue of childhood obesity is never going to go away but it can be curved with a simple lifestyle change. All the learning starts at home and all habits whether good or bad starts at home too. When it comes to the issue of childhood obesity, parents have to learn that they are the key to their child living a healthy lifestyle and growing into healthy adults.

Hunting Snake and Cockroach Essay

The poems â€Å"Hunting Snake† and â€Å"The Cockroach† are very different but also vastly similar poems. The predominant language feature that is common in both poems is an extended metaphor – this is used in â€Å"Hunting Snake† to represent the colonisation of the Aborigines in Ancient Australia, and in â€Å"The Cockroach† to represent human nature, values and the way we live our lives. The poem â€Å"Hunting Snake† is obviously a poem about a group of people coming across a snake, staring in awe at its beauty and dissimilarity and then moving on. Wright uses a lot of sibilance in this poem, perhaps to emphasise the snake. However if we explore deeper we notice that the poem is not about this at all – in fact it has an exceptionally different meaning. The entire poem is an extended metaphor for the colonisation of the Aborigines in Australia – the snake represents the Aborigines and the persona represents the colonisers. Although the colonisers saw the incredibly beautiful and unique Aborigines, they simply looked at each other and walked on – this is exactly what happens during every colonisation. The colonisers do not think about anyone else’s feelings, just their own personal or monetary gain. Hunting Snake is a poem about ancient beliefs and values, and the way that humans acted many years ago. In comparison, the poem â€Å"The Cockroach† is also one that addresses the issue of human nature and values. Kevin Halligan uses a cockroach to portray a ‘disgusting’ creature, one that many people are eager to kill and get rid of. Cockroaches also have a very nomadic lifestyle – they scurry about from place to place, never settling down and are always â€Å"on the go†. Halligan wishes for us to compare the cockroaches’ lifestyle with our own – the scampering motion of the bug is a reflection of his (and all humans’) nomadic lifestyle. By describing these frantic movements he is saying something about how most of us live our lives and our incapability to settle down – we are all in a hurry to move on to the next chapter in our lives, the next milestone, the next day, month, or year. This poem is set in modern day, it is written as if the cockroach is inside a house or a building, not outside like Hunting Snake. This technique helps to give us a better understanding of the poem – we can more easily relate it to human nature and our own lifestyles.

Merger For Success In The US Airline Industry Research Paper

Merger For Success In The US Airline Industry - Research Paper Example Prior to regulation, there were no reports of airline bankruptcy. However, since deregulation in 1978, bankruptcy has become commonplace.    Between 1978 and 2001, nine major airlines inclusive of America West, Braniff, Continental, Eastern, Pan Am and TWA and more than 100 smaller carriers declared bankruptcy or liquidated its assets (Kaps, Hamilton & Bliss, 2012). The irony is that deregulation was thought to be appropriate on the basis that previous concerns about distorted competition and monopolies had been unfounded (Kaps et. al., 2012).   As Kaps et. al. (2012) explained, government officials believed that the dynamics of the market would facilitate operations â€Å"approaching pure market competition without governmental economic regulation† (p. 7).  Prior to regulation, there were no reports of airline bankruptcy. However, since deregulation in 1978, bankruptcy has become commonplace.    Between 1978 and 2001, nine major airlines inclusive of America West, Bra niff, Continental, Eastern, Pan Am and TWA and more than 100 smaller carriers declared bankruptcy or liquidated its assets (Kaps, Hamilton & Bliss, 2012). The irony is that deregulation was thought to be appropriate on the basis that previous concerns about distorted competition and monopolies had been unfounded.   As Kaps et. al. explained, government officials believed that the dynamics of the market would facilitate operations â€Å"approaching pure market competition without governmental economic regulation†.† (p. 7). The terror attacks of September 11, 2001 introduced greater difficulties for an already struggling airline industry (Wensveen, 2011). Losses to the US airline industry following the September 11, 2001 amounted to an estimated US$17.7 billion. However, it has been argued that the failures in the airline industry cannot be entirely attributable

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Of the People - History of the United States - Assignment Example Of the People: the history of the United States describes the events of the colonial era and shades understanding of various events that culminated in the colonial era into the independence of US. It notably covers the American Revolution History among other aspects of the colonial dispensation during the reign of the British Empire. American Revolution was a consequence of a misunderstanding between the Parliament and the British legislature. These two bodies defined the war-line due to their contrasting ideology concerning taxation of the people. It was the right of the public to elect their representatives in the parliament. However, the Parliament main role was to pass bills that favored the colonialists. Britain was still in control of the parliament implying that there was no real representation of people and especially no control over the taxation control. The few elites in the parliament like George Washington disputed the ideology leading to the long-term conflict between th e parliament and colonialists. The crumble of the French Empire prior to the revolution started from within. The French holding the North American for a long time were initially engaged in war by King George. Though he never won, the war created multiple cracks in the empire that resulted to its eventual crumble. The crumble came because of massive expenditure, especially during the war. The economic destabilization eventually led to the collapse of the empire that created an opportunity to the British.

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Ikea company - Case Study Example Through an integrated marketing communication approach, a consistent message will be delivered to the customers. Being an international company IKEA should adopt a globalised approach however, because of significant impact of culture in furniture industry, localised advertisement approach will be selected. The localisation approach can create consistency problems for IKEA (Wells, Burnett, & Moriarty, 2006). To keep the consistency in message while focusing on localised approach, it will be ensured that message of the ad conveyed through different mediums has significant consistency in its content, positioning of brand and feel of the ad. Therefore, advertisements for all mediums will be developed in consideration to target market, brand positioning etc. To target the diverse customer segments the primary media for IKEA will be Television. TV advertisements can convey the mood and image of the brand to develop an emotional appeal (Belch & Belch, 2003) therefore, TV is the most suitable broadcast media. Secondly, booklets of IKEA’s products can be printed which can be distributed via direct mail to the potential customers. Moreover, these booklets can be also made available at

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Human Services Program and Profession Unit 4 discussion - Research Paper Example It gives me a relentless rejuvenation to impact my intervention. Education is a very key aspect of human life. It may be argued that it is not a basic need, but reasoning beyond common knowledge depicts the contrary. Education is a shield that needs to be fortified at all levels (Grey, Hudson & Nelly, 2001). I have taken it upon myself to further my studies in order to participate in the high accolades of disseminating education to the world society. Guided with education, the world is poised for greater heights. Studies show that well over 90 percent of the world invention came as a result of education in one form or the other. We live in a civilized society thanks to education. We are currently marveling at the fruits of the efforts put in by our forerunners towards enhancing education. We are obliged to take the mantle. I shall not relent until I play my role in human

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Criteria of Nursing as a Profession - Essay Example This paper illustrates that from the first requirement of a profession, nursing is a specialized body of knowledge which combines sciences and technology, with interpersonal skills such as compassion and communication skills. Nursing is a specialized body of knowledge since nurses are required to know specialized tasks such as cure and coordination of patient safety. The knowledge includes topics such as cell biology and human anatomy. Other specialized courses in knowledge body of nursing include pathology, immunology, reproductive health, medical microbiology, and embryology. Nurses are also supposed to be aware of specialized issues like human nutrition, clinical pharmacology, occupational health and safe motherhood issues. The caring aspect of nursing requires all the professionals in the field to understand a patient’s needs and use clinical nursing knowledge in determining the outcomes of treatments. Nurses are supposed to accurately diagnose the patient illness and resp onse to medication and treatment offered by physicians and medical doctors. The body of knowledge in nursing is constantly increasing. The emergence of new types of diseases and medical treatment discoveries have increased the body of knowledge in the nursing profession. Nurses are expected to participate in ongoing education in order to enhance nursing practice and health issues. Nurses are expected to utilize creativity and innovativeness in delivering quality care to patients. The body of knowledge has increased due to many academic and professional research studies that aim at improving the quality of patient care. Many institutions of higher learning have embarked on finding the most effective means of providing low cost and quality care to patients. New knowledge in nursing is developed to improve education and professional practice. New nursing patient-care models and theories have been developed over the years to enhance learning and nursing practice. For instance, nurses ar e expected to demonstrate their commitment to lifelong learning. Nurses are also supposed to have required experience and skills before they can be allowed to practice privately. As a professional requirement, all the nurses should furnish records of their commitment to lifelong learning and evidence of competency in their areas of practice.

