Observe and Interview - 1458 Words

Assignment 02: Exploring language diversity where you live Compiled by Hannelie Millar – student 49498843 Instructions: Task 1: Observe your community †¢ Go out into the community where you live for one or two afternoons or evenings. For an example, we put a photo from the Bree taxi rank in Johannesburg. †¢ Observe what you see around you. o Who is talking with whom? o What language are they using? o Why do they use one language or another? †¢ Why do you think people are acting the way they do? Try to come up with some reasons, just by observing what is happening around you. Task 2: Interview one of the members who you have observed †¢ Now choose one of the people who are around you and ask their permission to do a short interview †¢ Ask them†¦show more content†¦My first inclination as to the reason for common gym terminology being said in English, even though the rest of the sentence was in Afrikaans, is laziness. Although I grew up in an Afrikaans home, I am now living with English being my first language, since my Scottish husband cannot speak Afrikaans well. I avoid mixing my language when I speak in Afrikaans, since it is such a beautiful language to me. I would expect that other Afrikaans speaking people should make the same effort. As for the Zulu speakers using the English terminology, I would suspect that this happens quite simply because there is no corresponding Zulu word for some of the terminology. I don’t believe during the era that the Zulu language was born, dumbbells and push-ups were something this group was exposed to, so why would there be a need to give it a name in their language? Why do they act the way they do? There were two types of behaviours that stood out to me, and for which I could identify the opposite behaviour in other people. 1. The black middle aged members were very loud in their expressions. Although they were communicating to each other in Zulu, in what seemed like encouragement to lift the heavy weights, or to lift it one more time before finishing a set, their demeanour was boisterous, noisy and energetic, a common trait of their culture. In the opposite sense, I noticed an elderly white man, who seemed to be a little annoyed with the noise that the Zulu menShow MoreRelatedA Presentation Of The Rationale For The Qualitative Case Study Approach1659 Words   |  7 Pagesstudy. I will begin with a presentation of the rationale for the qualitative case study approach. Next, I will present the participant selection criteria, the design of the study, and the methods of the data collection which will include the two interviews (first and follow-up), classroom observation, videotaping the participant during instruction, and docum ent data collection. I will also discuss the strategies I will be using to enhance the trustworthiness of the study. At the end of this chapterRead MoreA Situational Analysis of Shared Leadership in a Self-Managing Team1154 Words   |  5 Pageson an agreed upon site, often just gathering around the back of a truck for their meeting. I will attend these three mornings a week for four weeks, and will stay on to observe their work for approximately 20 hours during the four week period. My primary focus will be on their interaction in meetings, although I will also observe (and perhaps enquires about) interactions during their other work. [Describe the context of the proposed research, making it clear how this context will allow you to accomplishRead MoreStrengths And Weaknesses Essay899 Words   |  4 Pagesmethods are observation, interviews and questionnaires. â€Å"Observational research (or field research) is a type of correlational (i.e., non-experimental) research in which a researcher observes ongoing behavior† (ATLAS.ti, 2017). A key strength of observations is that you can observe what people actually do or say, rather than what they say they do. People are not always willing to write their true views on a questionnaire or tell a stranger what they really think at interview. Observations access toRead MoreReserch Proposal Example1307 Words   |  6 Pageson an agreed upon site, often just gathering around the back of a truck for their meeting. I will attend these three mornings a week for four weeks, and will stay on to observe their work for approximately 20 hours during the four week period. My primary focus will be on their interaction in meetings, although I will also observe (and perhaps enquires about) interactions during their other work. [Describe the context of the proposed research, making it clear how this context will allow you to accomplishRead MorePrimary Research Comes Directly from the Customers682 Words   |  3 PagesPrimary Research By Primary research we mean, getting information directly from the customers. There are several ways we can get information directly from customers. We can interview customers. We can survey customers. We can observe customers actions and behaviors. All of these methods have their pros and cons. Interviewing Customers We need to identify target customers. Then we need to focus on purpose of interviewing customers. We may want to extend relationship with customers. We may want toRead MoreThe Impact Of Diversity Training On A Group Dynamics Experiment1018 Words   |  5 Pagesthis particular research study is observations. The role of complete participant is one of the best ways to get a â€Å"true† feeling for a working diverse group. The researcher would observe two groups- one where he/she would take over leadership and another where he/she would simply participate.  The researcher would observe a group as the role of observer similar to a group dynamics experiment explained by authors Bennis and Sheppard (1956). However, the researcher would not take on the role of the trainerRead MoreDescriptive Research Article1530 Words   |  7 Pageslaboratory experiments. In contrast to laboratory experiences, descriptive research is valuable because it allows for the human element of research. Four of the most common ways to collect information for descriptive research include surveys, interviews, observations, and portfolios. These may be used singly or in various combinations depending on the research question to be addressed. Used in the simplest way, surveys may be used to reveal summary statistics by showing responses to all possibleRead MoreArticle Review1507 Words   |  7 Pageslaboratory experiments. In contrast to laboratory experiences, descriptive research is valuable because it allows for the human element of research. Four of the most common ways to collect information for descriptive research include surveys, interviews, observations, and portfolios. These may be used singly or in various combinations depending on the research question to be addressed. Used in the simplest way, surveys may be used to reveal summary statistics by showing responses to allRead MoreThe Reading By Atkinson Provides Information On Using Life Stories827 Words   |  4 Pagesend. The last part of the reading explained guidelines that will prepare or get one ready to do an interview. The guidelines includes finding out who you want to interview and learn more about. The last step is encouraging the individual to share their story by being a good listener and asking open ended questions. The reading by Silverman discussed in-depth information about open-ended interviews. There are several problems the interviewer must resolve when doing open-ended questions such as decidingRead MoreMy Study of Child Poverty in My Own Community Essay681 Words   |  3 Pageshomeless children. I would observe different kids that I find for a week. I would take notes on how they survive. I would observe where do they eat, where how they sleep. I would also observe thei r interaction around other people. After I observed them for a week. I would pick 4 children to Interview. I would pick two girls and two boys. I would interview an African American girl that is in poverty that lives with her family that is close to the age of 16. I would also interview another girl that is

Interpretations of Slavery Essay - 3734 Words

Interpretations of Slavery INTRODUCTION Slavery is known to have existed as early as the 18th century B.C. during the Shang Dynasty of China. Slavery was widely practiced in many other countries, including, Korea, India, Greece, Mexico and Africa. (Britannica 288-89). When most people consider slavery, however, they think of Western slavery in North America because it is well documented and it was such a horrible institution. Even though there is no one definition of slavery, the people who study it (historians, anthropologists and sociologists) agree that certain characteristics are present in all forms of slavery. Slaves were property and objects, not subjects of the law. Slaves had few rights, always fewer than their owners. Slave†¦show more content†¦Terry was one, among a number of slaves, who was encouraged by their masters to compose and publish literature, as long as it was written in the accepted format and on accepted topics. These early slave-poets did not write on the abolition of slavery, or show any anger toward their white masters. After the Revolutionary War, people became more vocal about wanting slavery to end. In the 1830s and 1840s, there were large numbers of slave narratives written and printed. These narratives described how bad slavery was as well as the authors personal experiences and tragedies. Three very influential slave narratives were written by Gustavas Vassa, Frederick Douglass and Harriet Jacobs. Vassa wrote in an earlier period so his writing was not openly hostile toward slavery. Instead, he carefully called for an end to slavery by comparing African slavery to Western slavery. Frederick Douglass wrote his narrative in 1845 and attempted to make clear that the slavery issue was a test of American Democracy. He wanted people to question the fact that not everyone had equal opportunity and freedom. Finally, Harriet Jacobs, wrote from a feminist perspective. She brought up the struggles and problems that were unique for black women in their fight for freedom. These three writers are still important and influential because they all had personal experiences with slavery and worked hard to get their message across for an end to slavery.Show MoreRelatedSlavery And Freedom : An Interpretation Of The Old South989 Words   |  4 PagesIn James Oakes book, Slavery and Freedom: An Interpretation of the Old South, talks about the relationships between slaves and master liberal capitalism in southern United States during the nineteenth century. Slaves was a name given to blacks because of their color and their freedom once taking away. Freedom and unfreedom are experienced most by human relationship between men and women. The relationship which they produce was to survive and live on to reproduce. Therefore work and society was largelyRead MoreSlavery And Freedom : An Interpretation Of The Old South1870 Words   |  8 PagesOakes, James. Slavery and Freedom: An Interpretation of the Old South. (New York: Knopf, 1990) In James Oakes book Slavery and Freedom: An Interpretation of the Od South, the author talks about slavery during the nineteenth century and the infinite question of â€Å"what was slavery?† (xi). Oakes starts off his book making a questionable reference of what is freedom and how a person without it is a slave. It also talks about how was the relationship between master and slave, differencesRead MoreSlavery And Freedom : An Interpretation Of The Old South867 Words   |  4 PagesJames Oakes book, Slavery and Freedom: An Interpretation of the Old South, is a reflection of slavery and freedom that was closely associated with the ordinary life in the South. The book also hits on points of liberal capitalism that the slave-owner s had. This book goes into immense detail on liberal capitalism as well as the lack of freedom that the slaves had in the Deep South. ...And this could only mean that southern slavery was defined as the denial of the assumptions of liberal capitalismR ead MoreWilliam Patton, An Abolitionist And Reverend937 Words   |  4 Pagesreverend, had a two-fold argument against the idea of Christianity supporting slavery which he laid out in his 1846 book â€Å"Slavery, the Bible, Infidelity†. His first argument, was that God could never support because, in simple terms, â€Å"God is just, and that slaveholding is unjust† (Patton, 6). Supporting this idea, Patton quotes Thomas Jefferson in saying in response of proslavery rhetoric, that â€Å"If your interpretation of the Bible be correct,it cannot be the word of God—for it gives him a characterRead MoreThe Compromise Of 1850, The Fugitive Slave Act, And The Dred Scott Case1423 Words   |  6 Pageshad been based upon, began to diminish and after the Mexican-American War, the nation began to face a large split in opinions mainly when regarding slavery. By the 1850’s the largely different interpretation of the Constitution caused such tension between citizens (northerners vs. southerners; those who were for slavery vs. those who opposed slavery), that the constitution could be described as an instrument of destruction that would lead to one of the darkest periods in this country’s history. TheRead MoreThe Slavery Of The South1561 Words   |  7 Pages was highly dependent upon the institution of slavery. It was still primarily an agricultural society that needed as many laborers as possible in order for the plantation owners to make ends meet. According to historian Douglas Harper, â€Å"In 1793 came the cotton gin, which brought a 50-fold increase in the average daily output of short-staple cotton, promoted the rapid expansion of a ‘cotton kingdom’ across the Deep South, and made large-scale slavery profitable.† Because of this, the slave becameRead MoreThe Beginning Of The Civil War1289 Words   |  6 PagesJuan Moreno U.S. History 102 Mr. Anderson Period 6 February 4, 2015 Blight Revised At the beginning of the Civil War the reasoning was nothing but clear. It can’t be ignored that the Civil War was in fact about slavery and that slavery was an issue â€Å"resolved† by the Civil War. Yes the war was initially about race and how the country â€Å"needed† to free slaves, David W. Blight states it, â€Å"The emancipationist vision, embodied in African Americans’ complex remembrance of their own freedom, their politicsRead MoreHistorical Contridictions in Slavery1494 Words   |  6 PagesThe history of American Slavery has been recounted by many scholars, taking into account different perspectives. During the 1850’s an abolitionist movement began, gaining momentum to pass anti-slavery legislation. Slave owners concerned about the growing movement, decided to take the matter into their own hands and fight for their property rights. Now as historians look back and analyse slavery, many different ideologies are constituted. While the dep iction of philosophy in history is a way to analyzingRead MoreThe Writing Of The Constitution And The 1850s901 Words   |  4 PagesUnited States landscape increased, division was created between the North and South, and the diminishing effectiveness of national unity promoted by the constitution became evident by the 1850s. The topic and the view of the constitution concerning slavery and other key points caused the people of the States to become more polarized in their views and grow apart. The constitution’s lack of representation caused sectional distaste and tension resulting in the failure of the union. During the mid-centuryRead MoreThe Slavery Of The Bible1371 Words   |  6 PagesBible is left largely to personal interpretation, so the way people conducted themselves was varied person to person. As slavery was a hotly contested subject in the nation, people yearned to prove that their beliefs were in line with scripture, and that they were divinely sanctioned to behave how they did. Both pro and anti slavery sentiment were largely fueled by interpretation of scripture, as the Bible does provide substance for both sides of the argument. Pro slavery advocates pointed to the fact

