Mencius’ Concept of Rulership - 2291 Words

Mencius is one of the most famous philosophers in Chinese history. He lived at a time when wars and conflicts in China were very common. Different kingdoms waged war against each other for the expansion of their own territory. Rebellion was also common as the subjects made attempts to topple their abusive and cruel ruler. In view of the importance of managing states and winning wars for expanding the territory of rulers, heads of states consulted known philosophers and intellectuals like Mencius whose wisdom proved to be vital in their rule. This essay seeks to discuss Mencius’ concept of ruler-ship and what to the mind of Mencius constitutes the best and most effective ruler. Initially, Mencius separates society into two classes of†¦show more content†¦He said â€Å"It is a case of people’s weakness rather than their willing compliance where force is used to subjugate them. But it is with happiness with their hearts and a sincere willingness to comply w here virtue is used to win them over. This was the way in which seventy disciples submitted to Confucius.† (Meng-Tszu) If rulers lead their people with an iron fist then the ruler will not win the loyalty and love of the people An excellent ruler has humility and kindness. This means that he has pity on his followers and he cannot bear to see the suffering of his own people. He makes every effort to make the lives of the people better through effective governance and service. An excellent ruler is always concerned about the welfare of his people and mindful of what is best for them. An effective leader is not ruthless, cunning or deceiving. An excellent ruler does not need to be feared in order to be obeyed by his ruler. He does not punish his people simply because he wants to punish them. Whenever it is necessary to punish individuals who committed a crime due caution should be applied so that the criminal is punished only to the extent necessary to redress the crime he committed. Mencius thought that punishment is essentially ineffective in regulating human behavior. Rather, what is more effective is the ruler’s good example to his people. Mencius said â€Å"When one by force subdues men, they do not submit to him in heart. They

Steps to Survival Essay - 1226 Words

The Day in Pat Frank’s Alas, Babylon is that one terrifying, unanticipated, and shocking day when bombs drop on many large and important cities in the United States. This day puts many people into situations that they are not used to. They must adapt to the world rather than try to live their regular live which is now nonexistent. If one is sick, good luck getting medication; scared, good luck finding food when the supply runs out. The mentally and physically strong survive and the weak die, that is the rule of life. Randy Bragg was forced into a leading position because he knew that a leader is needed if his family wanted to survive. He is forced to put his selfishness aside for the survival of him and his family and was willing to do†¦show more content†¦It is not only about going out and getting it but also about getting it fast. That is why in Pat Frank’s Alas, Babylon the group of survivors put together their gasoline and only drove the most fuel efficient car. Ideas like this could help one survive until the nuclear war ends or until there is no need to travel anymore. The only other physical preparation varies from a number of things that are essential and sometimes overlooked by many. The most important steps to survival are those that are instinct and essential. When the bombs are dropped there is not much time depending on how far away the bomb is to prepare. Some basic things that most people do not think of like are â€Å"opening windows and doors downstairs and filling up pails and bath tubs with water† (Frank 97). Any water after the bombs would become radiated. This means once one run out of water in the pails and tubs, one will need to find a way to make the radiated water drinkable, or find an alternate source of water. In Pat Frank’s Alas, Babylon, this alternate source was the â€Å"artesian water† which â€Å"smelled like rotten eggs† but was better than no water at all (Frank 151). Anot her alternate source of water is wells and water tanks, no contaminated water or particles have a chance to get into the water so it is safe to drink (Kearny 71). Water is an essential item that many people take for granted in normal life. ManyShow MoreRelatedInstinctive Survival. â€Å"...WeLl Go Step By Step And Cut1204 Words   |  5 PagesInstinctive Survival â€Å"...We ll go step by step and cut off every bulkhead and every vent until we have it cornered. And then we ll blow it the fuck out into space! Is that acceptable to you?† (Scott; Alien, 1979) Alien (Ridley Scott) was and still is very revolutionary for its time, which really puts it ahead of other films in 1979 because of its smart cinematography, claustrophobic atmosphere, witty characters, and the ambiguous use of switching the gender norms around. The men and women switchRead MoreDr. Trumans Step Change Model : An Organizations Survival And Prosperity1238 Words   |  5 Pagesskillful leaders seize the opportunity to change things for the better† (as cited in Davis, 2012, para. 1). Change management is critical to an organization’s survival and prosperity. Organizations that are resistant to change will fail to meet the needs of their targeted markets and lose their competitive advantage. By utilizing Kotter Cohen’s 8-step change model, change leaders can successfully implement a change initiative into their workplace culture. In an interview, Chief of Staff for SouthernRead MoreA Long Walk To Water Character Analysis982 Words   |  4 Pagesmade survival possible for Salva in â€Å"A Long Walk to Water† Salva the main character of â€Å"A Long Walk to Water† by Linda Sue Park was an 11-year old boy when his village was attacked. 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Told from a perspectiveRead MoreA Zombie Apocalypse : Developing A Sensible Schedule, Socializing And Taking The Initiative867 Words   |  4 PagesIn a zombie apocalypse a person needs survival skills to stay alive. There is even a book called â€Å"How to Survive a Zombie Apocalypse.† This book tells the readers the skills they need for the disaster such as short hair, tight clothes, aim for the zombie head and blades. The same can be said for college. A person needs survival skills to become successful throughout college. The situation might not be as scary as a zombie apocalypse which is life threatening, but it can be just as serious. StudentsRead MoreThe Controversy of Genetic Cloning873 Words   |  3 Pagespeople should not go forward with this step since genetic cloning, consequently human cloning, does not respect nature nor does it ensure diversity and survival in natural ecosystems. In addition, genetic cloning is a cruel, harsh, and an un safe experiment. Genetic cloning is defined as the production of a living being that is exactly identical to an existing living being from which it will originate. The two main purposes of cloning are to take a step towards immortality, since one can createRead MoreSurvival Knife : An Essential Tool Essay1636 Words   |  7 PagesSurvival Knife       In this chapter, we will be discussing the very first weapon – the survival knife – which also doubles as an essential tool needed in the making of other weapons, some of which will be touched in this book. The materials needed to make an ideal knife as well as the processes involved have been provided below. It is vitally important to reiterate that a survival knife is not the same as the conventional kitchen knife most of us use in our homes. Though certain kitchen knivesRead MoreThe Wrongfulness Of Euthanasia By J. Gay Williams1473 Words   |  6 Pagesselection and those which are the result of an attempt to avoid pain. He assumes that the natural inclination to live is prevalent in every human being, even among immense suffering and terminal diagnosis. Ultimately, these statements fail to support why survival is the only, or at least most important, natural goal. In an attempt to highlight the imperfections and resulting invalidity of Gay-Williams’ argument from nature, I will first give a more in-depth explanation of said argument, then propose my worriesRead MoreVirulence Factors Of Cryptoccus Neoformans1020 Words   |  5 Pagespathway essential for growth and virulence. We have also obtained evidence linking Cin1 to extracellular RNA through RNA-Seq and to CNS survival t hrough co-infection of a mouse model of cryptococcosis. However, how Cin1 governs the transport network affecting trafficking of virulence factors or exRNA as cell communicator, and whether the role in host CNS survival represents a novel virulence mechanism remain unknown. We discovered the multi-domain Cin1 protein through interaction cloning and foundRead MoreThe College Survival Guide Project928 Words   |  4 PagesThe purpose of the College Survival Guide Project is to create your very own personalized book that will guide you throughout your four years at IU East. The College Survival Guide Project will be graded on the on completeness, professionalism, originality, presentation and on-time submission. Each student will work individually and collectively to complete this project. Students will be responsible for a interviewing various IU East faculty and/or staff person. Over the next few weeks we will

