Business Com

Once I had gone to visit a friend in the next town which is along a major highway and stretched about km. He asked me to a light at the second bus stop In the town. When the bus I took got closer to the town, I Informed the bus conductor where I will alight. He gave a node amidst a loud music from the stereo In the bus. About an hour later, I called the conductor to find out If we had reached the second bus stop. He Immediately asked the driver to stop for me to alight after apologizing to me.He said e never heard the request I made earlier therefore we had passed the second bus stop about half an hour ago. I had to get down at that point and find away to my friend's house. Unfortunately the ‘second bus stop' my friend meant was at the eastern side of the town, which was close to my town. Unfortunately I entered the town through the western side since I was corning from a trip In the western part of the country. This was explain to me by a Taxi driver who drove me for additiona l 2 hours to the right â€Å"Second bus top† to meet my friend who had waited all day.Apart from the loud music from the stereo, the bus was overloaded therefore noise was in the car. After analyzing my experience there are some points I found which could be barrier for healthy communication and analysis of which are needed before coming up with ways to eliminate or minimize them. These barriers may be classified as follows – 1. Environmental Barriers – This is similar to physical noise, and could be in the form of disturbing sounds, an overcrowded bus, poor services and acoustics, all f which may hamper the ability to pay attention to and understand the message.When I made a request to alight, the conductor did not hear me because of the loud noise from the stereo and how congested the bus was. This barrier can be eliminated by bringing down the volume of the stereo in the bus to the tolerable level to facilitate healthy communication between conductor, driver and passengers. Secondly overloading can be avoided in buses to prevent distraction and create a serene atmosphere where one can freely commune with one another. 2.Individual Barriers – A major barrier to interpersonal communication is a tendency to judge, evaluates, approve or disapprove of the views of another person. This happens particularly in situations where we have strong feelings about something. In such cases, we tend to block out the communication and form our own viewpoints. When I Inform my friend about visiting him, he Immediately assumed I will be coming through the eastern entrance of the town. Secondly when the conductor nodded I concluded It was a sign of having had my request to alight.This barrier can be eliminated If we can take objective Instead of subjective stand when communicating with people. We can do this by asking few additional or open-end questions and allow people to express themselves and also listen to them rather than Interrupt their speech or complete sentences for them for example. Feedback can also help to confirm If those we are communicating with actually got our Intended meanings attached to the message. Business Com By bendy Q. L Describe Any Situation In Your Experience Where The Communication Went Wrong.Analyze The Situation By Pointing Out The Type Of Barrier To Communication stretched about km. He asked me to a light at the second bus stop in the town. When the bus I took got closer to the town, I informed the bus conductor where I will alight. He gave a node amidst a loud music from the stereo in the bus. About an hour later, I called the conductor to find out if we had reached the second bus stop. He immediately asked the driver to stop for me to alight after apologizing to me. He said friend's house.Unfortunately the ‘second bus stop' my friend meant was at the own through the western side since I was coming from a trip in the western part of Barriers – A major barrier to interpersonal commun ication is a tendency to Judge, inform my friend about visiting him, he immediately assumed I will be coming concluded it was a sign of having had my request to alight. This barrier can be eliminated if we can take objective instead of subjective stand when communicating allow people to express themselves and also listen to them rather than interrupt confirm if those we are communicating with actually got our intended meanings

Societies have evolved a variety of structures for settling disputes

Settling disputes is a major part of politics and social control, which are vital for the harmonious function of any society. Different societies achieve this in different ways. In western state society formal offices are held and people given authority to judge and implement punishment or resolution. At the other end of the spectrum are the egalitarian societies, where authority is non-existent, no-one has any power to make anybody do anything, and inequality is very actively discouraged. There are a vast array of structures that come between the two extremes for example those that have a mixture of formal offices and informal methods. This essay examines first the structured court system of western state society, and then the less structured but still formal method of dispute settlement used by the Zapotec people of the Ralu'a village (or pueblo) in South America. This comparison shows that even though there are formal institutions in place in both societies, which may initially seem a poor comparison, however the objective with which they are used varies greatly and they are used to very different effect. The essay concludes that although we may initially think the more personalised approach of the Zapotec may have a more favourable outcome regarding social cohesion, it has to be recognised that such methods may not be practical or necessary in our western state society. First to consider is our own Western system for settling disputes. Western state society has a regulatory court system in which there are an extensive number of laws and sanctions that are formally codified (Peoples & Bailey, 2003). Our formalised system of regulation courts allows the use of physical coercion and the use of sanctions should people deviate from the norms that are ascribed to society. Different courts deal with differing types of disputes. The ability to settle a dispute is left almost exclusively to authority, and authority is central to the system's success. We have many appointed offices of people in authority to the general public, for example judges, police officers, which have power to manipulate and coerce others legitimately. The extensive set of depersonalised laws prevents the settling of disputes in ways that violate the legal principle of the culture, such as violence. Even verbal arguments in public may be considered breach of the peace, an offence for which people can be arrested and reprimanded. Disputes are turned into a very formal depersonalised matter, with the onus on discovering fault, placing blame and punishment; provocation for an act may be somewhat taken into account, but at the end of the day if you were provoked into doing wrong you still did wrong, and are still punished. Western state society court systems also serve as a preventative measure by making acts that could result in dispute illegal. For example, a person's property is protected through procedural laws regarding theft; laws against violence deter physical fights; people can even be fined for noise offences. Thus the system has a preventative element by not allowing things that aggravate or are even an expression of a dispute. Disputes can also be avoided through the use of restraining orders decreeing that a person may not go within a certain distance of anyone else; anything considered as breaching the peace or any law is a punishable offence regardless of the consequences. It is the consequences of individuals actions, not social disharmony, that motivates individuals toward a peaceful society. There is a great emphasis on power, control and authority. Breaking a law, however trivial, are still punished simply because they are forbidden. Recent emphasis on a ‘zero tolerance' strategy, a strategy where any act that potentially threatens authority, control and peace in society is punished. Punishment is not solely aimed at providing compensation, but importance is placed on punishment and reprimanding those in breach of the law, the idea of justice is paramount. Laws are in general absolute and universal; there is little room for movement in light of factors leading up to an act. Consider the murder convictions- there is a murder classified on a number of levels according to intent, intention and so on. Even the extenuating circumstances are formally codified. This is perhaps because of the size and anonymous nature of society- the idea of controlling a vast number and variety of people is more important than harmony and future relationships; a dispute does not have the same potential impact as in a small close knit society for societal relations. The only way to maintain harmony is via numerous substantive and procedural laws, and having total control over dispute settlements. How effective is the Western system? Through such extensive substantive and procedural laws we accept we are not in control of situations. There is an authority that can sort out disputes without things escalating too dangerously, and responsibility is removed from both disputants. However, I would consider it very rare if one person were to pass another person in the street that they had sued and they're to be any chance of a friendly exchange. The onus on placing blame means that one party is exonerated and the other incriminated, which can breed resentment. There is a clear cut line between right and wrong defined and decreed in the written procedural laws. Punishment for crimes are universal and there is clear legal principle that individuals are expected to adhere to. Deviance is punished regardless of its impact on society, instilling a code of conduct and the power of authority, which can work as a preventative measure. Punishments such as incarceration and fines may instil bitterness and a desire for revenge. The dispute is not really settled; more that blame has been officially placed and the plaintiff compensated. In comparison are the Zapotec Indians of Ralu'a village in South America studied by Laura Nader (Spradley & McCurdey, 2003). The Zapotec have a number of levels for settling disputes. They have a mediation court system, but a number of more informal methods that are encouraged before court is reached. There are a number of implicit procedural laws, but settlements are usually made on a case-by -case basis with no formalised codifying. Their basic legal principle is â€Å"to make the balance†. Our western legal systems focus primarily on placing blame, finding fault, and a relevant punishment for going against the culture's legal principle. The Zapotec are more concerned with maintaining the balance, finding a peaceful resolution, and the future relationships involved. Their aim is not to punish potential threats to the control of the state government but to maintain a harmonious, cohesive community. If someone has wronged another the aim of the Zapotec system is to provide a solution that suits all, so people do have to pay fines and there are consequences for actions, but they work to find a balance between justice and resentment. There are formalised institutions, of which there are a number of levels, for which disputes in Ralu'a can be settled, depending on the extent of the dispute and its seriousness. The first port of call is to take the dispute to the town hall, or municipio, to go before a group of principales and the presidente. The principales are a group of 13 nominated men that form an advisory group. Each year 3 men are nominated for the position of village chairman, the presidente. Although the system is technically a formal system, informality is maintained through the positions in the municipio being democratically decided and member being nominated. This way individual's taking their case to the municipio are more likely to respect the final settlement as those who are mediating are respected individuals, chosen by the community. The Zapotec have an interesting way of reining in the most problematic individuals by way of making them members of the town police, the head of which is the sindico, who is also responsible for running the communal work program of the pueblo. The policia consists of 12 members under two lieutenants and one chief of police. The chief of police is generally the roughest most disruptive man. This is the opposite of how western society works- responsibility, authority and influence is removed from troublemakers. Together, the sindico and presidente are able to settle the majority of disputes. The next level in the chain is the alcalde that presides over the justice of the peace, and settles the more serious disputes. The final port of call is the district court, which is seen as a last resort. Taking a dispute the municipio is more of a last resort as social pressure attaches shame and dishonour to those who resort to such measures. This social pressure encourages people in the community to sort out their own disputes before they reach a level requiring such intervention. Such an example is of a dispute regarding washing stones at a well. One female had chosen a washing stone next to her friend which was not her usual washing stone, when the owner arrived they angrily asked the woman to move, even though there were other free washing stones available. Tension increased and insults exchanged; eventually the whole village became involved taking sides, and other similar disputes arose. Water began to dry up at this well, and villagers believed this was a consequence of the women's dispute, and action had to be taken. A meeting of the Well Association was called in order to find a solution. The next time the women went to the well all the washing stones had been removed and replaced with concrete basins specifically allocated to no-one, and their use strictly based on a first-come-first-served basis. This way of settling the dispute was aimed at restoring the balance, at maintaining cohesion and harmony. The facts of the case were irrelevant, as was who was right or wrong and where the blame lay. However, the dispute was settled in a way that there would be no resentment between the women, and their relationships could be restored. The solution also provided a preventative measure to prevent such a dispute reoccurring. It will be interesting to compare the resolution of such a dispute in Zapotec society and western society. In Western state society it is likely that the second of the women who felt her washing stone had been taken unfairly would have employed a solicitor and lodged charges against the other women for stealing her washing stone. Assuming the case reached court lawyers would be employed to describe the facts to a judge, each side aiming to place blame on the other side. The judge would consult the various laws in order to decree who was at fault, or if any laws were broken. Blame would be ascribed and the dispute would be resolved by fines and punishments, however whether steps would be taken to prevent such a dispute re-occurring is debateable. Of course, such a dispute is unlikely to happen in western society due to the cultural differences. It is somewhat naive to suggest that the Zapotec's ways of settling disputes are more effective than our own, as we have to consider the vast differences in our societies. Cohesion is not nearly as vital to everyday life here as it is in smaller communities- disputes are resolved in a very individual way, which is impractical for larger populations- we could not consider intricately every detail of why someone may have hit someone else- we have to have definite boundaries. Hitting is thought of as wrong and not desirable for a peaceful community, thus the fact it is against the law simply prohibits violence regardless of the reason. This is a simple black and white law, and has consequences of which everyone is aware. The depersonalised system is consistent with the impersonal nature of our society. To conclude there are clear differences in the way each society tackles dispute settlement. There is the authoritative Western system that seeks prevention through a vast number of procedural and substantive laws with the primary aim of ensuring ‘justice' and punishment. Then there is the more informal system of the Zapotec Indians, who regard restoring the balance and future relationships as more important than placing the blame. I cannot see either system working in the other's community due to the vast cultural differences, and differences in population size, however they seem to prove effective for each individual society.