Comparing The Success & Future Of Open & Closed Source Software Essay

Comparing The Success & Future Of Open & Closed Source Software - Essay Example This report examines the potential inherent in the Open Source Software and the factors that have hindered its widespread usage thus far. This information will then be used to arrive at an assessment of whether or not open source software could better serve the needs of public sector institutions as opposed to closed software. Open source software is not the same as freeware. Open source is software that a user can use and freely modify or distribute to others, subject to some minimal restrictions to protect the copyright license which exists on the software (Ebert, 2009). Free software on the other hand, is software that can be copied, modified or distributed without any restrictions at all.(www.chopey.blogspot.com). The opposite of freeware is closed software. This is software that is not freely available and cannot be used without restrictions; it must be purchased from the individual or company that holds the copyright over its use. The notable example of this is the proprietary Windows software owned by Bill Gates’ company, Microsoft. The design of software is viewed as an investment because it involves an investment in formulating it, but at the same time it also provides benefits in that it facilitates certain operations, which justified the costs(Slaughter et al, 1998). Where closed source software is concerned, it is the short term returns from the software that assume a greater level of importance; as a result quality may sometimes be sacrificed in order to ensure that a piece of software is produced within stipulated deadlines. (Slaughter et al, 1998). Due to this, the quality of the source code may be lacking, so that after a certain period of time it will need to be replaced, updated or modified. Since closed software is proprietary with a copyright and cannot be freely copied or modified, this often means that the Company which produced the

Plato - Philosophy Essay Example for Free

Plato Philosophy Essay The Republic is one of Plato’s longer works (more than 450 pages in length). It is written in dialogue form (as are most of Plato’s books), it addresses major issues in almost all of the branches of philosophy. The central theme in the book seems to be the nature of justice, a topic in political philosophy, but Plato also has his characters explore issues in ? philosophical cosmology, ? philosophical theology, ? philosophical anthropology, ? ethics, ? aesthetics, and ? epistemology. The parts of the Republic that are contained in our text (pp. 107-123) focus on Plato’s idea (ideal?) of the Philosopher Ruler. According to Plato, ? the best possible political system (state) ? will be ruled (governed) ? by PHILOSOPHERS! (Is he kidding? ) Our reading selection contains the following themes/sections: ? ? Introduction on the unifying of philosophy politics (107) Why true philosophers would make the best rulers (108-12) †¢ What is true philosophy? (108-11) †¢ Love of wisdom (108) †¢ Knowledge of true reality (108-9) †¢ The distinctions between knowledge, ignorance and opinion (109-11) †¢ How is a true philosopher different from a lover of opinion? (111-12) †¢ Who is best suited to rule the state – lovers of opinion or true philosophers? (112) ? ? Political leadership and knowledge of the Good (112-13) The ascent of the mind to knowledge of the Good (113-123) †¢ The analogy between the Good and the sun (113-15) †¢ The image of the divided line (115-18) †¢ The allegory of the cave (118-123) The selection in the text begins at a point in the Republic after Socrates, Glaucon, other characters have been discussing the nature of justice and the marks of a just political system for some time. So we are coming into the middle of the conversation where Glaucon is pressing Socrates to state whether it is possible for a really just political system to come into existence. Before answering Glaucon’s question, Socrates wonders whether it is worthwhile to What does he say construct a theoretical model of a good political system even if such a system could about this? Do you agree? Why not actually exist. or why not? Back to Glaucon’s original question: Can a really just (or at least approximately just) political system exist? What would make it possible? (It is the separation of philosophy political power. ) And this leads to . . . . unless political power philosophy are brought together those who now pursue either the one or the other exclusively are prevented from doing so -neither our political problems nor our human troubles in general can be ended . . . . † (Text, pp. 108-111) True Philosophy True Philosophers What are the characteristics of a person who is naturally suited to practice philosophy? According to Socrates (Plato), a true philosopher ? loves the whole of wisdom and is satisfied with nothing less; ? recognizes the difference between particular things and the essences (or forms) of which particular things are likenesses (e.g. , beautiful things vs. Beauty itself); and ? knows the differences between knowledge, ignorance, and opinion. Plato argues that someone who really loves something must love that thing as a whole and not just some aspects of it. On that basis, he concludes that a true philosopher (lover of wisdom) must desire wisdom as a whole and not be content with having just some wisdom. Do you agree with this? Do wine-lovers really love all wines? A true philosopher recognizes the difference between particular things and the essences (or forms) of which particular things are likenesses (e. g. , beautiful things vs.Beauty itself). One of Plato’s major metaphysical theories is known as the â€Å"Theory of Forms. † According to that theory, ultimate reality is a realm of forms (essences) not accessible to the senses but only to the mind (intellect). He calls that level of reality the â€Å"intelligible realm† (because it is accessible only to the intellect). The perceptible world (i. e. , the world we perceive through our senses) is a reflection or copy of that higher intelligible world. (The Greek word for â€Å"form† or â€Å"essence† is eidos. ) Do you think it is possible for one thing to be really more beautiful than another thing? Well, how is that possible if Absolute Beauty does not exist? How can â€Å"A† be more beautiful than â€Å"B†? Doesn’t â€Å"A† have to be closer to Absolute Beauty than â€Å"B† is? But how can â€Å"A† be closer to (or â€Å"B† be further away from) Absolute Beauty if Absolute Beauty does not exist? A true philosopher knows the differences between ? Knowledge, ? ignorance, ? opinion. Plato’s view of knowledge, ignorance, and opinion (Text, pp. 109-111) State of Mind Knowledge Opinion Ignorance Object What is (Being, Reality) What is is not (Becoming) What is not (Nothingness, Unreality) Access Intellect Perception ? (Do you agree with this setup/theory?) Is Plato right about knowledge, ignorance, and opinion? Here’s a different view†¦. What about knowledge? The three basic questions in epistemology ? ? What is knowledge? How does it differ from opinion? How do we acquire knowledge? What are its sources? Rationalism vs. Empiricism. (What about Intuitionism and Revelationism? ) ? What are the extent and limits of knowledge? What can be known, and what cannot be known? A (fairly) standard definition of knowledge (and opinion) ? Knowledge is justified (i. e. , verified) true belief. †¢ To know is to believe. †¢ The belief must, in fact, be true. †¢ The belief must be justified (i.e. , verified, proved) by some standard and generally recognized means. ? Opinion is belief that may be true or may be false but that has not been or cannot be justified (i. e. , verified, proved) by any standard and generally recognized means. Of course, some opinions that are rationally defensible in the weak sense are â€Å"justified† in a limited way. And what about ignorance? Isn’t ignorance basically an absence of knowledge? Of course, opinion is also an absence of knowledge. So perhaps ignorance is a certain or special kind of opinion that is in some sense groundless (in a way based on nothing, as Plato says). ? There seem to be various types of ignorance, including unintelligent ignorance, as when someone asserts dogmatically that a false proposition is true or that a true proposition is false. There is also intelligent ignorance, as when someone does not know X and acknowledges forthrightly that he does not know it, etc. More thought is needed on this matter†¦. ? However, Plato’s view of ignorance as having non-being (nothingness) as its object does not seem correct (or at least not completely correct). ? ? ? Lovers of wisdom (philosophers) they recognize the existence of absolute, transcendental essences such as Beauty Justice in themselves, and they seek knowledge of such absolutes. ? Lovers of opinion -they recognize only particular perceptible things do not believe in the existence of absolute essences such as Beauty itself. So what is the nature of the Absolute Good? (Text, p. 112-113) In approaching the problem of defining the nature of the Absolute Good, Socrates (Plato) sets forth three very famous illustrations of his overall perspective on knowledge reality. These are I The Good the Sun The Good is to the mind as the sun is to the eye, i.e. , just as the sun’s light enables the eye to see in the perceptible realm, so the Good illuminates the mind and enables it to â€Å"see† in the intelligible realm. (See text, pp. 113-115) 2 The divided line (Text, pp. 115-118) States of Consciousness Philosophical Wisdom E Objects of Consciousness The Good Other Forms Knowledge D Intelligible Realm Scientific Knowledge Informed Opinion Delusion C B Mathematical Scientific Objects Opinion Perceptible Objects Images Perceptible Realm A (Text, pp. 118-123) Can you link the images on the following slide to Plato’s depiction of the cave world on pp. 118-121 in the text? Now that the prisoner has â€Å"seen the light,† ? What might happen to him if he were to go back down into the cave-world? (pp. 119-121) ? How does he feel when he looks back down into the cave-world? (pp. 119) ? How does the allegory of the cave illustrate Plato’s overall view of knowledge and reality? (p. 121) More questions: ? What’s the philosophical difference between coming into the darkness from the light coming into the light from the darkness? (p. 121) ? What, according to Plato, does the allegory of the cave tell us about what the process of education should be? (pp. 121-122) there are the big questions: Why should we want philosophers to rule? How are we going to get them to rule? Since we are asking them to come back down into the cave-world, won’t we be doing them harm by making their lives worse rather than better? (Text, pp. 122-123) What do you think of the following statements by Plato (Socrates)? â€Å"The best rulers of the state are those who know the Good, who don’t look to politics for their happiness, who live a higher life than the political life. † â€Å"Political power should be held by those who do not want it. † The End (for now).