The effect of dancehall music on teenagers free essay sample

?Dancehall Music is a popular genre of Jamaican music. It is composed of ‘riddims’, fast upbeat rhythms than the traditional reggae music. Dancehall music has become a symbol of explicit sexual imagery and violence. Despite the positive effects Dancehall music might have on our young people, it has become more a pathway for moral degradation with our young people. Dancehall lyrics are found to be crude as it promotes sexual behaviors, sexual imagery and violence. It is expected that the youth of society are going to follow the message that is being portrayed in these songs, as some of these artists are role models According to C. J. Cooper, in July 2000 â€Å"Jamaican dancehall culture is commonly disparaged as a homophobic, homicidal, misogynist discourse that reduces both men and women to bare essentials: skeletal remain†. Most of the dancehall lyrics that promote violence impacts our youth of Jamaica as the lyrics makes it seem as though it is acceptable to just kill or hurt anyone without showing any remorse. We will write a custom essay sample on The effect of dancehall music on teenagers or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Some of our dancehall artistes are even committing crimes themselves. An example of this can be seen in a song by popular dancehall artist Vybz Kartel- Broad daylight. â€Å" Mi murda people inna broad daylight, six pants mi walk walk wid cause di AK light† According a study done on The effects of Dancehall genre on adolescent sexual and violent behavior in Jamaica: A public health concern â€Å"19% male and 13% females demonstrated violence in schools, in their communities, and/or in their homes – 7% females and 9% males were taken to the Principal’s office; 3% females and 5% males suspended†. Sexual behavior in public and Promiscuity are also rising factors in the Jamaican society among our youths as it has contributed to increasing level of Teenage Pregnancy and Sexual Transmitted Diseases. Dancehall also has influence on this as it promotes sexual immoral acts. An example of this can be seen in a song by popular dancehall artist Lady Saw- Stab out the meat. â€Å"Mi hear yu can grind good and yu can fuck sweet Stab out mi meat, stab out mi meat† According a study done on The effects of Dancehall genre on adolescent sexual and violent behavior in Jamaica: A public health concern by A. D. Crawford, 2010 ‘Of the 100 respondents, 52% males and 58% females claimed to be sexually active’ In a study also done by Crawford 2010â€Å"out of 238 cases of 9-17 year olds, 10. 1% male and 3. 4% female were sexually influenced by dancehall genre. 42% respondents (18. 5% male, 23. 5% female) contracted STIs/HIV† In article written by E. Tyson entitled ‘Slackness and more slackness’ published April 6, 2008, it the fact that parents and guardians introduce their children to the dancehall lifestyle ruining their innocence. â€Å"There are parents who are indulging in this dancehall lifestyle and who, therefore, cannot guide their children to lead moral, self-disciplined lives. The children and the parents are now both indulging in the dancehall slackness. We see the effect of this in our schools. We see it when little children are taken to Passa Passa and adults delight in watching them wining and grinding their undeveloped hips in imitation of their slackness. Before these children can begin to know what innocence is, they have lost it. Their innocence has been aborted. This exposure to unbridled slackness from an early age has ensured that we produce a generation whose morality has been warped from the beginning. They will now believe that this slack and loose behaviour is the norm. † In an interview conducted by E. Tyson in the article entitled ‘Slackness and more slackness’ published April 6, 2008 with teenagers about the effects of dancehall music the responses were as follows. It makes me break out of my little shell. I am an innocent girl and dancehall music breaks that barrier. It makes you feel all gangsterish and cool. And the music teaches you how to dress. The lyrics are influential. They tell you to walk roun, smoke weed and buss gun. Many people, children in particular, look up to some of the artistes who feature these lyrics in their songs and they actually do some of these things because they feel that if their favourite artiste is doing it and they are hip and admired, then why not do it too. Hence, dancehall music is influential, not only to me, but to the wider society. I have stopped listening to dancehall music now and thats good because it had such a negative influence on me. At one point, I found myself acting in the way that the songs portray a hot girl should be.

Useful, Destructive Technology Essay Example

Useful, Destructive Technology Paper How can technology be so useful and destructive at the same time? The cellphone helps with communication, but also it can get me in trouble with the law. Undeterred by we probably have different types of technology my three most important pieces of technology are cellphone, laptop, and psd radio. In this era, technology is use in many occasions, myself technology I use is my phone is what I take with me everywhere I go. My phone is black and I use my phone to mark any appointments in my calendar, which is extremely useful. When it comes to school or even when I have to work in the mornings, I’m constantly marking events down in my calendar. Secondly, I use my IPhone to get on different social media’s such as, Snap Chat, Instagram, and Twitter. I mostly get on Instagram and upload pictures. Thirdly I use my phone to take videos of me when I’m playing softball. Being that my phone takes great videos and helps me keep up to any important updates and times. Overall, my phone helps me stay in contact with my family as well as my friends. Another useful technology is my laptop. I use my laptop to do my projects and homework especially since I started to go to College of the Desert. It’s not just for education purposes that I use my computer to download music and burn CD for my family in which they are always asking me to download and burn CD for them. Second, what I use my laptop is to watch Netflix on my laptop but to this time they haven’t been any good movies or TVs shows on Netflix. Three I like to mess around with my picture and fix them around or even make colleges and make movies pictures with the pictures. We will write a custom essay sample on Useful, Destructive Technology specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Useful, Destructive Technology specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Useful, Destructive Technology specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Lastly, another useful technology is my PSD Radio I use my radio when there’s events with the Riverside County Sheriff Explorers. We use them to communication with the other explorers or even the advasiors and let them know how were doing or if we need any help. We could only use are PSD radio are only to be used for m

Creon

Creon is an ideal tragic hero in this story. He has every characteristic that is observed by Aristotle in The Poetics. Creon's hybris, or his pride, causes him to violate the laws of the gods, which is reason for several tragic things that happen. Creon is of high station by being the head of his class, the King. Being a new King, he will not let anyone prove him wrong nor change his mind. Although King, he does not have all perfect traits. He has traits that allow him to make mistakes but he also has the ones which can allow him to succeed. According to Aristotle's observations, the tragic hero is to be brought down because of fate or an error in judgement. This error is sentencing Antigone to death for disobeying his decree. The most important part of a tragic hero is his tragic flaw. Creon's tragic flaw is his pride and arrogance. One event that shows his pride is this: "...Are you(Haemon) here, maddened against your father, or are we friends, whatever I may do". Haemon says, "...I am yours..." Haemon still asks his father though if he will not execute Antigone. But, because of Creon's excessive pride, he is angered by the remark and makes the situation worse than it already is. So he says, "...You shall not revile me with these tauntings and go free. Bring out the hateful creature; she shall die full in his sight, close at her bridegroom's side". Finally, Teiresias comes and tells Creon that the gods are angered by Creon's decisions and that he should release Antigone and bury Polyneices. Creon disregards this due to his pride. Teiresias says, "...You'll feel the wound..." Creon pays no attention to this remark. Being a tragic hero, Creon must suffer. Creon has a realization. He realizes that Teiresias must have been right. Creon tries to remedy things, but it is too late for that. In the reversal, Haemon commits suicide after Antigone commits suicide. Eurydice then kills herself. Creon suffers g...