Area and Perimeter

University of Missouri – St. Louis Fourth grade pupils participated in three hands-on lessons designed to further conceptual apprehension of country and margin. to able to mensurate them in units and to be able to separate them from each other within the same figure. Students worked with a university module member and schoolroom instructor to build forms on geoboards. reassign the forms to stud paper and count units in and around each form. Students’ misconceptions and deficiency of direct experience were apparent in replies on the pretest ; conceptual development was improved as evidenced on replies to post trial every bit good as on dot paper drawings. Although expressions were non developed in the lessons. pupils could explicate how steps were found every bit good as arrive at the right sum at the completion of the unit Area and margins were identified on forms kids constructed and drew. including their initials. Introduction How do pupils larn to understand. step and distinguish country and margin? Over the past several decennaries. research workers such as Jerome Bruner ( 1960 ) and Jean Piaget ( 1970 ) . found that conceptual development is possible when pupils are given chances to believe. ground and use mathematics to existent universe state of affairss at appropriate acquisition degrees ; pupils need to build their ain cognition in context as they engage in tactile experiences. Because most 2nd to fifth grade school students ground at the â€Å"concrete operational phase. † ( Copeland. 1984. p. 12 ) hands-on acquisition chances are indispensable to heightening the children’s mathematical thought. â€Å"Students should be actively involved. pulling on familiar and accessible contexts ; Students should develop schemes for gauging the margins and countries of forms as they â€Å"measure objects and space† in familiar milieus ( NCTM. 2000. p. 171 ) . Using manipulatives to further students’ measurement sense of country and margin is supported in the NCTM papers every bit good as mathematics instruction literature ( Outhred. L. A ; Mitchelmore. M. . 2000 ) . The constructs of country and margin are hard for pupils to hold on. as reported in the TIMSS consequences ( NCTM. 1997 ) since 4th graders scored less good in the country of measuring than they did in subjects of whole Numberss. informations representation. geometry. forms. dealingss and map and fractions and proportionality. The National Assessment of Educational Progress ( NAEP. 1999 ) . reported that merely 35. 4 % of nine-year-oids were successful in happening the margin of a rectangle. merely 37 % could happen the country of a rectangle and that 4th and 8th class pupils sometimes confuse countr y and margin. Carpenter. T. P. . Lindquist. M. M. . Brown. C. A. Kouba. V. L. Silver. E. A. A ; Swafford. J. O. ( 1998 ) found that this deficiency of understanding continued to impact kids in older classs. This article is written to depict a undertaking designed to work with 4th graders on these critically of import but confusing measuring and geometry subjects. The lessons focused on developing conceptual apprehension of country and margin. numbering their step and so comparing them in a common scene in order to place and separate them from each other. Project Overview A St. Louis Public School District instructor and a University of Missouri-Saint Louis mathematics instruction professor worked together during the 2002-2003 school twelvemonth in a district-university fionded concerted undertaking to develop and team Teach lessons about country and margin. Geometry and measurement subjects were chosen because the school’s intermediate class pupils scored at less than desired degrees on pr ovince and territory standardized mathematics trials administered during the old spring semester. The category consisted of 16 males and 11 females and participated in the undertaking for four hebdomads. An assessment instrument was administered in an attempt to find students’ construct and accomplishment degrees of cognition about country and margin of simple closed plane geometric figures before forma! direction began. The inquiries were both conceptual and procedural in nature and are found in Table 1. as are sample replies. Tablet: Pre-assessment 1. What does perimeter intend? Sample replies: It means length something ; It means to touch something ; it is a math word. 2. How do you mensurate perimeter? Sample replies: You need to happen a large twine ; you can’t mensurate it ; you add something ; you multiply something. 3. Where is perimeter found in the existent universe? Sample replies: It’s truly non in the existent universe. merely in the books ; it’s found on the map ; it’s my fencing. 4. What does country intend? Sample replies: The topics we learn ; something in the geometry chapter ; the infinite around a square ; the infinite in a line. 5. How do you mensurate country? Sample replies: With a swayer ; there is a expression ; we haven’t learned that yet ; with your manus. 6. Where do you happen country? Sample replies: In the book ; in a narrative ; in a spelling list ; in a house. 7. Why do you necessitate to cognize about country and margin? Sample replies ; for the trial ; for following twelvemonth ; the instructor says we have to ; to mensurate material. hello measuring the consequences of the pretest. the instructors discovered that many pupils frequently confused their apprehension of country with that of margin. Although many pupils could declaim expressions. peculiarly for happening the step of country. the scholars were unable to explicate why that expression â€Å"worked. † Some pupils could non remember which portion of a figure was the country and which was the margin. After analysing the consequences. the instructors designed three lessons. The first would supply chances to advance apprehension of the constructs for â€Å"perimeter† and â€Å"area† in relation to existent geometric figures. Following pupils would larn to mensurate margins and countries in the same figure. The 3rd lesson focused on measuring students’ ability to separate the concepts and to happen the measurings within the same geometric figure. Understanding the geometric footings and meaningfully separating them from each other w ithin the same form were the ends of the undermentioned lessons. Lesson One: Margin and Area Concepts The first lesson dealt with the constructs of margin and country. Students were asked to see constructing a pen for a pet in the pace or place so that they could get down to team with a existent universe application inquiry or enquiry. Learners were to find how to denominate the pen’s location and what sort of infinite they wanted. in footings of grass. asphalt or soil. to cover the fioor of the pen. Students were given objects such as books. pencils. scissors and paste sticks and asked to follow around them on field paper to see the thought of a environing boundary line or margin. Because the names of objects can non be discovered. as such. and because footings are most efficaciously understood when taught at the same time with hands-on experiences ( Sheffield. Cruikshank. 2000 ) . pupils were asked if they knew the term for the outside boundary lines that had merely been traced. After several conjectures. pupils were told that the geometr ic term for boundary was â€Å"perimeter. † A treatment ensued refering the demand to larn about margin. Students suggested assorted forms the boundaries could take on for the enclosures plarmed for the pets. To develop an apprehension of country. pupils began by sing the infinite within the boundary of a plane figure. Reynolds and Wheatly ( 1996 ) identified five degrees of imagination believed to be of import in explicating children’s actions in pulling coverings of parts on isometric documents. The first degree. that of building an image of the given form. was accounted for as pupils shaded the infinite inside the boundaries of the books. as pencils. scissors and paste sticks they had merely traced. Students so moved a manus over the surface of the points. The term â€Å"area† was associated with this infinite so that experience preceded and so was connected to the symbol which was the word. A argument ensued about the most suited surfaces that might cover the floor ofthe pet pen. Geoboard Experiences: Margin Because geoboards provide a manner to visually stand for forms. the manipulative was chosen to supply hands-on experience for go oning to develop conceptual apprehension of both margin and country. Working with geobands and one geoboard per groups of three or four kids. pupils were asked to organize a closed. straight-sided form that represented a type of enclosure for a pet. Students shared their work with other groups. demoing the margins of their created figure by following around their forms with their fingers. The geoboards were traded and each pupil had an opportimity to thumb follow the margin of the form formed by another group. Geoboard Experiences: Area Next. the pupil groups formed geoband figures of favourite playthings or objects they liked at place. Computers were chosen by 80 % ofthe pupils. Geoboard figures were shared among the groups as pupils enjoyed thinking the names of each form. Each pupil so cut a piece of paper to put over the infinite within the boundary ofthe created form. Students identified that infinite as â€Å"area† and a connexion was made between the word and the existent infinite inside the boundaries of the traced existent universe forms. This connexion was a powerful learning experience for pupils. To travel scholars to the pictural degree of abstraction ( Bruner. 1960 ) . dot paper was distributed. Students drew the geoboard form for a favored enclosure on the dot paper with a image of an carnal inside the form or enclosure. Students highlighted the margin lines on their documents with one colour and lightly shaded the country within the figure with another colour. Teachers circulated about the room to measure the work. The lesson concluded by holding pupils write the word â€Å"perimeter† o utside their figure and the word â€Å"area† within it. Lesson Two: Count Perimeter Units The end ofthe 2nd lesson was to enable pupils to understand and go skilled at mensurating margin and country. Length is an property that can be measured straight ( Jensen. 1993 ) . Students were told that each unit ofthe fencing for their favored enclosure would be $ 1. 