How to tame a wild tounge Essay Example for Free

How to tame a wild tounge Essay In the essay, â€Å"How to Tame a wild Tongue,† Gloria Anzaldua the author, states the importance of maintaining one’s native tongue. She believes that people should speak whenever or however they please given that it does not harm anyone. Anzaldua does not want to escape her Mexican ways such as speaking Spanish. It is a vital part of her life because she communicates with her family members speaking a variety of Spanish dialects. Since she has no other way to show her Mexican ways, it is key that she speaks Spanish to maintain her Mexican pride. People take pride in the languages that they speak and its not right for others to tell them they are not allowed to express themselves in those foreign languages. On the other hand, it is important that to speak English in order to communicate with her classmates, teachers, and anyone around her. English is fast becoming the dominant means by which the world is able to communicate. It is being referred to as the global language as it is seen as a common means for interaction between different countries. This new phenomena can be seen in a positive light because the use of English as a common language brings efficiency and greater understanding. Nevertheless there some people who believe that this fact has changed and that now it is more important to learn Spanish and Mandarin than the English language. Anzaldua dealt with this issue on a consistent basis in her school life. Though she was not told to lose her Spanish ways, she felt that speaking English would not allow her to express herself. Especially in the American culture, it was necessary for her to learn English to communicate with her peers. Furthermore, the English language is the number one lingua franca no other comes close. At the moment about 1. 113 million people speak Chinese as their mother tongue, whereas about 372 million speak English. Following this criterion Chinese must be the world’s global tongue; and yet analysts considered English to be the global language of the century. Imagine if China’s economy takes flight in the coming few years, enabling the country to replace the United States as the greatest economical power, there would be a possibility that China could take over in the next couple decades. In fact, reports have shown that the number of Chinese learners is increasing dramatically. Chinese learners in Africa, for example, have increased to 8,000 in the year 2005. The Forum on China-Africa Cooperation published the statistic in a 2005 report. The report also says that â€Å"in Sudan alone, Chinese learners have amounted to 450, and many have come to China to learn on Chinese government scholarships, according to Peter Nyot Kok, Minister of Higher Education and Scientific Research of Sudan. † According to the U. S. Bureau of the Census, ten years ago about one in seven people in this country spoke a language other than English at home. Since then the proportion of immigrants in the population has grown and grown. Ever-wider swaths of Florida, California, and the Southwest are heavily Spanish speaking. Hispanic people make up 30 percent of the population of New York City, and a television station there that is affiliated with a Spanish-language network has been known to draw a larger daily audience than at least one of the citys English-language network affiliates. According to the census, from 1980 to 1990 the number of Spanish-speakers in the United States grew by 50 percent. Statistically, more people in the world speak Mandarin than English, but Mandarin is not spoken much outside Asia. A global language is a language spoken internationally. A global language is not only a majority people spoken, but also use in international organization or international event. It’s a well-known fact that there is huge demand for English speaking professionals in China who can facilitate international business. There is also acute demand for English teachers who can make the Chinese students better equipped for modern-day business and life. Chinese has more native speakers, however, it also has simplistic grammar, and it lacks articles, prepositions, verb conjugation and tense, singularity and plurality of nouns making it less effective than English at expressing complex meanings. It is also tonal, which limits the speakers use of tone for emotional and conceptual expression. Furthermore most Westerners find the Chinese writing system difficult to grasp. So from emerging trends, it seems evident that Chinese is not more popular than English as a global language. English is widespread largely due to the fact that it is used so heavily in television, film and music. Hollywoods global spread has contributed strongly to the international popularity of English. It is also the predominant language on the Internet. Web pages in other languages often tend to have an English translation. The British Empire and the dominant nature of American popular culture have contributed overall to the spread of English across the planet. Because of this many young Hispanics have favored adopting the English language into their culture. In South East Asia, as a result of English becoming a kind of global currency, there is a large turn towards acquiring language skills not in any language but most specifically in English. As the world becomes more â€Å"globalized† or as corners of the planet open up for trade relations with other countries and tourism booms, the need for English increases. Hotels, shops and schools have a desperate desire to sell their services and make a living. People’s ability to survive is strongly linked to their ability to communicate in English. Consequently native languages become redundant and even endangered. People focus on learning English over learning other languages and also in many cases need to use their individual languages to a lesser degree. In fact more Asians speak English than anyone else. One of them is that it facilitates the exchange of information from one part of the world the other with ease. It is through the existence of a global language like English that peace and trade has been enhanced between dissimilar countries. It has also facilitated the mobility of people both in their physical terms and also electronically. Sufficient statistics indicate that most trade is done electronically and this is greatly facilitated by English as a global language. Finally, there are economic advantages connected with a global language. Crystal claims that the â€Å"more a community is linguistically mixed; the less it can rely on individuals to ensure communication between different groups† (Crystal 2003:11). Consequently linguistically mixed communities, as well as the global community, are spending large sums of money on translations and interpretations in order to reach its citizens. A global language known and spoken by everybody would undoubtedly lower these costs, and the spared money could be used in other important areas instead, for example in humanitarian aid. In fact, during the last decades the need of interpretation and translation in international organizations has progressively has been decreasing thanks to the expansion of English. Many international organizations find it necessary that all people involved speak English, since the translation expenses would be too high. According to Crystal â€Å"half the budget of an international organization could easily get swallowed up in translation costs if there was a lack of a common language† (Crystal 2003: 12). Mutual intelligibility, great career opportunities and reduced administrative costs are some of the advantages a global language would give. We are in need of an international language for communication, politics, trade and security, but at the same time we are worried about language death, the advantages native speakers will have and all the disadvantages non-native speakers will face. English is growing, it is a strong language, and its future seems bright. My opinion is that if there will ever be an official international language English is the best option. It is a strong, well-developed language with millions of speakers. Even if a global language might be important, different languages are of importance for their culture and for the development of their native speakers. Anzaldua wants to maintain her heritage by speaking her language constantly. She is in fear that speaking English will lead to the death of her heritage, but the integration of her heritage with English will only allow her to have communication with more people around her. Languages make the world more interesting and more alive.