Breaking Down the Pros and Cons of Grade Retention

Breaking Down the Pros and Cons of Grade Retention Grade retention is a process in which a teacher believes that it would benefit a student to keep them in the same grade for two consecutive years. Retaining a student is not an easy decision and should not be taken lightly. Parents often find the decision agonizing, and it can be difficult for some parents to climb entirely on board. It is necessary to note that any retention decision should be made after much evidence is collected and after several meetings with parents. It is essential that you do not spring it on them at the final parent/teacher conference of the year. If grade retention is a possibility, it should be brought up early in the school year. However, intervention and frequent updates should be the focal point for most of the year. What Are Some Reasons to Retain a Student? There are many reasons that a teacher may feel that retention is necessary for a particular student. The biggest reason is typically the development level of a child. Students enter school at around the same chronological age but with ​varying developmental levels. If a teacher believes that a student is behind developmentally compared to the majority of students in their class, then they may wish to retain the student to give them â€Å"the grace of time† to mature and catch up developmentally. Teachers may also choose to retain a student because they simply struggle academically when compared to students at the same grade level. While this is a traditional reason for retention, it is necessary to note that unless you figure out why the student is struggling, it is likely that the retention will do more harm than good. Another reason teachers often retain a student is due to the student’s lack of motivation to learn. Retention is often ineffective in this case as well. Student behavior can be another reason that a teacher chooses to retain a student. This is especially prevalent in lower grades. Poor behavior is often tied to the developmental level of the child. What Are Some Possible Positive Effects? The biggest positive effect of grade retention is that it provides students who are truly behind developmentally a chance to catch up. Those type of students will begin to thrive once they are developmentally on grade level. Being in the same grade two years in a row can also provide a student with some stability and familiarity, especially when it comes to the teacher and the room. Retention is most beneficial when the child that is retained receives intensive intervention specific to the areas in which they struggle throughout the retention year. What Are Some Possible Negative Effects? There are many adverse effects of retention. One of the biggest negative effects is that students who are retained are more likely to drop out of school eventually. It is also not an exact science. Research says that students are more negatively impacted by grade retention than they are positively affected by it. Grade retention can also have a profound impact on a student’s socialization. This becomes especially true for older students who have been with the same group of students for several years. A student who has been separated from their friends could become depressed and develop poor self-esteem. Students who are retained are likely physically bigger than their classmates because they are a year older. This often causes that child to be self-conscious. Students who are retained sometimes develop serious behavior issues, especially as they age. What Grade(s) Should You Retain a Student? The rule of thumb for retention is the younger, the better. Once students reach fourth grade, it becomes virtually impossible for retention to be a positive thing. There are always exceptions but, overall, retention should be primarily limited to early elementary school. There are so many factors that teachers need to look at in a retention decision. It is not an easy decision. Seek advice from other teachers and look at each student on a case-by-case basis. You could have two students who are remarkably similar developmentally but due to external factors, retention would only be appropriate for one and not the other. What Is the Process for a Student to be Retained? Each school district typically has its own retention policy. Some districts may oppose retention altogether. For districts that do not oppose retention, teachers need to make themselves familiar with their district’s policy. Regardless of that policy, there are several things a teacher needs to do to make the retention process much easier throughout the year. Identify struggling students within the first few weeks of school.Create an individualized intervention plan to meet that students individual learning needs.Meet with the parent within a month of initiating that plan. Be straightforward with them, provide them with strategies to implement at home, and be sure you let them know that retention is a possibility if significant improvements aren’t made over the course of the year.Adapt and change the plan if you are not seeing growth after a few months.Continuously update the parents on their child’s progress.Document everything, including meetings, strategies used, results, etc.If you do decide to retain, then follow all school policies and procedures dealing with retention. Be sure to monitor and comply with dates concerning retention as well. What Are Some Alternatives to Grade Retention? Grade retention is not the best remedy for every struggling student. Sometimes it may be as simple as providing a student with some counseling to get them going in the right direction. Other times it is won’t be that easy. Older students, in particular, need to be given some options when it comes to grade retention. Many schools provide summer school opportunities for students to attend and make improvements in the areas in which they struggle. Another alternative would be to place a ​student on a plan of study. A plan of study puts the ball in the student’s court sort of speak. A plan of study provides students with specific objectives that they must meet over the course of the year. It also provides assistance and increased accountability for the student. Finally, a plan of study details specific consequences for not meeting their specific objectives, including grade retention.

Comparison between Hinduism and Buddhism Assignment

Comparison between Hinduism and Buddhism - Assignment Example The religion is believed to be timeless, as the old people found it in practice. Hindus believe in one Supreme Being according to their traditions is both immanent and transcendent. According to the Hindu religious beliefs, the Supreme Being is both their creator and is of Unmanifest reality who deserves their respect (Rinehart, 2004). The Hindus believe in the divinity of the four Vedas, which are the oldest and most ancient elements of scripture in the world. Further, they venerate the Agamas as revealed in an equal measure. They treat these as primordial hymns of God which forms the bedrock of Santana Dharma, a form of an eternal religion. According to the Hindu beliefs, the soul reincarnates, evolving through many beliefs. However, the reincarnation trend stops after the resolution of all karmas. They also believe in moksha, which is the liberation from the rebirth cycle that takes place after the end of the reincarnation process. Since the process is continuous and evolutionary in every soul, not a single soul can be denied of its destiny (Fisher, 2014). In Hindu, an individual’s personal spiritual practice is referred to as sadhana which is used to refer to the means of accomplishing individual goals. It recognizes adhikara, which means that every person holds a unique position in life that is different from that of other people. Therefore, God exists in different forms, which gives people the freedom to feel attracted to one God and leave the rest. Similarly, there are different forms of yoga, just like there are different forms of God, which are not similar to one another. Therefore, the Hindu spiritual practice varies from one person to another.

Training and development Essay Example | Topics and Well Written Essays - 3000 words - 1

Training and development - Essay Example Their area ranges from workplace promotion safety to succession planning. In the light of fast changing trends in the event industry, it would be really difficult for an event management organisation to remain competitive unless its employees are competent enough to deliver an exciting attendance experience to the participants. Evidences suggest that employee satisfaction can be met and employee performance may be improved in the event sector paying specific attention to HR activities. This paper will analyse the HRM approaches and policies of the Wizcraft International Entertainment giving particular focus given to the firm’s training and development practices. Event management can be simply referred to a management process that involves planning, creation, and direction of all kinds of events. â€Å"Event Management is the application of project management skills to the creation and development of events like conferences, symposiums, seminars, fairs, exhibitions, concerts, festivals, and functions† (MIT International School of Broadcasting and Journalism). Today event management is essential in most of the areas of life such as entertainment, business, finance, fashion, sport, and music. Event planning is an integral part of event management, and it includes budgeting, fixing dates, booking event site, acquiring legal licenses and permits, managing transportation, developing a theme for the event, arranging facilities like chairs and speakers, and co-ordinating event support, decor, catering, security, emergency tams, and cleanup. Today the event management industry deals with events of all sizes ranging from even a breakfast meeting to Olympics. Nowadays the corporate sector gives emphasis to the concept of event management, because it is widely considered as a strategic management and communication tool (Anih, 2012). Hence corporations create promotional events, from product launches to press conferences, to

Philosophy of managing people in higher educational settings Essay Example for Free