Customer Types Free Essays

Customer Types Tanya Myers HTT 200 March 22nd, 2013 Karen Stevens Customer Types According to the AHLA website the typical lodging customer in 2011 stayed 40 % for business and 60 % for leisure. The typical lodging customer in a business room is a male, age 35 to 54 years old. The typical lodging customer is employed in a professional or managerial position with an average annual income of $119,388. We will write a custom essay sample on Customer Types or any similar topic only for you Order Now They usually stay by themselves, make reservations ahead of time and pay $129. 00 per night for the room. 0% of the business travelers spend one night, 22% spend 2 nights and 38% spend 3 or more nights in a hotel. The typical lodging customer in a leisure room is usually 2 adults ages 35 to 54, with an average annual income of $89,736. They usually are auto travelers and also make their reservation ahead of time; they pay $109. 00 per night for the room. 47% of the leisure travelers spend 1 night, 27 % spend 2 nights and 26% spend 3 or more nights in a hotel (The American Hotel and Lodging Association, 2013). 3 different lodging types would be Executive Conference Centers, Health Spa’s and Resorts. I feel that business travelers would stay the most in the Executive Conference Centers; this is because they offer both small meeting rooms and classrooms. Meals and recreation facility use are often included in the room rate this would be very convenient for a business traveler to have everything they need handy under one roof. The traveler looking for relaxation, stress management, or to pamper themselves would love to visit a health spa. The health spa often includes mineral baths, fitness facilities and massage therapists. The baby boomers are usually the one’s that love to go to this type of lodging. When I picture a resort I think of destination type lodging such as Mexico, Hawaii and the Caribbean. The type of traveler that would go to these would be one looking for tons of amenities, including lots of food with fine dining. Some cities are desirable for year round resort visitation such as Orlando and Las Vegas. I think that any type of lodging depends on the person and what suits them, they have to make sure they amenities are good before they travel and that they prepare ahead of time. Sources The American Hotel and Lodging Association. (2013). Retrieved from ahla: http://www. ahla. com How to cite Customer Types, Essay examples

Difficulties in Learning English Language free essay sample

Learning different languages sounds a little tough. English is one of theses difficult languages. In some countries, learning English is very difficult because they start learning it in a late ages. Actually, learning English is difficult because of its various vocabularies, complicated grammar, and its hard accent. English language has a lot of words. These words are not easy to remember for most of English learners. Most English words have different parts of speech like adjective, verb, and adverts. This division of English words make them not easy to remember. In some cases, it is tough not only for the foreigner students, but also for the native speaker students. Moreover, some English word have the same meanings and sometimes we can use them in different situations. As a result, English words are not easy for many students. We will write a custom essay sample on Difficulties in Learning English Language or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page One obvious difficult thing in learning English is grammar. English grammar has many rules that could be tough for many students. For instance, the past perfect, the past perfect continuous, and the past perfect participles. Many students are confused when they speak or write especially if they try to speak fluently, Thus, the grammar is considered one of the most difficult issues in learning English. The accent of the English language in some countries makes English a little bit tough to understand. Moreover, the American accent is not easy especially for the foreigners who are not familiar with it. Thus, the accent is not easy in understanding English. To sum up, learning English has many difficulties. These are involved with its various words, different grammar, and the accents. These problems face many foreigner students who want to learn this language.