Leadership competencies and attitudes for success in globalization

Leadership competencies and attitudes for success in globalization Understanding of international interaction is essential for transnational organizations to work effectively in todays global business environment. The level of this understanding is related to possession of international competencies within an organization (Gupta and Govindarajan, 2002). Although the need to develop leaders with adequate competencies has become obvious in recent years (Adler and Bartholomew,1992; Brake et al., 1995; Brake, 1997; Morrison, 2000; This source has not been included in the reference list Bonnstetter, 1999; Suutari, 2002), there is still a significant gap between the international human resource requirements of global strategies and their realization (Adler and Bartholomew, 1992; Engle et al., 2001, Morrison et al., 1999). The process of identifying core competencies usually entails having employees identify core competencies by scanning and assessing company-critical resources, capabilities, and competencies three factors commonly referred to as associated concepts. In the identification process these concepts often become conceptually and empirically merged, something that occurs in strategic management research too, when these associated concepts are defined interchangeably. For example, capabilities and competencies are defined interchangeably by Spanos and Prastacos (2004). Furthermore, diversity and complexity increase in a domestic working environment as business operations become more international. The dynamics, complexity and diversity now characteristic of global environment are diffusing into the domestic environment (Gregersen et al., 1998; Harvey and Buckley, 2002) making increasing demands on management and leadership competencies at all organizational levels. Therefore, increasing under standing of different aspects of globalization and interrelationships of various factors and their changes will help organizations to meet the new challenges brought by globalization, whether their primary operation environment is domestic, international or global. Employees need to learn about culture and cross-cultural communication if they are to work effectively with minorities within their own society or with foreigners encountered at home or abroad (Harris and Moran, 1987, p. 56). The development of global competencies should be based on the global business strategy which determines what kind of global presence is desirable, how many and what types of international or global jobs, projects, task forces, and other types of interactions exist (McCall and Hollenbeck, 2002). Competency development process should start from an analysis of the dynamics of the global business environment and the core competencies, continuing to identifying the profiles of necessary human resources and ending with identification of necessary competencies for specific jobs/functions. Once the specific leader competencies have been identified, the next step is to build bench strength effectively (Brake, 1997; Gregersen et al., 1998). The other assumption is that global leaders have just developed their (general) competencies into a higher (global) level. Bartlett and Ghoshal (1992), and Baruch (2002) argue that there is no such thing as a global manager, or any universal criteria for gl obal managers. Instead, Bartlett and Ghoshal see global management as being a task of a network of specialists including business managers, country managers and functional managers.Yet, they suggest that the top executives are the leaders who manage the complex interactions between the three types of managers, and they must understand the strategic importance of each specialist. The majority of the research on international assignments and positions has been research about expatriates. Some authors have stated explicitly their focus being on global managers/leaders and yet, discuss issues related to the target country such as cultural distance. However, a global leader (or manager) is not necessarily an expatriate, and vice versa. The value of an expatriate assignment as a major developmental experience for those pursuing global career is widely acknowledged. Therefore, and because of scarcity of pure global leadership literature, expatriate literature as well as general leadership literature is relevant also when studying global leaders. Overall, the previous research on global leadership competencies has been dispersed and more synergistic research is needed, together with a more comprehensive theoretical framework, to understand the processes and interactions underlying the development of a global leadership potential (Tiina, 2004). This paper attempts to take a step towards such framework, Secondary data was collected based on the finding of published papers, articles and books perior studeis , the world wide web , existing global leadership and other related literature, these data was reviewd and disscussed to combine findings and suggestions provided in previous literature in a more integrative framework of global leadership competencies and attitudes. The structure of the paper is as follows; The terminology used in the international/global leadership ,literature is reviewed and discussed first and the more integrated framework was described in the chapters that followed. The results identefied 12 competanceie as an assessment and intepret tools to provide an opportunity for experts to reflect on the structure of their company or organisation and to rate the CEO, corporate staff, subsidiary general manager and staff, as well as all employees in general. then indicated whether the competency is essential, use ful or not necessary for the CEO, corporate staff, subsidiary general manager and staff, and all employees, in order for the transformational goal to be realised and to make globalisation work. Litreture review The main outcomes of previous research Recent research supports the idea that there are a limited number of key competencies, over and above the contextual ones, that predict successful behavior in a global environment (Jordan and Cartwright, 1998; Gregersen et al., 1998). As was already mentioned earlier, most of the previous research regarding international competencies has been done on and among expatriates, but much of this research is also relevant when studying global leaders. Harris and Moran (1987, pp. 226-227) review of earlier literature produced nearly 70 dimensions of overseas success of which 21 are given priority as being more important for foreign employment. However, this listing focuses on filling specific expatriate positions, including many practical and contextual items such as adaptability of spouse, promotability, interest in host culture etc. Harris and Moran (1987) focus on cross-cultural interaction and suggest that the main outcomes of cross-cultural training can also be used as selecting criteri a for overseas service. These are empathy, openness, persistence, sensitivity to intercultural factors, respect for others, role flexibility, tolerance of ambiguity, and a two-way communication skill. Srinivas (1995) defines eight components of global mindset which form the base for competencies needed to meet the challenges organizations/individuals face especially when entering a global environment. The components are: curiosity and concern with context, acceptance of complexity and its contradictions, diversity consciousness and sensitivity, seeking opportunity in surprises and uncertainties, faith in organizational processes, focus on continual improvement, extended time perspective, and systems thinking. Rhinesmith (1996) has identified six characteristics of global mindset that lead to global competencies. These are: bigger, broader picture (leading to managing competitiveness), balancing contradictory demands and needs (managing complexity), trust in networked processes, rather than in hierarchical s tructures (managing adaptability), valuing multicultural teamwork and diversity (managing teams), flow with change/seeing change as opportunity (managing uncertainty), and expanding knowledge and skills, being open to surprises (managing learning). In the same line, Rosen (2000) maintains that globally literate leaders possess four global literacies. These include personal, social, business, and cultural literacy. Jordan and Cartwright (1998) maintain that the key to international success lies in a mixture of personality characteristics and managerial competencies. Managerial competencies include relational abilities, cultural sensitivity, linguistic ability, and ability to handle stress. Conner (2000) also identifies a number of skills and capabilities needed by leaders working in a global company, organizing them under six headings: business savvy, ability to use personal influence, global perspective, strong character, ability to motivate people, and entrepreneurial behavior. Mumford et al. (2000) have defined five categories of leadership skills for the changing world. In addition to social judgment skills, social skills, and creative problem solving skills leaders need four types of knowledge: knowledge related to task, business, organization and people. Resources and the process of identifying core competencies usually entails having employees core capabilities by scanning and assessing company resources, capabilities, and competencies ,three factors coming referred to as associated concepts .in the identification process these concepts o ften become conceptually and empirically merged, Something that occurs in strategic management research too. For example, capabilities and competencies are defined by Spanos and Prastcos (2004) and capabilities by Peteraf and Bergen (2003) and Ray et al. (2004), and skill, competence. Other scholars, however, have more usefully distinguished these associated concepts (Branzei and Thornhill, 2006; Savory, 2006; Ljungquist, 2008). Were are the first three items? The fifth item is willingness to exercise these skills. Caligiuri and Di Santo (2001) have approached the desired competencies from a company perspective and identified eight desired developmental dimensions for global leadership programs: ability to transact business in another country, ability to change leadership style based on the situation, knowledge of the companys worldwide business structure, knowledge of professional contacts worldwide, knowledge of international business issues, openness, flexibility, and ethnocentri sm (getting away from it). Spreitzer et al. (1997) focused on finding candidates for those leadership programs, individuals possessing global leadership potential. They have identified 14 dimensions or themes underlying success as an international executive, making a clear distinction between the end-state skills and the ability to learn from experience. Jehad (2009) identified that the core competencies had a significant impact on competitive advantage. Goh (2010) examines how to improve the quality of products and services in the age of globalization reviwing the traditional concepts and the six segma framework, ilustrates how paradigram shifts must affect to achieve real gains in quality. The competencies required for globalisation The above disscussions and further review of relavent litreture is indicated (12) organizational and individual competencies required to make globalisation work have been drawn up (Fig.1). These competencies will be described and developed in this and the following three chapters.these competencies are described into the below table as a finding of such review and also in the dissucssions follows. Attitudes Possesses a global mindset Works as an equal with persons of diverse backgrounds Has a long-term orientation Leadership Facilitates organisational -change Creates learning systems Motivates employees to excellence lnteraction Negotiates and approachesb coflicts in a collaborative mode Manages skillfully the foreign deployment cycle Leads and participates effectively in multicultural teams Culture Understands their own cultural values and assumptions Accurately profiles the organizational and national culture of others Avoids culture mistakes and behaves in an appropriate manner in other countries Fig. 1. Twelve organizational and individual competencies (source: developed by the authors) Studies conducted with companies and individuals have demonstrated that organisations and people can successfully change. Self-initiated change (I want to learn this skill) and professionally facilitated change have both been successful. How change occurs is not well understood, and this report is not intended to answer the question of how organisations and individuals change. Our purpose is to identify the competencies and to suggest strategies for acquiring them. Conceptual model of study: Figure 2 below summarises the 12 external environmental factors, leading to globalisation and the 12 organisational or individual competencies required to succeed in globalisation within the organization. External Forces Economies ofscale New and evolving markets Global sourcing Reduced tariffs/ customs barriers and tax advantages Homogeneous technical standards Loweredglobal transportation costs Increased telecommunication options at reduced costs Trend toward homogeneous demand for products Competition from International Competitors Custome stratey changes fromdomestic-only to global Exchange rate exposure Accelerating rate of technological change GLOBAL organizational competencies Vision Strategy Structure Competencies required to make organization work Attitudes à ¢-  Possesses a global mindset Has the ability to work as equals with persons of diverse background Has a long-term orientation Leadership Facilitates organizational change Creates learning systems Motivates employees to excellence Interaction Negotiates and approaches conflicts in a collaborative mode Manages skillfully the foreign deployment cycle Leads and participates effectively in multicultural teams Culture Understands their own culture values and assumptions Accurately profiles organizational culture and national culture of others Avoids cultural mistakes and behaves in a manner that demonstrates knowledge and respect for the way of conducting business in other countries Fig. 2. Globalisation forces and competencies (source: developed by the authors) Competency 1. Process a global mindset Attitudes are learned and therefore can be unlearned. A global mindset is an attitude: it is not knowledge or information. We learn to be ethnocentric, and we can learn to be global in our perspective. Mindsets Mindset is a word that rarely is used in daily conversation. Websters Encyclopedia Unabridged Dictionary of the English Language, containing over 250 000 entries, does not list it. A smaller Websters dictionary defines mindset as a fixed mental attitude. (Fishers, 2000) excellent book Mindsets: The Role of Culture and Perception in International Relations demonstrates the importance of possessing a global mindset to succeed in the globalisation process. Individuals working in foreign countries share similar experiences in overseas assignments and must not only meet the requirements of their work assignments, but also be able to adjust to unfamiliar attitudes and psychological predispositions. They