Philosophy of managing people in higher educational settings Essay Capability to manage a team effectively is one of the main qualities which any professional seeking success needs to possess. However, the position of a leader requires many outstanding skills, and it may be very challenging at times. According to Sun Tzu, Chinese General who lived in the 5th century B. C. , â€Å"when one has all 5 virtues together: intelligence, trustworthiness, humanness, courage, sternness, each appropriate to its function, then one can be a leader† (Deal, Kennedy, 1988). Leadership means the ability to influence other people and guide them to the success. During many centuries it has been believed that the key to success in a team lies in the skills of the manager. No company can remain on top unless it has an outstanding manager who guides it into the right direction. Management of people in higher educational settings is a very challenging task due to the complexity of the field of education. Some of the general principles of management can be applied efficiently, but at the same time additional attention needs to be devoted to characteristic features which are common only for educational sphere. The task of the leader in higher educational settings is to manage the staff in such a way that all the skills which the members of the staff possess turn out applied at their maximum. This task is very complicated because â€Å"building the winning team requires more than just hiring a bunch of talented people. It means hiring people who will work well together. It means developing a shared vision and commitment. It means physically bringing people together in formal group meetings for open discussion of broad-based issues. It means encouraging positive, informal interactions between group members. It means instilling a â€Å"winning attitude throughout the organization. It means watching for and quickly trying to reverse team-building problems such as jealousy, cynicism, and defensive behavior. † (Building a winning team. Retrieved on November 14, from source: www. businesstown. com). The most important issue in managing the team in higher educational settings is choosing the right form of motivation for them. Since all people in the staff are different, all of them need different forms of motivation. For some staff members, only money works, and they do not get motivated by any other benefits. For others, there is nothing more important than social recognition of their efforts. Other staff members will care about the possibilities of future promotion in case of their successful performance. Therefore, in order to manage the staff effectively, the first task to do is to define where the needs of employees fall in Maslow’s hierarchy of needs. After some communication with the members of the team it is easy to discover what staff members are very ambitious. They have a very high need of esteem. They need to be praised for the work they do, get recognition from senior-level management, be aware about the possibilities of their future promotion, and fulfill tasks which require lots of responsibility. These staff members are very experienced, they have already made large contributions into the university’s success, and therefore they can be motivated only through getting more and more complicated tasks to fulfill. Other staff members will not be as success-oriented, and not as experienced. They can be rather knowledgeable in the field of education but they do not seek promotion because they are quite happy with their present work. Therefore, they can be motivated by money awards and praise for their work because their needs fall into the category of belonginess and love. The next step of successful staff management in higher education setting is defining relationships between staff members, and making a sociogram which identifies the types of interactions within the social network. Without the knowledge of interactions between the staff members, there is no way to manage the team effectively. In order to manage the members of the team, it is useful at times to apply the approach of influencing some members of the team through other members. It is necessary to identify the member of the team who has the strongest influence on other members because teams are usually aligned to such staff members. It is also necessary to keep up â€Å"healthy culture† in the educational setting. â€Å"A healthy culture can promote identification (who we are), legitimation (why we need to do) communication (with whom we talk), coordination (with whom we work) and development (what are the dominant perspectives and tasks)†. (Davies, 1997, p. 135). The last step of managing the team is choosing the leadership style. Such styles include â€Å"considerate, structuring, autocratic, democratic, laissez-faire and the like† (Bjerke, 1999, p. 57). Some authors determine supporting, directive, coercive, transformational leadership styles. The most efficient styles in the majority of establishments of higher education are democratic and supportive styles, but for some types of situations autocratic and directive styles might be appropriate. For example, when the faculty leader wants to set direct goals for the staff members and make them increase their performance, it can be appropriate to use directive style. The choice of the style mainly depends on the environment in the organization and the goals which it needs to achieve. Autocratic and directive styles can sometimes represent some danger of faculty leaders becoming power-oriented. When managers care only about their own power, they tend to choose those 2 styles of leadership. It is well-known that leadership styles can be oriented on the performance of the team or on the concern about staff members. The analysis of these theories is particularly important for managing staff members in educational settings. Blake and Mouton (1964) have introduced a grid in which they identified the main styles of leadership according to those 2 characteristics. Orientation on the performance of the team means that the manager is very concerned about the results which they are going to have in the end of the period, the extent to which goals will be met. Orientation on people means that the leader will pay lots of attention to maintaining trust in the company, establishing warm relations with all the employees, giving them only appropriate tasks and motivating them. Blake and Mouton have come up with several types of managers based in their grid. â€Å"Under the style referred to as impoverished management, managers concern themselves very little with either people or results and have minimum involvement in their jobs. † (Bjerke, 1999, p. 59). Such managers usually do not achieve good results because they show minimum concern about the activity of the company. â€Å"Team leaders†, on the contrary, manage to combine both concern about people and achieve great performance of the company. This type of managers cannot be accepted in education settings because it prevents the faculty staff from making large contributions to the development of the educational establishment. â€Å"Another style is management called country club management, in which managers have little or no concern for results but are concerned only for people. † (Bjerke, 1999, p. 59). Such companies might not have great results because employees will not be working to the fullest. â€Å"Autocratic task managers are concerned only with developing an efficient operation, who have little or no concern for people and who are quite autocratic in their style of leadership. † (Bjerke, 1999, p. 59). This type of manager is more favorable than the previous one, but it is also inefficient in the educational setting. In order to make the staff work efficiently, the faculty leader needs to choose the style combining both concern about staff members and concern about the performance of the team. It is very difficult to make the faculty function effectively, but this task can be achieved through the right choices of staff members’ motivation and leadership style. The field of education requires a leader with good communication skills, able to provide success-oriented policy, capable of solving all the possible problems which may arise in the team. Bibliography. 1. Alison, H. Managing people Managing Universities and Colleges Guides to Good Pratice Open University Press McGraw Hill. 2003. 2. Bjerke Bjorn. Business Leadership and Culture: National Management Styles in the Global Economy. Edward Elgar. 1999. 3. Blake, R. R. and J. S. Mouton. The Managerial Grid, Houston, TX: Gulf Publishing Company. 1964. 4. Building a winning team. Retrieved on November 14, from source: www. businesstown. com. 5. Davies, J. The evolution of university responses to financial reduction. Higher Education Management, 9(1), 127-140. 1997. 6. Deal, T. and A. Kennedy. Corporate Cultures, London: Penguin Books. 1988. 7. Garvin, David A. What makes for an authentic learning organization? Management Update: Newsletter from Harvard Business School 2, no. 6 (July 1): 7-9. 1993.

Gender Roles in Edward Albee’s Who’s Afraid of Virginia Woolf? Essay

Though usually viewed as a violent play about turbulent marriages, Edward Albee’s Who’s Afraid of Virginia Woolf? should be regarded as an early feminist text. Bonnie Finkelstein writes that the 1962 play portrays and analyzes the damaging effects of traditional, stereotypical gender roles, particularly for women; the play serves to point out how unrealistic, useless and extraordinarily damning they ultimately are. Finkelstein notes that the 1963 publication of Betty Friedan’s The Feminine Mystique unofficially began a re-evaluation of gender roles in the United States (Finkelstein 55). Friedan explores the idea that women need more fulfillment in their lives than can be provided by the drudgery of childrearing and housekeeping. The book also carefully lays out what society has determined to be the ideal gender role requirements for women: â€Å"They could desire no greater destiny than to glory in their own femininity. Experts told them how to catch a man and keep him, how to breastfeed children and handle their toilet training†¦how to dress, look, and act more feminine and make marriage more exciting†¦They learned that truly feminine women do not want careers, higher education, political rights†¦All they had to do was devote their lives from earliest girlhood to finding a husband and bearing children.† (Friedan 15-16) And, more specifically: The suburban housewife†¦she was healthy, beautiful, educated, concerned only about her husband, her children, her home. She had found true feminine fulfillment.† (Friedan 18) Albee echoes this, noting by contrast what the ideal men and women in 1962 should be. In other words, his characters have failed at living up to gender roles and the play shows us how this quest has destroyed th... ...s flawed, proof that these gender roles are impossible to emulate. As Finkelstein notes, all four characters are afraid of Virginia Wolf, because she is, in 1962, the only icon of female equality society had. (Finkelstein 64) Works Cited Albee, Edward. Who’s Afraid of Virginia Woolf? New York: Atheneum House, 1962. Finkelstein, Bonnie Blumenthal. â€Å"Albee’s Martha: Someone’s Daughter, Someone’s Wife, No One’s Mother.† American Drama (5) no. 1, Fall 1995. pg. 51-70. Friedan, Betty. The Feminine Mystique. New York: WW. Norton & Company, 1963. Julier, Laura. â€Å"Faces to the Dawn: Female Characters in Albee’s Plays.† Edward Albee: Planned Wilderness. Interviews, Essays and Bibliography. ed. Patricia De La Fuente. Edinburg, Texas: Pan American University Print Shop, 1980. Vogel, Paula. How I Learned to Drive. New York: Dramatists Play Service, 1998. Gender Roles in Edward Albee’s Who’s Afraid of Virginia Woolf? Essay Though usually viewed as a violent play about turbulent marriages, Edward Albee’s Who’s Afraid of Virginia Woolf? should be regarded as an early feminist text. Bonnie Finkelstein writes that the 1962 play portrays and analyzes the damaging effects of traditional, stereotypical gender roles, particularly for women; the play serves to point out how unrealistic, useless and extraordinarily damning they ultimately are. Finkelstein notes that the 1963 publication of Betty Friedan’s The Feminine Mystique unofficially began a re-evaluation of gender roles in the United States (Finkelstein 55). Friedan explores the idea that women need more fulfillment in their lives than can be provided by the drudgery of childrearing and housekeeping. The book also carefully lays out what society has determined to be the ideal gender role requirements for women: â€Å"They could desire no greater destiny than to glory in their own femininity. Experts told them how to catch a man and keep him, how to breastfeed children and handle their toilet training†¦how to dress, look, and act more feminine and make marriage more exciting†¦They learned that truly feminine women do not want careers, higher education, political rights†¦All they had to do was devote their lives from earliest girlhood to finding a husband and bearing children.† (Friedan 15-16) And, more specifically: The suburban housewife†¦she was healthy, beautiful, educated, concerned only about her husband, her children, her home. She had found true feminine fulfillment.† (Friedan 18) Albee echoes this, noting by contrast what the ideal men and women in 1962 should be. In other words, his characters have failed at living up to gender roles and the play shows us how this quest has destroyed th... ...s flawed, proof that these gender roles are impossible to emulate. As Finkelstein notes, all four characters are afraid of Virginia Wolf, because she is, in 1962, the only icon of female equality society had. (Finkelstein 64) Works Cited Albee, Edward. Who’s Afraid of Virginia Woolf? New York: Atheneum House, 1962. Finkelstein, Bonnie Blumenthal. â€Å"Albee’s Martha: Someone’s Daughter, Someone’s Wife, No One’s Mother.† American Drama (5) no. 1, Fall 1995. pg. 51-70. Friedan, Betty. The Feminine Mystique. New York: WW. Norton & Company, 1963. Julier, Laura. â€Å"Faces to the Dawn: Female Characters in Albee’s Plays.† Edward Albee: Planned Wilderness. Interviews, Essays and Bibliography. ed. Patricia De La Fuente. Edinburg, Texas: Pan American University Print Shop, 1980. Vogel, Paula. How I Learned to Drive. New York: Dramatists Play Service, 1998.