Use of Social Media free essay sample

Web-based technologies that support the social architecture of a community and enhance the effectiveness and value of personal interactions continue to emerge. As proposed by Bruns (2008), â€Å"the World Wide Web has been radically transformed, shifting from an information repository to a more social environment where users are not only passive receivers or active harvesters of information, but also creators of content† (p. 22). Web-based technologies now encompass the socializing features of virtual spaces that have emerged as zones for information sharing, collaboration, and community formation and extension (Suter, Alexander, Kaplan, 2005). Social media, derived from the social software movement, are a collection of Internet websites, services, and practices that support collaboration, community building, participation, and sharing (Junco, Heibergert, Loken, 2010). As defined by Bryer and Zavatarro (2001), â€Å"Social media are technologies that facilitate social interaction, make possible collaboration, and enable deliberation across stakeholders† (p. 327). These technologies now include blogs, wikis, media (audio, photo, video, text) sharing tools, networking platforms (including Facebook), and virtual worlds (Bryer Zavatarro, 2001). We will write a custom essay sample on Use of Social Media or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The use of social media has surged globally in recent years. As of July 2011, Facebook passed 750 million users, LinkedIn had over 100 million members, Twitter had over 177 million tweets per day, and YouTube reached three billion views per day (Chen Bryer, 2012). Despite * Dr. Retta Guy has an Ed. D. in Curriculum and Instruction with emphasis in Instructional Systems Design from the University of Kentucky. Currently, she is an Associate Professor in the Department of Business Information Systems at Tennessee State University in Nashville. Distance education, specifically online and mobile teaching and learning, serve as the basis for her current research for which she has presented at conferences and published nearly 40 articles, books, and book chapters, collectively. Produced by The Berkeley Electronic Press, 2012 1 Kentucky Journal of Higher Education Policy and Practice, Vol. 1, Iss. 2 [2012], Art. 7 the popularity social media for personal use, however, a low percentage of students and faculty use them for academic practice (Lenhart, et al. , 2010; Tiryakioglu Erzurum, 2010; Chen Bryer, 2010). As educators look for ways to engage and motivate students, social media technologies are becoming a viable supplement to the traditional learning environment (Ebner, Lienhardt, Rohs, Meyer, 2010). Also, educators are examining the combination of distance education delivery with instructional social media, thus, providing new approaches to teaching and learning that blend pedagogy and technology (Brady, Holcomb, Smith, 2010; Lee McLoughlin, 2010; Veletsianos Navarrete, 2012). The purpose of this literature review is to examine the use of social media in higher education. Specifically, this article reports on: (a) the use of social media by students and faculty; (b) the use of social media for academic practice in both traditional and distance learning formats; and (c) the pros and cons of using social media for academic practice. Previous reviews of the literature have suggested that access to technology is inequitable (Jackson, Ervin, Gardner, Schmitt, 2001; Morgan VanLegen, 2005) and that students of color are less likely to use technology, and therefore, have fewer opportunities to use social media tools than their white peers (Volman van Eck, 2001). As such, this article reviews recent research on the use of technology and social media by students of color, and potential inequities in the use of social media for academic practice. Social Media Use by Students Today’s college students (which consist of Baby Boomers, Generation Xers, and Millennials) are exposed to all types of technologies in many aspects of their lives (Browning, Gerlich, Westermann, 2011). On a daily basis they use desktop computers, laptops, e-readers, tablets, and cell phones to actively engage in social networking, text messaging, blogging, ttp://uknowledge. uky. edu/kjhepp/vol1/iss2/7 2 Guy: The Use of Social Media content sharing, online learning, and much more (Cassidy, Griffin, Manolovitz, Shen, Turney, 2011). As documented in recent research, students and faculty are using these emerging technologies and platforms in all facets of their daily lives, specifically social media (Browning, et al. 2011; Chen Bryer, 2012); yet, a low percentage of u sers are engaging in such for academic practice (Chen Bryer, 2010; Lenhart, et al. , 2010; Tiryakioglu Erzurum, 2010). A recent report from the Pew Research Center’s Internet and American Life Project (Lenhart, Purcell, Smith, Zickuhr, 2010) highlights the use of social media in the United States. A cohort of 2,253 adults (18 and older) was surveyed in September, 2009. The findings indicate that 72% of survey respondents use social networking sites with an increase in the number of profiles maintained on multiple sites compared to the prior year. Among profile owners, Facebook is currently the social network of choice (73%), whereas only 48% and 14% maintain profiles on MySpace and LinkedIn, respectively. Additionally, 19% of the survey respondents use Twitter while only 4% use virtual worlds such as Second Life. A number of survey respondents reported participating in content creation activities with 30% â€Å"sharing† selfcreated content such as photos, videos, and artwork; 15% â€Å"remixing† material such as songs or images to showcase their artistic abilities; and 11% â€Å"blogging† to inform, update, or notify readers about specific topics and/or events. Liu (2010) investigated students’ use of different social media tools and their attitudes and perceptions towards these tools. The author sought to identify the knowledge and trends of using 16 social media tools that included Facebook, Wiki, YouTube, Bulleting Board, LinkedIn, Blogs, Twitter, Podcasts, Virtual Worlds, RSS, StumbleUpon, Netlog, Delicious, Digg, Plurk, and Jaiku. Through an online survey, 221 students were asked to rate their knowledge level of each social media tool using a Likert scale of 1-4 (1=not at all knowledgeable, 2=somewhat Produced by The Berkeley Electronic Press, 2012 3 Kentucky Journal of Higher Education Policy and Practice, Vol. , Iss. 2 [2012], Art. 7 knowledgeable, 3=knowledgeable, and 4=very knowledgeable). The results revealed the following: (a) 82%, 77%, and 70% were either â€Å"very knowledgeable† or â€Å"knowledgeable† about YouTube, Wiki, and Facebook, respectively; (b) 42%, 41%, and 39% were â€Å"somewhat knowledgeable† about podcasts, blogs, and forums, respectively; and (c) 42%, 40% and 25% were â€Å"not at all knowledgeable† about vi rtual worlds, RSS, and Twitter, respectively. The study results also revealed the top four reasons why students use social media tools. As reported, 85% use such tools for social engagement, 56% use them for direct communications, 48% use them for speed of feedback/results, and 47% use them for relationship building; however, fewer than 10% of the students mentioned using social media tools for academic practice. In a similar study, Browning, Gerlich, and Westermann (2011) surveyed 141 undergraduate students regarding their perceptions and beliefs about social media. A paper-andpencil survey revealed strong favorable perceptions of social media in general and a high degree of readiness to embrace social media portals as a way to deliver course content. Poellhuber and Anderson (2011) worked together to conduct a study aimed at describing the use of and interest in social media. A 90-item online questionnaire was completed by 3,462 students between July, 2009 and February, 2010. The demographic characteristics constitute a large percentage of females (75. 3%) and students of varying ages categorized by five 8-year spans: Generation Z, 16-24 (37. 2%); Generation Y, 25-32 (27. 2%); Generation X2, 33-40 (16. 1%); Generation X1, 41-48 (10. 5%); and Baby Boomers, 49 and over (5. 3%). In terms of user proficiency, the results revealed that a significant percentage of study respondents reported being either advanced or expert users of social networking (69. 5%), video sharing (52. 9%), photo sharing (33. 7%) and blogging (25. 4%) tools. Quite the reverse was reported for social bookmarking, virtual worlds, electronic portfolios, tweeting, Web conferencing, podcasting, and http://uknowledge. uky. edu/kjhepp/vol1/iss2/7 4 Guy: The Use of Social Media wikis, as respondents self-professed lower levels of proficiency with such tools. In terms of interest in using social media for academic practice, the study respondents demonstrated a higher interest in using those social media tools for which they were most familiar. Ranked by the percentage of interested respondents, the list includes the following: video sharing (58. 2%), social networking (52. 8%), Web conferencing (42. 6%), blogging (40. 2%), photo sharing (36. 4%), podcasting (33. 7%), wikis (31. 3%), electronic portfolios (28. 5%), virtual worlds (19. 4%), tweeting (18. 5%), and social bookmarking (18. 1%). Early studies were conducted to determine if digital divides of access and use exists. In their ethnographic research on social networking sites, Boyd Ellison (2007) found that students of color were just as likely to join sites as White students from wealthier backgrounds. Hargittai (2007) also examined a sample of college students and found that race did not have a significant relationship as to whether students used social networking sites. Ahn (2011) conducted a study regarding students of color to determine if traditional digital divide indicators such as Internet access or parent education precluded the use of social media technologies by students of color. The results revealed that such indicators were not significant predictors of social media use by students of color; however, the frequency of use by ethnic minorities remained lower than those of White students. Guy (2011) focused on the use of social media by students of color at several historically Black colleges (HBCs), a population that is underrepresented in the literature. The first study queried 261 undergraduate students regarding their personal use of social networking sites. Eighty-seven percent of the study participants surveyed reported having subscribed to either Facebook or MySpace while only 13% said they participate on Web sites as bloggers. Students were also asked to report their frequency of usage with specific online activities relating to social Produced by The Berkeley Electronic Press, 2012 5 Kentucky Journal of Higher Education Policy and Practice, Vol. 1, Iss. 2 [2012], Art. 7 networking. The results revealed that 53% of the students reported using Facebook and/or MySpace on a daily basis. Blogging was the activity students reported performing the least at 5% daily. A second, separate but related, study surveyed 155 students at a single HBC to determine the likelihood of students going online to actively engage in the use of a social networking. The results revealed that 5. 5% were not at all likely, 7. 1% not very likely, 11. 6% somewhat likely, 23. 2% likely, and 42. 6% were almost certain of going online to use social networking sites. The same study reported that the majority of students (68%) subscribe to either Facebook and/or MySpace, 53% access these sites daily, and 18% reported frequent usage. Summary Specific indicators have emerged with respect to student use of social media technologies. In summary, this review has revealed the following: The use of social media by students for academic practice is surpassed by its use for social engagement, direct communications, and relationship building (Lenhart, Purcell, Smith, Zickuhr, 2010). A larger percentage of female students use social media technologies (Poellhuber Anderson, 2001) despite past studies that have reported that male students generally demonstrate more competence and a favorable attitude toward the use of technology (Jackson, Ervin, Gardner, Schmitt, 2001; Miller, Schweingruber, Brandenburg, 2000). A large percentage of social media use and expertise lies with college students between the ages of 18-24, also known as Generation Z (Poellhuber Anderson, 2011). http://uknowledge. uky. edu/kjhepp/vol1/iss2/7 6 Guy: The Use of Social Media Facebook and YouTube are the two most commonly used social media technologies among all students (Guy, 2011; Poellhuber Anderson, 2011). The Use of Social Media in Traditional and Distance Learning Environments The growing interest in social dimensions of learning has led educators and instructional designers to examine the integration of social media in both raditional and distance learning environments. The following sections examine the current research literature on the use of social media by faculty, and the use of social media for academic practice in a variety of ways that include sharing of resources, collaborative learning, inquiry-based learning and reflective learning. Social Media and Faculty Despite the worldwide growth of social me dia for personal use, educators have been slow to utilize social media technologies for academic practice. The Faculty Survey of Student Engagement (FSSE, 2010) surveyed 4,600 faculty members from 50 U. S. olleges and universities and discovered that over 80% of the faculty had never used social media technologies such as blogs, wikis, Google docs, video conferencing, video games, or virtual worlds. Through telephone interviews, Chen and Bryer (2012) documented the perceptions and experiences regarding social media of 57 faculty members from 28 universities across the United States. The results indicated 100% use of social media either for personal, academic, research, or professional purposes, with the majority using Facebook for personal communication and LinkedIn for professional connections. Further probing regarding social media use for academic practice revealed that activities were designed as informal, open, and self-regulated reinforcements to classroom teaching. That is, participation in such activities was an option and Produced by The Berkeley Electronic Press, 2012 7 Kentucky Journal of Higher Education Policy and Practice, Vol. 1, Iss. 2 [2012], Art. 7 the use of conventional assessment (e. g. quizzes, tests) was absent. Major issues prohibiting further use of social media for academic practice point to time constraints and faculty workloads, cyber security and privacy issues, cyberbullying, and assessment strategies. The published literature regarding faculty use of social media for academic practice cite cyber security, cyberbullying and faculty workloads for the lack of innovative practice; moreover, when used by faculty as a supplemental tool, social media activities were informal, open, and self-regulated (Chen Bryer, 2012). Similar to student use, faculty are using social media technologies for personal communication, information sharing, and professional connections (Chen Bryer, 2012; Tiryakioglu Erzurum, 2010). Traditional Learning Environments Junco, Heibergert, and Loken (2010) examined the link between social media use and student engagement. The semester-long study consisted of two groups, experimental and control. With the experimental group, Twitter was used for various types of academic and co-curricular discussions, class and campus event reminders, faculty and student connections, providing academic and personal support, and organizing service learning projects and study groups for 70 students. Ning, a social networking site, was used to deliver the same course information to the control group of 55 students. Analyses of Twitter exchanges and survey responses showed that: (1) the experimental group had significantly greater increase in engagement and (2) both faculty and students were highly engaged in the teaching and learning process. Daniel George (2011) developed a mini course entitled â€Å"Friending Facebook† for 15 healthcare students at Penn State. The mini course was designed with the use of a variety of social media tools as a means to provide participants with content through anecdotes and examples. For instance: http://uknowledge. ky. edu/kjhepp/vol1/iss2/7 8 Guy: The Use of Social Media Really Simple Syndication (RSS) readers – were used to track clinical trial data from multiple journals, to follow blogs originated by researchers, and to receive news and relevant literature regarding the latest trends in the healthcare industry. Twitter – was used to share and receive information from colleagues, health organization, and patients. Facebook and LinkedIn à ¢â‚¬â€œ were used as the course platform for networking among peers, faculty and medical professionals. Google Resources (Alerts, Mail, and Realtime) – were used as search tools that indexed Facebook posts and Twitter tweets and provided social updates on healthcare topics from around the world. George (2011) conducted course evaluation which revealed that the majority of the participants were open to experimenting further with RSS readers and Google alerts; however, many expressed resistance to using the other social media tools on the grounds that they invite violations of patient privacy laws such as Health Insurance Portability and Accountability Act (HIPAA). Deng and Yuen (2010) explored the role of academic blogs in supporting a group of 19 pre-service teachers in Hong Kong. Specifically, the purpose of the study was to investigate the pros and cons of using blogs to support self-expression, self-reflection, social interaction, and reflective dialogue among pre-service teachers. Xanga, a free commercial blogging platform, was used as a means of documenting, sharing, and reflecting on their teaching practice experiences. Quantitative and qualitative data were collected through blog frequency counts, questionnaires and interviews. The investigation revealed that only 13 pre-service teachers wrote 75 blogs entries with 62 comments exchanged; 13 participants acknowledged the values of blogs Produced by The Berkeley Electronic Press, 2012 9 Kentucky Journal of Higher Education Policy and Practice, Vol. 1, Iss. 2 [2012], Art. 7 with respect to self-expression, self-reflection, and the documentation of experiences; and 12 pre-service teachers felt more connected through blogging when compared to the teaching practice in the previous year. Distance Learning Environments Brady, Holcomb, and Smith (2010) examined 52 graduate students’ attitudes toward and perceptions of social media at North Carolina State University. Ning in Education Network was created specifically for the College of Education to use in distance learning formats to include one fully asynchronous course and two hybrid, synchronous courses. The networking site was used as a core technological