must function within the expectations of the host culture. In other words, they must work across contrasting mindsets [which] reflect differences in national experience and culture, according to (Fisher, 2000). To date, no comprehensive studies have been conducted on the ways in which contrasting mindsets affect international business relationships and transactions. The education of most managers has provided only hard business skills, such as engineering, finance and strategic planning. Fisher suggests the necessity of providing global managers with additional training in the social sciences, as it is not sufficient to provide a person only with facts and information about unfamiliar cultural practices. Global mindsets Rhinesmith (1996) correctly postulates that a global mindset is a requirement of a global manager who will guide institutions and organizations into the future. He defines a mindset as: a predisposition to see the world in a particular way that sets boundaries and provides explanations for why things are the way they are, while at the same time establishing guidance for ways in which we should behave. In other words, a mindset is a filter through which we look at the world. Rhinesmith states that people with global mindsets approach the world in a number of particular ways. Specifically they: Look for the big picture; that is, they look for multiple possibilities for any event or occurrence-they arent satisfied with the obvious. Understand that the rapidly changing, interdependent world in which we are living is indeed complex. Are process-oriented; in our experience this is the most important dimension, and the one that is most lacking in individuals who are not globally oriented. Consider diversity as a resource and know how to work effectively in multicultural teams. Are not uncomfortable with change or ambiguity. Are open to new experiences. Ethnocentricity vs geocentricity Contrasted to the individual with global mindset is the one who is ethnocentric. Ethnocentricity is defined by the Random House Dictionary as: Belief in the inherent superiority of ones own group and culture; it may be accompanied by feelings of contempt for those others who do not belong; it tends to look down upon those considered as foreign; it views and measures alien cultures and groups in terms of ones own culture. A framework developed to illustrating ethnocentrism (Fig. 3). Not only individuals, but also organisations can be ethnocentric (This source has not been included in the reference list Stephen Weiss and William G. Stripp; 1993). The ethnocentric organizations tend to use home-country personnel in key positions throughout the world, believing they are more intelligent and capable than foreign managers (Harris and Moran, 2003). Attitudes toward themselves and their groups Attitudes toward others See themselves as virtuous and See their standards of value as universal and intrinsically true See themselves as strong Believe outgroup is inferior superior Believe outgroup is weak Distrust outgroups Fig. 3. Framework of ethnocentrism (source: ) In this case, superiority is not equal to nationality, and all groups can contribute to the organisations effectiveness.The culture shock inventory, was designed to measure individual ethnocentrism, or the degree to which individuals perceived their value system to be appropriate for others. Attitude change With globalisation, contact between persons from different cultures increases. What happens when this occurs? Do individuals become more global or more ethnocentric? Following a review of the literature on intergroup contact, This source has not been included in the reference list Amir concluded that the direction of attitude change, following contact with people who are different, depends largely on the conditions under which the contact has taken place He indicates that there are favorable conditions, which reduce prejudice, and unfavorable ones, which may increase prejudice (Kenneth, 1974). The favorable condition of equal status as a factor in reducing prejudice was reported by This source has not been included in the reference list Allport. He pointed out that, for contact between groups to be an element in reducing prejudice, it must be based on equal status contact between majority and minority groups in the pursuit of common goals. Organisations that are globalising must have common goals Competency 2: Works as an equal with persons from diverse backgrounds This section focuses on working women, since the number of women in the workforce worldwide has dramatically increased since 1950. We are fully aware that diversity in the workforces of many countries is also reflected in a significant increase in the numbers of Third and Fourth World immigrants, the physically challenged, senior citizens and others. Generally, the following workforce trends have been identified (Moran and Harris, 2003): By the year 2000, women will comprise just under 50 per cent of the UK workforce. By the year 2000, non-whites will make up 20 per cent of the UK workforce. Greater numbers of immigrants are coming to the United Stares than at any time since World War 1. A greater portion of the US workforce is middle-aged, and the workforce is gradually getting older. The demographics of the workforce in most countries are changing. This is reflected in the development of seminars and workshops on cultural diversity in the United States and other countries. Five years ago these seminars were unheard of, or else, when conducted, they were under the rubric of affirmative action.* What does the note mean? Competency 3. Has a long-term orientation There are many reasons why companies have not been successful in competing in the global marketplace. One of these reasons is shorttermism. Dick Ferry, the president and co-founder of Korn/Ferry, addresses this issue: Corporate America may talk, on an intellectual level, about what itll take to succeed in the twenty-first century, but when it gets right down to decision making, all that matters is the next quarterly earnings report. Thats whats driving much of the system. With that mind-set, everything else becomes secondary to the ability to deliver the next quarterly earnings push-up. Were on a treadmill. Competency 4. Facilitates organisational change This section will cover two main points: what some academics and business people say about organisational change, and (2) how they recommend managing these changes. We present several perspectives, as it is our belief that no one individual has all the answers, strategies or methods to facilitate change. Competency 5. Creates learning systems This source has not been included in the reference list Peter Senge said it best in his book, The Fifth Discipline: The organizations that will truly excel in the future will be the organisations that discover how to tap peoples commitment and capacity to learn at all levels in an organisation. Competency 6. Motivates employees to excellence The pronoun test: An operative word in UK organisations for the past several years is ,empowerment. Our employees are empowered, says an executive from a different Fortune 500 company, this one thriving in turbulent times. Perhaps an important difference between the two organisations may be determined: For six months now Ive been visiting the workplaces of America, administering a simple test. 1 call it the pronoun test. 1 ask front-line workers a few general questions about the company. If the answers 1 get back describe the company in terms like they, or them, 1 know its one kind of company. If the answers are put in terms like we, or us 1 know its a different kind of company. It doesnt much matter whats said about the company. Even a statement like, they aim for high quality here suggests a workplace that hasnt yet made the leap into true high performance. It isnt yet achieving ever higher levels of quality, productivity and service. Only we companies can do this (Rhinesmith, 1993). Competency 7. Negotiates and approaches conflicts in a collaborative mode The material describing this competency is drawn from many excellent sources but primarily from the managing cultural difference: How to negotiate with japans? Managing cultural synergy and developing the global organization (Black et al., 1999) To make globalisation work, we need to negotiate and approach conflicts collaboratively. Skillful international business negotiators know more than, and behave (act) differently from non-skillful negotiators. Competency 8. Manages skillfully the foreign deployment cycle It has been estimated that American corporations and government spend about $50 billion each year in education and training. The goal is to improve the performance of the individual, thus enhancing the operating performance of a company or the government. jay Duffy, manager, employee development, for a division of a large global company, believes training may be a solution if one of the following four situations exists (Hershock, 1993): 1. A gap exists between the skill level and the current position requirement. 2. The tasks of a present position need to be performed differently. 3. The job has changed or will change. 4. Future positions may require different or additional skills. The gap between job requirements and the skill of the employee was demonstrated in research conducted and reported by Kathleen Miller (Conference Board, 1992) among others. Competency 9. Leads and participates effectively in multicultural teams High performance teams, team work, worldwide global product teams and other words expressing similar ideas are commonplace in the management literature today. Stories of teams producing remarkable accomplishments are well known. Well functioning teams can increase productivity and creativity. However, functioning skillfully on a team is a learned skill. The Conference Board addresses the problem: The CEO must be fully committed to globalisation and must actively and persistently drive the globalisation process. Chief executive commitment is more important than international experience and background. It is essential that the CEO understands the issues (e.g. culture, human resources, empowerment) and translates commitment into actions. Words alone will not drive the process. Second, a core team of managers with an international background must be available in the organization before anything can happen. These managers must bring international culture and international experience to energise the globalisation process (Suutari, 2002). The process of building an international team large enough to permeate the entire organisation is long and arduous. It requires years of training, attention to recruiting, career development, and job rotations through foreign assignments. The role of multicultural teams in the globalisation process is well recognised. Competency 10. Understands their own culture, values and assumptions Know thyself Socrates. Global managers from one country have to work and negotiate with their global counterparts regularly. A common requirement is that they must each be able to communicate effectively and work with individuals who have been socialised in a different cultural environment, and whose customs, values, lifestyles, beliefs, management practices and other important aspects of their personal and professional lives are different. A European executive during a personal conversation said, I cant think of any situation in my 25 years of international experience when international business was made easier because people from more than one country were participating. (Fisher, 2000). A global manager must be aware of the many beliefs and values that underlie his or her own countrys business practices, management techniques and strategies. Competency 11. Accurately profiles the organisational culture and national culture of others Corporate culture is the way of life of an organisation the recent studies of many large organizations, they concluded Corporate culture can have a significant impact on a firms long-term economic performance. Corporate culture will probably be an even more important factor in determining the success or failure of firms in the next decade. Corporate cultures that inhibit strong long-term financial performance are not rare; they develop easily, even in firms that are full of reasonable and intelligent people. Although tough to change, corporate cultures can be made more performance-enhancing (Adler, 1992) Competency 12. Avoids cultural mistakes and behaves in a manner that demonstrates knowledge of and respect for other countries Skillful international managers have learned to see the world differently and to understand the way others manage and do business. This implies that there is no single way of doing anything and that no one culture is perfect or complete in all aspects. Successful communication with other cultures means not judging customs, rituals or ways of doing business as ridiculous, or inferior to ones own. A Swedish executive of a large multinational corporation expressed it this way: We Swedes are so content with the quality of our products and the Swedish way, that we forget that 99 per cent of the rest of the world isnt Swedish. (Pritchett, Pound,1992). Implications The major aim of this paper was to review global leadership competency frameworks suggested in previous literature and to build a more integrative competency framework to be used in future research. Some general issues related to global leadership research were discussed first, and the more integrated framework was described in the chapters that followed. Despite the large number of studies carried out on critical success factors for international (in most cases expatriate) assignments there are only very few based on empirical research, attempting to test the validity of different items and the reliability of different measures. Results from previous studies accumulate into a long list of competencies characterized by only minor semantic differences of a much smaller number of key competencies (see also Jordan and Cartwright, 1998). Practically no longitudinal research has been reported that would validate the relevancy of different competencies defined. As a result, there is little agreement among researchers on the definition of global competence, its antecedents or outcomes. From human resource development perspective, this framework may provide the base for planning international training activities where the fundamental questions to be answered is: in what type of competencies development is needed for, knowledge, skills and abilities, or other characteristics? Competencies have been defined with terms describing certain personal traits, behaviors, skills, values, and knowledge, and many existing frameworks are combinations of these. In existing research, different types of dimensions have often been mixed and treated as equals. A certain trait in one framework is replaced with corresponding behavior in another. Generally, selection of relevant competencies has generated much argument since the relevance of competencies is commonly seen to vary with the task and organization involved McBeath (1990), Baruch (2002), Evans et al. (1989). In this paper global leadership competencies are seen as those universal qualities that enable indi