00 and asked what they could make to find the entire cost. Students replied that they needed to happen the length of the fencing they would necessitate. or the length ofthe margin. To happen how many units to number to happen the length of the margin. scholars foremost connected two back-to-back prongs with one geoband in a horizontal or perpendicular way to call the distance between two prongs as one unit in step. Perimeter was counted in generic â€Å"units† in order to concentrate entirely on the construct of length instead than standard unit labels. With that cognition. pupils worked in braces to make forms for the pet pens. Using the unit length as the distance between two prongs. pupils counted the figure of units around the figures. Eacb brace of pupils traced around the boundary of the form. numeration and describing the entire Numberss of units found. Students were asked which group’s enclosure would necessitate the most or least sum of fencing in footings of unit length. Findingss were compared provide another position and degree of abstraction. Examples of these forms are found in Figure 1. As pupils counted units of margin. instructors noticed that some scholars had jobs when numbering around a comer of a figure ; merely one side of a square was included as a unit and so perimeter count fell abruptly of the existent measuring. This misinterpretation was remediated when the instructors moved about the room observing and oppugning students’ logical thinking and mensurating techniques. Two pupils who counted right explained their schemes to the category. This information facilitated category treatment in which pupils could show their correct and wrong responses. Some misinterpretations were rathe r apprehensible to the category and could he remediated rapidly. For illustration. one pupil thought that he should number merely the sides but no comers and found his measuring to be excessively low and another multiplied the length by the breadth count and happening the sum conflicted with the figure found by numbering the units on the boundary line. That pupil confused margin with the country expression that had been memorized. Students created extra forms to happen margins ; a category treatment in which pupils shared consequences and concluding followed this activity. Figure 1: Which Enclosure Requires the Least Amount of Fencing? Counting Area Students were asked why happening the size ofthe pen country would be of import to them and their pet. How would the size ofthe country affect the manner they would construct the enclosure? During the category treatment. some pupils suggested that the sum of country would state them how much of their pace they could utilize. how much room their pet could play in or how much flooring they could afford. if the country were to be covered with some stuff. Methods of mensurating the country of the schoolroom objects were discussed. Some pupils suggested taking the documents on which objects were traced and puting them on top of each other for direct comparing. When that was done. a list was made ofthe countries from largest to smallest by posting the documents on a bulletin board. Students were so asked how they could mensurate and compare big infinites such as the floor. door. ceiling or a favored enclosure. The geoboard was distributed to assist work out this job. Students used one geoband to envelop one square unit within a geoboard – created figure for the pet pen. Each internal square was counted as one unit of country. Care was taken that pupils did non overlap or breach the internal square units. All the internal squares that were enclosed within the form were counted. Extra forms were created on the geoboards and traded so that each group covered and counted the internal infinite of another groups’ figure. The countries were reported by each group in footings of the figure of internal squares so that pupils would avoid thought of country merely as the memorized expression of length x breadth – country. â€Å"Premature usage of expression can take to work without intending â€Å"† ( Van deWalle 1994. 332 ) . Shapes were once more transferred to stud paper and the step ofthe country was recorded inside each form as pupils counted the internal squares. Last. pupils were asked if there were a connexion between the breadth and length of their figure and the country count. Several pupils stated that the length count was a manner to â€Å"keep track† of how many perpendicular columns they saw within the figure. If they multiplied the figure of perpendic ular columns by the sum of squares within each of those columns. they â€Å"got the country count. † The lesson concluded with a treatment of the difference between country and margin parts of the same form. Students’ accounts of what the difference is and how they know one from the other are found in Table 2. Table 2: Post-assessment 1. What does perimeter intend? Sample replies: It’s the line around a form ; it’s how I know what the form is ; it’s a line I measure. 2. How do you mensurate perimeter? Sample replies: With a swayer ; you count the Markss on the swayer all around the form ; with grid paper 3. Where is perimeter found in the existent universe? Sample replies: It’s the boundary in my pace ; it’s the fencing in my pace ; it’s how far around my book is ; it’s the lineation of my computing machine. 4. What does country intend? Sample replies: It’s the infinite inside a form ; it’s the portion inside the boundary ; it’s the portion I can rub my H and over in a form. 5. How do you mensurate country? Sample replies: By numbering squares inside a form ; with a swayer to number the units on a side ; by numbering the units up and down the rows. 6. Where do you happen country? Sample replies ; In the book ; inside a form ; the infinite in my pace at place. 7. Why do you necessitate to cognize about country and margin? Sample replies: for the trial ; for following twelvemonth ; to tel! what size something is ; to cognize what infinite something can suit in or how much fencing to purchase to set around a infinite for a pet. 8. What is the difference between country and margin? How do you cognize? Sample Answers: Perimeter is a line around an object and country is the infinite inside ; margin is a line around and country has squares to number how large it is ; I know from numbering the margin and the country in my lesson. Lesson Three: Distinguishing Between Area and Perimeter Students were engaged in placing and mensurating the country and margin constructs by chalk outing their first and/or last initial on dot paper during the concluding lesson. Working in braces. each pupil drew his or her first and/or last initial on the paper and so counted and recorded the margin and country of each other’s initial. Students helped each other draw and count. Slanted line sections counted as about one and one half unit of length. Examples of the students’ initials are found in Figure 2. Some pupils had trouble enveloping merely one square in order to number country within a form. Teachers and equals helped those who found the shading and numeration of country squares to be hard. Figure 2: Drawing and Counting the Margin Appraisal and Evaluation At the decision of lesson three. pupils were asked the same inquiries that were posed at the start of the lesson one. Informal analysis of the post-lesson responses revealed that the pupils understood country and margin constructs and could find the difference between them more accurately. Building. drawing and measurement experiences that began at the concrete degree and progressed to representational activities provided rich chances for scholars to do the constructs their ain. Activities affecting believing about pets and pulling initials were a challenge and meaningful to the 4th graders. The lessons were about them! Conclusion Measurement and geometry are subjects in the simple school course of study that can be taught in a mode that encourages building of conceptual apprehension with direct experiences. Real universe applications are legion. gratifying and built-in to mathematics success in students’ go oning instruction every bit good as in day-to-day state of affairss. Understanding the difference between the constructs of country and margin is indispensable to working with building forms. higher degree job work outing. and applications to three dimensional figures and strong spacial sense. Clearly. memorising misunderstood expressions is a short term solution that does non supply for long term keeping. conceptual apprehension or procedural accomplishments. all vitally of import factors in students’ success and accomplishment throughout the field of mathematics. Mentions Bruner. J. ( 1960 ) . The procedure ofeducation. Cambridge. Ma: Harvard University Press. Copeland. R. W. ( 1984 ) . How kids learn mathematics: learning deductions of Piaget ‘s research. New York: Macmillan Publishing Co. 1984. Jensen R. J. ( Ed. ) ( 1993 ) . Research thoughts for the schoolroom: early childhood mathematics. New York: Simon A ; Shuster. Macmillan. 1993. Outhred. L. N. A ; Mitchelmore. M. C. ( 2000 ) . children’s intuitive apprehension of rectangular country measuring. Journal of Research in Mathematics Education n. 2. p. 144-167. Piaget. J. A ; Inheldr. B. ( 1970 ) . The child’s construct of geometry. New York: Basic Books. 1970. Reynolds. A. . A ; Wheatley. G. H. ( 1996 ) . Elementary students’ building and coordination of units in an country scene. Journal for Research in Mathematics Education. 27. 564. 581. National Assessment of Educational Progress ( 1999 ) . The nation’s study Card. ( On-line hypertext transfer protocol: //nces. erectile dysfunction. gov/nationsreportcrad/tabIes/LTT1999/ ittintro. asp National Council of Teachers of Mathematics ( 1997 ) . U. S. mathematics instructors respond to the Third International Mathematics and Science Study: Grade 4 consequences ( On-line ) . Available: hypertext transfer protocol: World Wide Web. nctm. org/new/release /timss-4’*’-pgO 1. htm. ( July 10. 2001 ) . . ( 2000 ) . Principles and criterions for school mathematics. Reston. VA: NCTM: Writer. Sheffield. L A ; CruikshankD. E. ( 2000 ) . Teachingand larning simple and in-between school mathematics. New York: John Wiley and Sons. Silver. E. A. A ; Kenney P. A. ( Eds. ) . ( 2000 ) . Consequences from the 7th mathematics appraisal of the National Assessment of Educational Progress. Reston. VA: NCTM. Van De Walle. J. A. ( 1994 ) . Elementary school mathematics. learning developmentally. New York and London: Longman Publishers.