component in the fully online course and as a supplement component in the hybrid courses. Ning served as the venue for sharing and discussing courserelated topics and for fostering collaborative connections across content areas. An online survey revealed that 70% of study participants in the fully online asynchronous course â€Å"agreed† that Ning allowed for more frequent collaboration compared to a face-to-face course and 82% â€Å"agreed† that the use of Ning was beneficial when communicating outside of the classroom. When comparing the Ning-enhanced, hybrid courses to traditional face-to-face courses, 42% believed that Ning allowed them to communicate more effectively; 74% felt that Ning allowed for more time to effectively reflect and comment on other student posts; and 50% â€Å"agreed† that Ning in Education was more convenient than face-to-face classes for sharing and discussing ideas. Manan, Alias, and Pandian (2012) explored the possibility of blending a traditional, faceto-face course with online instruction using Facebook. The study participants included 30 thirdyear undergraduates enrolled in an Introduction to Critical Thinking course at a public university in Malaysia. Facebook was used as a platform for group discussions and chat, out-of-class http://uknowledge. uky. edu/kjhepp/vol1/iss2/7 10 Guy: The Use of Social Media activities, uploading documents, and sharing information by posting texts, videos, pictures, and links. Based on the survey conducted using the poll question feature, the majority of students enthusiastically accepted the use of Facebook as a tool for online learning and found it to be both interesting and enjoyable. Additionally, students reported that the different approach to learning enhanced their understanding of theories and concepts relative to critical thinking. Similarly, McCarthy (2009) explored blending virtual and physical learning environments to enhance the experiences of 120 freshmen design students through social and academic interaction. Facebook served as the host site to facilitate interaction through online forums and for submitting assignments. The evaluation process involved pre- and post-semester quetionnaires, weekly feedback from students nd project-specific reflections. The findings suggest that â€Å"students were able to develop academic relationships freed from the constraints of the classroom and their own inhibitions, and over the semester online discussions evolved from formal academic critiques to informal social interactions† (McCarthy, 2009, p. 732). Veletsianos and Navarrete (2012) describe the experiences of 10 graduate students in an online course fac ilitated through Elgg, an open source framework that encompasses such tools as blogs, social bookmarks, collaborative document authoring, and microblogging. The study was conducted at a large public university in the United States and falls within the broad framework of the interpretive research paradigm in which the case study method was employed. As part of the course requirements, students watched and listened to video resources shared by the instructor and responded to self-reflective questions and comments on blogs and social bookmarks. Additionally, students created personal profiles and â€Å"friend† lists, posted status updates, followed activity streams, and subscribed to be notified of other users’ actions within the environment. The data corpus consisted of personal interviews and survey responses. The Produced by The Berkeley Electronic Press, 2012 11 Kentucky Journal of Higher Education Policy and Practice, Vol. 1, Iss. 2 [2012], Art. 7 results revealed the complexities of implementing social networking technologies in online enviroments in which the study participants (a) predominantly found value in peer collaboration and support, yet, (b) limited their participation to course-related and graded activities, exhibiting little use of social networking and sharing. Summary Educators are utilizing social media as an instructional medium to blend informal learning into formal learning environments (Brady, et al. , 2010; Deng and Yuen, 2010; George, 2011; Junco, et al. , 2010; Manan, et al. , 2012; McCarthy, 2009; Velestsianos Navarrete, 2012). Additionally, faculty are using social media to facilitate a participatory culture among students (Brady, et al. , 2010; Junco, et al. , 2010; Manan, et al. 2012) as well as providing opportunities for self-expression, self-reflection, and social interaction (Deng Yuen, 2010; McCarthy, 2009; Velestsianos Navarrete, 2012) in both traditional and distance learning environments. Social Media Use for Academic Practice—Pros and Cons There is an ongoing debate regarding the integration of social media in education. Advocates of social media usage point to the benefits of using social media for academic practice while critics are calling for regulations and/or the removal of such online technologies in t he classroom. Finding middle ground has become a challenge. Pros Proponents argue that contemporary college students have become habituated to a world where social media is the norm; thereby, as an educational tool, social media enriches the learning experience by allowing students and instructors to exchange ideas, foster collaboration and discussion, and engage and interact using such emerging social platforms (Lederer, 2012; http://uknowledge. uky. edu/kjhepp/vol1/iss2/7 12 Guy: The Use of Social Media Turkle, 2004). Lederer (2012) outlines several benefits to using social media in education. First, she argues that social media is an effective way to increase student engagement and build communication skills by allowing students to feel more comfortable expressing themselves in a less intimidating environment. Secondly, Lederer believes that social media can improve communication between students and instructors, while the latter can answer students’ questions, post homework assignments and lesson plans, send messages and updates, schedule or announce upcoming events, and share Web sites and multimedia content. Finally, Lederger points to students use of social networking sites to find employment by establishing a professional Web presence, posting a resume, and researching potential employers. Cons Despite the aforementioned benefits, critics argue that there are serious risks to using socia media in the classroom. Furthermore, educators and instructional designers believe that social media technologies are not always appropriate nor successful vehicles for teaching and learning activities (Waycott, Bennett, Kennedy, Dalgarno, Gray, 2010). Lederer (2012) cites the following as reasons to censure the integration of social media for academic practice. First, she suggest that social media can be a distraction. A common complaint among instructors is that tools such as Facebook and Twitter divert students’ attention from classroom participation and utilimately are disruptive to the learning process. Secondly, while social networking sites provide ways for students and instructors to connect, Lederer argues that cyberbullying can be used as a weapon for malicious behavior. Finally, Lederer argues that social media discourages face-to-face communication, that is, â€Å"while real-time digital stream may create a safe harbor for students who are uncomfortable expressing themselves, students are missing valuable lessons in real-life social skills† (Lederer, 2012, p. 2). Produced by The Berkeley Electronic Press, 2012 13 Kentucky Journal of Higher Education Policy and Practice, Vol. 1, Iss. 2 [2012], Art. 7 Additional challenges that may arise when using social media in education include workload concerns for faculty and students, lack of trust in peer feedback, ownership isues regarding public and collaborative spaces, and difficulty in adapting publicly available tools (Schroeder, et al. , 2010). Another challenge concerns suitability and appropriate integration of social media technologies into curriculum. For successful integration, social media technologies should become a seamless part of the curriculum and not just an additional means of communication (Lester Perini, 2010). Technology infrastructure also pose challenges for using social media to engage students. Third-party Web-based innovations are a major concern for most colleges and universities because the information is stored outside secure campus servers, yet, an alternative arrangement such as the development of a social networking site may be too costly for most institutions of higher learning (Lester Perini, 2010). While the debate continues regarding the pros (socialization, engagement of students, development of a community, collaborative and reflective learning, peer-to-peer support and feedback, employment resource, and information management) and cons (cyberbullying, ownership issues, workload issues, lack of student engagement, lack of trust in peer feedback, and technology infrastructure issues) of using social media for academic practice, no one can argue the influence that social networking has on todays students (Lederer, 2012; Lester Perini, 2010; Schroeder, et al. 2010; Turkle, 2004). Conclusion The growing interest in social media has led educators to examine its use for academic practice. As institutions of higher learning are challenged to enhance collaborative learning and community building amongst students, Minocha (2009) recommends that educators make use of â€Å"tools that facilitate collaborative authoring, such as blogs and wikis; applications that enable http://uknowle dge. uky. edu/kjhepp/vol1/iss2/7 14 Guy: The Use of Social Media sharing of bookmarks, photographs and videos . . . ; social networking platforms such as Facebook, Elgg and Ning; and virtual worlds, such as Second Life that facilitate synchronous collaboration† (p. 248). The reviewed literature suggests that social media holds promise for academia. As reported throughout the current review, students have diverse beliefs, perceptions and experiences with regard to social media technologies. Many of the studies reported a willingness among students to incorporate social media into their learning experiences (Lenhart, et al. , 2010; Liu, 2010; Poellhuber Anderson, 2011; Westermann, 2011). Likewise, the majority of faculty were supportive of utilizing social media not only to enhance student engagement but also to provide course content in a more active and participatory role (Chen Bryer, 2012; FSSE, 2010; Tiryakioglu Erzurum, 2010). The current review continues the tradition of digital divide scholarship by discussing issues of equality and opportunity for using social media technologies. Several studies presented report a non-significant difference when comparing access and use of social media tools between students of color and White students; however, as new media emerge, questions of who is accessing and using such technologies will remain paramount if we are to be successful in utilizing social media for academic practice. With respect to the traditional classroom environment, faculty and instructional designers have successfully utilized social media technologies for various types of academic activities that include collaborative learning, inquiry-based learning and reflective learning (Deng Yuen, 2010; George, 2011; Junco, et al. , 2010). Based on students’ responses, it is evident that using social media in distance learning environments allowed for increased collaboration, communication, and interaction through blogging, document sharing, networking, tweeting, and Produced by The Berkeley Electronic Press, 2012 15 Kentucky Journal of Higher Education Policy and Practice, Vol. 1, Iss. 2 [2012], Art. 7 social bookmarking (Brady, et al. , 2010; Manan, et al. , 2012; McCarthy, 2009; Veletsianos Navarrete, 2012). Despite its popularity among students for personal use, there is an ongoing debate concerning the role of social media in education. Advocates point to enhanced student engagement, enriched learning experiences, and increased communications as reasons to incorporate social technologies in the learning environment (Lederer, 2012; Turkle, 2004) while critics cite cyberbullying, faculty and student workloads, and technology infrastructure issues as reasons to censure the concept of social media in education (Lederer, 2012; Waycott, et al. , 2010). The published research on the effectiveness of social media in teaching and learning is limited to the use of discussions, chats, blogs, and wikis; therefore, the need exists for further exploration in determining how other social media platforms can be used for academic practice. The review of literature presented only began to delve below the surface with social media. There are numerous opportunities for researchers and educators alike to continue to build upon the current studies cited in this article in determining the usefulness of social media. http://uknowledge. ky. edu/kjhepp/vol1/iss2/7 16 Guy: The Use of Social Media References Ahn, J. (2011). Digital divides and social network sites: Which students participate in social media? Journal of Educational Computing Research, 45(2), 147-163. Boyd, D. Ellison, N. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), 210-230. Brady, K. , Holcomb, L. , Smith, B. (20 10). The use of alternative social networking sites in higher education settings: A case study of the e-learning benefits of Ning in education. Journal of Interactive Online Learning, 9(2), 151-170. Browning, L. , Gerlich, R. , Westermann, L. (2011). The new HD classroom: A â€Å"Hyper Diverse† approach to engaging with students. Journal of Instructional Pedagogies, 1-10. Retrieved from: http://www. aabri. com/manuscripts/10701. pdf Bruns, A. (2008). Blogs, Wikipedia, Second Life, and beyond: From production to prod usage. New York, NY: Lang. Bryer, T. Zavattaro, S. (2011). Social media and public administration: Theoretical dimensions and introduction to symposium. Administrative Theory Praxis, 33(3), 325340. Cassidy, E. Britsch, J. , Griffin, G. , Manolovitz, T. , Shen, L. , Turney, L. (2011). Higher education and emerging technologies: Student usage, preferences, and lessons for library services. Reference User Services Quarterly, 50(4), 380-391. Chen, B. Bryer, T. (2012). Investigating instructional strategies for using social media in formal and informal learning. The International Review of Research in Ope n and Distance Learning, 13(1), 87-100. Produced by The Berkeley Electronic Press, 2012 17 Kentucky Journal of Higher Education Policy and Practice, Vol. 1, Iss. 2 [2012], Art. Deng, L. Yuen, A. (2010). Exploring the role of academic blogs in a blended community: An integrated approach. Research and Practice in Technology Enhanced Learning, 5(2), 5371. Ebner M. , Lienhardt, C. , Rohs, M. Meyer, I. (2010). Microblogs in higher education—a chance to facilitate informal and process-oriented learning. Computers Education, 55, 92-100. FSSE (2010). Professors’’ use of technology in teaching. The Chronicle of Higher Education. Retrieved from http://chronicle. com/article/ProfessorsUse_of/123682/? sid=wcutm_source=wcutm_medium=en George, D. 2011). â€Å"Friending Facebook? † A minicourse on the use of social media by health professionals. Journal of Continuing Education in the Health Professions, 31(3), 215219. Guy, R. (2011). The digitally disinterested. Sant a Rosa, CA: Informing Science Press. Hargittai, E. (2007). Whose space? Differences among users and non-users of social network sites. Journal of Computer-Mediated Communication, 13(1), 276-297. Jackson, L. , Ervin, K. , Gardner, P. , Schmitt, N. (2001). The racial digital divide: Motivational, affective, and cognitive correlates of Internet use. Journal of Applied Social Psychology, 31(10), 2019-2046. Junco, R. , Heibergert, G. Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27, 119132. Junco, R. Mastrodicasa, J. (2007). Connecting to the Net Generation: What higher education professionals need to know about today’s students. Washington, DC, NASPA. http://uknowledge. uky. edu/kjhepp/vol1/iss2/7 18 Guy: The Use of Social Media Lederer, K. (2012). Pros and cons of social media in the classroom. Campus Technology, 25(5), 1-2. Lee, M. McLoughlin, C. (2010). Beyond distance and time constraints: Applying social networking tools and Web 2. 0 approaches to distance learning. In G. Velestsianos (Ed. ), Emerging technologies in distance education (pp. 61-87). Edmonton, AB: Athabasca University Press. Lenhart, A. , Purcell, K. , Smith, A. , Zickuhr, K. (2010). Social media mobile internet use among teens and young adults. Pew Internet American Life Project, 1-37. Lester, J. Perini, M. (2010). Potential of social networking sites for distance education student engagement. New Direction for Community Colleges, 50, 67-77. Liu, Y. (2010). Social media tools as a learning resource. Journal of Educational Technology Development and Exchange, 3(1), 101-114. Manan, N. , Alias, A. , Pandian, A. (2012). Utilizing a social networking website as an ESL pedagogical tool in blended learning environment: An exploratory study. International Journal of Social Sciences and Education, 2(1), 1-9. McCarthy, J. (2009). Utilising Facebook: Immersing Generation-Y students into first year university. Ergo, 1(2), 39-49. Miller, L. , Schweingruber, H. , Brandenburg, C. (2000). Technology acculturation among adolescents: The school and home environments. In J. Bourdeau R. Heller (Eds. ), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2000 (pp. 1694-169). Chesapeake, VA: AACE. Minocha, S. (2009). A case study-based investigation of students’ experiences with social software tools. New Review of Hypermedia and Multimedia, 15(30), 245-265. Produced by The Berkeley Electronic Press, 2012 19 Kentucky Journal of Higher Education Policy and Practice, Vol. 1, Iss. 2 [2012], Art. 7 Morgan, J. VanLengen, C. (2005). The digital divide and K-12 student computer usage. Issues in Informing Science and Information Technology, 2, 705-724. Poellhuber, B. Anderson, T. (2011). Distance students’ readiness for social media and collaboration. The International Review of Research in Open and Distance Learning, 12(6), 102-125. Suter, V. , Alexander, B. Kaplan, P. (2005). Social software and the future of conferences right now. EDUCAUSE Review, January/February 2005, 47-59. Tiryakioglu, F. Erzurum, A. (2011). Use of social networks as an educational tool. Contemporary Educational Technology, 2(2), 135-150. Turkle, S. (2004). Preference for Online Social Interaction. Chronicle of Higher Education, 50(21), B26. Veletsianos, G. Navarrete, C. (2012). Online social networks as forming learning environments: learner experiences and activities. The International Review of Research in Open and Distance Learning, 13(1), 144-166. Waycott, J. , Bennett, S. , Kennedy, G. , Dalgamo, B. Gray, K. (2010). Digital divides? Student and staff perceptions of information and communication technologies. Computers Education, 54, 1202-1211. http://uknowledge. uky. edu/kjhepp/vol1/iss2/7 20