Corporate Newsletter-Social Influences; Group Judgements and Decisions :: essays research papers fc

In recent months, the management team of this organization has been working tirelessly to diminish biases among group members and to establish a proposal focusing on the elimination of in-store employee theft. This criminal activity associated with inventory shrinkage and major revenue loss has proved to be a detriment to our company, but thankfully, is now in the process of being reversed. The success of our proposal resulted from the dynamics of an open discussion format in our group setting and the determination of each member to make the necessary modifications and improvements for this company. In the following article, I will review and discuss the systematic procedure of decision-making utilized by each member and the obstacles encountered so that others involved in management can replicate the knowledge and experiences acquired throughout this process.   Ã‚  Ã‚  Ã‚  Ã‚  The panel successfully achieved a consensus decision by unofficially appointing a permissive leader and by relying on the positive effects of conformity. The leader encouraged each subordinate to take part in decision-making, giving him or her a considerable degree of autonomy in completing routine work activities. Once key components were decided upon, group members proceeded to conform to those judgments in order to begin the experimental phase of action. Individuals were given a deadline to present their contributions for the project, which allowed the opportunity of complete participation, as well as emphasizing the importance of discipline among management.   Ã‚  Ã‚  Ã‚  Ã‚  The required process for group decision-making noticeably and significantly differs from the format of individual decision-making. Many individuals can be relatively ineffective or incorrect when attempting to form a decision. They may become victims of common traps such as overconfidence, self-fulfilling prophecies, and behavioral traps. They are also vulnerable to satisficing, attribution theory, and other biases experienced regularly. However, when participating with peers, many become more effective and efficient. There are greater percentages of correct answers, and most members enjoy the positive atmosphere and camaraderie experienced within the group setting.   Ã‚  Ã‚  Ã‚  Ã‚  Although group interaction allows for a more dynamic outcome, there are still many biases associated with this system of decision-making. While avoiding many of these unnecessary biases, such as groupthink and group polarization, our management team unfortunately fell victim to others. To deter the effects of biased judgments, many members privately discussed techniques, and then presented that information, thus utilizing the benefits of subgroups. Also, each member avoided over zealousness of personal opinions, thereby eliminating group polarization and the choice shift phenomenon.

The Story of an Hour Essay -- English Literature

The Story of an Hour In 1894, Kate Chopin wrote, "The Story of an Hour." In this fictional tale the author describes the experience of Louise Mallard, a woman with heart trouble, immediately after receiving news of her husbands death. Unlike the expected reaction, Louise actually has a moment of relief realizing the freedoms she now has, which were taken from her by an unhappy marriage. All the events of the story take place within an hour in Louise's home. In the final minutes of the hour, Mrs. Mallard is shocked to see that her husband walks through the front door alive and well, which causes her to have a heart attack and die. While her family believes she had a heart attack because she was overjoyed, the author leads us to conclude the heart attack was actually caused by her realization that the freedoms she looked forward too were no longer a reality. Kate Chopin's description of what the main character feels and sees shows us how this is possible. The story is very well written as it flows from one paragraph to another each presenting a new idea or information for the reader. The story begins by informing us that Louise's husband, Brently Mallard, was killed in a railroad disaster. Being that Louise has a heart condition, her family was concerned with how she would react to the bad news. Her sister, Josephine, broke the news to her. She immediately cried as expected but the interesting part of the story is when she goes into her room and locks the door. While Mrs. Mallard is slouched in a chair her experience doesn't feel that tragic at all. The mood is rather peaceful and relaxing. The reader is reminded more of a sunny day than a gloomy sky. At this point it is almost confusing but Kate Chopin... ...the prisoner is put in handcuffs and taken back to his cell where he is reminded he will be for life. Imagine the mental strain that would cause the prisoner. I believe Mrs. Mallard's situation to be very similar. This is why after careful review of the text I am convinced that Louise's reaction to seeing her husband was still alive, was complete disappointment rather than joy. It was all her newfound hopes and dreams of a future of happiness destroyed due to the fact she would still be a wife. Just as Josephine was wrong about what Louise was going through in the bedroom, the doctors were wrong by saying she died of "a joy that kills."(315) WORKS CITED Chopin, Kate. "The Story of an Hour." Literature and Society: An Introduction to Fiction, Poetry, Drama, Nonfiction. Eds. Pamela J. Annas and Robert C. Rosen. New Jersey: Prentice Hall, 2000. 313-316.