Production of Robot Model SANR Term Paper Example | Topics and Well Written Essays - 1250 words

Production of Robot Model SANR - Term Paper Example The firm that is analyzed in the paper is SANR, a European leader in machinery production with an objective of availing cutting-edge solutions to various end user needs for a long time. Opening the new product line within the current capacity not only presents competitive promises of the modern technology standards but also opens unique chances for portfolio diversification. In the initiation of the new product line, the company aims to achieve certain market driven objectives as outlined below. i) Keep up with the pace of smart technology experienced in modern gadgets while maintaining its work mechanization tradition ii) Venturing into high-end programmable products iii) Penetrating exciting market segments iv) Making relevant technology contributions to business Over and above its main objectives, the organization has yearly objectives. These are as outlined under: Aims of SANR in the first year - Let people know the product - Establish itself as a reliable business - Sell at least 15 robots -Sell at least 6 unites within the first half of the year - Rest of the year 9 robots Aims of SANR in the second year -Sell at least 35 robots - Upgrade the robot by adding new functions including a house protection system. An alarm, for example. Aims of SANR in the third year - increase price per unit to 200,000 Pounds - open new stores in Dubai & Paris - Develop new robots in new format - Sell over 150 units per year ... An alarm, for example. Aims of SANR in the third year - increase price per unit to 200,000 Pounds - open new stores in Dubai & Paris - Develop new robots in new format - Sell over 150 units per year The Business Opportunity The unique aspect of the opportunity that the launch of the product is likely to enjoy mainly depends on the excitement created by the various products under the brand SANR Robot. Under the SANR robot brand, the company will present various innovations offering exciting mechanization to seven different end users. The main robot products will include; office personal assistance, massage services, office calls response, hair washing, skincare, cleaning and food and drink service. It therefore follows that the wide spectrum of target markets presents a wide range of business opportunities. According to the initial production, the product launch will target office solutions for personal assistance and call centre solutions, followed by other commercial robot products namely cleaning and beauty. The final launch will include the food and beverage market solutions, with customized use such as by leading food outlets such as the McDonalds on whose recommendation the production segment is hugely dependent. In terms of the opportunity presented by the use of the capacity achieved by SANR in the operations of its machinery production business, the new product faces a better survival chance than when the plant is a new distinct aspect. As an illustration, technical capacity currently available will only require reorganization and deployment with little additions. Alternately, having an established market presence through other various machinery lines that SANR deals in is an added advantage for the

Nternational Business Finance Assignment Example | Topics and Well Written Essays - 2500 words

Nternational Business Finance - Assignment Example This can be done through preparation of the net previous and cash flow which are used in the estimation of the capital cost that is best estimated by the WACC method (Weighted Average Cost of Capital). This can be determined as indicated below: Debt cost is stated in our case and is given as 6%, and the Equity coast is taken as 10%. The shareholders have an option of either using the equity for financing or debt financing depending on their appropriateness. The debt ratio: Equity ratio is taken as 0.6:04 as given in our case. This means that 60% is used to raise funds from the public through IPO and 40% from debt-financing. The financial leverage of the company is 60%. We, therefore, need to calculate the WACC that is given as indicated below. We get the WACC as 0.1128 or 11.28% given from the above calculation. After computation of the capital cost the statement of cash flow statement. The flow for the year 0 and year 1 is taken as -â‚ ¬ 1,200,000.00 and -â‚ ¬ 800,000.00 respectively as it is mentioned that the flow in the form of investment .A percentage of 15.00% has raised this cash flow annually. The business cost of operating will be deducted from the inflow of cash. There is no requirement for deduction of the operating expenses from the inflow of cash. Additionally the incurred depreciation is adjusted. Operating expenses will increase by a rate of 2.5%, and the inflation of 2.5% is also considered It is crucial to note that the sterling pound is used in conversion to the Euros. This is purposeful for calculation of the net cash flows for the period. The spot rate which is given as  £0.7320/â‚ ¬ has been considered for conversion. It is assumed that the rate of conversion for the time remains unchanged over the studied period, which is four years. This corporation has a vast capitalization of the market with at least 2.5 B Euros and sales turnover of 60 M Euros annually globally and gains over the last 5 considered

Research and Product Development Essay Example | Topics and Well Written Essays - 250 words

Research and Product Development - Essay Example On the other side, the collaboration could be disadvantageous to either both or one of the companies. A one sided effort is an example of how one of the companies could be disadvantaged in the collaboration, with only one company ripping all the benefits at the expense of the other. Cultural differences between the companies can also affect the whole process to the extent that the research goal is not met hence both companies losing out. An industry can gang up on one company that comes up with new technology because of market competition. The industry may feel that the introduction of a new technology on the market would reduce their customer base that would reduce their profits. Therefore, companies may come together and gang up against the new company with the new technology to deny it market access and availability. The ganging up by the industry may cause the company with the new technology to allow it to be more open for the market due to aggressiveness. The new technology may stand the gang up and create profits and awareness for the new company (McKelvey,

Revenue Essay Example | Topics and Well Written Essays - 1250 words

Revenue - Essay Example Income encompasses both revenue and gains.† (ec.europa.eu, p. 2) Revenue: â€Å"IAS 18 defines revenue as ‘the gross inflow of economic benefits during the period arising in the course of the ordinary activities of an entity when those inflows result in increases in equity, other than increases relating to contributions from equity participants† (ACCA, 2013.) Gain: â€Å"An increase in the value of an asset or property. A gain arises if the selling or disposition price of the asset is higher than the original purchase or acquisition price† (Investopedia, n.d.) Normally the word ‘profit’ is used in business context in the place of gain. It is also very important that that revenue and the related expenses should be matched with the accounting period, and this is called matching principle. â€Å"When the selling price of a product includes an identifiable amount for subsequent servicing that amount is deferred and recognised as revenue over the pe riod during which the service is performed. The amount deferred is that which will cover the expected costs of the services, together with a reasonable profit on those services† (ACCA 2013). ... sale and repurchase should be dealt with together. Section 14 of IAS 18 stipulates the conditions for revenue recognition in respect of sale of goods. These following two conditions are relevant for discussion in respect of accounting of transaction related to Witney. (a) the entity has transferred to the buyer the significant risks and rewards of ownership of the goods; (b) the entity retains neither continuing managerial involvement to the degree usually associated with ownership nor effective control over the goods sold; Section 20 states â€Å"When the outcome of a transaction involving the rendering of services can be estimated reliably, revenue associated with the transaction shall be recognised by reference to the stage of completion of the transaction at the end of the reporting period.† This principle is relevant for discussion in respect of support services to PC4U. Case Study Sale of electrical goods When sale has been accounted properly, the goods covered should no t be treated as stock; and the sale is not treated as stock by the company. Snowfall and delay in delivery cannot alter the position. Once the goods are despatched to the buyer, the seller has no control over the same. The following conditions u/s 18 are important in this respect (a) the entity has transferred to the buyer the significant risks and rewards of ownership of the goods and (b) the entity retains neither continuing managerial involvement to the degree usually associated with ownership nor effective control over the goods sold. Therefore, no adjustment is required on account of this transaction. Contract with Witney The total amount owing to Ibi Ryan from Witney is ?600,000 at 31st March. It is assumed that includes the sum

Livvie by Eudora Welty Term Paper Example | Topics and Well Written Essays - 1000 words

Livvie by Eudora Welty - Term Paper Example (Allen, 1999, p.35) The story in question, Livvie, has won both critical as well as popular acclaim. The story, in essence is the resurrection of the main characters life, from the realm of death. This is reflected in the outer atmosphere, where the season transits to spring. The story revolves around the nuptial life of Livvie, who is married to a much older man, Solomon. Although the married life provides some personal security and regularity, it lacks in passion. This makes her feel that she is entraped in the relationship. One of the people whom she meets outside her domestic setting is Cash, the young farm worker, who offers Livvie an escape from the boredom of her marriage. But thereby, she takes the risk of abandoning the safety and security provided by the husband and entering an outside world where passion may be discovered at the cost of losing orderliness. While this sort of conflict had been well-explored and presented by many feminist writers of the last century, Eudora Weltys offering is not so much distinguished by the narrative method but by the storys thematic structure which is â€Å"far more complex and subtly adjusted to the ambiguities of actual human experience" (Claxton, 2005, p.78). The story is also remarkable for the motifs it employs to depict the inner spiritual journey. As Welty has stated in interviews, she took inspiration from medieval texts such as the Book of Hours for the writing of the story. For example, the Book of Hours emphasis on seasonal changes is analogous to to the cycles of human life that is pondered over in Livvie. There is also a similarity between the characterization of Livvie and the historical fictional character Persephone, in that both characters journey forth to the surface of the earth, and avert death through the renewal of spring. (Allen, 1999, p.35) In Livvie, Welty also subtly mocks the respectable Christian image of Solomon, who is portrayed as an old man with

INTEREST GROUP AND POLICY Essay Example | Topics and Well Written Essays - 750 words

INTEREST GROUP AND POLICY - Essay Example The domestic policy will range from how to solve insignificantly simple problems to how to handle a n issue of a huge magnitude to the nation. In a nut shell, domestic policy entails setting laws and regulations to govern the internal affairs of the nation (Steffen Schmidt et al 2012-2013). The domestic policies are regulatory, redistributive and promotional policy. In setting the policies a particular policy, there are interested groups who petition the government to take into considerations their individual needs. The interest groups comprises of the people with vested interests on how the government is planning to address a particular issue. They express engage the government on all phases of policy making by submitting proposals, participating in legislation, enlightening the beneficiaries on how the policy will impact on their lives and even demonstration and engaging the government in litigation if they feel aggrieved by the government actions regarding the policy issue being a ddressed. The policy issue of focus in this case is health care. Health care issue According to Steffen et al, social security is redistributive policy as it aims at achieving fairness in the country by focusing on the wealth redistribution. The social security includes health care. The central government expenditure on health care has been on a rise since from about six percent in 1965 to about seventeen percent of the economy in the year 2012 (Steffen Schmidt et al 2012-2013). ... Most nations adopted the universal health care system in the 20th century and so our nation was no exception (Steffen Schmidt et al 2012-2013). With the need to help millions of people with affordable Medicare, the universal health care has become a political issue with former presidents like Bill Clinton putting in effort to introduce it without success. Several proposals were made including the one adopted by Massachusetts in 2006 where all citizens were to receive insurance and low income earners would receive subsidies from central government in effort to raise their ability to pay premiums. The 2010 universal healthcare plan guarantees every American the health cover of her/his choice. Interest groups refer to the individuals who want particular interests catered for. This means that they are organizations that join forces to have the government hear their voice during policy making and implementation. According to pluralist theory, interest groups bring representation to all th us every one wields power and influence. The interest groups fall in categories like public interest groups that are mandated with fighting for public interests like fights against pollution, business industry interest groups that foster the interests of the respective business and lastly the professional interest groups that deal with particular professional , for instance the teachers union. The interest groups are dominated by the more informed and well endowed thus meaning they may not necessarily be the face of democracy. The interested groups in the health care apart from the government include American medical associations, national

