National Transportation Safety Board Case Study

National Transportation Safety Board - Case Study Example The investigation into the accident by the NTSB revealed that the probable cause of the accident was the asymmetrical stall and the aircraft’s ensuing roll due to the uncommanded retraction of the lift wing outboard that led to the edge slats and the loss of the slat disagreement and stall warning indication systems (Aviation Safety Network, 2012). This occurrence resulted from maintenance-induced damage that led to the separation of the pylon assembly procedures and the number one engine, which eventually led to the pylon structure’s failure (Vatz, 2003). This accident was mainly a result of structural and mechanical factors. Investigations by the NTSB revealed that when the engine separated because of the asymmetrical stall and the aircraft’s ensuing roll, it disabled the control panel of the Captain. The Captain’s control panel contained both systems of slat disagreement (National Transportation Safety Board, 1979). The separation of the pylon assembly procedures and the number one engine, which ultimately resulted in the failure of the pylon structure, are all structural and mechanical aspects of aircraft. The severed hydraulic lines allowed the slats on the aircraft’s left wing to retract gradually and the stall speed on the aircraft’s left wing rose significantly (Vatz, 2003). When it slowed through 164 knots, left-wing aerodynamically stalled because of its clean configuration. This happened while the right wing continued to generate lift with its slats still in the position of takeoff. Since one wing was stalling and the other was producing lift, the aircraft ultimately rolled past a 90 degrees bank and crashed to the ground (Kilroy, 2012). While structural and mechanical factors were the main cause of the accident, investigations revealed that there were factors that contributed to the accident of American Airlines Flight 191 (Aviation Safety Network, 2012). Report by NTSB reveals that the vulnerability of the pylon attaches points design to maintenance damage contributed to the accident.  Ã‚  

Emotional Response To Music And Happiness Psychology Essay

Emotional Response To Music And Happiness Psychology Essay The objective of this research is to examine the correlation between emotional response to music and happiness among the undergraduates of UTAR: Perak Campus. Besides that, the gender differences in emotional response to music and gender differences in happiness will be examined as well. The findings show that there are more than half of the participants scored more than 4 out of the maximum score of 7. It means that they mostly have an average level of happiness. There are only few participants fall in low happiness level which scored less than 3 and about more than quarter of participants fall in high happiness level which scored 5 or above. Emotional Response to Music and Happiness This research found that there is a significant correlation in emotional response to music and happiness among the universitys undergraduates. The level of emotional response to music among both male and female undergraduates is correlated to their respective happiness level. This is supported by Lamont (2011) where the study results show that young adults are likely to have strong positive experience from music listening, especially if it had had a prominent strong impact in their lives. This result show the correlation between emotional response to music and the pursuit for happiness as music may provide a possible connection to various aspects to find happiness or to reach a peaceful state of mind free from any side effects. (Lamont, 2011) Another research that can support the result of this finding states that music listening was claimed to be mostly relaxation, mood improvements, and as well as decreasing negative emotional well-being such as being under stress and anxiety. (Kal linen Ravaja, 2008) Other than that Saaikallio, Nieminen Brattico (2011) support the results of the researchs as it was found that it is not necessarily only happy music that can evoke feelings of happiness in the listener. It was also found that sad music can induce positive feelings such as happiness as well, which may be due the individuals need to preserve happiness despite the sad (musical) stimulus, or also because the need to not be overly emotionally affected or touched by the particular piece of music. (Saaikallio, Nieminen Brattico, 2011) With this notion, it can further support the correlation between emotional response to music and happiness, as the type of music does not become a barrier in the obtained positive feelings of happiness through listening to music. In a similar study Van Goethem Sloboda (2011) found that music plays an important role in the creation of happiness as well as relaxation. Other findings include: (1) music is effective in helping strategies of regulating emotions such as distraction. (2) music is quite a successful device for affective regulation alongside with other types of mechanisms of coping. (Van Goethem Sloboda, 2011) The research also indicates that happiness is the highest percentage affect being regulated with music which supports this researchs result on emotional response to music and happiness relationship. Listening to music can regulate ones emotions and with happiness being the easiest emotion to regulate through music listening, the stronger ones emotional response to music the happier they are. Despite the disagreement that happiness is induced from the music Konecni, Brown Wanic (2008) found that the overall measure of the participants after listening to music was leaning more towards the positive emotion of feeling happiness which is felt through the recollection of their life-events that seems to be rather attached to the emotions felt through music. The findings also suggested the big difference between originally experienced real life events emotions and the induction of happy-sad emotion by music proceeding to state that emotions induced in music solely triggers the listeners imagination (recollection) of that emotion once felt. (Konecni, Brown Wanic, 2008) Hence, the emotional response to music can be applied by listening to happy music to induce positive emotions such as happiness. Happiness and Gender This research showed that there are is a significant difference in happiness level in male and female. According to a research conducted by Yang (2008) showed that there are gender differences in happiness level where women tend to be happier than men before old age but their happiness level seems to declines when in old age; while men are tend to be happier in old age. This is supported by Easterlin (2010) that is showing the same result displaying evidences between genders and generations, men and women are equally happy and unhappy when look on the whole; but when looked closer at different life stages, women turns out to be happier than men in early life but less happy and the end. (Easterlin, 2010) Inglehart (2002) found that women who are below 45 of age tend to be happier than man. While the longitudinal research done by Stevenson Wolfers (2009) shown that there is a declination of happiness level in female across the years. According to Zaidi (2010), women have bigger orbital frontal cortices compared to men because there is highly significant difference in the ratio of orbital grey to amygdala volume. The ratio between the orbitofrontal cortex (part that in charge in regulating emotions), and the size of the amygdala, are mixed up in order to produce emotional reactions. The ratio appears larger in women than men. On average, women might be more proficient of handling their emotional responses. (Zaidi, 2010) Biological differences and gender roles are the most probably to lead distinction between male and female and presenting the differences of happiness among genders. In another research conducted by Crossley Langdridge (2005) showed gender differences among the perceived happiness: Men scored better in sexual activity, being liked, sports and owning a good social life; whereas women scored better in having a close family, loved by loved one, assisting others, good social life and being liked than men in assisting them to achieve happiness. (Crossley Langdridge, 2005) Hence the difference of happiness level between genders. Emotional Response to Music and Gender This research showed that there are is a significant difference in emotional response to music level between male and female. According Chentsova-Dutton Tsai (2007) women were more emotionally reactive than men as they exhibited larger changes in overall reactivity, where they report the more extreme emotions while reliving rage and feelings of affection for recollection of past events. The study suggests that at some level, gender differences on emotional response may persist even across ethnic groups. (Chentsova-Dutton Tsai, 2007) Hence the gender differences in emotional response to music. According to Nater, Abbruzzese, Krebs Ehlert (2006) research on participants reactions to different musical stimuli (relaxing classical music, and unpleasant metallica), women have the tendency to exhibit hypersensitivity to repulsive musical stimuli hence displaying the gender differences in emotional response to music. In a similar research, Istà ³k, Brattico, Jacobsen, Krohn, Mà ¼ller Tervaniemi (2009) found gender differences for some emotional when describing music terms such as touching, feelings evoked, ugly, and drab, additionally male participants have higher tendency to express with negative adjective compared to female participants. Multiple researches suggests otherwise, Rickard (2004) found that gender difference may not contribute to difference of emotional response to music in terms of physical arousal as the music with emotional power treatment induced significantly greater increase in skin conductance and number chills equally in both gender. Lundqvist, Carlsson, Hilmersson Justin (2009) show similar results with no gender differences in emotional response to music in terms of both physical and mental response, as both male and female have equal response level to music stimuli. Limitations and suggestion This research had faced difficulties in finding journals of gender differences on level of happiness, gender differences in emotional response to music no matter of Malaysia context or others because there are limited sources and research on this topic. The researcher had faced difficulties especially in locating journals or articles to compare on happiness level and emotional response to music. Therefore, this research is to make contribution to the studies gender differences on happiness level, and emotional response to music and happiness. In this research, it only involved a hundred participants (fifty male students of UTAR: Perak Campus, and fifty female students of UTAR: Perak Campus) which is not enough to generalize on the population. Further research need to increase the sample size and different backgrounds of participants so that the result obtained could be generalized to the whole population. Furthermore, the participants of this study are mostly Chinese. Due to the same ethnics and belief systems they have, may contribute to this result which is no gender differences in happiness level. Thus, further study has to be done by involving more ethnicities and culture values in order to find out a more thorough study. Moreover this research only focuses on the effects of gender differences on emotional response to music, and level of happiness which is not enough to study on the outcome of the research. Other demographic aspects should be included in future study on this research, such as age, ethnicity, race, field of study and so forth. A suggestion for more accurate reliability of this research is to conduct a cross-cultural study to determine the effects of cultural differences on the outcome of the research. Conclusion This study is proposed to find out the correlation between emotional response to music and level of happiness, the gender differences in emotional response to music, and gender differences in happiness. The results show that there is significant correlation in emotional response to music and happiness which means the level of emotional response to music and level of happiness interrelates with each other. There is also a significant gender difference in emotional response to music, where this study found that female have higher level of emotional response to music compared to male. Lastly, gender differences in happiness have a significant outcome as well, where female was found to have a higher level of happiness than compared to male. This research has made contribution to emotional response to music and happiness researches in Malaysia context. In order to improve the outcome of this study, more research as a bigger sample range should be conducted to increase the validity and generalization.