Catcher in the Rye & The Fall essays

Catcher in the Rye & The Fall essays In Catcher in the Rye, Holden Caulfield struggles to accept the idea that a Fall is inevitable until he experiences one of his own. The Fall is the loss of innocence and the first encounter with "deceit, duplicity, and evil" in the world. It is a process necessary to "psychological growth" that must be experienced by everyone. Holden is unable to accept this idea and responds by retreating into his own oversimplified view of the world. Holden separates his environment into two groups of people: the innocent, the children, those who have not fallen, and the adults, the superficial, the "phonies," those who have experienced a fall. The turning point for this is adolescence. Holden desires to protect children and himself from going through a Fall, and is willing to do anything to achieve his goal. He fantasizes of becoming the "Catcher in the Rye," protecting innocent children from falling off an imaginary cliff. Holden wants to shield these children from the cruelties of change and the adult world. He wants his world to stay the same, just like the world in the museum, but does not realize that with the Fall comes maturity and an inevitable sense of ones life being lived. Holdens view of the Fall involves the loss of purity for corruption and evil while it is actually the gain of knowledge through experience. In order to have a Fall, one must first go through an Encounter. Holden experiences this when he passes out in the museum. After he rises, he says that he feels better. Even though the Fall involves pain, it is necessary and creates a new condition, the condition of being Fallen. Holden leaves the tomb in this state, and begins to let go of his idea of the world as a "timeless world where the sunrise is always the same. Holden has an Encounter, experiences a Fall, and gains knowledge from it. Like the Adam figure, the g...