Lessons Form the Classroom Essay Example for Free

Lessons Form the Classroom Essay A. I think my main strength is that I like interacting with people. In my career thus far I have worked in multi-disciplinary teams, made daily presentations and managed teams so working with people is natural and comfortable for me. I’m friendly, inclusive and approachable. I think this is an asset that will carry me far as a teacher. I have experienced teachers who were intimidating and I found it detrimental to my learning. I want my students to feel comfortable to ask me anything, repeat anything, or explain anything. I think that as time progresses in the classroom I’ll be able to develop good relationships with the students where they feel safe and uninhibited. I am naturally and therefore normally well organised and prepared which I think is a key skill in ELT. At my university induction lecture the speaker said ‘fail to plan, and plan to fail’ which I think was valuable advice and which has stuck with me. Planning my lessons appropriately helps me to better understand what I’m teaching, embeds it in my mind so I’m more confident in delivering it and helps me to predict possible problems and their solutions. I think that as my confidence and skills grow I will be able to compose highly detailed lesson plans that will deliver my objectives. I am a creative person and like devising innovative approaches to problems. I like to challenge the standard to create new ways of doing things. The results have engaged and generated new perspectives. I hope this will translate well into the classroom where I can devise games and exercises that will appeal to the students and accelerate their learning. As my confidence, knowledge and skills develop I plan to combine my own methods into my teaching. My main weakness is my inability to express grammar rules and understand grammatical terminology such as ‘present continuous’. Although my primary school was strict with grammar, punctuation and spelling, we were not taught the labels of grammar terms beyond the basics of nouns, verbs, and adjectives. So whilst I can speak and write sentences that are clear and grammatically correct I am finding the terminology challenging. As an English language teacher this is obviously something that I need to remedy as soon as possible! I am studying several grammar reference books from the suggested reading list and using mind mapping to help me understand and learn the rules. I remind myself that I already know the grammar rules I just don’t know that I know them! I have never used an interactive white board (IWB) before and have historically been reluctant to embrace new technology so I have not made full use of it as yet. As the teachers have used the IWB extensively in classes I have seen how convenient and flexible it is. I am keen to address this challenge as I believe it will be enormously beneficial to me in the classroom and therefore improve and accelerate my learners’ experiences. I am going to take advantage of break times to practise using it to build my confidence and then set myself a deadline to incorporate it into a lesson. I am sure that after using it in a few lessons I will feel more composed and will easily integrate it into classes. I would like to improve my ability to communicate with the students in a more concise and succinct way. I have found that my instructions have been too complicated and lengthy and thus caused confusion. As well as cultivating this skill I’m going to try to integrate more gestures, demonstrations and pictures to resolve the issue. My research has produced a checklist for communication, (concise, concrete, clear, correct, coherent, complete), which I will use to test my instructions going forward. B. I have been impressed with the eliciting skills of the Celta teachers. In particular James Johnson has been demonstrating how to proficiently organise materials and structure questions to draw out desired responses. He is adept at posing questions that produce the target language or lexis. His seamless ability has demonstrated how effective this technique is in encouraging the students to think for themselves rather than simply giving them the answer, keeping them alert and assessing their language level as well as understanding of the concept being taught. In this way he truly engages with the students and thus his lessons are memorable. This is a very unnatural communication for me so to be able to smoothly incorporate this skill into my teaching would be a triumph for me. All of the teachers have a very calm, confident and charming disposition, which pervades the classroom. They are clearly highly skilled and experienced, which generates trust. I think these qualities are fundamental for effective learning. These qualities seem to be intrinsic to the instructors but I’m hoping that over time I will ripen or at least acquire the ability to convey a fraction of this demeanour. C. When I have completed my Celta training I will be just at the beginning of my career so continuing professional development will be paramount to consolidate what I’ve learned so far, keep my skills up to date, learn new and different techniques from other teachers and experts, and keep abreast of industry trends. I love learning and developing myself and regularly take classes, workshops and courses for fun and personal development as well as career development, so I am highly motivated to continue my ELT development. My research has made me aware of various online communities, which could be a great way to exchange ideas. I also intend to stay in touch with my peers on the course so we can continue to learn together, share experiences, ideas, problems and solutions.

Alice Walkers Short Story Everyday Use English Literature Essay

Alice Walkers Short Story Everyday Use English Literature Essay In Alice Walkers short story Everyday Use, there are many different things that Walker conveys throughout the story all of which deal with the African Americans history and values. The one thing that sticks out the most in the short story is the character of Dee who is developed into a very important character throughout the story. Walker is able to express her essential idea of heritage through Dees attitude, her behavior, and her actions in Everyday Use. Dee is a very unthankful and unappreciative of her history, and in result the reader can develop an understanding of African Americans heritage. Through Dees characteristics shown by her attitude, personality, and actions, Walker in Everyday Use conveys the central idea of heritage in the short story. Dee is an individual that doesnt particularly stick to her true heritage and shows a feeling of embarrassment toward her ancestry, her mom, and her sister. Dee comes across as one that holds herself above her mother and sister especially since she received an education. Nancy Tuten understands Dee as one that wants so badly to go to school to become educated so that she is not seen as stupid, showing that she is not exactly proud of her past. She doesnt appreciate her mother and sister living in the same way they have for years, suggesting an idea of embarrassment toward her past (Tuten). Tuten points out that Dee always attempts to devalue their lifestyle, and seems to have a desire that Mama and Maggie be something that they are not (126). Tuten notes that Mama hates the selfishness that Dee brings to the table, but still wishes to get respect from her daughter. Tuten brings in a source from Lindsey Tucker who suggests that Dee basically carries a white middle-class identity (126). Another valuable piece of information brought in for Tutens article is Valerie Smiths thoughts interpreted by Marianne Hirsch explaining Maggies feelings of embarrassment in front of Dee. Smith points out the part of the story when Mama is interpreting how Maggie will react to Dee and her arrival. Mama supposes that Maggie will be nervous until after her sister goes: she will stand hopelessly in corners homely and ashamed of the burn scars down her arms and legs, eying her sister with a mixture of envy and awe (Walker 108). Hirsch views Maggie as one that seems powerless and pathetic (Tuten 127). All of these aspects that Dee has brought to the table make her appear to the reader that she is under-appreciative of what her heritage has really done for her which leads to the interpretation that she is embarrassed. Dee also goes far enough into her fairytale life and changes her name, attempting to disregard her familys identity, clearly showing her shame for it. Tutens article also points out Hirschs view regarding this change of name in Everyday Use. She understands Mama as one that hasnt shown any frustration toward Dee until this section when Dee cant even keep her name and a portion of her past. Hirsch notes that Walker changes the verb tense in that conversation over her identity change, creating a voice for Mama that has much more power (Tuten). This power is eventually used, says Tuten, to help Mama, affirm her allegiance to Maggie and to assert her emotional freedom from Dee (128). David Cowart also discusses the disloyalty of Dee by changing her name which was passed from generation to generation in their family all the way back and past the Civil War. Cowart views this disloyal action along with her clothes, her hair, her sunglasses, her patronizing speech, and her Black Muslim compa nion as Dee trying to declare a deplorable degree of alienation from her rural origins and family (172). Dee doesnt grasp the idea that her name connects her to her heritage, and by changing that she is seen as trying to disregard where she comes from. Cowart knows Dee as one that has basically detached herself from a nurturing tradition (172). Dee chooses to disengage herself from her ancient name which was passed down in her family for something classier such as Wangero. Her name was also her great-grandmothers name, and by changing it, Dee appears to not have much care for her family. She believes it is much classier, but Helga Hoel notes that the name is distorted from the original reference to a Kikuyu name. Hoel brings in a source from Barbara Christian clarifying that names are extremely important in African and African American culture as a means of indicating a persons spirit (Hoel 37). In conclusion to this remark, Dee can be seen as one that is trying to get rid of her name and heritage which links her to the rest of her family that is a supposed to be a very important part in her life. Hoel declares that Dees identity change of her first and middle name do not even represent one ethnic group, instead it relates to the entire East African area. Hoel notices this mistake and views it as something that shows Dees s uperficial knowledge of Africa and all it stands for (37). This point made contributes to the thought that Dee doesnt appreciate her heritage because she is trying to alter it and doesnt even understand what is truly behind her new one either. Dee wants to take several items in the house to represent her familys ancestry put on display at her house rather than putting them into everyday use. She disconnects herself from her family name, but still believes that she should be able to take many family items to be put on display. Cowart understands Dees desire for the quilts, the churn lid, and the photographs for purposes of display, reminders that she no longer has to live in such a house, care for such a cow, and have daily intercourse with such a mother and sister (175). Donna Haisty Winchell in Cowarts article implies that Dee makes the mistake of believing that ones heritage is something that one puts on display if and when such a display is fashionable (Cowart 175). Dee does not see the wrong to take these items from Mama and Maggie, failing to appreciate their heritage. Instead, Cowart proposes that she, who wants only to preserve that heritage as the negative index to her own sophistication (175). When Dee comes home to visit Mama and Maggie, she takes her share of photos. She takes several shots, those of the cows, Maggie, and of course the house. Whitsitt notes that she photographs everything and frames the image of Maggies and Mamas lifestyle, making it resemble a life she is not a component of. The source from the Bakers in this article says that they know this as Dees fashionably aesthetic distance from southern expediencies, and her framed experience of her heritage (Whitsitt 449). In addition to Dees desire for family items, she also brings along a characteristic of overlooking these possessions and devaluing items such as the quilts which should mean something to her and her heritage. Elaine Showalter notes in Cowarts article that the quilts, fought over by Wangero (Dee) and her mother indicate an ancestry that is much more personal and immediate than the intellectual and deracinated daughter can see (Cowart 179). Quilts are seen as the creative legacy that African Americans have inherited from their maternal ancestors says Barbara Christian in Sam Whitsitts literary critique (Whitsitt 443). The quilts connect women and men and families to their later generations to their past by resembling the tradition and pieces of their past which will be passed to those in the current days (Whitsitt). Cowart says that the quilts illustrate the ancestry that Dee has already abandoned which she now doesnt even share her name with the people in her family whose lives were p ieced together from their old scraps of clothes into quilts (Cowart). Barbara Christian in Cowarts article remarks that the heritage in the eyes of Maggie and Mama is depended on by living a tradition. The quilting and butter churning along with their developed nags for it are passed down from each generation in their family. She believes that Mama and Maggie should continue to be put these items into everyday use as they continue to keep up the trend in doing everything and living the tradition. Maggie is the one that can quilt, and if Dee is the one that gets the quilt, then the tradition along with the learned skills will stop and discontinue throughout the family tree (Cowart). Whitsitt also notices a verb tense after Dee announces her identity change which he believes gives Mamas voice more power along with creating an invisible frame that sets apart Dee from Mama and Maggie and their lifestyle. When Mama changes tenses to gain more authority after Dee tells her of her identity change, Whitsitt believes that Mama is then starting to be framed with Mama outside with a different view on lifestyle and the familys heritage (Whitsitt). In the story the reader views Mamas excitement of Dee coming home as her ready to enjoy time being spent with her daughter. She understands that she has left to become educated and changed her lifestyle which partly results in their different views on everything. Whitsitt brings in a quote from Hirsch, who notices the discrepancy of the two but says that Mama does a great job of making her decisions by herself and not changing her values of her heritage like her daughter did. He says that she has an ability to maintain a distance from Dee without visibly rejecting her (Whitsitt 451). When Dee introduces her identity change, Whitsitt notices this verb shift as Tuten did and recognizes it as Mamas epiphany when something hit me in the top of my head and ran down the soles of my feet, leading Mama to take charge and do something that I never had done before: hugged Maggie to meà ¢Ã¢â€š ¬Ã‚ ¦ (Walker 113). He understands the unframed to framed, present tense to past tense forms to represent the idea of alteration and Walkers attention paid toward it. Whitsitt concludes that the central characters in the story have changed throughout Everyday Use. He points out that Dee, whose insensitive intrusion, who in spite of herself brings Mama to claim a voice (Whitsitt 454). Dees change helps Mama develop and change in the story by eventually gaining voice and sticking up for herself along with Maggie and the quilts (Whitsitt). Dees actions of trying to take the quilts which were promised to Maggie, characterizes her as a thief. One who notices the cruel action is Whitsitt, who considers the attempted action as stealing from her innocent sister, Maggie. He notices that Dee wants to take the quilts along with other items of the house, but without any connection such as an obligation to them which Whitsitt views as denigrating the quilts, and then claiming they are priceless (456). Dee gets very angry and frustrated after Mama says that she promised the quilts to Maggie, and she blames Maggie noting that she is too backward to know the difference between things of value and of no value (Walker 112). Whitsitt believes this comment and finger-pointing is also done in an indirect way pointed not only at Maggie but also toward Mama and their standard of living (Whitsitt). Regardless of all of Dees disloyal actions, attitudes, and undermining, she still wants to use the quilts to put up on her wall to represent her ancestry. She is unappreciative of the material things such as the quilts, but she still believes that she deserves them even though she is embarrassed of her past. She mistakes her own heritage and changes her name to something that isnt even correct from her country. She takes her heritage for granted by changing into some would call a phony (Cowart172). Dee values her heritage for all the wrong reasons such as when she is said to use it as aesthetics to put on display in her house but really only to show that she is no longer a part of it anymore. She always puts down Maggie and Mama, hinting that they need to change and quit living in the past, but really Maggie and Mama feel that they should be living in tradition rather than changing their everyday life. Dee recognizes herself as confirming her African heritage especially by changing h er name to Wangero, by changing her way of life, and by changing her appearance, but she only seems to belittle her cultural background.