Hamlet :: essays research papers

In Hamlet, Shakespeare follows regular convention for a large part of the play. In the beginning, Shakespeare sets up the scene, having a ghost on a dark night. Everyone is working and something strange is happening in Denmark. It is as if Shakespeare is saying that some kind of foul play has been committed. This sets up for the major theme in the play which is of course revenge. The ghost appears to talk to Hamlet. It is quite obvious that the play had a gruesome, violent death and the sexual aspect of the play was clearly introduced when Claudius married Hamlet’s mother Gertrude. The ghost tells Hamlet that he has been given the role of the person who will take revenge upon Claudius. Hamlet must now think of how to take revenge on Claudius, although he doesn’t know what to do about it. He ponders his thoughts for a long period of time, expecting to do the deed immediately, but instead he drags it on until the end of the play. Although what was important to note was that all tragic heroes of plays at that time delayed their actual revenge until the end of the play. In most revenge plays, the revenger was often anonymous and well disguised, stalking the enemy about to be killed, but Hamlet started a battle of wits with Claudius by acting mad and calling it his â€Å"antic disposition†, although the whole thing was a ploy to get closer to Claudius to be able to avenge his father’s death more easily. The tactic was a disadvantage in that it drew all attention upon himself. More importantly though it was an advantage that his â€Å"antic disposition†, isolated him from the rest of the court because of the people not paying attention to what he thought or did because of his craziness. One important part of all revenge plays is that after the revenge is finally decided upon, the tragic hero delays the actual revenge until the end of the play. Hamlet’s delay of killing Claudius takes on three distinct stages. Firstly he had to prove that the ghost was actually telling the truth, and he did this by staging the play â€Å"The Mousetrap† at court. When Claudius stormed out in rage, Hamlet knew that he was guilty. The second stage was when Hamlet could have killed Claudius while he was confessing to god. If Hamlet had done it here then Claudius would have gone to heaven because he confessed while Hamlet’s father was in purgatory because he did not get the opportunity to confess. So Hamlet therefore decided not to murder Claudius at this

Principles of the Constitution

Principles of the Constitution & the Branches of the Federal Government Grand Canyon University: POS 301 10. 30. 12 co.uk/is-the-constitution-a-living-document/">Principles of the Constitution: A Chart The Effectiveness of Checks and Balances The founding fathers could see issues with giving too much power to any one part of the government. They had witnessed what ha happened in Pennsylvania when their legislature, uncheched by a judiciary or executive, ignored essential liberties which lead to the deprivation of rights to Quakers based on their religious beliefs. The fathers knew we had out not to make this mistake again. Patterson, 2011) Thus, a system where each branch shared in a bit of the others' power was created to ensure there would exist no monopoly on political power. To analyze the effectiveness of this system, the motivations behind the system must be revisited. Checks and balances were a means for political moderation. This ensures that all change is well considered by all, and executed in a just manner. Considering issues in the nation's history such as womens' suffrage and other civil rights, the rate at which our nation has shifted policy has sometimes dragged its feet.Policy was well thought out, however at a slow rate. Specifically, there was nearly a century between the freeing of the slaves and the culmination of the Civil Rights movement. While it was a huge decision to be considered, the rights guaranteed to American citizens were being withheld or violated. If we are to consider the system in an international forum, we see that it comes down to the unique execution of the checks and balances. Again, considering the goal is political moderation, consider Mexico.Mexico has a similar institutional system of checks and balances, yet has an international reputation for being politically extreme. Considering Britain, a nation with unicameral legislature fused with the executive and no mechanism for judicial review, they still maintain a po litically moderate reputation. (Patterson, 2011) There is no universal best system, at least thus far. Where there have been issues with the timeliness of our own system, change does eventually occur even while maintaining that moderation which was a goal of the framers. The Three Branches of Government Legislative |Executive |Judicial | |Consists of Senate and House of |Consists of President and the Cabinet. |Consists of the federal court system, highest | |Representatives |Commander of the armed forces. |of which is the Supreme Court of the United | |Draft and approve laws for proposal to the |Essentially the leader of the nation. |States (SCOtUS) | |executive. Can sign proposed legislation into law. |Responsible for hearing cases of suit for | |Requires passing through both houses: the |Power to veto proposed legislation. |federal cases and cases where | |Senate and House of Representatives. |Appoints Supreme Court Judges and other |constitutionality may be in question. | |Have t he power to overturn executive veto with|federal officials. |Review constitutionality of policy when | |2/3 majority vote. |The cabinet carries out and enforces laws. |brought in suit. |Have the power to amend the Constitution |Cabinet members: agriculture, commerce, |Nine justices ensures a decision. Each | |Power to coin monies. |defense, education, energy, health, homeland |decision will have Court's Opinion, a | |Power to establish and maintain armed forces. |security, housing, interior, justice, labor, |commentary of the decision. | |Have the power to declare war. |state, transportation, treasury and veterans |Below the SCOtUS is the appellate court | | |affairs. system. Cases work up through the lower courts| | | |to the SCOtUS. | | | |Appellate court charged with hearing regional | | | |cases. | Branch Interaction The two bodies of Congress, the Senate and the House of Representatives, work together (sometimes with input from the President) to draft and discuss new policy.If after policy is written, voted upon and approved by both legislative bodies, that policy is given to the President (executive) to approve and write into law, or veto. After this the Supreme Court (judicial) has the power to review policy and weigh in on its constitutional legitimacy. A Bill Becoming a Law Following the skeleton of interaction between the branches of government previously discussed, the Bill starts as proposal from a legislative member. The bill is categorized and sent to the appropriate committee to be discussed, argued and tweaked.If the bill survives without being tabled, it is presented to both houses of Congress for debate and vote. If the bill passes these votes, it is presented to the President to either sign and enact the policy into law or to veto (deny) it. Effectiveness of the Process of Government There is a desire to have present a democracy, where the will of the majority will be driving force behind politics and policy change. To keep the majority in c heck, however, a republic is also in place. This puts into place the system of representation which will be accepting of the will of the majority (or its constituency) but not held captive by it. Patterson, 2011) The methods of selection also put varying degrees of separation between the masses and those governing, for example Representatives being elected by the people, the President being selected by the Electoral College, and Justices of the Supreme Court being nominated by the President & confirmed by Congress. What must be considered is whether or not the will and needs of the people are being represented in the making of policy. To be put in a position of representing people takes election from a particular geographic area. Those ho will be elected will, logically, be those individuals who hold and support the values of the majority of voting members of that constituency. That their job depends upon being elected initially, and then re-elected, it is in the politician's be st interest to hold his constituency’s interests at heart. Loosely, it is job security. Whether or not the agendas of the constituency or the politician's personal agenda are more represented depends on the individual representative. The framers believed it would take a representing body that was virtuous for the republic to work well in execution.But it is the whim of the people who is elected to represent them, at least in terms of Congress. It takes individual citizens being learned of actions being levied by their representatives and the individuals' duty to contact that representative or change voting habits. There is a tremendous amount of accountability on all sides to ensure the process represents the people as accurately as possible. References: Patterson, T. E. (2011). The american democracy (10th ed. ). New York, NY: McGraw Hill. ———————– Goals of the Framers -Establish a government which could be strong enough to me et the needs of the nation. –Maintain integrity of states' rights –Maximize liberty and citizen influence Political Mechanics Installed –Specific granting and denial of power –Bill of Rights for personal liberties –Elections –Separation of Power and Checks and Balances Between Them: Legislative – Executive – Judicial To Accomplish This Executive (President and Cabinet) Legislative: Congress (Senate and House of Reps) Judicial (Supreme Court) Executive over Legislative -Power of veto -Recommendation of policy -Execution of policy Can call special sessions of Congress Legislative over Judicial -Dictates size and jurisdiction of courts -May rewrite judicially interpreted policy Judicial over Legislative -May interpret Constitutional legitimacy of policy -May declare policy unconstitutional Legislative over Executive -May overturn veto or impeach -Approves treaties and appointments -Enacts budget Judicial over Executive -May declar e executive action unlawful, against policy or unconstitutional – Executive over Judicial -Nominates those to serve as judges. -Can pardon anyone tried within the system (Patterson, 2011) ———————– 8

Cultural Tourism Essay

This book seeks to provide the reader or tourist with insights on how the two worlds, tourism and cultural heritage management intersect, but also how they conflict in that they represent opposite sides of cultural tourism itself. The book outlines for the reader that while tourism professionals evaluate the potential for profit, cultural management professionals evaluate the same assets for their value. Tourism represents the consumption of experiences and products. Cultural tourists want to consume a variety of cultural experiences and assets must be converted into something that tourists can utilize and enjoy, which is important to developing a successful and sustainable management of the cultural tourism product itself. This book attempts to highlight the problems associated with the merging of both as well as offer suggestions or ways that the two can work together effectively and efficiently without causing damage to the asset itself due to environmental factors that tourism brings. Tourism has extensive sociological, economic and political aspects to it everywhere in the world. Greater attention is now being given to tourisms overall social impact, which depending on the circumstances can be positive or negative depending on how tourism is both planned and/or managed. Education and knowledge are tantamount to the approach in attempting to avoid the problems associated with the negative impacts of tourism. A long-term commitment to the planning and management of heritage assets should anticipate the adverse impacts of tourism and develops guidelines that minimize problems that can affect the host communities or can be offensive to the culture. Not all tourists are alike. Some seek very specific indulgences as it is not always about touring the local landmarks, or visiting attractions like theme parks. Some seek, sun, partying, relaxation or a combination of those activities. Depending on what the country or city offers in terms of enjoyment, to encourage tourism they must have the accommodations, amenities, transportation, knowledge based workers and effective cultural management that also preserves the ecological environments because without that, some of the world’s most ancient and precious relics, artwork, artifacts that are at risk and face possible extinction thus, robbing future generations of civilizations treasures. The challenges that tangible materials referred to in the book face should welcome the study by another generation which can offer new ways to present and preserve it without causing further damage. Respect for cultural heritages by tourists, are vitally important to the experience for other generations to come. The book lists five guidelines that the tourism products must provide for it to be successful: 1,A story must be told or associated with that product; 2.It must be able to be brought to life for the visitor; 3.Allow the visitor to participate in some way; 4.Relevant to the tourist; and 5.The product must be of quality and authentic. Overall, the book represents in a comprehensive way that tourism is a double-edged sword. Cultural tourism is the fastest growing segment of the industry and as more travelers can afford to visit global locales and seek to immerse themselves in many different cultures, the more problems it can bring. The tourism industry also attempts to foster increased awareness of other cultural differences by promoting greater understanding and cooperation amongst all cultures. Tourism can also act as a bridge for largely neglected developing countries to generate employment opportunities for the poor, growth and a more viable economy on terms that do not run counter to its long-term interests. The book illustrates the mutual dependence that exists between tourism and cultural heritage that has become more apparent. While cultural heritage creates a foundation for the growth of tourism, tourism itself has the power to generate funds that make the conservation efforts possible. Cultural heritage loses its meaning without an audience and a society participating in and benefitting from it. Ultimately, the success of how well the tourism and cultural heritage management work together is what will bring success to achieve the common goal of fostering better understanding and sustainable growth and the book has attempted to break down some barriers that have previously repressed partnership information. The authors note in the Epilogue that their hope is that by fostering a better understanding of the legitimate interests of cultural heritage management within the tourism industry and of the legitimate interests of tourism within the cultural management sector, more professionals from both sectors will begin to appreciate the benefits of partnership.