Business Plan for a Nightclub Essay examples -- Business Management Fi

Business Plan for a Nightclub LEVEL 3 plans to be a chain of upscale nightclubs centering around the middle Georgia areas. It is demographically targeted to middle aged adult’s ages ranging from 25 and up. LEVEL 3 aims at providing quality entertainment, food and refreshments along with a welcoming environment that will give our customers a unique and entertaining experience. Company Overview This company evolved through a partnership on January 19th 2005. LEVEL 3 is located in Perry, Georgia and caters to the surrounding Middle Georgia areas. The company plans to attract upscale and mature customers whose ages range from 25 and older. LEVEL 3 will be the premier, high-energy themed dance and night club in Middle Georgia. We will provide our customers with live entertainment, quality food and service along with a great atmosphere. We want to create an intimate setting that will make our customers feel a sense of belonging. Easily manageable and profitable, this business appeals to customers who want to relax and meet different enjoyable and exciting people. It will capitalize on the ever growing demand for a safe and sophisticated nightclub. Our objectives are to profit on our excellent location in Perry, Georgia, with commitment to the community developments. We also want to maintain tight control of costs, operations, and cash flow through diligent management. In additi on, we will maintain a food cost below 33% of food revenue and beverage costs below 25% of beverage revenue. Finally, we plan to exceed $3 million in annual sales by the third year of plan implementation. LEVEL 3 plans to launch with a highly publicized grand opening event in the summer of 2005. It intends to expand to other cities within Georgia after revenues excel. Product Plan LEVEL 3 will be characterized by the elaborate dance club situated in a spectator setting which comfortably accommodates 350 guests. The area will offer two private sky boxes and one banquet room which can be combined for use in a conference or private party setting. Also these rooms are intended for special events and daily use. In order to reach and maintain a unique image of quality, LEVEL 3 will provide attentive and friendly service through a high ratio of service personnel to customers, and will also invest in the training and supervision of its employees. The initial hours of operation will be fro... ...footage than anyone else in the region. A simple, yet unique, themed menu and atmosphere will create a sense of 'belonging' for locals and tourists alike. Our operating credo is: "happy enthusiastic employees create happy enthusiastic guests." The main objectives of the development of this new venue are: †¢ Capitalize on excellent location opportunity with swift commitment to the new Town Square development. †¢ To launch the venue with a highly publicized grand opening event in the summer of 2001. †¢ To maintain tight control of costs, operations, and cash flow through diligent management and automated computer control. †¢ To maintain a food cost below 33% of food revenue. †¢ To maintain a total beverage cost below 25% of beverage revenue. †¢ To exceed $3 million in annual sales by the third year of plan implementation. The keys to success in achieving our goals are: †¢ Provide exceptional service that leaves an impression. †¢ Consistent entertainment atmosphere and product quality. †¢ Managing our internal finances and cash flow to enable upward capital growth. †¢ Strict control of all costs, at all times, without exception

AIDS and Needles Essay

Becton Dickinson, one of the largest manufacturers of medical supplies, dominates the US market in disposable syringes and needles. In 2005, a nurse, Maryann Rockwood (a fictional name), used a Becton Dickinson 5cc syringe and needle to draw blood from a patient known to be infected with HIV (Human immunodeficiency virus). Ms. Rockwood worked in a clinic that served AIDS patients, and she drew blood from these patients several times a day. After drawing the blood on this particular day, she transferred the HIV-contaminated blood to a sterile test tube by sticking the needle through the rubber stopper of the test tube, which she was holding with her other hand. She accidentally pricked her finger with the contaminated needle. She is now HIV positive. A few years earlier, in 2000, Becton Dickinson had acquired exclusive rights to a patent for a new syringe that had a moveable protective sleeve around it. The plastic tube around the syringe could slide down to safely cover the needle. The Becton Dickinson 5cc syringe used by Maryann Rockwood in 2005, however, did not yet have such a protective guard built into it. The AIDS epidemic has posed peculiarly acute dilemmas for health workers, including doctors and nurses. Doctors performing surgery on AIDS patients can easily prick their fingers with a scalpel, needle, sharp instrument, or even bone fragment and can become infected with the virus. The greatest risk is to nurses, who, after routinely removing an intravenous system, drawing blood, or delivering an injection to an AIDS patient, can easily stick themselves with the needle they were using. Needlestick injuries occur frequently in large hospitals and account for about 80 percent of reported occupational exposures to HIV among health care workers. It was conservatively estimated in 2005 that about 64 health care workers were then being infected with HIV each year as a result of needlestick injuries. Although the fear of HIV had heightened concerns over needlestick injuries, HIV was not the only risk posed by needlestick injuries. Hepatitis B can also be contracted through an accidental needlestick. In 2000, the Centre for Disease Control (CDC) estimated, on the basis of hospital reports, that each year at least 12,000 health care workers are exposed to blood contaminated with the Hepatitis B virus, and of these 250 die as a  consequence. Due to underreporting, however, the actual numbers may be higher. In addition to Hepatitis B, needlestick injuries can also transmit numerous other viral, bacterial, fungal, and parasitic infections, as well as toxic drugs or other agents that are delivered through a syringe and needle. The total statistics on needlestick injuries in 2005 are disturbing, although the exact incidence of contamination is unclear. It was estimated that each year, in the United States alone, between 800,000 and 1 million needlestick injuries occurred in hospitals – of these, between 60,000 and 300,000 resulted in Hepatitis B infection. By one estimate, the risk of contracting HIV from a known contaminated needle could be as high as 1 in 1000, and the risk of contracting Hepatitis B, a serious and often life-threatening condition, could be as high as 1 in 6. These estimates would imply that as many as 600 to 1000 health care workers were at risk of contracting HIV and as many as 100,000 were at risk of contracting Hepatitis B. Several agencies stepped in to set guidelines for nurses, including the American Nursing Association, the CDC, the Environmental Protection Agency (EPA), and the Food and Drug Administration (FAD), who all developed such guidelines. The most comprehensive guidelines were issued by the Occupational Safety and Health Administration (OSHA), who on December 6, 2001, required hospitals and other employers of health workers to (a) make sharps containers (safe needle containers) accessible to workers, (b) prohibit the practice of recapping needles by holding the cap in one hand and inserting the needle with  the other, and (c) provide information and training on needlestick prevention to employees.  The usefulness of these guidelines was controversial. Nurses work in high-stress emergency situations requiring quick action, and they are often pressed for time both because of the large number of patients they must care for and the highly variable needs and demands of these patients. In s uch workplace environments, it is difficult to adhere to the guidelines recommended by the agencies. For example, a high-risk source of needle sticks is the technique of replacing the cap on a needle (after it has been  used) by holding the cap in one hand and inserting the needle into the cap with the other hand. OSHA guidelines specifically warned against this two-handed technique of recapping and instead required that the cap be placed on a stable surface and the nurse use a one-handed spearing technique to replace the cap. (Note that recapping the needles in this more time consuming way presented no risk of needlestick injury to the user). As noted above however, nurses are often pressed for time (and are keenly aware of the added danger of walking around with an uncapped needles) and tend to take the ‘two-handed recapping shortcut’ when no suitable surface is readily available for the safer one-handed capping technique. This fact is known to Hospital administrators, who regularly warn against such practices, and offer ongoing training and retraining opportunities to their nursing staff. Several analysts suggested that the peculiar features of the nurse’s work environment made it unlikely that needlesticks would be prevented through mere guidelines alone: The problem was not the worker, but the design of the needle and syringe. Experts on needlestick injuries argued that, rather than trying to teach health care workers to use a hazardous device safely, the focus should be on the hazardous product design and that a whole new array of devices in which safety is an integral part of the design was required. Regulators also urged manufacturers to provide the health care worker with devices in which safety was built into the design. The risks of contracting life-threatening diseases by the use of needles and syringes in health care settings had been well documented since the early 1980s. Well over half of all the needles and syringes used by U.S. health care workers since 1980 were being manufactured by Becton Dickinson. Despite the emerging crisis, however, Becton Dickinson decided not to modify its syringes, although it did include in each box of needled syringes an insert warning of the danger of needlesticks and of the dangers of two-handed recapping. On December 23, 2000, the U.S. Patent office issued patent number 4,631,057 to Charles B. Mitchell for a syringe with a tube surrounding the body of the syringe that could be pulled down to cover and protect the needle on the syringe. At the time, at least four other patents for needle-shielding devices existed. As Mitchell noted in his patent application, those devices all suffered from serious drawbacks. One of them  would not lock the protective cover over the exposed needle, one was extremely complex, another was much longer than a standard syringe and difficult to use, and a fourth was designed primarily for use on animals. It was Mitchell’s assessment that his invention was the only effective, easily usable, and easily manufactured device capable of protecting users from needlesticks, particularly in emergency periods or other times of high stress. Unlike other syringe designs, Mitchell’s was shaped and sized like a standard syringe so nurses already familiar with standard syringe design would have no difficulty adapting to it. Shortly after Mitchell patented his syringe, Becton Dickinson purchased from him an exclusive license to manufacture it. A few months later, Becton Dickinson began field tests of early models of the syringe using a 3cc model. Nurses and hospital personnel were enthusiastic when shown the product. However, they warned that if the company priced the product too high, hospitals, with pressures on their budgets rising, could not buy the safety syringes. With concerns about HIV rising fast, the company decided to market the product. In 2001, with the field tests completed, Becton Dickinson had to decide which syringes would be marketed with the protective sleeves. Sleeves could be put on all of the major syringe sizes, including 1cc, 3cc, 5cc, and 10cc syringes. However, the company decided to market only a 3cc version of the protective sleeve. The 3cc syringes account for about half of all syringes used, although the larger sizes-5cc and 10cc syringes-are preferred by nurses when drawing blood. This 3cc syringe was marketed in 2002 under the trademarked name Safety-Lok Syringe. It was promoted as a device that â€Å"virtually eliminates needlesticks.† The 3cc safety syringe with the protective sleeve was sold in 2001 to hospitals and doctors’ offices for between 50 and 75 cents. By 2003, the company had dropped the price to 26 cents per unit. At the time, a regular syringe without any protective device was priced at 8 cents per unit and cost 4 cents to make. Information about the cost of manufactu ring the new safety syringe is unavailable but is estimated at between 13 and 20 cents each. The difference between the price  of a standard syringe and the price of the safety syringe was an obstacle for customers. To switch to the new safety syringe would increase the hospital’s costs for 3cc syringes by a factor of three. An equally important impediment to adoption was the fact that the syringe was available in only one 3cc size, and it was perceived to be of limited application. Hospitals are reluctant to adopt and adapt to a product that is not available for the whole range of applications the hospital must confront. In particular, hospitals often needed the larger 5cc and 10cc sizes to draw blood, and Becton Dickinson had not made these available with a sleeve. For 5 years, Becton Dickinson manufactured only 3cc safety syringes. During that period, Becton Dickinson did not license its new safety syringe technology to another manufacturer that might have produced a full range of syringe sizes. Most hospitals and clinics, including the medical facility where Maryann Rockwood worked at drawing blood from many patients with Hepatitis B or HIV, did not stock the Becton Dickinson safety syringe. Most nurses in the United States continued to use unprotected syringes. Maryann Rockwood sued Becton Dickinson, alleging that, because it alone had an exclusive right to Mitchell’s patented design, the company had a duty to provide the safety syringe in all its sizes, and that by withholding other sizes from the market it had contributed to her injury. The case was settled out of court.