Frantz Fanon and Cultural Nationalism in Ireland :: Essays Papers

Frantz Fanon and Cultural Nationalism in Ireland Only recently has Ireland been included in the extensive study of postcolonial societies. Our geographical closeness to Britain, the fact that we are racially identical, the fact that we speak the same language and have the same value systems make our status as postcolonial problematic. Indeed, some would argue it is impossible to tell the difference between Irish and British. However, to mistake Irish for English to some is a grave insult. In this essay, I would like to look at Ireland’s emerging postcolonial status in relation to Frantz Fanon’s ‘The Wretched of the Earth’. By examining Fanon’s theories on the rise of cultural nationalism in colonised societies, one can see that events taking place in Ireland at the end of the nineteenth century bear all the hallmarks of a colonised people’s anti-colonial struggle through the revival of a culture that attempts to assert difference to the coloniser and the insistence on self-government. The years 1870 to 1890 in Ireland saw the fervent battle of Charles Stewart Parnell and his Home Rule party for home rule in Ireland. This consisted of Ireland having its own parliament to deal with internal affairs while still remaining under the control of Westminster in international affairs. It was not the desire for a full separation from Britain that would come later. However, by 1890, problems in Parnell’s personal life lead to a breakdown in communication with the Prime Minister and to a split in the Home Rule party. According to M E Collins, this left a void in Irish politics and life that was filled with a new cultural awareness and a questioning of Irish identity: ‘the new movements were different. They stressed the importance of Irish identity, Irish race and Irish culture’ (170 M E Collins, Ireland 1868 - 1966). It is at this point that Fanon’s ‘Wretched of the Earth’ becomes relevant to Irish history. In his chapter entitle d ‘On National Consciousness’, Fanon stresses the colonised native fears of being assimilated totally into the culture of the coloniser, of being ‘swamped’ (169 Frantz Fanon, The Wretched of the Earth). These were the exact concerns that occupied the minds of the Irish people after the failure of home rule. They began to be anxious about what Collins terms ‘the distinguishing marks of Irishness’: ‘a culture and language that was different to Britain’s’.

Postmodern Multicultural Society Essay -- Anthropology, Culture, Gende

The evolution of a postmodern multicultural society places a premium on increased understanding of issues surrounding culture and ethnic identity. Anthropology has traditionally defined culture as the sum total of artifacts (language, customs, tools/technology, institutions, etc.) that make up a human society. From a psychological perspective, it is useful to focus on the processes of symbolic communication that sanction the coherence of human societies and enable them to evolve such a variety of artifacts. It is generally accepted that humans are a uniquely cultural species. Interesting precursors of human communication, social organization, and tool use have been found in other species. But humans are the only species that has developed the capacity for complex symbolic communication about the world, as well as the capacity to create tools and institutions based on that complex symbolic understanding (Warmoth, 2001). According to Meriam- Webster dictionary,† Culture is defined as the customary beliefs, social forms, and material traits of a racial, religious, or social group†. India or the Republic of India is a country in South East Asia .It is the seventh-largest country by geographical area, the second-most populous country with over 1.2 billion people, and the most populous democracy in the world. It's neighboring countries are Bhutan, Pakistan, People Republic of China, Nepal and Bangladesh. Indians personify the country as a goddess. There are 18 major languages spoken in India and over 1600 regional dialects. Hindi is the official language and English is the second common language. It's the world's most ancient civilization, yet one of it's youngest nations( Wolpert, 2009). Much of the paradox found everywhere in In... ...eneurs; from being an astronaut to the queen of television industry, Indian women have done it all. She has to play a spectrum of roles like the homemaker, a wife, a daughter in law, a mother, a sister, a lover, a daughter, a friend and an â€Å"individual†.Indian society still has conservative ideals when it comes to women. The women in lower strata of society are still considered subservient to men and face abuse(Wolpert, 2009). I would like to conclude by stating that this paper is an attempt to understand in depth the basic values, social norms,traditions and history of my culture; the culture of India. Research on this paper enlightened me on India's war laden past, evolving traditions, regional diversity, but , national unity and reconfirmed my own identity. Respect for one's own culture leads to acceptance and regard for other cultures'.