O Come All Ye Faithful in Spanish

O Come All Ye Faithful in Spanish One of the oldest Christmas carols still sung is often known by its Latin title, Adeste fideles, in Spanish. Here is one popular version of the song with an English translation and vocabulary guide. Venid, adoremos Venid, adoremos, con alegre canto;venid al pueblito de Belà ©n.Hoy ha nacido el Rey del los ngeles.Venid y adoremos, venid y admoremos,venid y adoremos a Cristo Jesà ºs. Cantadle loores, coros celestiales;resuene el eco angelical.Gloria cantemos al Dios del cielo.Venid y adoremos, venid y adoremos,venid y adoremos a Cristo Jesà ºs. Seà ±or, nos gozamos en tu nacimiento;oh Cristo, a ti la gloria ser.Ya en la carne, Verbo del Padre.Venid y adoremos, venid y adoremos,venid y adoremos a Cristo Jesus. Translation of Venid, adoremos Come, lets us worship with a happy song;come to the little town of Bethlehem.Today the King of the angels has been born.Come and worship, come and worship,Come and worship Christ Jesus. Sing him praises, heavenly choirs;may the angelical echo sound.Let us sing glory to the God of heaven.Come and worship, come and worship,come and worship Christ Jesus. Lord, we rejoice in your birth;O Christ, the glory will be yours.Now in the flesh, Word of the Father.Come and worship, come and worship,come and worship Christ Jesus. Vocabulary and Grammar Notes Venid: If youre familiar with only Latin American Spanish, you might not know this verb form of venir well. The -id is the ending for a command that goes with vosotros, so venid means you (plural) come or simply come. Canto: Although this word, meaning song or the act of singing, isnt particularly common, you should be able to guess its meaning if you know that the verb cantar means to sing. Coros, eco: Both of these words have English cognates (choir and echo, respectively) where the c of Spanish is the ch in English, although the sounds of both are the hard c. The sound of I and ch in  in these words comes from the chi or χ of Greek. Among the many other word pairs like these are cronologà ­a/chronology and caos/chaos.   Pueblito: This is a diminutive form of pueblo, meaning (in this context) town or village. You may have noticed that in the translation of O Little Town of Bethlehem that the form pueblecito is used. There is no difference in meaning. Diminutive endings can sometimes be applied freely; in this case pueblito was used because it fit the rhythm of the song. Belà ©n: This is the Spanish name for Bethlehem. It isnt unusual for names of cities, particularly those well-known centuries ago, to have different names in different languages. Interestingly, in Spanish the word belà ©n (not capitalized) has come to refer to a nativity scene or a crib. It also has a colloquial use referring to confusion or a confusing problem. Cantadle: This is the familiar command form of cantar (cantad), and le is a pronoun meaning him. Cantadle loores, coros celestiales means sing him praises, heavenly choirs. Resuene: This is a conjugated form of the verb resonar, to resound or to echo. Loor: This is an uncommon word meaning praise. It is seldom used in everyday speech, having mostly liturgical use. Seà ±or: In everyday use, seà ±or is used as a mans courtesy title, the same as Mr. Unlike the English word Mr., the Spanish seà ±or can also mean lord. In Christianity, it becomes a way of referring to Jesus. Nos gozamos: This is an example of a reflexive verb usage. By itself, the verb gozar would typically mean to have joy or something similar. In the reflexive form, gozarse typically would be translated as rejoice. Nacimiento: The suffix -miento offers one way of transforming a verb into a noun. Nacimiento comes from nacer, a verb meaning to be born. Carne: In everyday use, this word typically means meat.   Verbo del Padre: As you might guess, the most common meaning of verbo is verb. Here, verbo is an allusion to the Gospel of John, where Jesus is referred to as the Word (logos in the original Greek). The traditional Spanish translation of the Bible, the Reina-Valera, uses the word Verbo rather than Palabra in translating John 1:1 from Greek.

Types of Nouns - Parts of Speech for ESL

Types of Nouns - Parts of Speech for ESL One of the most important types of words in English are nouns. Nouns are a part of speech that indicate people, things, objects, concepts, etc. There are seven types of nouns in English. Abstract Nouns Abstract nouns are nouns that refer to concepts, ideas, and emotions, Abstract nouns are nouns that you cannot touch, are not made of materials, but play an important role in life. Here are some examples of common abstract nouns: successdepressionlovehateangerpowerimportancetolerance Tom has had a lot of success this past year.Many people prefer to let love inspire them rather than hate.Jack has little tolerance for people who waste his time.The desire for power has ruined many good people. Collective Nouns Collective nouns refer to groups of various types. Collective nouns are most commonly used with groups of animals. Collective nouns can be used in both the singular and plural form, although collective nouns tend to be used in the singular. Here are some common collective nouns referring to groups of animals: herdlitterpackswarmhive The herd of cattle moved to a new field to graze.Be careful! Theres a hive of bees someone near here. Collective nouns are also commonly used for names of institutions and groups within institutions such as academic, business, and governmental organizations. departmentfirmpartystaffteam Staff will meet at ten-thirty tomorrow morning.The sales department met its goals last quarter. Common Nouns Common nouns refer to categories of things in general, never to specific examples. In other words, when speaking about education in general someone might refer to university in a general sense. I think Tom should go to university to study science. In this case, university is a common noun. On the other hand, when university is used as part of a name it becomes part of a proper noun (see below). Meredith decided to go to the University of Oregon. Note that common nouns that are used as the part of a name and become proper nouns are always capitalized. Here are some common nouns that are often used as common nouns and parts of names: universitycollegeschoolinstitutedepartmentstate There are a number of states which are in financial difficulty.I think you need to go to college. Concrete Nouns Concrete nouns refer to things that you can touch, taste, feel, and see. There are actual things that we interact with on a daily basis. Concrete nouns can be both countable and uncountable. Here are some typical concrete nouns: Countable Concrete Nouns orangedeskbookcarhouse Uncountable Concrete Nouns ricewaterpastawhiskey There are three oranges on the table.I need some water. Im thirsty!My friend has just bought a new car.Can we have rice for dinner? The opposite of concrete nouns are abstract nouns that do not refer to things we touch, but to things we think, ideas we have, and emotions we feel. Pronouns Pronouns refer to people or things. There are a number of pronoun forms depending on how the pronouns are used. Here are the subject pronouns: Iyouhesheitweyouthey He lives in New York.They like pizza. There are many different forms of pronouns including subject, object, possessive, and demonstrative pronouns. Proper Nouns Proper nouns are the names of people, things, institutions, and nations. Proper nouns are always capitalized. Here are some examples of common proper nouns: CanadaUniversity of CaliforniaTomAlice Tom lives in Kansas.Id love to visit Canada next year. Uncountable Nouns/Mass Nouns/Non-Count Nouns Uncountable nouns are also referred to as mass nouns or non-count nouns. Uncountable nouns can be both concrete and abstract nouns and are always used in the singular form because they cannot be counted. Here are some common uncountable nouns: ricelovetimeweatherfurniture Were having lovely weather this week.We need to get some new furniture for our home. Uncountable nouns can generally do not take a definite or indefinite article depending on usage. Noun Types Quiz Decide whether the following nouns in italics are abstract, collective, proper, common, or concrete nouns.   There are two books on that table.  That pack of students are on their way to classes.I grew up in Canada.  She went to university in Alabama.  Youll find that success can lead to pain as well as pleasure.The team chose Barney as their leader.  Have you ever tried straight whiskey?I dont think hes in politics for power.Lets make some pasta for dinner.  Be careful! There is a swarm of bees over there. Answers books - concrete noun  pack - collective nounCanada - proper noununiversity - common nounsuccess - abstract nounteam - collective nounwhiskey - concrete noun (uncountable)power - abstract nounpasta - concrete noun (uncountable)swarm - collective noun

10 Ethnic Terms

10 Ethnic Terms 10 Ethnic Terms 10 Ethnic Terms By Mark Nichol The vocabulary of ethnicity identity is fraught with peril. It is unfortunate that humans must at times distinguish between various subgroups, but it’s best to keep up-to-date on which descriptions are considered valid or acceptable among those belonging to those populations. Here’s a guide: 1. African A person of African descent. Some people so described use this term even if they are US residents because, due to their recent arrival in the United States, they do not identify with black, or African American, culture. 2. African American An American of African descent. Most people answering this description have no problem with the term black, but some groups and publications prefer this term, and it’s useful, at least, as elegant variation. Unlike as with the case of people from Asia, African Americans are less likely to be identified by their specific country of origin, such as in â€Å"Kenyan American.† 3. Asian A person of Asian descent. 4. Asian American An American of Asian descent. More specific terms such as â€Å"Japanese American† are used when necessary; note, however, that immigrants from nations from which relatively few people come to America can also be identified by such a construction, even if the phrase is not common (such as â€Å"Pakistani American†). 5. Black An American of African descent; this term is generally lowercased but is capitalized by some groups and publications. 6. Chicano An American of Mexican descent. This is one of those terms best reserved for use by those it refers to. People of similar ethnic heritage from countries other than Mexico may share communities and philosophies with Chicanos, but they may prefer not to share the name. (The feminine form Chicana is used when referring specifically to women.) 7. Hispanic A person of mixed Spanish or Portuguese and Indian heritage. Some people of this description oppose the term because it emphasizes the European element at the expense of other identities. 8. Indian This term has two distinct meanings: a person descended from people who long ago immigrated to the Americas from Asia, or people of Indian descent (that is, from India). Many people in the first category so identified prefer this term to â€Å"Native American,† and some use â€Å"American Indian† only to distinguish themselves from people originating in India. (American Indians were originally misidentified as such by Christopher Columbus, who believed, in error, that he had reached India rather than the Western Hemisphere.) 9. Latino A person of mixed Indian and Spanish or Portuguese descent. This term, although no more etymologically valid than â€Å"Hispanic,† is preferable among many such people. (The feminine form Latina is used when referring specifically to women.) 10. Native American A person descended from people who long ago immigrated to the Americas from Asia. Many people adhering to this description prefer to be called simply Indians or to be identified by their tribal name. (Note that the terms indigenous and aboriginal are not strictly correct, because Indians did not evolve in the Western Hemisphere. Canadian Indians who call themselves the First Nations are more accurate.) Of course, many other descriptors for ethnic groups exist, including many broadly considered derogatory and even offensive. However, some people belonging to ethnic groups so labeled use such terms among themselves to reclaim them and diminish their painful associations. A final note: I use the term American (which need not be hyphenated to another proper name) to refer to US citizens, although Americans meaning people who live in the Western Hemisphere who do not reside in the United States outnumber those who do. This apparently arrogant appropriation of the term is objectionable to some people, but it is unrealistic to expect that it will be abandoned. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:The Yiddish Handbook: 40 Words You Should KnowBody Parts as Tools of MeasurementInspiring vs. Inspirational