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Laboratory Class Eight: Brain and Behavior 2: Basic Unromantic and Function. Laboratory Class Nine: Revision Laboratory. References & Inspirational Readings. All research or teaching using people at the University of Auckland requires approval of the University of Auckland Human Participants Ethics Committee. We have chosen the exercises carefully in order to provide you with what we hope will be an informative learning experience. However, if you are uncomfortable with any exercises we strongly encourage you to contact your tutor and ask to be excused from participation.It is much better if you are able to do this before the lab is underway. It is therefore recommended you read the manual to find out what is coming up before each lab and decide if you think any of the exercises may be distressing to you. If an exercise becomes distressing or uncomfortable for you during the lab, you are still able to be excused. Please be aware that you will only be excused from the specific exercis e of concern, not the entire lab. Please also be aware that you will not be able to be excused from parts of a lab AFTER it has taken place on these grounds; you must see your tutor before or during the lab.For Ethical concerns contact: The Chair, The University of Auckland Human Participants Ethics Committee, The University of Auckland, Private Bag 92019, Auckland. Tell: 373 7699 ext. 87830. Completing Laboratory Reports Introduction The laboratory reports for PSYCH 109 can count towards 20% of your final mark. Therefore, students are strongly advised to put significant effort into gaining good marks for their reports. When preparing reports, there are a number of things students should know. This section of the laboratory manual is written so that the appropriate information is available to all students.The various areas of psychology taught in PSYCH 109 have a long history of research. An essential component of scientific communication is the requirement of conciseness and parsim ony. This means that when communicating experimental outcomes and conclusions (such as from an international research project or an introductory level laboratory in psychology) it is very important to write in precise was observed, should be given. However, oversimplification is not an acceptable course of action. Explanations need to account for what was observed: no more, no less.General considerations for Laboratory Reports ; Never exceed the page limit that is prescribed for an assignment, You will be able o answer questions adequately within the space limit. ; Ensure that you use appropriate grammar correct and spelling. Try to write clearly. Never assume that the marker knows what you mean. Remember that a marker can only evaluate what you have actually written – not what you meant to say in your answer. Plan how you are going to write your answers. Do not simply write the first thing that comes into your head.Write a draft answer that you can edit and revise before wri ting your final answer. Try and use short sentences. Two short sentences are usually better than a long one. Ideas can be stated more concisely in shorter sentences. Often, long sentences end up being ambiguous. ; Remember to proof-read your work carefully before submitting your report. Sometimes it is a good idea to ask a friend who is not enrolled in 109 to proof-read your work and check for clarity. If this person does not understand your answer, it is likely that the marker will also struggle to follow it. If it is discovered that two or more Laboratory Reports are exactly the same, the concerned parties will be subject to disciplinary action. Plagiarism of any kind is not permitted. General requirements To help you write laboratory reports that will reward your effort with good marks, he following list of important points has been prepared. If you want to attain high marks you will need to incorporate the elements in this list into your written work for these papers. Constructi ng graphs experience of drawing graphs before and a few of you will have your own ideas of how a graph should be drawn.These ideas may come from what you were taught at school or from the way you were instructed to draw graphs in other departments. Different scientific disciplines have their own codes of practice and communication. This is because the most concise mode of communication for one rear of science may not (and usually is not) the most concise mode for another area. Psychology is a science that follows the codes of practice and communication set down by the American Psychological Association (PAP), and the PAP has produced a set of guidelines for the presentation of graphs from psychological research.According to PAP guidelines, there are strict rules for drawing graphs. In this Laboratory manual, however, when graphs are required, the emphasis will be more on how to interpret the graphs produced during the experiments. However, graphs must be legible and neat, and must f ollow the general guidelines below. General considerations for graph drawing Graphs should always be drawn within the space provided in the manual. It is a good idea to draw a preparatory graph on separate paper (graph paper will help you here) so that you can make a neat, correct copy in the space provided.Graphs should be made as large as possible without causing cramping or squashing. All graphs should be drawn in pen (never pencil) and only one color is permitted -? preferably blue. All straight lines from which a graph is constructed must be drawn using a ruler. All errors need to be corrected either by redrawing the graph or, for a very small error, by neatly whiting out the error. Statistical Analysis in the Social Sciences Significant Differences In psychology, we are often faced with the question of whether or not the difference we see in two groups of data is statistically significant.A significant difference observed in the data is one that is so large that it's unlikely to have occurred by chance alone. For example, we may be interested in knowing if students perform better in an examination under one condition than another – say, sitting an examination in a well-lit room as opposed too dimly-lit room. We could randomly mom, have them sit the examination in their allocated room, and then compare the two group's examination results. There will always be a difference between the groups' average results and there are two possible explanations for this difference: 1 .Non-significant Difference The observed difference could solely be due to which students happened to be allocated to which room, I. E. , could be Just due to chance alone and nothing else. OR 2. Significant Difference The observed difference is sufficiently large that we simply don't believe that it's likely to have occurred by chance alone but that the level of lighting in the room is also avian an effect on each group's results, I. E. , this difference is so large that it is unlik ely to occur when nothing else (apart from the ‘chance' effect) is ‘going on'.Significance Tests and the p-value Sometimes the difference between two groups of data is really so large that, maybe with the aid of a plot, we can easily conclude that it is a significant difference. On most occasions though, it is not so clear cut and in order to objectively decide whether a difference is significant or non-significant we must perform a significance test. When we conduct a significance test, the most important value produced in the output is the p-value. The p-value is a probability, a value between O and 1, and it answers a question about the data: e. G. , â€Å"How likely is it, I. E. , what are the chances, I. . , what is the probability, that a difference this big, or bigger, would have been observed in the data if there really were nothing going on? † Interpreting the p-value Small p-values 0 a significant test result Large p-values 0 a non-significant test resul t If the p-value is small (less than 0. 05) then it is saying that less than 5% (0. 05) of the time (hardly ever) would we observe a difference(s) as big as this (or bigger) when toting apart from chance is contributing to it – it would be highly unlikely to get a difference(s) this big by chance alone. We say the observed difference is significant at the 5% level'.There are a large number of significance (hypothesis) tests available to use depending on the situation under study but in this course we will look at only one test, the Independent samples t-test. (Non-assessed laboratory class). Learning Objectives After completing this laboratory students should: 1. Understand the assessment requirements, requirements for pleasure, attendance acquirement, and assignment requirements for Psych 109. 2. Understand the hand-in dates for the two laboratory reports for Psych 109. 3. Understand the penalties for handing in late work; and the cut-off dates for accepting late assignments for Psych 109. . Understand where to hand in late laboratory reports for Psych 109. 5. Know the date and time of the terms test for Psych 109. 6. Understand what plagiarism is, and understand the consequences of plagiarism or other forms of cheating. 7. Understand the correct procedure to follow for raising individual concerns or course criticisms regarding Psych 109. 8. Understand that a Psych 109 student must attend their scheduled laboratory stream in the weeks that laboratories are scheduled, and that they must ensure that their tutor correctly records their attendance at laboratories. 9.Understand the procedure to follow if the scheduled Psych 109 lab cannot be attended. 10. Understand GAP requirements for undergraduate Psychology courses. Thinking. (Assessed laboratory classes). Lecturers: Associate Professor Tony Lambert (author of lab class). Associate Professor Doug Life (author of Research Methods lectures). After completing this laboratory students should 1. Understand t he distinction between an independent groups research design and a repeated measures research design. 