Analysis of MST - A Small Bio-defense Company :: Business and Management Studies:

Analysis of MST - A Small Bio-defense Company EXECUTIVE SUMMARY MST is a small bio-defense company with an exceptional product that is patented in the U.S. They are looking for second round financing, a source of cash, in order to fulfill their goal of going public. At this time there is an unsolicited sales call from Japan, which would mean a great amount of money. This sale would mean hundreds, maybe even thousands of units. MST knows that their product is one of a kind now, but their competitors are working hardly to come up with a similar item. They need to make the deal quickly, before the Japanese buyer has other choices. There are several risks that must be considered while considering this deal. The most important one is that they might lose the technology due to either licensing or to reverse engineering, which will probably also mean the end of the company, knowing that it is not strong enough. It is also known that American patents can’t be protected when exported to Japan, that is a big risk. There are a number of alternatives available to solve this problem. The first is for MST to export the product by itself, and sell it to the Japanese. The second alternative might be to contract with a Japanese trading company, and finally, the third alternative is to license the technology to a Japanese manufacturer. All of these alternatives will be evaluated according to the intellectual property risk, reverse engineering risk, costs and implications on profit, MST’s competitive and market leading position, time-to-market, and the concerns and implications of export licensing. Given an analysis of the alternatives, it is recommended to take the second one I have analyzed this alternative as the best because it takes a short period of time, helping MST to keep their position as market leader, as well as protecting its intellectual property due to the fact that trading companies have a reputation to maintain. Situation Analysis MST is a small bio-defense company with an exceptional product that is patented in the U.S. They are looking for second round financing, a source of cash, in order to fulfill their goal of going public. At this time there is an unsolicited sales call from Japan, which would mean a great deal of money, but they do not know how to address it. This sale would mean probably hundreds, maybe even thousands of units, plus training. It is in MST’s knowledge that their product is one of a kind right now, but their competitors are working fiercely to come up with a similar item. Therefore, they need to make the deal quickly,

Work

When analyzing a book, each point you make must have four points: Statement – you make a point Evidence – you include a quote (something from the text) which supports your statement Analysis – explain how the quote you chose proves your statement Is true Link ? explain how all of this answers the question S – Michael Morgue uses the technique of narrative voice effectively to portray the horrors and futility of war. He does this by showing us the war from the point of view of the horse, Joey. This shows us what the war was like for both the British and the Germans in an unbiased way.E -â€Å"l was busying myself at tearing the last of this away when I saw, out of the corner of my eye, a man In a grey uniform clamber out of the trenches†¦ A small, helmeted figure In a flapping khaki greatcoat climbed up onto no man's land. † A This helps us to understand that none of the men were horrible. They are described and recognized by their uniforms and nothing else. There are no differences between the men apart from their uniforms. L – This shows us the horrors and futility of war as these men were made to fight and did not know what they were fighting for.They were not angry at one another or prepared for war. Try to use this example and write your own version of this paragraph. This format Is used for all of your paragraphs, the Information you give Is the only thing that changes s technique of narrative voice show horror and futility of war Joeys first hand experience First person narrative shows things as they happen Choose one of the following quotes: â€Å"There were wounded everywhere – on stretchers, on crutches, in open ambulances, men cried and fell to the ground, and horses reared and screamed in agony of fear ND pain.The ground erupted on either side of me, throwing horses and riders clear into the air. The shells whined and roared overhead, and every explosion seemed like an earthquake to us. † à ¢â‚¬Å"It was as I staggered out of one such crater that I lumbered into an invisible coil of barbed wire that first snagged and then trapped my foreleg. As I kicked out wildly to free myself, I felt the barbs tearing into my foreleg† â€Å"l saw the grey soldiers ahead of us raise their rifles and heard the death rattle of a machine gun † â€Å"Blind terror drove me on† â€Å"We looked back down the hill at the battle-field. Work When analyzing a book, each point you make must have four points: Statement – you make a point Evidence – you include a quote (something from the text) which supports your statement Analysis – explain how the quote you chose proves your statement Is true Link ? explain how all of this answers the question S – Michael Morgue uses the technique of narrative voice effectively to portray the horrors and futility of war. He does this by showing us the war from the point of view of the horse, Joey. This shows us what the war was like for both the British and the Germans in an unbiased way.E -â€Å"l was busying myself at tearing the last of this away when I saw, out of the corner of my eye, a man In a grey uniform clamber out of the trenches†¦ A small, helmeted figure In a flapping khaki greatcoat climbed up onto no man's land. † A This helps us to understand that none of the men were horrible. They are described and recognized by their uniforms and nothing else. There are no differences between the men apart from their uniforms. L – This shows us the horrors and futility of war as these men were made to fight and did not know what they were fighting for.They were not angry at one another or prepared for war. Try to use this example and write your own version of this paragraph. This format Is used for all of your paragraphs, the Information you give Is the only thing that changes s technique of narrative voice show horror and futility of war Joeys first hand experience First person narrative shows things as they happen Choose one of the following quotes: â€Å"There were wounded everywhere – on stretchers, on crutches, in open ambulances, men cried and fell to the ground, and horses reared and screamed in agony of fear ND pain.The ground erupted on either side of me, throwing horses and riders clear into the air. The shells whined and roared overhead, and every explosion seemed like an earthquake to us. † à ¢â‚¬Å"It was as I staggered out of one such crater that I lumbered into an invisible coil of barbed wire that first snagged and then trapped my foreleg. As I kicked out wildly to free myself, I felt the barbs tearing into my foreleg† â€Å"l saw the grey soldiers ahead of us raise their rifles and heard the death rattle of a machine gun † â€Å"Blind terror drove me on† â€Å"We looked back down the hill at the battle-field. Work Generation Gap When younger workers are hired in the same department as older workers, the results can be frustrating or rewarding. What makes the difference is how management decides to blend the workforces. The 80 million Generation Y workers, called millennial, who were born after 1977 bring a host of talents to the office. They generally are skilled at hands-on, experiential learning and gain skills by attempting to perform a task rather than by reading a book or attending a lecture. They multicast, prefer to work alone, accept change readily, and access Information at all ours of the day.These work habits are contrary to what older workers have experienced during their careers. To blend the cultures, managers must devise methods of fostering coexistence. The project-oriented nature of IT work appeals to the bright, creative, energetic millennial, and they perform best when given new technologies and the freedom to experiment. Enjoying new situations and challenges, they excel at mentoring less tech-saws workers on using the Innovative hardware and software and rotating among various departments to meet new people.They also thrive in an atmosphere that encourages blobbing and testing, so the work environment should allow mobile social networking and communications. What are your thoughts? Do you find this to be the case at your place of work? I believe the current increase in new millennial further assist the older population. For example, as a professional in the Education industry the younger generations, in my opinion juggle various tasks. However, I feel the older population can benefit from most millennial by keeping an open mind to technology. Often times many baby boomers become resistant to change.Remotely no adaptation occurs, leading to undue stress of millennial. On another note, millennial may often be underestimated within the workforce due to autonomy. The world has emerged into a new era involving a high demand to remain abreast with frequent changes. I work alongside various baby-boomers and they are never updated with anything. Work By Lange-Wilcox multicast, prefer to work alone, accept change readily, and access information at all they excel at mentoring less tech-savvy workers on using the innovative hardware my opinion Juggle various tasks. Work Introduction In this report, I will draw on theories into my work experience in a local English training school in my hometown, to analysis their communication system, and then make some recommendations to Improve their school performance. Description Last summer, I worked as a registration assistant in a private languages school called Younger; it is a small private English training school, which aims at improving student's overall English ability to get higher score In English Test.Within Younger organization, the formal communication between school leaders and employees that Ely on paper-based format; the informal communication occurs teachers and students that prefer to face-to-face chats. According to the school communication study of Fred C. The formal communication which focuses on exchange the information regarding the work-related of school, and informal communication which emphasizes the unofficial message that unrelated to the schools education activities.For Younger scho ol case, I will draw the classical approach theories to analyses formal communication, and using the culture approach to examine the informal communication. Through the analysis. I will find some problems about Younger' communications, and give them some suggestions, to help them get improvement in the future. Analysis Theory 1 Younger formal communication system between employer and employee is familiar with classic approach. According to Weeper's theory of bureaucracy, rules are priority for each organizational functioning; he believed all rules should be In written form.In Younger, to improve students' English test score in short term, school leaders written specific daily routine and daily objectives to individuals, like when they would wake up, who can take what class and when, and the number of vocabularies students need to memorized each day. Under this system, all things rely on the rules, hierarchy was clearly established and the power was centralized within school leaders. In Younger, the school leaders built policies and communicate downward to group of managers, teachers and then students; this is a typically top-down communication.Managers, teachers and students need to follow their own Instructions, and do not have rights to change anything. Under bureaucracy management, teachers clearly knowing what the school's goals, strategies, and objectives base on deferent rules; having a better understanding of how their Jobs contribute to other school activities Increase employees involvement; following the specific introduction could improve the work efficiency. School leaders have the big power to control and monitor day-to-day operations of school activities.On the other hand, top-down communication is hard to receive the feedback from lower level people, lacking of communication interaction lead to lost opportunities of making improvement. Sometimes, the hierarchy is complicated, some information lost since assistance from the school principal to stu dents. In Tailor's scientific management theory, † there is one best way to do every Job†, which means managers need to fit Job to individuals. Based on this view, Younger principal divided English teaching into three parts: reading, writing and listening, and only hired the people who specialized in one filed.This kind of teaching specializations lowers individual teacher's responsibility for students' test score, reduce working pressure; hired professional experts in that field, it could be provide high quality education services for students, rather more gained Younger' competitive advantages in educational industry. However, Job specialization and teaching followed by instruction reduces the work autonomy and decrease employees' skills, as a consequent, employee felt less passion for their Jobs. Moreover, it is hard to find the potential problems without communication among different course teachers.Theory 2 Through above analysis, we can conclude that Youngster's fo rmal communication system is based on classical approach that tend to be downward, paper based, and task-related. Unlike the vertical communication between the employer and employee, he horizontal communication occurs in teacher and students. Deal and Kennedy's † Strong Cultures†, theory argued that if an organization has a strong culture, it will form the unique, hard to imitate intangible asset for that company, it would improve individual and organizational performance.This theory including four key elements: values and belief, heroes, rites and rituals, and cultural network. Since private languages education is a high competitive industry, Younger attempt to build their own school culture as their core competitive advantages. Younger used their slogan † Stay passion, Stay younger† as their belief to motivate students keep passion in their leaning, school mission aim to build the unique † Younger† sprit to attractive more students.Youngster's p rincipal is their Hero, for each new student orientation, principal gives the speech about how he builds Younger school to encourage student work hard. Both informal and formal communication made contribute to build the culture network. Majority informal communication during the lunchtime, teachers share legend stories to their students. To The top-leaders used downward immunization transfer school values, belief, culture, and school mission to employee and students. It is try to form a sense of belonging, commitment, and proud of being a part of Younger among the employees and students.In summary, for Youngster's culture approach the strength is they build a strong culture connection through their passion values, principal as the legend hero, using both informal and formal communication channel to set the culture network made employees and students felt like school is a big family. Recommendation As I analyzed above, the biggest problem is the highly centralized hierarchy managemen t system cause the weak communication system. To improve Younger communication system, my recommendation is diversify the direction of communication flows is most priority thing.Since analysis of Youngster's structure, we can see the organization structure has influenced on communication system. Lundeberg & Orenstein indicated, the structure of an effective communication Younger now has both downward and horizontal communication, I suggest building an upward flow communication. In the Younger school, upward communication is that some reflection from lower staff to the top leaders, this kind of communication an examine whether the bottom staff understood the messages from top-leaders, also can improve self-esteem of staff.Upward communication flow will make communication more effectiveness, listen more voice from different perspectives, and get more suggestions. In short, upward communication will provide a new communication channel of feedback to top-leaders, and make contribution t o school's performance. We can build the upward communication in three different types, the first type is class evaluation, gave rights to students which evaluate their teacher's caching performance, this help leader to understand how the employees perform their Job.The second one is suggestions and improvement, gathering the ideas from staffs to increase the quality of work. The last type is exception describe the big problems to leader, make leader aware of how difficulties. To build a healthy upward flow communication there are some barriers need to overcome. Firstly, when low- level staffs try to reflect problems but sometimes, the administrators no time to respond. Secondly, the administrator's bad attitudes or ignore the low-level staffs. Thirdly, the long-time gap between communication and reflection, it will take up to several months to accept the low-staffs' suggestion.The last but not least, low-level staffs lacking of motivation to bring problems to the administrator's of fice. There are some solutions to solve above four questions. Firstly, open door and open hours policy. To set a time, the administrator's door open for those people who find some problems need to discuss. Secondly, school leaders can facilitate some consulting meetings to avoid bad attitudes, and also can rebuild the lower-staff confidence. Thirdly, building social media blob for gather problems, reply feedback as soon as possible.Last, setting some rewards for these useful recommendations, encourage low-level staffs give more suggestions. Conclusion In this essay, in the first part I simply describe the Younger communication strategies. In the second part, I draw the classical approach theories to analyses formal communication, and using the culture approach to examine the informal communication in Younger English training school. Through analysis, I can conclude that Youngster's formal communication system is based on classical approach that end to be downward, paper based, and t ask-related. Work Generation Gap When younger workers are hired in the same department as older workers, the results can be frustrating or rewarding. What makes the difference is how management decides to blend the workforces. The 80 million Generation Y workers, called millennial, who were born after 1977 bring a host of talents to the office. They generally are skilled at hands-on, experiential learning and gain skills by attempting to perform a task rather than by reading a book or attending a lecture. They multicast, prefer to work alone, accept change readily, and access Information at all ours of the day.These work habits are contrary to what older workers have experienced during their careers. To blend the cultures, managers must devise methods of fostering coexistence. The project-oriented nature of IT work appeals to the bright, creative, energetic millennial, and they perform best when given new technologies and the freedom to experiment. Enjoying new situations and challenges, they excel at mentoring less tech-saws workers on using the Innovative hardware and software and rotating among various departments to meet new people.They also thrive in an atmosphere that encourages blobbing and testing, so the work environment should allow mobile social networking and communications. What are your thoughts? Do you find this to be the case at your place of work? I believe the current increase in new millennial further assist the older population. For example, as a professional in the Education industry the younger generations, in my opinion juggle various tasks. However, I feel the older population can benefit from most millennial by keeping an open mind to technology. Often times many baby boomers become resistant to change.Remotely no adaptation occurs, leading to undue stress of millennial. On another note, millennial may often be underestimated within the workforce due to autonomy. The world has emerged into a new era involving a high demand to remain abreast with frequent changes. I work alongside various baby-boomers and they are never updated with anything. Work By Lange-Wilcox multicast, prefer to work alone, accept change readily, and access information at all they excel at mentoring less tech-savvy workers on using the innovative hardware my opinion Juggle various tasks.