Discipline Profile on Real estate sales Research Paper

Discipline Profile on Real estate sales - Research Paper Example 6). In house language consists of jargons mostly drawn from business and law and at times the construction industry. For example, words such as a balloon mortgage might not mean much to an ordinary person but in a realtor’s office, it makes all sense. This reason creates a difference in the language used in academics and professional practise of a real estate agent. In school and other educational facilities, real estate students learn and diversify both the professional terms and learn people skills and language (â€Å"Become a REALTOR ®Ã¢â‚¬  par. 2). The sole reason for this is that these students usually do not end up all in the same field. Some do research into real estate field while others become advisors to firms, and only a number become real estate sales agents (â€Å"NAR: About NAR: Careers in Real Estate† par. 10). These sales agents are professionals in their respect. In addition, their professional field experience usually involves both the knowledge o f professional terms and language and how to interact with clients. These agents need to have all the information about setting prices and negotiating to achieve great deals. Negotiation as a feature of language involves the compromise of position, the art of conviction, and the instrument of language that enables one to achieve consensus even in hostile conditions (Lipman 145). This language focuses on establishing and building relationships with clients and knowing their likes and interests in a property. This technique combines words with actions and splits language into verbal and non-verbal. The non-verbal language creates a sense of hospitality and openness. It makes the client trust the agent and in doing this the agent can get to know how to best deal with this customer (â€Å"NAR: About NAR: Careers in Real Estate† par. 2). Therefore, in general, language used in real estate sales primarily borrows from

Questions about the NSA Research Paper Example | Topics and Well Written Essays - 2250 words

Questions about the NSA - Research Paper Example These include e-mailing and telephone addresses used in communication and the dates and times of the communications. However, the programs do not give permission to collection of the content of the e-mails or calls themselves (Electronic Frontier Foundation). It is worth noting that although a huge amount of the information is collected, a vast majority of it does not usually get reviewed. This is because of the unresponsive nature of the information toward the limited queries authorized for purposes of intelligence. These programs are also subjected to extensive regimes of internal checks, more so for U.S persons and are monitored by the FISA court together with the congress. Therefore, NSA bulk collection programs are important tools in fighting against terrorism, they are greatly helpful in identification of terrorist plots aiming the homeland. The tools have the uniqueness of producing intelligence that is otherwise not available to the NSA. During the time before the 9/11 terrorist attack in New York, the NSA failed to establish that a call made by one of the persons involved in the attack, one al-Mihdhar, was in fact originating from San Diego, California. Instead, despite intercepting and transcribing the calls, NSA could not get to know al-Mihdhar’s calling location, leading to the conclusion that he was overseas. It is because of this that programs were developed to close such gaps that allow individuals like al-Mihdhar to go undetected while communicating, in fact while in the United States, during plotting of terror attacks. One such program operates under the FISA Court authority and which is pursuant to FISA’s â€Å"business records† authority, which has a common reference as â€Å"Section 215†. Together with similar programs in operation pursuant to FISA, and including exercising of trap/pen authorities,

Market Segment Assignment Example | Topics and Well Written Essays - 1000 words

Market Segment - Assignment Example I recognize that I have an enormous responsibility to ensure that my team achieves concrete results in this new endear. Thus, I am committed to ensuring utilization of the leadership qualities of every team member for the betterment of the company. The individual personalities are significant in understanding the leadership approaches suitable for a strong team. I am pleased to present to you the personalities of the individual members of the team that will assists embracing leadership approaches in various organizational cultural differences as our operations expands to new territories. The assessment shows that I possess personality traits such as visionary, argumentative, low tolerance for incompetence, and compassionate. I tend to argue things out and does not embrace any kind of mediocrity. Additionally, I exhibit powerful and passionate vision on what Iwant to achieve, and shares it with the other team members. Moreover, I address people with utmost respect. The assessment results for team member reveal that he is observant, unpretentious, and pragmatic. Notably, the member pays close attention to details and is quick to act. Similarly, he is principled and accepts challenges. Patricia Murray is practical to approach, and initiates goals for the betterment of the team. The team is a goal setter and strives to accomplish the task despite any inherent challenges. The assessment personality traits for Sheila Jones are sociable, fun loving, generous, and spontaneous. The member interacts with everybody without any kind of discrimination along any lines, and is approachable. Similarly, Jones exhibits a lot of generosity and is quick to act. My teammates have distinct leadership approaches that offer the team with diverse skills to endeavor to achieve the goals of the company. I believe that as we utilize different skills to implement the expansion plan, we will foster a top-to-bottom commitment to

Stste the advantages and disadvantages of multiculturalism Essay

Stste the advantages and disadvantages of multiculturalism - Essay Example The greatest advantage of multiculturalism is that it promotes unity and oneness among people who belong to various cultures. Similarly, multiculturalism can effectively be used as a powerful tool to promote cultural dialogue among various cultural groups. It has also been pointed out that multiculturalism, when judiciously employed, can counter all sorts of segregation and discrimination that are likely to occur in a multicultural society. Similarly, multiculturalism best caters to the interests of the immigrant population. However there are many who hold that multicultural policies promote social segregation, social inequality, and racial or ethnic tensions within the nation. Opponents of multiculturalism strongly argue that it is likely to result in segregation, communal riots and cultural clashes. Therefore, it is imperative that proper multicultural education is imparted not only among students but also among the common population. Multiculturalism is to be viewed as a way of li fe rather than a policy that exhorts people to value and respect other cultures. Multiculturalism has become a much debated issue within political discourses and academic discussions. The term ‘multiculturalism’ in its usual sense refers to the concept of racial, cultural and ethnic diversity within a society or a nation. Many of the democratic countries have defined their own multicultural policies in order to maintain and promote cultural diversity and national integrity. Admitting the cultural, religious, racial and ethnic diversity as an undeniable part of the society governments have relied on the concept of multiculturalism which they believe would bring cultural equality and social cohesion. The proponents of multiculturalism argue that all cultures are of equal value and that fostering multiculturalism and diversity would enhance the unity and integration of the nation. However there are many who hold that multicultural policies promote social

Explicate Descartes dream argument, taking care to lay out what it Essay

Explicate Descartes dream argument, taking care to lay out what it calls into doubt and the reason it does. How might you respon - Essay Example In Descartes’ dream argument, he casts several doubts about the things he knew. First, he does not believe that all the information received by our senses is accurate. After his revelation, he undertook an intellectual rebirth. His first prompt was to throw away everything he knew and believed in before proving himself that they were satisfactory. He concluded that it would be difficult to analyze each idea individually, instead, he attacked the foundation. In his argument, he states that he often dreams of things that seem real in his sleep. In one dream where he sits by a fire, he can feel the warmth of the fire just like when he is awake. He concludes that if his senses can convey warmth while he is dreaming, then he cannot trust the fire exists when he feels it in his waking life. He goes ahead to argue that if we dream that our hands and bodies exist then they actually do. Even if certain objects do not exist, the basic colors that compose them exist. He trusts his percep tions of the existence of self-evident truths such as shapes and numbers because he believes in an omnipotent God who created these things. It can be argued that when we are asleep we could feel things similar to when we are awake because we cannot tell whether we a dreaming or not. It leads one to wonder whether we could just be constantly dreaming instead of being awake. Questions continue to flow in the human brain whether the knowledge we are gaining at any given time is true. He further states that, he does not have a body, instead, it is a brain filled with information and illusions by a powerful being. Similarly, to justify that our senses deceive us, a person will have to recognize an error has occurred. In simple terms, one has to distinguish between being mistaken and being correct. It means one has to see the deceptions and avoid being deceived. Ironically, therefore, in the presentation of examples of how senses can deceive, one is also justifying that they can see throu gh deceptions. This undercuts the very claim argued. Therefore, when Descartes argues that he is deceived by his senses, he is indirectly arguing that he has seen through these deceptions. From Descartes’ explanations we can state that the difference between understanding and imagining is that, when we understand, the mind turns towards itself and inspects its ideas, but with imagining, the mind creates something in the physical world that matches with the thing in mind. We can say that imagination only exists due to the presence of the body. The thinker claims that it is impossible for us to tell whether we are dreaming or not. However, dreaming differs from being awake in many respects. He does not mean this literally though, he is merely trying to demonstrate that senses can be deceiving. First, the continuity available when one is awake does not exist in the dreamland. Things in the waking world remain the same daily unlike the dream world where things can change. Similar ly, the dream world and the waking world have different rules. For instance, in the dream world the dead can walk and humans can fly among other strange things. As such, Descartes’ arguments do not warrant the amount and degree of skepticism that he holds. Various key exceptions for Descartes’ arguments include, first, he does not consider even the existence of the external reality. Descartes’

Coordination in Supply Chain Management Term Paper

Coordination in Supply Chain Management - Term Paper Example The resource sharing in the operational level can be regarded as the communication process carried out during the collection of operational resources, point-of-sale data etc. The planning level coordination can be the one carried out among the managers while developing plans for production and inventory development. Resource sharing at the strategic level can be during the formulation of the strategic plans, resource investment in the sector of Research and Development and forming strategic alliances.Decision Style:  There can be two major styles for the decision making. The two styles can be centralized and decentralized styles.   For a centralized style of decision making, a single firm has the control over the decisions to be taken during the Supply Chain Coordination Process while in a decentralized style; all the firms have to take their decisions independently and to enforce them.Level of Control:  When it comes to the level of control, there can be a High level of contro l and a Low level of control.  The high level of control is one where there is a strict and accurate level of control and monitoring; the firms outline and develop strict routine and rules to be followed along with control systems which can observe other firms' performance. Risk/Reward Sharing:  The risk/reward sharing determines the distinctiveness of the motivation and incentive plans. There can be two types of the risk/reward sharing methods.