Berties initial contact

Berties initial contact Disclaimer: This work has been submitted by a student. This is not an example of the work produced by our Law Essay Writing Service . You can view samples of our professional work here . Berties initial contact Bertie’s initial contact, Freddy grabbing his elbow to gain his attention and Bertie pushing him away could all arguably constitute a battery. A battery is the direct infliction of unlawful force on another person without lawful justification. In order for them to be considered a battery they must satisfy the requirements. There must be an application of force, the force must be direct and immediate and the contact must be unlawful. The law prohibits all deliberate touching as ‘it has long been established that any touching of another however slight, may amount to a battery’. There are however some exceptions. Exceptions are made for minor everyday touching, Lord Goff in Collins v Wilcock [1984] 1 WLR 1172 states that ‘boarder exceptions has been created to allow for the exigencies of everyday life’. (Harvey, Barbara & Marston, John (6th Edition) Cases and Commentary on Tort, Oxford University Press p351) Bertie’s initi al contact could be arguably ‘not actionable’ (Harvey & Marston, Tort) because such slight jostling is ‘impliedly consented by all who move in society and expose themselves to the risk of bodily contact’ (Collins v Wilcock). He does not therefore satisfy the first requirement. The touching is perhaps negligent but not intentional. In Cole v Turner it was said that if two or more people meet in a passage and ‘without any violence or design of harm the one touches the other gently it will be no battery’ (Cole v Turner) and the aforementioned dicta highlights that a minor touch is ‘widely accepted as part and parcel of everyday life’. Freddie would therefore on this basis not be liable for a battery. Freddy intentionally grabbing Peters elbow to attract his attention similarly falls into that category. There is an application of force and it was direct, immediate and intentional, however it would not be considered unlawful. There is a clear distinction between an unlawful battery and touching to draw someone’s attention. The circumstances are clear that the purpose was to gain Bertie’s attention. Lord Goff in Collins v Wilcock opined that ‘along such forms of conduct, long held to be acceptable, is touching a person for the purpose of engaging his attention’. It is therefore also likely to be construed also as minor touching. The touching would have to be ‘unjustified for Freddy to be liable therefore Freddy’s would not be liable for battery. However Bertie pushing Freddy away could be considered a battery. In Wilson v Pringle [1986] 2 All ER 440 the court of appeal stated the essence of a battery you required a ‘hostile intentional touching’. However Lord Goff suggested that ‘qualification is difficult to reconcile with the principle that any touching of another’s body is, in the absence of lawful excuse, capable of amounting to a battery’ . This discounted the need for and ‘hostile’ act, and this was confirmed in Collins v Wilcock as the touching of the defendant was considered a battery as there was not a lawful arrest. There was no evidence of hostility in Collins v Wilcock, the requirement was therefore that the touching is merely unlawful. The mental element is also apparent. Lord Denning in Letang v Cooper [1964] 2 All ER 929 opined that ‘if one man intentionally applies force directly to another, the claimant has a cause of action in assault and battery’ (Harvey & Marston, Tort). There can be no doubts that there is an application of force, Bertie’s actions are intentional. The force is direct and immediate and the contact is not one of those excused as everyday jostling. Bertie’s actions will therefore be considered unlawful and therefore they are liable for a battery.

Religious experience Essay Example | Topics and Well Written Essays - 1000 words

Religious experience - Essay Example The second angel is believed to be a person’s fortune. It is believed that how good the second angel prays for a person at the court of God determines how good his/her fortune will be (Nasr, 2009). When a person has hard luck it simply means that his/her second angel is not doing well at the court of God. But I do not fully believe in this. Islam says that God will give good fortune to those who are righteous or moral and bring bad luck or wickedness to those who are immoral or committing evil deeds. So, if I avoid getting jealous of other people’s good fortune, if I do not invade other people’s privacy, if I avoid hurting other people, if I pray for the good fortune of other people, and if I strive in life, God will certainly give me good fortune. But if I am jealous of other people’s riches, happiness, and good health, God will refuse to bless me with good fortune. All my struggles in life, all my hard work, will be for nothing and all my personal belongings will eventually disappear. I have personally witnessed this in my life. I have a friend who was very wealthy. He had everything. But he got addicted to gambling and women. I advised him to stop doing these immoral things. But he did not listen. Sooner or later he found himself in a lot of trouble. He had a terribly large debt, his personal belongings and riches were taken away from him, and his life became miserable. No blessings came to him. Unlike my friend, I started with almost nothing. Our family was not that well-off. But because of hard work, good reputation, and respect for other people, our family was able to gain some good fortune. We were able to buy a good house and a good car. And our family became stronger as ever. I have even witnessed three siblings fight for inheritance. When their parents died, the two older siblings grabbed the bigger and best portions of the inheritance. But they were not contented with

W2D 590 Organizational behavior Essay Example | Topics and Well Written Essays - 250 words

W2D 590 Organizational behavior - Essay Example le include actions and decisions made by employees, managers, and shareholders and their interactions and interrelationships with customers, community members, suppliers, investors, as well as government agencies which monitor their adherence to prescribed laws and regulations. The behavior in the US Army Recruiting command is expected and perceived to be positive given the crucial role and responsibilities for recruiting qualified people to join the U.S. Army. As emphasized, â€Å"bringing quality young men and women into the Army - people who will complete their tours of duty and make a contribution to the Nation’s defense - is the objective of the U.S. Army Recruiting Command as it goes about the mission of providing the strength for America’s Army† (U.S. Army Recruiting Command, 2014, p. 1). As such, the qualified recruiters are highly competent to locate and screen men and women who have the genuine desire to become members of the U.S. Army. The skills and qualifications that these men possess should fit the personnel requirements of the organization. Therefore, organizational behavior provides these recruiters with the theoretical frameworks for the function of acquisition, maintenance, development, and job organization which con tributes to the performance and productivity of the employees (Martires & Fule, 2004). Knowledge on the application of leadership theories, including application of leadership skills, styles, motivational strategies, communication, change management, and conflict resolution, among others, assist in providing job satisfaction and high

Motivation Through Acknowledgement Essay Example for Free

Motivation Through Acknowledgement Essay Impact of being a charismatic leader Leadership is about the ability to influence people by personal attributes and behaviours; different leadership qualities may be needed in different circumstances. Charismatic leadership: A charismatic leader is a leader whose followers are attracted to his or her personality and charm. People using this leadership style excel at working a room and making others feel that they are truly important and needed for the leader (and the cause) to be successful. These magnetic leaders do this through actions such as: Direct eye contact Remembering personal details about the person they are speaking with e. g. use of name or enquiry after family/social matters Giving their complete focus to the other person for the time they are with them Reading their surroundings and being skilled at detecting the moods of the audience and Adjusting his or her behaviours and speech to suit the situation at hand. Their approach when leading teams is to have their enthusiasm rubs off on their team members by being extremely positive and energetic. Teams do, however, need more than just a charming leader to keep them sustainable over the long term. Impacts of Charismatic Leadership Selling The Vision: These leaders are often exceptional at selling the vision and getting people to come along for the ride. They are geniuses at helping people to see possibilities and potentials to buy into something bigger than themselves. They are generally masters at weaving stories and anecdotes that enable people to buy into a big dream e.g. JFK leading a nation to put the first man on the moon Inspiring: Their generally optimistic and positive nature draws people to them like a moth to a flame. Often these leaders do inspire people to be at their best and the work environments they create can be very motivating to employees and colleagues alike. Drive Results. A highly charismatic leader can have people willing to walk over hot coals for him or her. Because of this they can achieve results and often get things done that other leadership styles may not. Think Hitler, Lee Iacocca Charismatic leadership is certainly a dynamic and empowering form of leadership, and combined with other styles of leadership, it creates a powerful force that gives people the enthusiasm and  self-management to achieve great results. A leader is a person who has a vision, a drive and a commitment to achieve that vision, and the skills to make it happen. A leader is a person who influences a group of people towards the achievement of a goal.

e e cummings :: Biographies Poet Poetry Biography Essays

e e cummings   Ã‚  Ã‚  Ã‚  Ã‚  e e cummings (no, this is not a typographical error, take note to the way he writes his name) was an unusual, yet highly acclaimed writer of the 20th century. His style of writing was much different than that of any other contemporary or even 18th and 19th century writers. Although difficult to understand at times, e e cummings is a very profound and inventive writer.   Ã‚  Ã‚  Ã‚  Ã‚  e e cummings was born Edward Estlin Cummings on October 14, 1894 in Cambridge Massachusetts. His parents were Edward and Rebecca Haswell Clarke Cummings. In 1911, at the age of 17, cummings entered Harvard University. It was there at Harvard where he first published his poetry in 1912 in Harvard Monthly. Then, in 1915, cummings graduated Harvard as Magna cum Laude with a B.A. It was at his graduation where he gave his commencement speech, "The New Art." In 1916, cummings received an M.A. for English and Classical Studies at Harvard. After completing his college education, he volunteered to be an ambulance driver with Norton Harjes Ambulance Corps (The American Red Cross) in France in 1917, during World War I. It was while he was overseas when he was imprisoned falsely for three months in a camp on suspicion of French disloyalty. Although this was an unpleasant time in his life, it was there in the camp that changed his life. He was already an excellent writer, but this experience added fuel to his ability. He was released from prison on January 1, 1918. Cummings then returned to New York City, but was drafted by the United States Army in 1918 until Armistice. On December 20, 1919, e e cummings and his girlfriend, Elaine Orr Thayer, welcomed their daughter, Nancy, into the world. Later, on March 19, 1924 cummings married long-time girlfriend Elaine Orr, but they are divorce just a short while later on December 4, 1924. In 1920, after his time in the war and the birth of his daughter, cummings decided to move to Paris, France to study art, but he frequently returned home for visits to the United States. He remained living there only until 1923, when he returned to the US and had his aforementioned wedding and divorce later the next year. While in the US, cummings resided at 4 Patchin Place, Greenwich Village in New York City. In 1925, tragedy struck cummings' life when his father died.

Tax Memo

Facts Latrell accumulated frequent flyer miles from his business travel as a CPA in which his employer paid for the business trips, and he was not taxed on the travel reimbursement. He recently used his Delta Skymiles to purchase a free roundtrip airline ticket worth $1,200 to Milan, Italy. Issues Is an employee’s personal use of frequent flyer miles earned as a result of business travel taxable? Authorities IRC Sec. 62(a) IRS Announcement 2002-18 ConclusionNo, an employee’s personal use of frequent flyer miles earned as a result of business travel is not taxable. Because Latrell’s used his frequent flyer miles to purchase an airline ticket instead of redeeming his frequent flyer miles for cash, he does not need to include the value of the airline ticket in gross income. Analysis IRC Sec. 62(a) provides the deductions from gross income that are allowed for computing â€Å"adjusted gross income. † IRC Sec. 2(a)(1) states that gross income includes fringe be nefits such as frequent flyer miles accumulated from business travel. IRC Sec. 62(a)(2)(A) states that the reimbursed expenses of an employee related to his or her performance of services under a reimbursement or other expenses allowance arrangement with the employer are allowable deductions in addition to those allowed by IRC Sec. 161 through IRC Sec. 196. Since under IRC Sec. 62(a) frequent flyer miles are categorized as deductions to gross income, they are not taxable.IRS Announcement 2002-18 also states that frequent flyer miles or other in-kind promotional benefits, such as a free airline ticket, earned by the taxpayer’s business travel will not represent taxable income. However, this ruling applies only to in-kind benefits and not to benefits that have been liquidated or converted to cash. Therefore, since Latrell used his frequent flyer miles to purchase an airline ticket instead of redeeming his frequent flyer miles for cash, he does not need to include the value of t he airline ticket as taxable income.