Consequences of Bullying

It is a common vox populi that deterrence is a normal ordinate of youngsterhood, but much than a unwrap of growth is a groundless snatch that nowadays has taken place in legion(predicate) crops around the world. However, studies found that this final payment would bring big consequences to all the factors problematical on it yobboing contribute attempt more than negative academic, animal(prenominal), social, emotional, and psychological consequences on victims and bullies. These consequences stinkpot be short- boundary or long-term. Bullying can withal greatly affect the overall climate of a give instruction.On the first place, as a result of universe bullied, victims whitethorn subsist different and immediate mental and physical health related consequences. They may bear a higher(prenominal) level of solicitude, and semipermanent spaces of sadness, also roughly sleeping difficulties, judgement and stomach ache, and above all these, victims may depi ct a very natural depression self-esteem. Researchers from Finland discovered that victims atomic number 18 more potential than bullies to suffer from anxiety dis baffles, such as depression, separation anxiety, panic disorder, among others.Also, this psychological air can case victims bodies to be less(prenominal) resistant to disease and infection, and therefore they may get sick more often. In the social atomic number 18a, is hard to victims to energise friends in ecumenical be incur of their high anxiety level and low self-esteem, for this reason they have mediocre a few friends or no(prenominal) at all. This may lead to feelings of isolation and believing that they are not charge worthy of having friends. Also, other kids often do not wishing to break d take in friends with the victims, because they are afraid that they will be bullied as well.another(prenominal) reason that other kids do not hang around with victims is because they mystify that peers will not lik e them if they touch with the victims those feelings of loneliness and sadness presented on victims can also lead to consequences related to their teaching and give instruction success, the victim might present poor school attendance because in many case they may suffer afraid of going to school and many activities at school, for this reason students often mother lower grades due to attendance problems, and also due to their stress and strike.The victims in general become obsessed with the bullying and how to effort to avoid it. This leaves them no magazine, energy, or concern for schoolwork and learning. A vicious pass can occur because the victims poor school performance can lead to bewilderment and anxiety, which can in turn cause them to be picked on even more. Another possible result of being bullied is that the victims may become violent, either at the time of the bullying or in their futures.This violent carriage may be focused toward themselves, toward their schoo l in general, or may even be directed as revenge toward the bullies themselves. Sometimes that violent mien can lead to a higher level of bullying towards the victim, as the bullies would want revenge on the victim for bullying them. It is believed by experts and researchers on Finland that whatever of the school shootings are related to bullying. Students who committed school shootings were over two times as apparent to have reported that they were victims of bullying.In some cases the bullying may become brutal on extreme and get going for so long time that the victims may present thoughts of suicide, or in some cases the victim actually commits suicide on secret, because not even their families believe the abridges that the nestling was living. On the other hand we have the bullies children who bully others also experience several(prenominal) short term and long term consequences of their bullying behavior. They are more likely to get involved in denigrating activities, bo th as a child and as an adult.While they are placid young, they may steal or destroy property, start or join in on physical fights, become injure in a fight, skip school, mob a weapon in order to scare others, or use alcohol and other drugs. They are also five times more likely to be taken to criminal court and to be found guilty of a offence than are their peers who do not take part in bullying behavior. Most of bullies do not overcome that violent behavior when they get older. Instead, the aggressiveness continues through adulthood.Also, the bullies may be four or more times as likely as non-bullies to be involved in numerous convictions of crimes. The bullies in general develop a necessity for power that is carried into their adult years. As adults, these bullies abuse of this power by being involved in sexual and racial harassment, child abuse, domestic violence, etc. Their emergency for power can also show up in how they parent their own children. In turn, their childre n may even bully other children in the future. In some cases bullies tend to have an asocial character disorder as opposed to anxiety disorders.An antisocial personality disorder involves a long-term disregard for others, delinquent behavior, violence, aggression, and infraction of the rights of others. In other words, since bullies do not learn appropriate social skills when they are young, they grow up to be antisocial adults. They will have poor relationships with others, including family members, friends, and co-workers, among others. ultimately victims arent the only ones who may become depressed, regard ab bulge out suicide, or carry out suicide in some cases, the alike can be true for bullies.To conclude, it is great to notice that all these signs, which may not be present in the moment, would cause awful consequences to every part of this issue in the future and is not something that may be taken easily, on the contrary, moldiness be treated carefully to dish as much students as can be taken out of that, for those results presented before, we must stay alert at the chain reactor of them and not blinding ourselves, in order to avoid the involvement of more students in the future.