Explicate Descartes dream argument, taking care to lay out what it Essay

Explicate Descartes dream argument, taking care to lay out what it calls into doubt and the reason it does. How might you respon - Essay Example In Descartes’ dream argument, he casts several doubts about the things he knew. First, he does not believe that all the information received by our senses is accurate. After his revelation, he undertook an intellectual rebirth. His first prompt was to throw away everything he knew and believed in before proving himself that they were satisfactory. He concluded that it would be difficult to analyze each idea individually, instead, he attacked the foundation. In his argument, he states that he often dreams of things that seem real in his sleep. In one dream where he sits by a fire, he can feel the warmth of the fire just like when he is awake. He concludes that if his senses can convey warmth while he is dreaming, then he cannot trust the fire exists when he feels it in his waking life. He goes ahead to argue that if we dream that our hands and bodies exist then they actually do. Even if certain objects do not exist, the basic colors that compose them exist. He trusts his percep tions of the existence of self-evident truths such as shapes and numbers because he believes in an omnipotent God who created these things. It can be argued that when we are asleep we could feel things similar to when we are awake because we cannot tell whether we a dreaming or not. It leads one to wonder whether we could just be constantly dreaming instead of being awake. Questions continue to flow in the human brain whether the knowledge we are gaining at any given time is true. He further states that, he does not have a body, instead, it is a brain filled with information and illusions by a powerful being. Similarly, to justify that our senses deceive us, a person will have to recognize an error has occurred. In simple terms, one has to distinguish between being mistaken and being correct. It means one has to see the deceptions and avoid being deceived. Ironically, therefore, in the presentation of examples of how senses can deceive, one is also justifying that they can see throu gh deceptions. This undercuts the very claim argued. Therefore, when Descartes argues that he is deceived by his senses, he is indirectly arguing that he has seen through these deceptions. From Descartes’ explanations we can state that the difference between understanding and imagining is that, when we understand, the mind turns towards itself and inspects its ideas, but with imagining, the mind creates something in the physical world that matches with the thing in mind. We can say that imagination only exists due to the presence of the body. The thinker claims that it is impossible for us to tell whether we are dreaming or not. However, dreaming differs from being awake in many respects. He does not mean this literally though, he is merely trying to demonstrate that senses can be deceiving. First, the continuity available when one is awake does not exist in the dreamland. Things in the waking world remain the same daily unlike the dream world where things can change. Similar ly, the dream world and the waking world have different rules. For instance, in the dream world the dead can walk and humans can fly among other strange things. As such, Descartes’ arguments do not warrant the amount and degree of skepticism that he holds. Various key exceptions for Descartes’ arguments include, first, he does not consider even the existence of the external reality. Descartes’

Steady- State Economics and Environmental Philosophy Research Paper

Steady- State Economics and Environmental Philosophy - Research Paper Example Here Mill postulated for a future where an informed human community could reign in the increasing population to achieve a comfortable standard of living and then look outwardly toward realign social issues. John Maynard Keynes, an influential economist of the twentieth century, also referred to a society that could focus on ends (happiness and well-being) rather than means (economic growth and individual pursuit of profit). Nicholas Georgescu-Roegen recognized the connection between physical laws and economic activity and wrote about it in 1971 in The Entropy Law and the Economic Process. His insight was that the second law of thermodynamics, the entropy law, determines what is possible in the economy. Georgescu-Roegen explained that useful, low-entropy energy and materials are dissipated in transformations that occur in economic processes, and they return to the environment as high-entropy wastes. The economy, then, functions as a conduit for converting natural resources into goods, services, human satisfaction, and waste products. Increasing entropy in the economy sets the limit on the scale it can achieve and maintain. Increase in environmental problems witnessed in the early sixties and their documentation by scientists in books such as Rachel Carson’s Silent Spring (1962), Barry Commoner’s The Closing Circle (1971), and The Limits to Growth (Donnella Meadows et al. 1972) led to concerns of ecology and natural resource depletion and pollution.Out of this arose the in the final decades of the 20th century the discipline of ecological economics that envisaged the combining of environmental protection and economic sustainability. Environmental philosophy now started to become an integral factor in all growth and development strategies. The concept of a steady state or equilibrium as defined in ecological science refers to a state of a system which interacts within its multiple trophic levels such that there is a flow of energy and cycling of matt er. This steady state equilibrium has over the centuries assumed to have encompassed the entire planet such that the fluctuations in one trophic level resonated into the next and so on until an excited system vibrated within its amplitude of disturbance releasing and absorbing its energy flow within predetermined sinks to once again attain its equilibrium. Therefore it may be said that the earth has been in a steady state for centuries. The natural resources that took years to build in the form of fossil fuels, soil systems, the water and the mineral cycles, the biodiversity all remained within the limits of regeneration, replenishment and revival. With the advent of industrialization in the last century and the so called development within the cost benefit ratios of unlimited growth,a cycle of natural resource exploitation commenced..Global economic output surged some 18-fold between 1900 and 2000 and reached $66 trillion in 2006(Gardner and Prugh, 2008). An annual assessment of th e most significant risks to the world’s economies commissioned by the business-sponsored World Economic Forum found that many of the 23 diverse risks did not exist at the global level twenty five years ago. These included environmental risks such as climate change, the strain on freshwater