Belonging Essay Essay

Concept, perceptions and ideas to belong or not to belong differ from person to person. This is due to experiences that shape ones personality that come through personal, cultural, social and historical context. The idea of belonging allows one to have some sort of connection and communal with people, places, groups, communities and the wider world. In contrast not belonging causes one to suffer from alienation, exclusion and marginalisation. As a result these factors can cause an individual to be at different states of depression depending on one’s personality and situation. However in society, belonging has become and essential to life. Many texts have explored the notion of belonging and not belonging; the play Rainbows End by Jane Harrison and the short film Between the Flags Produced by Jayce White explore the concept of belonging and not belonging to place and people through several forms. Rainbows End by Jane Harrison is a play that explores the concept of belonging and not belonging thorough Harrison’s choice of cultural and historical context at the time. The play is set in the 1950’s during the time Queen Elizabeth II was visiting Australia and whilst many racist policies where practiced such as the Assimilation, Paternalistic and the White Australia policy which all discriminated and alienated the Aboriginal people from the wider community. Throughout the play, it is manifest the Aboriginal people belong and do not belong to certain placed and people. This is shown through a conversation that Nan Dear his with Dolly about her birthplace, â€Å"Well, of course I’m not gunna die. Not here anyway. Gotta go back to my old place to do that. Nan Dear Act One Scene One. This quote conveys Nan Dear’s idea of belonging to place, she assertively expresses to dolly that this is not her place and she will eventually return to where she fits most, through this may not be physically but rather spiritually, which is also part of the aboriginal culture and traditions. The understanding to belong, not belong and the longing to belong alters from one individual to another, this is extensively due to one’s overall background experiences which have ultimately shaped ones thoughts and ideas on the various notions of belonging. This is very evident throughout the play, Rainbows End as different perceptions of belonging are conveyed through conversations and incidents that occurs from characters of different social and historical background. An example of such is the conversation that Errol and Dolly have about the differences in their families. Errol attempts to convince Dolly that he is willing to give her a better life, if she agrees to marry him but away from her family. Dolly does not agree with Errol Fisher’s views on a better life and continues to question his thoughts through the repetition of his words. DOLLY: You want me to leave here for ever? ERROL: I’m offering you a better life. DOLLY: A better life? ERROL: In the city there’s department stores so big that you can spend all day in them. Why in the city there’s even little restaurants you can eat spaghetti, just like Italy. DOLLY: Spaghetti? This conversation portrayed Errol and Dolly’s different perceptions of belonging. The use of the repetition is ironic as Dolly has her family and place does not understand the meaning of â€Å"better life†. The connection that dolly has with her family and place has created her to feel comfortable there regardless of all the discriminatory acts of the time. Errol and Dollydiffering opinions come through their social and cultural context which causes them to continuously clash between each other. â€Å"Your world. And you’re just assuming that your world is better. But actually, when I think about it- when I think about nasty Nancy – she has everything that opens and shuts. I’m not sure it isbetter. I wouldn’t trade placer with her for anything. And as far as you’re offering †¦ no thank you. This is my place. I’m staying right here with my Mum and Nan† despite Dolly not being a young adult who has subjected to racial incidents, that could be prevented in the future if she accepts to marryErrol The short film Between the Flags is a Tropfest film that references and represents the incident that had occurred in the year of 2005, Cronulla riots, concerning two racial groups; the Australian and the Lebanese, which caused violence and division amongst the two races. If mixing of the two diverse racial groups had occurred at the time it often resulted in a brawl and further conflict; however the filmBetween the Flags argues this conviction through a humorous way. Several forms such as: humour, irony, popular culture and themes such as the beach and â€Å"typical Australian bloke† support the idea that two or more people can intertwine together regardless of any dispute one being removed from the external society. The use of irony is used throughout the complete film, it creates humour in-between the two characters which generates harmony amongst them, this is apparent in the film. An example of this is when the Lebanese character (character are not given names instead each represents an ethnicity which is shown through their choice of costume) approaches the Australian bloke: â€Å"What’s goin on† – Lebanese boy â€Å"G’day mate† – Australian bloke â€Å"Here for the riots† – Lebanese boy â€Å"Yeah, looks like we’re the first ones here† – Australian bloke â€Å"Maybe we should wait for a more people† – Lebanese boy  The conversation between them continues the irony of the situation is the conversation that occurs, and also the use of such words such as â€Å"mate†, as both of them are at the beach to riot against each other; instead they involve themselves together in a communal conversation. Throughout give-and-take of words between the two characters they both felt a sense belonging and ease towards each other even through the beach was supposed to be a place of non-belonging and dispute. This was majorly due to them being part of the popular culture and sharing the same interest. Their reactions were shown through the use of close up camera shots, as they enable the viewer to understand the characters emotions and have a sense of empathy towards them. The short film Between the Flags uses the beach as the setting to the film, as this is also references to the Cronulla riots as they had occurred at the beach. The attitudes that the characters have towards the beach affirm that it is a place of regular social call, also part of each ones character regardless of their ethnic background. Two characters connection with the beach enables the viewers to have an immediate understanding that it is a place of belonging to one another. This is manifest in the film through the connection that the characters grow due to playing a game of cricket, nevertheless in the film the beginning of the game the Lebanese character says â€Å"umm I don’t usually do this but†¦Ã¢â‚¬  this had displayed to the audience that he is not too liking of cricket but he starts to play as it is most appropriate to do so. This was shown through a continuous full camera shot to show the characters interaction with each ther and to also display the setting of the film. Throughout exploring and analysing texts it has become most evident that people views of belonging is constructed through their perception on the place. This concept was explored in the two texts Rainbows End by Jane Harrison and the short film Between the Flags produced by Jayce White as both texts had explored belonging, not belonging or the longing to belong to a place through the perceptions and the social, historical, cultural and personal context of an individual determined their sense of belonging and not belonging.