2. Be able to use a histogram in order to explore and evaluate the variability in set(s) of scores. . Be able to calculate the standard deviation of a set of scores using SPAS. 4. Be able to perform a t test in order to compare two experimental conditions. 5. Understand the statistical nature of inferences based on the outcome off t test. 6. Gain an appreciation of the complex issues that may be encountered in considering possible relationships between experimental evidence and theoretical conclusions. 7. Be able to think critically about the relationship between experimental evidence, psychological theory and everyday behavior.Do men and women think differently? If so, to what extent and in what ways does the thinking of women differ from that of men? Judging from the enormous popularity of publications such as Men are from Mars, Women are from Venus; it seems that almost everyone has at least some interest in this question. In addition to popular publications of the Venus and Mars ilk, a substantial amount of serious science has been directed at answering this question. It will come as no surprise to discover that his work is controversial.Controversy over research into sex differences in thinking is apparent at several levels. There has been disagreement concerning the reliability of the findings: Sex differences have been reported in a number of published studies, but not all these findings been replicated successfully by other researchers. Therefore, questions remain concerning the reliability of results in this area. In addition to the question of empirical reliability, there is the rather thornier question of what the experimental question. For example there is of course the perennial nature-nurture issue.So if e find, for example, that men and women differ in their verbal and spatial skills, is this due to environmental factors arising from different c hildhood experiences and child-rearing practices for boys and girls; or is it due to innate factors, related to biological and relatively immutable differences in brain structure and function for men and women? In addition to this rather baldly stated dichotomy between nature and nurture, a third state of affairs is possible – that both nature and nurture contribute, and that biological factors interact with learning and experience in complex ways during childhood.One might also wish to consider the size of an experimental effect – although men and women may differ as a group on a particular cognitive task, there will also be considerable overlap in the scores. Clearly, the degree of overlap between the cognitive performance of men and women will have a bearing on the conclusions that can be drawn. The research findings of Hilary et al. (2005) Hilary et al. (2005; Behavioral Neuroscience, 1 19, 104-117) asked 42 men and 42 women to perform a variety of verbal and spati al tasks.Blood samples were also taken, so that measures of circulating hormones, especially estrogen and storefront, could be measured. This was done because one aim of their study was to discover whether there is any relation between hormone levels and performance on cognitive tasks. There were three main findings: (1) Females performed better than males on a verbal fluency task; (2) Males performed better than females on a spatial task involving mental rotation; (3) There were no clear relationships between hormone levels and performance on any of the cognitive tasks.In the laboratory exercise we will attempt to replicate the first two findings of Hilary et al. (2005). Obviously, it is impractical to look at their hormonal findings in PSYCH 109 – and even if we could, attempting to replicate their ‘null result' may not tell us very much. ) Our study, and that of Hilary et al. (2005) make use of an independent groups research design (also known as a between subjects r esearch design). As you will remember from the recent Research Methods lectures, an independent groups (between subjects) design involves comparing different groups of individuals.In this case, our independent variable (V) is sex , because the experiment involves comparing men and women with respect to scores on verbal and spatial tasks. Other examples of independent groups designs might involve comparing extravert's with introverts (independent variable is personality), or five year olds with seven year olds (V) is age), or left hander's with right hander's (IV is handedness), or anxious with non- anxious individuals (IV is anxiety), and so on. An alternative, and equally popular approach is to use a repeated measures research design (also known as a within subjects research design).In a repeated measures (within subjects) experiment the same individuals are tested repeatedly in two or more experimental conditions. An example of this kind of design could involve comparing the drivi ng behavior (using a simulator! ) of individuals before and after consuming varying amounts of alcohol (IV is alcohol dosage). Another example could involve asking individuals to employ and then comparing their performance under these different instructional conditions (IV is memory strategy).Each kind of design (I. E. Repeated measures and independent groups) has advantages and disadvantages which render them useful for research in different kinds of situation. One advantage of the repeated measures sign is that it is often more sensitive than an independent groups design. This is because each person is being compared with themselves under different experimental conditions. A disadvantage of repeated measures designs is that the results can be contaminated by practice and/or fatigue effects.A common strategy for eliminating or minimizing this problem is to counterbalance the order of performing in the different experimental conditions. For example, in the driving and alcohol exampl e Just mentioned, half the participants might perform the driving task in the alcohol condition first followed (several days later! By the no alcohol condition; the other half would participate in the two experimental conditions in the reverse order. Independent groups is of course the appropriate design in any situation where the research question is related to individual differences, such as personality or handedness.Independent groups designs are also often used in the clinical trials of medical researchers, where the effectiveness of one treatment is compared with that of another. Hence, our experiment will employ an independent groups research design with sex (female vs.. Male) as the independent variable. The experiment will have two pendent variables: scores on a verbal fluency task and scores on a mental rotation task. As you will remember from Research Methods lectures dependent variable(s) are the quantities or factors that are being assessed to see whether they might be r elated to (I. . Dependent upon) changes in the independent variable. How to carry out the experiment As mentioned earlier, our aim is to try and replicate the findings of Origin Hilary and her colleagues published in the Journal Behavioral Neuroscience (Hilary et al. , 2005). To do this, each student participant will need to carry out a mental rotation task and verbal fluency task. All participants will perform the mental rotation task first followed by the verbal fluency task. Figure 1.In the mental rotation task (see text) participants must decide whether pairs of shapes, such as those shown in A, B and C are identical or different. Mental rotation task Look at the top pair of pictures (A) shown in Figure 1. Are the shapes shown in the pictures exactly the same, or are they different? How did you arrive at your answer? Most people report that they solve this problem by imagining rotating the left hand shape clock-wise (or the right hand shape anti-clockwise), you ay be able to â⠂¬Ëœsee' in your mind's eye, that the two shapes are exactly the same.Now, decide whether the pairs shown in (B) and (C) are also the same. By using the same strategy, you might be able to ‘see' that the shapes in B are also identical, but the shapes in C are different – and remain different, whichever way you rotate them in your imagination. The drawings shown in Figure 1 are similar to those used by Roger Sheppard and Jacqueline Metzger in a classic study published in the Journal Science in 1971. Sheppard and Metzger found that the time taken to make a decision in this mental taxation task increases systematically as the angular disparity between the two drawn objects increases.These findings attracted great interest at the time, and continue to attract interest nearly four decades later. One reason for this enduring fascination is that Sheppard and Mà ©tier's findings showed that a mental phenomenon such imagination, which appears at first glance to be irredeemably private, subjective, and unobservable (by anyone else, aside from the person doing the imagining) can nevertheless be studied scientifically.Furthermore, their findings showed that one aspect of imagination, the mental rotation process, appears to operate in a highly systematic and lawful way. In the version of the mental rotation task to be used for this laboratory exercise, you will be presented with pairs of line drawings representing AD shapes, and will be asked to decide whether the two shapes are the same or not. As in the examples shown in Figure 1, the shapes will be presented at varying orientations.On trials where the correct response is ‘different' the two shapes are usually mirror images of each other. These features of the task make it relatively difficult! Do not be concerned if you make errors when you carry out this task. The dependent variable or this part of our experiment is percent correct; clearly the experiment would fail if everyone was able to perform t he task with 100% accuracy!