The Development Of Cyber Stalking

The Development Of Cyber Stalking Stalking is a criminal act that occurs when the offender repeatedly imposes unwanted disturbances and communications to victims by using premeditation to the extent of provoking fear for their safety (Pathe Mullen, 1997). Oddly, at first these acts can be seen as kind towards the victim, from an observers point of view. For example, it does not appear to be threatening at all when someone leaves messages, sends gifts and shows up in places where the victim habitually hangs around (Purcell, Pathe Mullen, 2004). However, if a person is trying to build-up a relationship that another person does not want to experience, (such as with a former partner, a famous person, or a professional) this results in intimidation and is considered as stalking (Regehr, n.d.). Stalking varies from harassing and threatening victims by following and tracking them, appearing at their doorstep or workplace, collecting photos and or videos of the target, making unwanted phone calls, sending gifts, letters and e-mails, intercepting any mail, and vandalizing property. Unluckily in the worst of cases stalking includes the threatening of victims families and friends, physical assault, and the kidnapping and holding of hostages (Regehr, n.d.). With the advances in technology and innovative equipment that fills our daily lives, crime is infiltrating into society by using cyberspace. The traditional stalker is now a cyber-stalker and essentially his/her grounds are limitless. In addition, the stalker now has no face because the comfort of using Information Technology enables the criminal to quietly stay indoors and carry-on with ones crimes anonymously and at a low cost. Although cyber stalking still uses the harassment principles as in traditional stalking, their victims are now found online. The cyber stalker now uses emails, internet, and chat rooms as his/her hunting grounds (Thapa, Kumar, 2011) and the growing social networks which many users subscribe to such as Facebook are the sources of feed which stalkers are looking for (Regehr, n.d.). This ease of internet tools at disposal and the belief that cyber stalkers cannot be physically touched in cyberspace (Jaishankar Sankary, 2006) has increased this crime. This is because the internet provides a vast choice of suitable targets, and a low chance of being caught or tracked down due to lack of guardianship online. Thus, the motivated offender is likely to engage in cyber stalking as the routine activity theory explains (Pitarro, 2011). Cyber stalking Bocjj (2002) defines cyber stalking as: A group of behaviours in which an individual, group of individuals or organisation, uses information and communications technology to harass another individual, group of individuals or organisation. Such behaviours may include, but are not limited to, the transmission of threats and false accusations, damage to data or equipment, identity theft, data theft, computer monitoring, the solicitation of minors for sexual purposes and any form of aggression. There are three subcategories of cyber stalking: e-mail stalking, internet stalking, and computer stalking. E-mail stalking is the act of repetitively sending hate, obscene, or threatening mail, or in other cases involves the sending of viruses and electronic junk mail. This results in an unwelcome and intimidating invasion into private space. Internet stalking on the other hand goes rather public, since it consists of using the web in-order to stalk. Computer stalking is the act of using the internet and other software in-order to obtain control of the victims computer. In this type of stalking, the stalker communicates directly as soon as the target computer uses the internet, forcing the victim to disconnect and/or reconnect through a new line if s/he wants to evade the harassment (Ogilvie, 2000). Stalker characteristics, types, and motives The stalker may be on the other side of the earth, a neighbour, or even a relative. In addition, cyber stalkers are usually mature in age, have a good educational level, a stable job, and are usually Caucasian (Bocij McFarlane, 2002). Research literature also suggests that many cyber stalkers have a prior criminal record, a history of substance abuse, or a personality disorder that directly or partly contributes to, and increases the likelihood of, such antisocial behaviours (Pitarro, 2011, in Hutton Haantz, 2003; Reno, 1999). However, this does not mean that all cyber stalkers are like this, in fact the evidence is somewhat inconclusive. Different stalkers, engage in stalking for various reasons like for sexual harassment. Another motive could be the obsession for love. This occurs when one of the partners in a love relation decides to end it, the other does not accept it and thus continues to harass the other partner. One of the main problems with obsessional stalking is that since many times the stalking comes after a real relationship, the stalker has at ones disposal much of the information s/he needs about the victim. Revenge and hate is another major cause for stalking, and many times results after an argument that has gone out of hand. In this case, the stalker does not necessarily need to know the victim but could be just picking on him/her only to let out pent up stress. Finally, a stalker might just want to be able to show-off ones skills for ego boost and show of power (Cyber Crime in India, 2000). Types of stalkers include the rejected stalker, the intimacy seeker, the incompetent suitor, the resentful stalker, and the predatory stalker. Rejected stalkers are characterised by a mix of revenge and desire to reconcile with the victim who is usually a partner or a family member. Intimacy seekers on the other hand try to achieve a relationship with a person that can be a complete stranger and think s/he is reciprocating their affection. Incompetent suitors being socially incompetent try to build a relationship that goes against social courtship rules whilst predatory stalkers gather information in preparation for sexual attachment. Lastly, resentful stalkers specifically harass victims to cause fear and uneasiness as a form of revenge for a supposed humiliation (Mullen, Pathe, Purcell, Stuart, 1999). However, these are not the only types of stalkers. Other types include the delusional stalker, the erotomaniac stalker, the harasser, the love rat, and the trolls. Delusional stalkers many times suffer from a mental illness, usually schizophrenia or manic depression. These due to stoppage of medication may be unable to distinguish between reality and fantasy, and thus their victims are usually also in-danger of losing their sanity as a result of being taken into the stalkers world. This might occur if the stalker knows how to play the part well and appears to be normal. Erotomaniac stalkers are also mentally ill and build up a relationship in their heads. Although not specifically considered as stalkers, harassers are attention-seekers and might victimise anyone who is kind enough to give them attention. Love rats usually come up with a fictitious identity and surf the cyberspace with the intent to start a relationship although having other secret affairs. Trolls like to invent sense less stories/events that are meant to waste the victims time, hurt their feelings, and play victims against each other (Issues related to bullying, 2002). Impact of stalking on victims The victims of stalking are mainly picked because they might be inferior to the stalker, since many stalkers want to be in control (Regehr, n.d.). Victims are many times ex-partners of the stalker (especially if the stalker is a woman) although in cyber stalking 50% of the victims are complete strangers. The preferred victims of a cyber-stalker are women and children, who might be emotionally weak or unstable, but most of all those that are inexperienced with the rules of cyberspace (Thapa, Kumar, 2011). Furthermore, studies show that 83% of stalking victims are females, this mainly is because there are more females online, and many stalkers might seek romance with them. Then if the female ends the relationship, the male stalker may be left with the thirst for revenge. The typical victim is therefore a Caucasian female of between 18 to 32 years. Being part of a minority group such as ethnic/racial minorities, homosexuals, and religious minorities may also cause one to be targeted (T hapa, Kumar, 2011; McFarlane Bocij, 2003). Impacts on stalking victims can be physical, psychological, occupational, and social. It is important to note that although cyber stalking many times consists of the last three, escalation into offline stalking and face-to-face confrontation may cause physical injuries to occur. Victims constantly feel in danger of being attacked. This imposed fear is a result of the tactics that the stalker implements to harass his/her victim (Regehr, n.d.). Fear, anxiety, and apprehension nearing paranoia are the feelings which all victim share. Other victims show symptoms of anger, depression, and helplessness, which might lead to suicidal thoughts (McEwan, Mullen, Purcell, 2007). The victims become hyper vigilant to keep an eye out for the stalker and start to change their habitual routines. When easiness wears away and stress comes into play, the victims anxiety is heightened. S/he will start to be easily startled by minimum movements or noises. Both during the night and during the day, images of the stalker start to engulf the victims thoughts and dreams. The victim will eventually fall into self-reclusion by avoiding communication and by refraining from carrying out activities such as not answering calls or messages, and not venturing outside the house. Long-term stalking will result in further symptoms, this time physical. Sleep disturbances, nausea, upset stomachs, general fatigue, frequent headaches, and the aggravation of pre-existing conditions such as asthma may be also present (Regehr, n.d.). Pathe and Mullen (1997) conducted a study on 100 stalking victims. Damages to property ranging from cars to houses were reported in 36 of the studied cases. In addition to this, 50% of the cases consisted of threats in direct harm to the victims, or their families or friends. However, the victims were assaulted by the stalker in one-third of the cases. Findings also indicated that over 50% of the victims start to drop their attendance records from work or school, some even cease to attend at all. According to the National Violence Against Women Survey conducted by the U.S. Department of Justice (1998), 30% of female and 20% of male victims end-up seeking psychological counselling due to the trauma suffered during victimization (Tjaden Thoennes, 1998). Socially, the victims status is affected negatively especially due to poor attendance, or focus at work. This will eventually cause family or friends to intervene and accompany the victim, at work or at home. With time, the other persons involved, will show symptoms of anger since they are not able to return to their normal lives. This will cause further uneasiness because the anger that should be projected towards the criminal justice systems for being better equipped to counteract this crime is taken on the victim him/herself for being in their current situation (Regehr, n.d.). Laws, law enforcement and safety strategies There are various safety strategies that one can adopt to avoid being stalked. Choosing gender and age ambiguous usernames, not posting personal information online, not sharing passwords, downloading antispyware programs, locking windows and doors, parking cars in illuminated areas, avoiding habitual travelling patterns, and having meetings with unknown persons in public areas, may all minimise the possibility of becoming a victim (Petrocelli, 2005). If these methods are ineffective, victims should always tell the stalker that the communication is undesirable, keep record of any emails, telephone calls, and letters received, contact law enforcement agencies or victim support groups, and change email addresses and telephone numbers (Jaishankar Sankary, 2006). The most important advice is however to never confront the stalker as this will make matters worse. Unfortunately, incidents of stalking and cyber stalking are underreported. This may be due to various reasons such as not being aware that the acts suffered are illegal, the fear of being blamed, fear that the stalker may turn to other family members and friends, threats by the stalker, and believing that nothing can be done (MacKenzie, McEwan, Pathà ©, James, Ogloff, Mullen, 2011). In addition, according to Reno (1999), victims may not seek help because they feel either that certain behaviours suffered from stalking are not serious enough to be reported to law enforcement agencies, or they think that the police force will not take matters seriously. Furthermore, sometimes law enforcement agencies perceive cyber stalking as relatively harmless unless it involves physical contact or threatening behaviour offline, and thus many times just tell victims to switch off computers or abandon computer use and dismiss the victims preoccupations as nuisance (Reno, 1999). Sometimes however, it is not the police agencies fault since unlike in stalking, the evidence in cyber stalking is many times not enough to trace the perpetrator. In addition, many websites do not authenticate user information, and a number of email servers offer stalkers the opportunity to remove identity data for a small fee, thus making it almost impossible for law enforcement to trace the accounts (Reno, 1999). Nowadays, although many countries have set up law enforcement units to deal with cybercrime such as The Cybercrime Unit of the Malta Police Force, the laws still provide many limitations. Jurisdiction limitations make it difficult for law enforcement to investigate the crime if it involves suspects from other countries (Petrocelli, 2005). Another obstacle for the police force is that stalking in itself is not considered a crime under Maltese law and thus certain behaviour cannot be punished if it does not involve; threat, harassment, trespassing, vandalism, physical violence contact, or computer misuse. In addition for an action to be considered a crime, two elements must be present: actus reus and mens rea. Therefore, prosecutors must prove that the culprit had the intent to cause harm. Except for cases when the stalking is done on an ex-partner, this is difficult to prove (Dennison Thomson, 2002). As the technology continues to develop, so will crime such as cyber stalking. Thus since the Internet is becoming more and more integrated into almost every part of human life, simple solutions such as turning off computers will not solve the problem. Instead, the frequent training of law enforcement agencies and the continuous updating of laws will prove to be better countermeasures to such newly developed crimes. Citizens must also learn to protect themselves from the dangers of such crimes by attending educational talks and seminars, cooperating with criminal justice agencies, or even using the computer itself to keep updated with new trends so as to avoid becoming victims of crime.

the silk road Essay -- essays research papers

The Silk Road is the most well-known trading route of ancient Chinese civilization. Trade in silk grew under the Han Dynasty ( 202 BC - AD 220) in the first and second centuries AD   Ã‚  Ã‚  Ã‚  Ã‚  Origanally, the Chinese trade silk internally, within the empire. Caravans from the empire's interior would carry silk to the western edges of the region. Often small Central Asian tribes would attack these caravans hoping to capture the traders' valuable commodities. As a result, the Han Dynasty extended its military defenses further into Central Asia from 135 to 90 BC in order to protect these caravans.Chan Ch'ien, the first known Chinese traveler to make contact with the Central Asian tribes, later came up with the idea to expand the silk trade to include these lesser tribes and therefore forge alliances with these Central Asian nomads. Because of this idea, the Silk Road was born.The route grew with the rise of the Roman Empire because the Chinese initially gave silk to the Roman-Asian governments as gifts.   Ã‚  Ã‚  Ã‚  Ã‚  The 7000 mile route spanned China, Central Asia, Northern India, and the Parthian and Roman Empires. It connected the Yellow River Valley to the Mediterranean Sea and passed through places such as Chinese cities Kansu and Sinkiang and present-day countries Iran, Iraq and Syria.Northwestern Indians who lived near the Ganges River played prominent roles as middlemen in the China-Mediterranean silk trade because as early as the third...

Songs of Innocence and Experience by William Blake :: essays research papers

Songs of Innocence and Experience. (1794) by William Blake Songs of Innocence Introduction Piping down the valleys wild Piping songs of pleasant glee, On a cloud I saw a child, And he laughing said to me: Pipe a song about a Lamb: So I piped with merry chear. Piper, pipe that song again - So I piped: he wept to hear. Drop thy pipe, thy happy pipe, Sing thy songs of happy chear: So I sung the same again, While he wept with joy to hear. Piper, sit thee down and write In a book that all may read - So he vanish’d from my sight And I pluck’d a hollow reed, And I made a rural pen And I stain’d the water clear And I wrote my happy songs, Every child may joy to hear. The Shepherd How sweet is the Shepherd's sweet lot! From the morn to the evening he strays; He shall follow his sheep all the day And his tongue shall be filled with praise. For he hears the lambs innocent call, And he hears the ewes tender reply. He is watchful while they are in peace, For they know when their Shepherd is nigh. The Ecchoing Green The Sun does arise And make happy the skies, The merry bells ring To welcome the Spring: The skylark and thrush The birds of the bush Sing louder around To the bells' chearful sound, While our sports shall be seen On the Ecchoing Green. Old John with white hair Does laugh away care Sitting under the oak Among the old folk. They laugh at our play, And soon they all say: Such, such were the joys When we all girls & boys In our youth-time were seen On the Ecchoing Green Till the little ones weary No more can be merry, The sun does descend, And our sports have an end: Round the laps of their mothers Many sisters and brothers, Like birds in their nest, Are ready for rest: And sport no more seen On the darkening Green. The Lamb Little Lamb, who made thee? Dost thou know who made thee? Gave thee life & bid thee feed By the stream & o'er the mead: Gave thee clothing of delight, Softest clothing, woolly, bright: Gave thee such a tender voice, Making all the vales rejoice: Little Lamb, who made thee, Dost thou know who made thee? Little Lamb, I'll tell thee, Little Lamb, I'll tell thee: He is called by thy name For he calls himself a Lamb. He is meek & he is mild, He became a little child: I a child & thou a lamb, We are called by his name: Little Lamb god bless thee, Little Lamb god bless thee! The Little Black Boy My mother bore me in the southern wild,