Did Gladstone Unite or Divide the Liberals Essays

Did Gladstone Unite or Divide the Liberals Essays Did Gladstone Unite or Divide the Liberals Paper Did Gladstone Unite or Divide the Liberals Paper Gladstone was undoubtedly the leading Liberal politician of his era. He supported free trade and, under his leadership, his governments passed many significant reforms, which abolished privilege and moved Britain towards a meritocracy. He did not, however, always represent the views of his Liberal supporters. As a High Churchman and a supporter of the right of the aristocracy to govern, Gladstone led a party where many opposed the privileged position of both the Church of England and the aristocracy. It did not help that inside parliament, a rift grew between Whigs and Radicals, which led to the split of 1886. Outside parliament, the Party comprised a wide variety of competing groups, each in pursuit of its own political aims. Historians such as D. A Hamer in Liberal Politics in the Age of Gladstone and Rosebery (1974) and Martin Pugh in The Making of Modern British Politics (1982) have referred to the faddism within the Liberal Party in that the Party was susceptible to splits. Even before Gladstone had become Liberal leader, the Party split over the issue of parliamentary reform when Robert Lowe led the Adullamite faction against Gladstones electoral bill in 1866. From 1873 to 1886, the Liberal party was affected by division within its ranks. Eventually the party did split, over the issue of Irish Home Rule, into two factions: the Gladstonian Liberals and the Liberal Unionists. Gladstones main rival was Joseph Chamberlain, he had a radically different view of which policies the Liberal Party should follow. The disunity within the party and the split of 1886 had much to do with the issue of Irish Home Rule as well as the rivalry between Gladstone and Chamberlain. The Liberal party was often made up of many different often competing factions as well as holding Gladstones own political views. His own political views were sometimes in tune with the views of the majority of Liberal supporters but, at other times, were at odds with them. A central key to understanding Gladstones views is to realise that he was a deeply religious man who believed that his involvement in politics was related directly to his religious beliefs. Much of his stature as a politician was based on his ability to think of political problems as moral issues. His opposition to the Bulgarian Horrors, his opposition to Beaconsfieldism in 1879-80 and his campaigns on Irish issues all seemed like religious crusades. In practical terms Gladstone was a firm supporter of free trade for the whole of his life political life. Alongside this was his dislike of government interference in the lives of its citizens. As a result, Gladstone supported retrenchment thereby lowering taxation. This was combined with a constant drive to improve the efficiency of government and other national institutions. The basis of Gladstones view of the minimalist state was the importance of the individual. Gladstone did not see society as a set of competing economic classes, but rather of individuals where each should have the opportunity to fulfil their potential. As he stated, I will always back the masses against the classes. This did not mean he that he was a democrat or even by the norms of the time, a social conservative. In 1878 he said I am an out-and-out inequalitarian. He believed in rule by those individuals in society who had a tradition of service to the state and possessed sufficient wealth to be above the charge of possible corruption. He was therefore a supporter of the traditional roles of monarchy and aristocracy. Gladstone became Prime Minister in December 1868, his first cabinet reflected the diverse composition of the Liberal Party. It contained three former Peelites (Gladstone, Cardwell and De Grey), with three Liberals (Childers, Goschen and Bruce) and two Radicals (Lowe and Bright. ) However the largest group were the Whigs who held seven posts including Foreign Secretary. The main principles of Gladstonian Liberalism were clearly present in the reforms passed. Support for free trade, administrative efficiency in government, retrenchment and individual self-expression are all apparent in many of the reforms. Many contemporaries saw the ministry as one that was engaged in an attack on privilege to create a meritocracy. However, many of his reforms were aimed at satisfying the political demands of pressure groups associated with the Liberal party such as Educational reform (National Education League) and trade union reform (New Model Unions). With regard to Irish reform Gladstone used the slogan Justice for Ireland as his major rallying cry during the 1868 general election to unify the disparate elements of the Liberal party. The disestablishment of the Church of Ireland Act in 1869 did possess major features to please Liberal supporters. The Liberation Society, which wished to disestablish the Church of England, saw Irish disestablishment as a first step towards their ultimate goal. Liberals, in general, also saw the act as removing an obvious Irish grievance. However, many Whigs viewed this attack on the Irish Establishment with deep suspicion and the later Irish Land Act was seen as a an attack on the rights of property and helped push them towards the Conservative Party. The reforms in the Army contained many of the principles underpinning Gladstonian Liberalism: the improvement of efficiency, an attack on privilege and the enhancement of individual self-expression. In an attack on privilege, the most controversial aspect of army reforms was the abolition of the purchase of commissions. In future, promotion within the officer class was to be based on merit only. This was met by fierce opposition in the House of Lords that it was introduced by Royal Warrant and not act of parliament in July 1871. Another area of controversy was the decision to withdraw British troops from the self-governing colonies, in particular Canada and New Zealand. Gladstone believed these colonies would only be truly self-governing if they looked after their own defence. This decision created opposition in Canada, who feared a US invasion. Disraeli, the Conservative leader, even went so far as to claim that this proposal was part of a Gladstonian plot to dismember the Empire. As a politician who had been involved in the formative stages of the Liberal Party, Gladstone possessed considerable support within the party. In addition, to the middle class supporters of liberalism within the electorate Gladstones name was directly linked to the achievement of free trade and the economic boom with which it was associated. From the mid 1860s he also became associated with the extension of the right to vote to skilled workers. Gladstone did realise, perhaps more than any other politician, the diverse nature of the Liberal party and its capacity to split into competing groups. Between 1859 and 1895 each Liberal Administration had fallen from power because of internal divisions. To hold the different aspects of the Liberal Party together, Gladstone believed that a single issue, which contained clearly Liberal principles, should be used to force unity on the party at election times. In 1868, Gladstone used the rallying cry of Justice for Ireland, in 1874, Abolition of Income Tax, in 1880 Anti-Beaconsfield (opposition to Conservative foreign policy) and in 1886 and 1892 Irish Home Rule. It is true that Gladstone did lead the party to stunning victories in 1868 and 1880. Yet in 1886 his decision to support Irish Home Rule did split the party in two, thus even though Gladstone did try to unite the Party, inevitably he did end up dividing it. Unity was never restored, after 1895 the Conservatives and Liberal Unionists merged to become the Unionist Party. However, historians such as A. B Cooke and J. Vincent in The Governing Passion (1974) see the split on Home Rule as part of a deliberate act by Gladstone to reassert his control over the Liberal Party. By getting rid of Chamberlain, Gladstone was able to regain some amount of control. In his biography of Gladstone (1995), H Matthew stated that It is not difficult to see the latter part of Gladstones public life as a failure: religion on the wane, the free order giving way to militarism and protectionism, Britain bloated by imperial expansions, Home Rule unachieved, the Liberal Party divided. This is quite a harsh assessment of Gladstones career after 1868, during his time in power; instead he led governments, which destroyed the Anglican/landowning monopoly of political power. He passed a large number of reforms, which attacked privilege and helped establish a meritocracy. His cabinets were the first to contain nonconformists and in 1883 to 1886 he passed electoral reform which moved Britain closer towards manhood suffrage. However, Matthews claim that Gladstone divided the Liberal party does have some truth in it. Yet, as T. A Jenkins suggests in Gladstone, Whiggism and the Liberal Party (1988) Gladstones leadership may have split the Party in 1886 but it was also a major factor in holding the diverse elements of Liberalism together in the years 1868 to 1880. Gladstone deliberately balanced Whiggism and Radicalism, as shown in his choice of cabinet ministers in 1880. It could even be stated that without Gladstone the Liberal Party would not have stayed united for so long. Gladstone made quite an impact on the Liberal Party as E. J Feuchtwanger wrote in 1975 Gladstone was a towering figure in the Victorian age. The shape and the content of politics would have been quite different without him. Towards the end of his long public life there was a sense in which he had outlived himself, but the values he championed with such fervour have perennial validity. Therefore, it can be seen that although Gladstone did divide the Liberal party with the issue of Irish Home Rule, it was not his intention to do this. This is because he tried to unite the Liberal party with a common cause such as abolishing income tax. He led the Party to victories in 1868 and 1880 which show that he was successful in keeping the Liberals together. It is more to do with the diverse nature of the Liberal Party and the competing groups within it that caused the division. The policy of Irish Home Rule thus can be seen of as a turning point which caused the divide and not Gladstone himself. It must be stressed that although he did divide the Liberals, it would have been inevitable that the Liberal Party would have eventually split if Gladstone was in office or not.

Some commentators have argued that the credit crunch has resulted in a Essay

Some commentators have argued that the credit crunch has resulted in a shortage of funds being made available to small firms - Essay Example It entails changing ones course towards new things that are considered more creative in generating ones desires. Growth of medium and small businesses encompasses an increment from a low level of business to an advanced level, covering operations over a large scope. There is a wide variety of business forms depending on their size, management, as well as proprietorship; and ranging from public corporations, private companies to the smallest businesses that are singly owned. The operations of each form of a corporation may take several courses where some come together to operate as a group, while others remain singly operated (Smallbone, 2008). For successful enterprises operations, valuers and policy makers or even the proprietors always find it necessary to value companies according to the prevailing operations. Valuation is crucial for it assists the concerned parties in making appropriate decisions as well as laying the corporations on a scale, a factor that helps predict the futu re direction of the companies. More so, different techniques and approaches are employed in the companies’ valuations, which are carried out depending on the form of the company at hand. Private company valuations are thus deemed very important in the day-to-day running of the corporations. There is a need for employment of different techniques in the valuation processes to enhance a comprehensive cover, since each technique yields distinct Results. This paper is aimed at investigating into the valuation of private companies and several valuation techniques in details. Additionally, it will be crucial to establish the advantages and disadvantages of the several methods herein discussed as well as the other alternative methods that could as well be used in the valuation processes in regard to private companies (Bridge, et al., 2003). Valuation of private companies Company valuation is a process that entails the utilization of a sequence of procedures in estimating its value. T his process is mainly carried out by valuators, who come up with a comprehensive report concerning the company’s assets and liabilities. Financial participants in the market mainly use the valuation as a basis for price discussions when the company is on sale. Earlier research has not established a professional method or approach that provides an actual value of a particular company, but numerous approaches and techniques are considered important in determining the value of a company. The current available used techniques only provide an estimate of what the company is worth. Various factors are always considered when valuing a company depending on whether the company is privately owned or publicly owned. Valuation processes are carried out with a lot of caution, considering the company’s assets quality, the nature of its liabilities as well as the intangible assets. It is beneficial to value a company’s assets since it helps the investors in making sound decisi ons concerning their company. Additionally, it is often important in giving prospective buyers some confidence due to the full awareness of the

Brainstorming Assignment Example | Topics and Well Written Essays - 250 words

Brainstorming - Assignment Example It may improve collaboration and increase the quantity of ideas, and it is designed so that all attendees participate and no ideas are rejected. The process begins with a well-defined topic. Each participant brainstorms individually, then all the ideas are merged onto one large idea map. During this phase, participants discover a common understanding of the issues as they share the meanings behind their ideas. (Google video) Identifying the problem at hand in the first place is a very bright idea for the group. By doing this, the group has a varied set of ideas they can generate in order to come up with the solution. The way also the group sits in a relaxed manner and informal way thus allowing free flow of ideas. During this sharing, new ideas may arise by the association, and they are added to the map as well. Once all the ideas are captured, the group can prioritize and take action. This is the idea the team seems to take to tackle the problem at hand. This way, the group comes up with the solution easily. (Google video) Brainstorming is surely the best way to solve problems and come up with new ideas. This is demonstrated by the virtue that Google video. Google uses this method steering it to great heights. The group also portrays great teamwork and this is a great motivation to the entire

Strategic Management- Chiquita's Banana Business in Columbia Essay

Strategic Management- Chiquita's Banana Business in Columbia - Essay Example This is evident in the Chiquita group of companies, which is involved in banana trade within Columbia. Over the past six decades, Columbia’s political unrest makes it problematic to conduct business, despite its promise of growth. Paramilitary groups control various business organizations, in their efforts to dominate the nation’s political and economic platforms. These revolutionary groups achieve this through extorting money from multinational companies, such as Chiquita Brands International, and threats of death and property destruction to the repudiators. ChiquitaBrands International complies with this but faces legal challenges fro its home country, the US. This manuscript mulls over Chiquiata’s predicaments, and mitigation measures towards repositioning itself in the competitive industry within the politically unsafe nation. Factors compelling Chiquita into its Actions Chiquita Brands International has been extremely profitable within the conflict prone Col umbia. Sources indicate that the firm is the among the largest global traders in the banana industry. The company also benefitted the nation significantly, with the employment creation, tax payment and the general improvement of the inhabitants’ living standards.... However, the judiciary refuted this justification, claiming that the paramilitary group used such funds in the purchase of ammunition and other items that aided them in the accomplishment of illegal activities such as kidnappings, forceful extortions and murder of innocent victims who failed to comply to their rules. This also obliged the US judiciary department of employing personnel that looked into other such firms that conform to the terror groups’ demands. The legal suit found Chiquita firm guilty, and encountered various severe losses, including paying a fine of $25 millionand a probation of five years (Jennings, 2011, p. 656). Families of the victims of theAUC activities also filed suits against the firm, owing to its involvement in the funding of AUC. This has severe implications for the firm, since it tainted the image of the firm, thereby affecting its profitability. As such, the current management of Chiquita’s subsidiary group Banadexhavean enormous task, to improve its image, and reposition itself in the ever competitive industry. Though Chiquita’s management attempted unsuccessfully to rationalize their involvement in funding a terror gang, their act seems questionable (Gottschalk, 2010, p. 17). In my opinion, their claim to fund AUC, with the promise of security is ethically incorrect (Pohl, 2012, p. 68). They claim to protect their employees, without regarding the impacts their deeds have to other inhabitants of the nation (Hellriegel and John, 2008, p.31). As such, they ought to have sought protection from other legal organizations such as the authorized US security groups. They also display they self-centered behavior by