President Speech Essay

Delegation: India Mr. President, ladies and gentlemen of the house, Terrorism is a worldwide phenomenon. Every minute, two people are killed in conflicts around the world. Often very little is known about the people who are fighting and dying. The country of India calls upon greater participation of the United Nations in countering terrorism. Worldwide participation should be taken in the implementation of the present anti-terrorist conventions, and new international methods must also be developed in order to counteract terrorist threats. We ask that countries cooperate with each other, particularly through bilateral and multilateral agreements and arrangements to make extraditions easier and deny terrorists asylum, in order to prevent and suppress terrorist acts. Countries must realize that suppressing acts of international terrorism are essential to international peace and security, because even if their countries are not facing terrorism as a crisis, they may eventually do so, as terrorism is a worldwide occurence, which is, as we have seen, often interconnected. Thank you for your attention.

Opciones cuando visa americana es rechaza por fraude

Opciones cuando visa americana es rechaza por fraude El fraude es una de las causas por las que el oficial consular puede denegar la solicitud de la visa americana o un inspector migratorio puede prohibir el ingreso a Estados Unidos. La ley americana es muy clara. Los extranjeros que pretenden obtener una visa utilizando fraude son inelegibles para un visado hasta que cumplan los 90 aà ±os. Pero es posible pedir un perdà ³n, tambià ©n conocido como waiver o permiso. Y es que es posible cambiar. Y una persona que cometià ³ un error en el pasado puede llevar actualmente una vida honorable que, en otras circunstancias, le permitirà ­a obtener el ansiado visado. En estos casos es posible solicitar un perdà ³n o waiver de la causa de hace que todas las peticiones de visa sean denegadas. En este artà ­culo se informa cundo se da una circunstancia de fraude, que da lugar a que se niegue la visa por causa de inegibilidad 212 (a)(6)(c)(i) y cà ³mo pedir el perdà ³n para estos casos.  ¿Quà © es fraude para denegar una visa por causa 212 (a)(6)(c)(i)? Se comete fraude cuando se dice una mentira o se presenta un documento que no es verdad cuando sin esa informacià ³n no se hubiera aprobado la visa. Es lo que se conoce en inglà ©s como misrepresentation of a material fact o fraud. Si el oficial consular es el que detecta el fraude, no da la visa. Por el contrario, si es el inspector del puesto migratorio el que la descubre, anular la visa y no permitir el ingreso en Estados Unidos.  ¿Cundo se puede solicitar el perdà ³n? No todos los fraudes son iguales ni tampoco las circunstancias de cada persona. Es por ello que el oficial consular ser el que diga al solicitante de la visa americana si considera que podrà ­a solicitarse un perdà ³n o waiver. Esta sugerencia tiene lugar en el momento de la entrevista en la que se deniega la visa solicitada por primera vez o su renovacià ³n o una aplicacià ³n despuà ©s de una cancelacià ³n. Ante quià ©n se presenta peticià ³n de perdà ³n para obtener visa rechazada por fraude Hay que probar ante un organismo llamado ARO y que est ubicado en Washington DC que el solicitante: No es un peligro para la seguridad nacional.Vendrà ­a a Estados Unidos con carcter temporal y respetarà ­a los tà ©rminos de la visa, incluyendo el hecho de que saldrà ­a a tiempo del paà ­s.Que tiene lazos fuertes tanto econà ³micos como familiares en su paà ­s. El ARO, a la hora de decidir, tambià ©n tendr en cuenta la gravedad de la falta cometida. Cà ³mo se solicita la waiver para levantar la inegibilidad de visa por fraude No se requiere ninguna planilla en particular. Basta con un escrito en inglà ©s en el que se cuente quà © sucedià ³, para quà © se quiere ingresar a Estados Unidos con carcter temporal y por quà © el solicitante amerita una waiver. Adems, hay que presentar documentacià ³n adjunta sobre sus lazos en el paà ­s (bancos, propiedades, trabajo, familia, etc). Es muy similar a la documentacià ³n para la visa americana que se presenta ante una oficina consular cuando se solicita un visado. Los documentos hay que traducirlos al inglà ©s. No es necesario que la traduccià ³n la realice un traductor jurado o que està ©n notarizados. Basta que la realice una persona con conocimientos buenos de espaà ±ol e inglà ©s y que certifique en su traduccià ³n tal circunstancia. Envà ­o de la solicitud para la concesià ³n de este tipo de waiver Una vez que se tiene todo el paquete preparado hay que entregarlo en el consulado que le corresponda segà ºn el lugar de residencia de la persona que solicita el perdà ³n. Por lo que se recomienda consular antes quà © oficina consular es la que tiene jurisdiccià ³n. Unos consulados piden que la documentacià ³n se entregue en persona mientras que otros piden que se envà ­e por correo. Asà ­ que lo mejor es preguntar para evitar cometer errores. Una vez que la documentacià ³n est en la oficina consular, à ©sta la remite al ARO. La respuesta suele llegar entre 4-5 meses, aunque en muchos casos se demora ms, cuando otra agencia federal necesita hacer un examen de posibles antecedentes del solicitante. Si el ARO deniega la peticià ³n, es posible recurrir en el plazo de 15 dà ­as. Aprobacià ³n de la peticià ³n de waiver Si el ARO concede la solicitud, el perdà ³n puede tener una validez de hasta por cinco aà ±os. Aunque lo normal es que la primera vez se conceda por sà ³lo medio aà ±o o incluso un aà ±o. El perdà ³n no es suficiente para viajar. Hay que tener una visa vigente en vigor por lo que debe solicitarse. A tener en cuenta: otras causas de negacià ³n de visa En este artà ­culo se ha explicado el trmite bsico para solicitar una waiver por haber intentado obtener mediante fraude una visa americana. Pero hay muchas otras causas de inegibilidad. Y el proceso puede variar de una a otra. Por ejemplo, si su problema es que no le dan la visa por estancia ilegal previa, el procedimiento es totalmente distinto. Por lo tanto, si no se sabe si se puede pedir una waiver o cà ³mo es conveniente informarse detalladamente antes de iniciar cualquier trmite ante una oficina consular americana. E incluso mucho mejor es, sin duda, consultar con un abogado o un representante acreditado. Finalmente, se recomienda tomar este quiz, trivial o test sobre visas porque despeja muchas dudas sobre el proceso de obtencià ³n de la visa americana y cà ³mo mantenerla, evitando que se cancele o revoque. Este es un artà ­culo informativo. No es asesorà ­a legal.