Defining Race and Ethnicity Essay

The term â€Å"race† means to me a group of people with the similar backgrounds and cultures. Race can also be defined as a species of people. Society defines race as the color of your skin but this is a myth. Race is more than the color of your skin; it is your lineage and heritage. It is who you are. The term â€Å"ethnic† means belonging to races or nations based on distinctions of race or ethnological. Ethnic is when you relate to a sizable group of people and share a common and distinctive racial, national, religious, linguistic, or cultural heritage. When I hear the word ethnic, I associate it with the race of black people. I’m not sure why but somewhere in my life, this was instilled in my mind. I have read somewhere that this word means heathens. I don’t agree with this analogy of the word but society has labeled this word to mean something bad. Ethnic has also been defined as a group of people who denounce Christianity. These concepts are important in today’s society because of the issues of racism and prejudice. People should not be classified by the color of their skin but by their citizenships. All people that were born in America should be classified as Americans alone, not White, Blacks, Latinos, Mexicans. These terms border on the issue of prejudice and racism. This is a very touchy subject and one has to be careful not to offend anyone when addressing these issues. It is important that when people are classified by race, that the proper terms are use when identifying these groups. Some black people prefer to be called â€Å"African Americans† rather than black and vice versus. Prejudice is a big issue in our nation and needs to be overcome. No one wants to be discriminated against no matter what their race or ethnic background is.

Employment Rights and Responsibilities Template Essay

Information about Employment Rights and Responsibilities ERR is a compulsory part of all Apprenticeship programmes to show that the Apprentice has had a full induction to the company or training programme, and are aware of those right and responsibilities that are essential in the workplace. Apprentices may be in the first job or be experienced in their role or industry, but this does not affect their ability to cover the knowledge required. How should it be delivered? The ERR knowledge has been presented in a similar format as the NOS and NVQ units so that it has the same flexibility as the NVQ. There are a number of evidence sources for ERR and these can include: †¢ Referencing evidence showing knowledge of the in-house company induction against the ERR requirements (e. g. Copies of induction handbook, with explanation from the apprentice where necessary) †¢ Collecting a portfolio of evidence, integrated with NVQ and Key Skills portfolios to prove knowledge. †¢ Some technical certificates include an externally tested ERR module, which will cover the ERR. How much evidence should I provide? We advise that the Apprentice should provide evidence showing their understanding of the company procedures and how these relate to the laws and regulations. However, the Apprentice should not be expected to provide large paper documents regarding any parts of legislation; we, therefore, suggest that evidence (e. g. company procedures, websites etc. ) should be sign-posted wherever possible and practical. What is included in this document? The document includes the required standards in the same layout as the National Occupational Standards are produced. This can then be re-formatted in to the same delivery method used by providers for the relevant NVQ. This also includes helpful resources, mainly in the form of website addresses for apprentices and employers to research any information that is not currently included in the company induction. What proof is required by e-skills UK? Once the candidate has completed the ERR, then the candidate, employer and training provider should sign the final page, and send with the Certificate Request form to e-skills UK. Please be aware that while this Unit appears in the same format as an AOC or Unit, it does not need to be assessed or verified in the same way as the NVQ part of the Apprenticeship. Anyone with the appropriate technical knowledge on the subject can be responsible for judging the evidence provided by the candidate. What is the difference between Apprenticeship and Advanced Apprenticeship ERR? While the knowledge requirements are the same for both levels, the Advanced Apprentice will be expected to have a broader knowledge of the ERR, and the employer’s responsibility in this. This should be in line with the greater depth of knowledge required for both the NVQ and Technical Certificates for Advanced Apprentices. Links to qualifications in the Apprenticeship frameworks The Employment Rights and Responsibilities links to other parts of the Apprenticeship frameworks and can be delivered alongside the other qualifications in an integrated approach. For example: †¢ The ERR includes areas that can be cross-referenced with parts of the NVQ, varying depending on qualification and units chosen †¢ Areas of the Technical Certificate will also cover parts of the ERR †¢ Key Skills can be integrated with an area of ERR or the NVQ to show knowledge of the subject (this will be particularly applicable to the Communication Key Skill) Employment Rights and Responsibilities These are the rights and responsibilities required for Apprentices, covering the relevant areas of employment law and workplace practices and procedures. There will be rights and responsibilities standard to all job roles and industries, and in addition, industry specific requirements. |The competent person can: |This will involve applying knowledge and |Evidence reference: | | |understanding of: | | |Rights |What should make up a contract of employment |During my induction into the course I was | |Show knowledge of your rights as an| |made aware of the terms and conditions of | |employee, and work in accordance | |working at Zenos and I signed a contract | |with them | |to accept and agree to the conditions. | | | |There is also a description at | |Responsibilities | |www. acas. org. uk which states | |Show knowledge of your | |†A contract of employment is an agreement | |responsibilities as an employee, | |between employer and employee and is the | |and work in accordance with them | |basis of the employment relationship. † | | | |This must conform to the The Employment | | | |Rights Act of 1996 | | |Anti-discrimination laws and the bodies that |I have written about the EO presentation | | |enforce them |and test in Induction and explained how I | | | |have discussed anti-discrimination/EO in | | | |formal progress reviews. | | |Your working hours and holiday entitlement. |Found in learners handbook (9 to 5 Monday | | | |to Friday, fixed holiday period). | | |Your company’s policy on Sick and Maternity Pay |Sickness is covered in the learner | | | |handbook. Issues discussed in progress | | | |reviews. Not entitled to maternity pay. | | |Your rights as an Apprentice |Detailed in learner handbook. Turn up on | | | |time, wear appropriate clothing, follow | | | |contract of employment. | | |Your company’s grievance and disciplinary |This was detailed in the learner handbook,| | |procedures |covered in Induction | | | The health and  safety legislation relevant to your|Received a health and safety presentation | | |role, and your role |covering the main health and safety points| | | |and concerns. | | |Your roles and requirements in maintaining health |This was detailed in a health and safety | | |and safety |presentation covering the main health and | | | |safety points and concerns. (i. e. ensure | | | |my own safety and others, report incidents| | | |to first aider). | | |Your responsibility in adhering to data |The importance of data protection was | | |protection. |covered in presentations and tasks (also | | | |covered in learner handbook). | | |Knowledge of industry laws and guidelines |The main laws and guidelines are covered | | | |in my learner handbook, available on the | | | |internet and were detailed in a | | | |presentation. | | |NOS and external sources of representation in your|The main laws and guidelines are covered | | |industry |in my learner handbook, available on the | | | |internet and were detailed in a | | | |presentation. | | |Your role in your team and effective team-working |I have taken part in a few tasks involving| | | |a team. So I am familiar with the | | | |essentials of team work. | | | | | Knowledge and understanding components |Health and safety rights and responsibilities | |What your rights are and what you must do to follow company procedures | |Rights |What employers should do in order to protect you at work | | |What responsibility a training provider for your Health and Safety (including the Safe Learner project) | |Responsibilities |Your responsibilities in maintaining health and safety in your workplace | | |The laws and company procedures that you must be aware of at work (including Health and Safety at Work | | |1974, Manual Handling, DSE and any other laws relevant to your role) | |Contract of Employment | |What a contract of employment must include and the laws relating to them. | |Rights |When you should be issued with a contract of employment | | |What the contract should include (e. g. Salary, annual leave, working hours etc. ) | | |What should be done when changes in the contract are needed (e. g. changes in salary, job role, working | | |hours) | | |The relevant areas of the Employment Law Act, particularly Statement of Particulars (Contracts) | |Responsibilities |Adhering to the Contract of Employment | | | The differences for self-employed workers | |Anti-discrimination laws | |What discrimination (e.g. gender, race, disability and age) is and the laws that protect against it. | |Rights |Your right to not be discriminated against on any grounds (e. g. gender, race, disability and age) | | |The laws that protect you from discrimination, such as: | | |Equal Pay Act 1970 | | |Race Relations Act 1976 | | |Disability Discrimination Act 1995 | | |What to do if you are being discriminated against, (including internal and external procedures) | |Responsibilities |Examples of what would constitute discrimination against others | | |The difference between direct, indirect and positive discrimination. | | |How to avoid discriminating against potential employees when recruiting. | |Working hours and holiday entitlement | |Your working hours and holiday entitlement, and the regulations and procedures that control these. | |Rights |What the Working Time Regulations 1998 are and the maximum working hours allowed, particularly for Young | | |Workers (aged 16-17) | | |Any exceptions to the Working Time Regulations 1998 (e. g. Seasonal workers in busy times, such as | | |Christmas) | | |. What your  working hours and holiday entitlement are (see also Contracts of Employment) | | |Who enforces the Working Time Regulations | |Responsibilities |Your company’s procedure for booking holiday (annual leave) and why it is important that you follow it. | | |What to do if you need to change or adjust your working hours. | |Sick and Maternity Pay | |Your rights to Sick and Maternity Pay and your responsibilities in communicating with your employer regarding these. | |Rights |What Statutory Sick Pay is and your company’s sick pay policy | | |The right to Maternity Leave, and the minimum number of weeks of entitlement under Ordinary Maternity | | |Leave (OML) | |Responsibilities |The company procedures for reporting sick days. | | |Procedures to follow regarding Maternity Leave. | |Rights and responsibilities of an Apprentice | |As an Apprentice you have some specific rights and responsibilities | |Rights |Your role as an Apprentice and the similarities or differences from other employees in your company | | |How the National Minimum Wage applies to Apprentices. | |Responsibilities |Your commitment to the training and qualifications in the Apprenticeship | |Grievance and disciplinary procedures | |The laws and internal procedures relating to grievance and disciplinary procedures | |Rights |The process that employers must follow for disciplinary procedures. | | |Your rights during the disciplinary procedures. | |Responsibilities |The procedures you must follow to report a grievance | | |The procedures to follow to appeal a disciplinary decision. | |Data Protection | |The key areas of data protection and how they affect you as an individual and an employee | |Rights |Your right to personal information held by an organisation (either your employer or another company) | | |Who has rights to your information and how it can be used. | |Responsibilities |What information you can and cannot give out, and who can have access to that information | |Team working | |Working effectively as part of a team (from Develop Personal Effectiveness Unit) | |Rights |See responsibilities | |Responsibilities |communicating effectively in a team setting | | |contributing to team activities |. |Industry laws and guidelines | |The laws and guidelines that affect your industry (IT, Telecoms or Contact Centres) | |Rights |None | |Responsibilities |What and how different industry activities are affected by laws and guidelines, such as storing names and| | |address, downloading images from the Internet or sending inappropriate e-mails. | | |The laws that are relevant to your role in ICT or Contact Centres, for example: | | |Telecoms: The Wireless Telegraphy Act; IT: The Computer Misuse Act and the Electronic Communications Act | | |2000 |. |NOS and external sources of representation | |The information relating to IT that is relevant to your job role | |Rights |The organisations that represent you and your employer (e. g. e-skills UK, trade unions, Intellect, | | |British Computer Society, Call Centre Association) | |Responsibilities |What National Occupational Standards are, how they can be used and who sets them for your industry. | Useful Resources |Organisation |Role/ Areas covered |Website | |ACAS (Advisory, |Advice on employment matters |www. acas. org. uk | |Conciliation and | | | |Arbitration Service) | | | |Citizen’s Advice Bureau |General source of advice on a range of topics |www. adviceguide. org. uk | | |covering your rights as a citizen | | |Department for Education |Overall responsibility for education in England |www. dfes. gov. uk | |and Skills | | | |Directgov |Website covering almost all areas of employment |www. direct. gov. uk | | |rights and responsibilities, contracts etc. | | |Disability Rights |Disability Rights and Disability Discrimination |. www. drc-gb.org | |Commission |Act 1995 | | |e-skills UK |Sector Skills Council for IT, Telecoms and Contact|www. e-skills. com | | |Centres | | |Equal Opportunities |Equal Pay. Sexual Equality. |www. eoc. org. uk | |Commission | | | |Federation of |Trade association for the mobile and |www. fcs. org. uk | |Communication Services |telecommunication services industry | | |Health and Safety |Regulators of Health and Safety |www. hse. gov. uk | |Executive | | | |Information | Data Protection and Freedom of Information |www. informationcommissioner.gov. uk | |Commissioner’s Office | | | |Learning and Skills |Responsible for funding 16+ training in England |www. lsc. gov. uk | |Council | | | |Safe Learner |Specific Health and Safety information for |www. safelearner. info | | |Apprentices | | |Trade Union Council |Information about trade union and search for you |www. tuc. org. uk | | |trade union | | |The Commission for Racial|Race Relations Act and racial equality |www. cre. gov. uk | |Equality | | | |Tiger |National Minimum Wage and Maternity Leave |www. tiger. gov. uk |. If you have any comments or queries regarding this workbook, please email ben. sweetman@e-skills. com. Declaration This declaration should be completed by the Apprentice, the employer and the training provider and then attached with the Apprenticeship Certificate Request Form. |Apprentice | |Name: | |Date of Birth: | | |Signature: | |Date: | | |Employer | |Name: | |Organisation: | | |Signature: | |Date: | | |Training Provider | |Name: | |Training Provider: | | |Signature: | |Date: | | Please record details of any alternative knowledge specifications below:

Learning Analysis

I wanted to apply for a job maintaining databases; however, the company I was applying for used a different program which I needed to learn before being considered for the application. Although I had no assurance of being hired, I bought the program and the book and resolved to learn the program on my own. Whether I get the job or not, I have learned something new to add to my rà ©sumà ©. In my Human Resources Management class, we were taught that the best way to gather information about the prospective applicant is to look at their rà ©sumà ©Ã¢â‚¬â„¢s and that it is often the most used preselection tool. A rà ©sumà © that is complete and presents current information about one’s qualifications and skills will get the most points during selection (Newell & Scarborough, 2002). Moreover, it is also important that when a skill or expertise is listed on a rà ©sumà © it is actually verifiable and that one could demonstrate it if needed.This meant that if I really wanted that job, I should be able to master this program or be able to work with it before I submit that application letter. I approached the task with a sense of urgency since the deadline for the application was in a week. I recalled that in the recruitment process, it is important to have a time frame of the recruitment activities as sometimes the need for an applicant to the position is immediate (Newell & Scarborough, 2002), since the time frame for the application process was in a week, I figured the company must really be in a hurry to fill the job vacancy.A vacancy in the company can be brought about by external turnovers, where the employee voluntarily leave the company, or an internal turnover, where the employee is promoted to a higher position (Mathis & Jackson, 2006). Database administrators usually work alone and it is a very specific job that its job description is basically about how to enter and update information in the company’s database and based on this, I deduced t he former employee of the company I was setting my eyes on resigned. Voluntary resignations often occur because of the need for better paying jobs, job dissatisfaction, disagreement with the management and a whole lot more. However, it would be too much of me to think so far ahead about the reasons why the former database administrator left; it’s the case of counting the rotten eggs even before finding the hen.I was in the middle of my thoughts when I realized that I was not yet working on the program. So I proceeded to install the program on my computer and scanned the guidebook to familiarize myself with the icons and the layout of the interface. Setting up the program on my computer was easy; I followed the instructions carefully and installed the software tutor to help me. Then, I had the book of instructions and proceeded to punch out some commands and clicked on the icons on the screen in front of me. Then after 10 minutes, I realized I was not learning anything!I could not make heads or tails about what the program was about really, and it was like a tangle of senseless letters and numbers. Besides, my head was spinning from straining my eyes at the monitor and then looking at the guide book and asking help from the program tutor. In this predicament, I found myself looking back at the human resource management theories that I took up this semester at the university. HR concepts and theories are actually valuable instruments that would help organizations become productive (Ulrich& Brockbank, 2005)I remembered that motivating people to learn something new or to have them attend skills training is one of the most difficult tasks that an HR manager have to face. Research had found that employees willingly attend trainings and workshops since it would free them from their daily work routines, however, whether they learn anything from it or not has not been established (Kraiger & Ford, 2006). Although, researchers agree that an employee who have posit ive attitudes towards the training program would likely benefit more from the training while a negative attitude towards the training sessions would mean that the possibility of learning has already been blocked. Designing an effective training program should be based on motivation theories and adult learning.Motivation theories indicate that in order for the individual to accomplish a task, the goal itself should be one that the individual values (Mathis & Jackson, 2006). This would mean that the training should be one that is related to the work tasks of the employee and that it could be perceived as an opportunity for growth and development. Training activities should also be designed to provide opportunities for the participants to succeed and feel that they are competent, thus, if the skills training is about making performance evaluation instruments then the participants could be asked to make their own instrument and input can be given in how to make performance evaluations w hich would either validate the participants skills or teach them new ones.The needs theory of motivation also says that trainings should answer a need; this means that the employee will perceive the training as personally important to him/her if it satisfies a need. The need for growth, for achievement, for competence and for affiliation is answered by training programs. When an employee is required to attend a training workshop, it tells him that the company wants him to become better at his job, that they care about his personal quest for professional growth, and that the company is looking after their employees (Pfeffer &  Veiga, 1999). Aside from motivation, a key factor in effective training programs is adult learning theories.The effectiveness of trainings and workshops is measured by the amount of skills transferred from the training to the actual job (Kraiger & Aguinis, 2001). However, literature says that training effectiveness in terms of learning transfer has not been a dequately studied due to the difficulty of monitoring learning in the workplace. Adult learning theories suggests that adults learn experientially, that is by doing and applying what is being taught (Nkomo, Fottler & McAfee, 2005). Thus, if the skills being taught are customer service courtesy, it would be more effective if the skill is taught using role playing techniques and applying it to real life situations than if it was just taught using lectures.Moreover, learning happens in a continuum, one being effective learning and remembering and the other is end is forgetting and decay. Thus, trainings should be given periodically, it should not be a one-shot deal where you would expect that everything is learned and that it should not be repeated (Salas,  Cannon ­Bowers,  Rhodenizer  &  Bowers, 1999), however it makes no sense to train employees on something that they do not need or one that is not relevant to their jobs. After, this musings and theoretical exercise, I went back to my database program and begun learning it in a different approach.First off, I delegated a time for my learning schedule that is on the same time everyday, then I chose between the guide book or the tutor to help me since using both would be confusing and exhausting. From what I learned on adult learning, the training session should be interactive, one that I can work on and see concrete results or outputs, so settled for the tutor and ditched the guidebook. Second, on my first session, I read the introductory part of the program and had the tutorial run to give an overview of the program, because the HR texts said one must first understand what the training is for and where it could be used to make the person’s job easier or more meaningful.The tutorial was interactive so I got to associate the different commands with its specific functions and I remembered it easily because I could visualize the icon, no wonder programs have icons, it makes the manipulation of the program simpler. After several tutorials I then proceeded to work on the program on my own, I printed the sample exercises and then proceeded to work on the database using the exercises and if I could not make sense of it, I then asked the tutor for help.The best thing about the activities was that it worked on an actual data, although it was fictitious, I had something to work with and could treat them as real. What was gratifying was that every time I was able to complete an exercise and produce the output exactly as it was presented in the training program, I felt I accomplished something and I was sure that I was really learning. At present, I am still on the third chapter but it has been a good run, and that job application seems to be on the positive side since many of those who applied are also not familiar with the program.ReferencesKraiger, K. & Ford, J. K. (2006). The expanding role of workplace training: Themes and trendsinfluencing training research and practice.   In L. L. Koppes (Ed.), Historical perspectives in industrial and organizational psychology.   Mahwah, NJ:   Lawrence Erlbaum Associates.Kraiger, K. & Aguinis, H. (2001). Training effectiveness: Assessing training needs, motivation,and accomplishments.   In M. London (Ed.), How people evaluate others in organizations:   Person perception and interpersonal judgment in I/O psychology.Mathis, R. & Jackson, J. (2006). 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