Should Companies Have the Right to Monitor Employees’ E-Mails and Phone Conversations?

Should Companies Have The Right To Monitor Employees’ E-mails And Phone Conversations? Employees watch out when using communication, whether e-mail or phone, at work, you never know who may be listening. Should companies have the right to monitor employees’ e-mails and phone conversation? Most studies believe that they, employers, do have the right to monitor the e-mail and phone conversations of their employees, as long as they are notified of the fact. There is a tremendous amount of literature on this issue but it all seems to lean towards the right of the employers. The most notable law enacted law that allows employee monitoring was in 1986. It was the 1986 Electronic Communications Privacy Act (it. ojp. gov). Although the actual service providers are not allowed to monitor communications it does allow employees to monitor communications. Most cases brought to court by employees have a tendency to be decided with the employer, reiterating the employer’s right to monitor communications. There was a federal bill in 1993 to 1995 that would have made it illegal for employers to monitor employee communication without first notifying them (privacyrights. rg). But, it failed; it didn’t even have enough weight to come up for a vote. In the growing tide of worker sexual harassment cases via e-mail, and inappropriate subject matter being exchanged via e-mail, between employees, employers have more issues than ever that they need to protect themselves from litigation for. In a case involving the e-mail monitoring of an employee (Smith vs. Pi llsbury Co. ), the employee was actually dismissed, due to the fact that he sent an e-mail to another worker stating that â€Å"kill the backstabbing bastards† referring to members of sales (Perritt). E-mail and Internet monitoring of employees is stated to be increasing more every year. At the time that the law allowing it was enacted, 1986, approximately thirty-six percent of employees were monitoring e-mail and Internet of employees. It is estimated now that more than half of all employers monitor their employees e-mail and Internet communication. In essence, these electronic pieces of equipment belong to the employers and the employees are only using them for the express purpose of the work being done. Misuse of e-mails or even web browsing, reflects poorly upon the company and its productivity and leaves the company open to litigation. Take into consideration the numerous charges in the news of police that have been dismissed for pornography found upon their computers. This is a very graphic example of misuse of electronic equipment. Not to mention the potential for this same inappropriate material being sent to other employees via e-mail. It is believed that more than two-thirds of employers in 2007 were monitoring e-mails and web browsing. That number was predicted to increase every year and it is believed that more than half of all employers do so now, or have software that does it for them. Imagine for instance the employee that spends hours on the phone chatting with buddies instead of doing the required work. This translates to profit lost through this inappropriate time spent on the phone. It is not necessarily lawful for the employer to monitor personal phone calls (Watkins vs. L. M. Berry & Co), but they are allowed to, even though there are restrictions upon employers monitoring personal phone calls (Manning, Rita C). In the issue of employers monitoring employee phone calls—that are not customer calls—federal law allows for employers to do this, unannounced, with the exception of personal phone calls. But in the area of personal calls they do have options that make it lawful, especially if they warn against personal calls beforehand. Although, when they are monitoring calls of employees with clients they are required to disclose that they are to the clients, they must state that they are possibly monitoring this phone call. Some would argue that the monitoring of e-mail sent from work, especially personal e-mails, is inappropriate. The same people would argue against monitoring of web browsing of employees. They believe that just because someone becomes your employee doesn’t mean they give up all their privacy rights. In one instance, it was argued that if an employee wrote a note to a friend with a work pencil and paper would this make it applicable to monitoring by the employer, as it was written with their pencil and paper. This is what employers are arguing when they state that they an employee is using their electronics, so therefore monitoring is applicable. Still others would argue that privacy in the workplace is a moral matter (Michael J. Meyer, SCU Professor). â€Å"they are entitled to respect, which requires attention to their privacy. If a boss were to monitor every conversation or move, most of us would think of such an environment as more like a prison then a humane workplace. † But in the case of phone calls or e-mails some would believe that (William Parent, â€Å"Privacy and Morality and the Law†) here should be put in place criteria for determining which invasion of privacy is justifiable. William Parent proposes that the employer should apply six questions to review whether their act of monitoring is allowable or not and that this would offer guidance. But most would agree that while it is legal for employers to monitor, it does not make it right. Realistically, most worke rs are at work sometimes more than forty hours per week. So if they take the time to make a personal phone call during that huge length of time, should they really expose themselves to possible dismissal? Then there are those employers that are unafraid to state that they are against losing their employee trust by means of monitoring. Scott Paddock, manager of PC Brokers stated, â€Å"†¦if I spent time monitoring their web usage, I would be just as guilty of wasting time as my behavior implies they are. † (Everyday Surveillance: Vigilance and Visibility in Postmodern Life). Numerous reports of trust are noted in reports that have debated the issue of employer’s rights to monitor phone conversations. Rita C. Manning of Journal of Business Ethics was quoted as saying, â€Å"What is missing in these communities is trust†. But trust notwithstanding, due to the recent and well publicized news on inappropriate communication practices in the workplace through viewing of pornography, sending pornography via e-mail, and receipt of pornography, monitoring is showing itself to be a needed commodity for employers. Should employees have the right to monitor employees’ phone and e-mail? Yes, they should, unfortunately. The possibility of misuse—evident from recent news reports—gives them the right to protect themselves from any possible future litigation. There are valid arguments for and against the workplace monitoring of employee e-mails and phone calls. Those that are for it, tend to feel that because workers are on company time and using company property, they should be subject to monitoring while using these resources. Those that don’t agree with this view believe that a person’s right to privacy does not end at the workplace. They believe that wherever a person is, they have the right to privacy.