Cmo emigrar legalmente a los Estados Unidos

Cmo emigrar legalmente a los Estados Unidos   Obtener una tarjeta de residencia permanente es el requisito imprescindible para emigrar legalmente a los Estados Unidos. Esa tarjeta tambià ©n se conoce como permiso de residencia o como green card.   Es cierto que se puede permanecer legalmente en Estados Unidos sin esa tarjeta, pero en otro estatus y siempre se tratarà ­a de una estancia temporal, aunque puede ser ms o menos larga. La tarjeta de residencia permite permanecer y trabajar de forma permanente en los Estados Unidos y puede ser, adems, un puente hacia la adquisicià ³n de la ciudadanà ­a americana por naturalizacià ³n. En este artà ­culo se explican las formas de obtener la tarjeta de residencia y trmites especiales, cules son los requisitos de que debe cumplir el solicitante, los tiempos de tramitacià ³n y, finalmente, cules son los errores que pueden causar el problema de que la green card no sea aprobada. Cà ³mo se adquiere la tarjeta de residencia permanente Aproximadamente, cada aà ±o fiscal 1 millà ³n de personas extranjeras obtienen la tarjeta de residencia por uno de los numerosos caminos creados por la ley para sacar la green card. La mayorà ­a, aproximadamente 6 de cada 10, la obtienen por ser familiar de un ciudadano o de un residente permanente.   Las estadà ­sticas acreditan que en la mayorà ­a de los casos se necesita un patrocinador, es decir, un familiar o una empresa, esto à ºltimo para el caso de trabajadores. Sà ³lo en casos especiales no se necesita patrocinador. Por ejemplo, ciertos casos de trabajadores excepcionales con reconocimiento internacional por su trabajo, asilo, loterà ­a de visas de diversidad o visas de inmigrante de inversià ³n EB-5, cancelacià ³n de la orden de deportacià ³n dictada por un juez, etc. Lo importante de este apartado es entender que no es suficiente querer emigrar. Es necesario reunir los requisitos para poder iniciar uno de los caminos creado por las leyes migratorias.   Trmites para la tarjeta de residencia Los trmites son diferentes segà ºn el tipo de camino que cada persona sigue para obtener la green card. Por ejemplo, en las peticiones de familia el patrocinador debe enviar la peticià ³n, probar parentesco, acreditar medios econà ³micos para el sostenimiento de la persona patrocinada, etc. Por el contrario, si se trata de una peticià ³n por empresa se va a necesitar una aprobacià ³n previa por parte del Departamento de Trabajo. En el caso de que se trate de asilo, se necesita una decisià ³n afirmativa parte del Servicio de Inmigracià ³n y Ciudadanà ­a (USCIS, por sus siglas en inglà ©s) o de una corte migratorio.   Si se trata de la visa de diversidad, hay que aplicar en octubre por internet en la pgina del Departamento de Estado y ganar una loterà ­a que se celebra en mayo del aà ±o siguiente, etc. Es decir, los trmites son distintos segà ºn el camino que se emplee para la residencia. Requisitos que debe reunir el potencial migrante En la fase final de la tramitacià ³n de la green card el proceso puede pararse y la peticià ³n negarse si se considera que la persona es inadmisible.   Es cierto que dependiendo del camino para la green card, algunas de esas causas no se tienen en cuenta, por ejemplo, estancia ilegal en casos de green card por razones humanitarias como la visa U. Pero la regla general es que hay que mirar con lupa esas circunstancias, ver cundo no aplican, cundo es posible pedir un perdà ³n, cundo hay que simplemente esperar o cundo no se puede hacer nada. En otras palabras, hay que asesorarse con un abogado de inmigracià ³n. Adems, en los casos en los que el problema surge por estancia ilegal en los Estados Unidos y se est en el paà ­s es conveniente entender cundo se puede ajustar el estatus a pesar de esa circunstancia y cundo no es posible y necesariamente hay que salir de USA para completar el proceso mediante un procedimiento consular. Esto es importante porque en el momento en que se sale de los Estados Unidos salta lo que se conoce como el castigo o penalidad de los 3 à ³Ã‚  10 aà ±os, que complica y mucho la obtencià ³n de la tarjeta. En otras palabras, si se tiene al menos una causa que convierte a la persona en inadmisible hay que asesorarse para ver cà ³mo aplica a las circunstancias personales de cada caso.   Duracià ³n de la tramitacià ³n Los tiempos de espera desde que se inicia el proceso de la peticià ³n al momento en que se aprueba y se obtiene la green card puede variar desde apenas 4 meses a ms de 20 aà ±os. En estos momentos los trmites ms rpidos son para los familiares inmediatos de ciudadanos, es decir, cà ³nyuges, padre, madre e hijos solteros menores de 21 aà ±os. Por otro lado, los mexicanos que son hijos casados de ciudadanos estn teniendo una demora superior a los 22 aà ±os. Las demoras, particularmente en peticiones de familia, hay que tenerlas en cuenta, porque pueden ser mucho ms largas de lo que se cree. Errores que perjudican el proceso de obtencià ³n de la green card Entre todos los errores destacan los siguientes: - Mentir a un oficial migratorio o del consulado. Y lo cierto es que es frecuente que la mentira sea sobre cosas que no afectarà ­an a la obtencià ³n de la green card. Sin embargo, el mentir es considerado un fraude de ley que es causa de denegacià ³n de la residencia. - Quedarse ilegalmente en Estados Unidos cerrando el paso a muchas de las formas de obtencià ³n de la residencia (aunque no todas ya que en algunos casos sigue siendo posible). - Casarse como turista inmediatamente despuà ©s de ingresar a los Estados Unidos - Casarse con un novio distinto al que patrocinà ³ la visa K-1 Conclusià ³n Hay muchas formas de obtener la green card. Pero como dice el dicho, hay las que hay y no se puede inventar lo que no hay. Adems, es importante entender los trmites, todo lo que se pide, dà ³nde surgen los problemas y cules son los tiempos de demora para la forma especà ­fica que se utiliza para sacar la green card. Para finalizar, es de interà ©s tomar este test de respuesta mà ºltiples sobre cà ³mo sacar la green card y cà ³mo conservarla, ya que en asuntos migratorio el mejor consejo es estar informado para evitar los problemas. Este es un artà ­culo informativo. No es asesorà ­a legal.

Nike Ethics Case Study Example | Topics and Well Written Essays - 1500 words

Nike Ethics - Case Study Example Hazardous in the sense, even if the workers had skin or breathing problems, they were not transferred to departments free of chemicals and the employees who dealt with dangerous chemicals were not provided protective masks or gloves. (Case). If the employees wanted any leave from work, they had to work extra time to finish all the allocated work, then, only they are allowed to go. Even children were involved, and â€Å"Air Jordans,† range of shoes were alleged to be put together by 11'year-olds in Indonesia making 14 cents per hour. So, all these ethical issues, featured in the case, gave a negative ethical image for Nike 2. These ethical issues are important The above mentioned ethical issues are important for Nike because unless they solve it successfully, whatever success it achieves, it will get diluted. Because in current times, the target customers, media, certain groups and even other business organizations will view an organization favourably and associate with it, onl y if the organization incorporates ethics in every aspect of their functioning. If they miss ethics and carry out certain unethical actions, negatively impacting human rights, labour rights and even child lights, those organizations will not only be abhorred by various target groups, but will also be punished by relevant authorities. With Nike also being accused of such ethical violations, it is crucial for it to focus on these issues and take corrective actions. 3) Ethical guidelines in Finance and its relation to Nike Ethical guidelines may differ according to the various industries and also based on their role, company size, type of financial transactions that are carried out, etc. When one focuses on the financial discipline or sector, there are also many ethical guidelines according to the type of organization, the role and job of financial professionals, etc. However, there are certain common ethical guidelines in the financial sector. For example, finance code of ethics aids organizations and its top management to avoid significant legal problems or regulatory fines. (Codjia). For that, the code of ethics stipulates that organizations should avoid activities, which can be considered as illegal and/or unprofessional. U.S. regulations require a public accountant to maintain ethical values including correct procedures, secrecy, correct valuation without any external influence, etc, when auditing a company listed on a securities exchange. (Codjia). Thus, the financial professionals shall under no circumstance succumb to the pressure of the management in reporting the actual facts. 4. Reasonable solutions to Nike’s ethical issues Nike faced ethical issues mainly in its management of employees in its manufacturing units in the Third World Countries. It did not face ethical issues in its financial management matters. Although, the ethical codes related to finance sector may not be correlated to Nike’s ethical issues, and also the solutions cannot be found, there are still some applications and solutions. The main finance code of ethics talks about avoiding significant legal problems or regulatory fines, and from that perspective, Nike should carry out ethical activities in its manufacturing unit, so that they do not elicit any fines from the host governments. In addition, Nike should avoid acti