Ethical Dilemma About God And Humanity From The Christain...

1 Ethical Dilemma: Susan has being trying for many years to have a child but she couldn’t concide at any other time but the one that God choiced for her. It’s unfortunate that the doctors told her that her baby will be born with down syndrome, however that those not give her the right to distroye something that God has created in his own image. One way she can handle this issues is to pray to God for him to restore the health of child before delivery or she can listen to Richard whom, obvious does not believe in a God and regret her decision forever. This can be a difficult call to make for a non believer, because most of them think of the physical aspect of life, like Richard said it is be to end the misory of both the child and the mother. 2 Core Beliefs: The belief about God and humanity from the Christain worldview are relevant to the scenario in many aspect of the Christain Worldview. The first aspect is regarding the creation of God. Well the bible and the text open descript the Chricstics of God and how he created us in his own image. If God created man in his image, then it means that innocent child in the mothers womd was also created in his image. That she was beautiful and a blessing from God regardless of what the doctors have to say about her condition. The doctors cannot tell the mother what that child purpose in the world is, the can only give her a little pice to the puzzle. This is a scripture that came to my mind, when Jeremaiah under estimated theShow MoreRelatedCoun 5014908 Words   |  20 PagesResearch Paper: Ethical Dilemas in Counseling Liberty University Abstract Ethical dilemmas will be a constant as we embark into the field of counseling. Whenever human beings are involved there are a range of personality types, beliefs and characteristics that are involved. There are many views of counseling but it is very important to have a world view which captures the gamet of individuals. To be a professional counselor it is important to first know who you are, what your motivations are

Pit and the Pendulum Journal Free Essays

Poe makes this short story really good with two different styles, he uses a varied sense of time In this story, and he also uses the first person narration to Improve upon the thrill and suspense of this short story. This varied sense of time gives mystery to the story, as neither we, the audience, nor the narrator seem to know exactly how much time passes each time the narrator goes unconscious, and It appeared to me that a very long interval of time had since elapsed. Poe 2). We will write a custom essay sample on Pit and the Pendulum Journal or any similar topic only for you Order Now This quote shows that the narrator has a slight sense of time, but since he has no watch, he cannot accurately perceive the time elapsed with each time he goes unconscious, he only uses the fact that his surroundings change after he wakes up. The first person narration also adds to the quality of this story as it gives mystery, perspective, and it even lets us predict to some extent. The mystery is in that we only know what the narrator knows, so we are somewhat as clueless to what is occurring as he is. The perspective Is good because we are given all of his thoughts and this gives us reasoning to his actions, without such reasoning the story would be much more difficult to understand. The first person narration also gives us a sense of what Is going to happen, â€Å"They appeared to me white – whiter than the sheet upon which I trace these words. † (1). This tells us that the narrator survives through the story because he is writing the story for us on paper, therefore he could not have died in this torture chamber. How to cite Pit and the Pendulum Journal, Papers

The Weather and Climate Fluctuations free essay sample

Funny conditions we are holding is a statment of the obvious we have used for coevalss as a salutation. When the deep cold stopping points long and heavy snow and snowstorms give us the trembles we replace amusing with something stronger, such as awful , ghastly . At times like these people ask what is go oning to the conditions. So we go to the experts, who tells us, in linguistic communication appropriate to the topic, what happened yesterday, what is go oning today, and what might go on in the following few old ages. Weather and clime specializers all over the universe have ammassed a huge quanity of information. They can depict what is go oning around us. With orbiters they can calculate more accurately what might go on in the immediate hereafter. Their research has produced grounds of why past climatic alterations took topographic point. There have been many climate fluctuations ovver th 10,000 old ages since Britain was last covered with an ice sheet. We will write a custom essay sample on The Weather and Climate Fluctuations or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Progresss and retreats of ice in the northern hemisphere during the past 500,000 old ages can be accounted for by alterations in the heat from the Sun. This was caused by changes in the Earth s orbit at periods of 96,000, 40,000 and 20,000 old ages. Although that theory is widley accepted as a possible accounts for ice ages, it has non been proved. More than 50 theories have been put frontward, but merely a few have non been wholly dismissed. Not long ago a new theory was published in the scientific discipline diary Nature . Harmonizing to Dr. Garry Hunt, of University College, intense radiations from the atomic detonation of a nearby supernova a star could do the devastation of portion or all of the ozone bed and in this manner trigger an ice age. As for me, i like Autumn best of all. The yearss become shorter and the darks longer. It is nt so hot in the day-time. The trees are covered with xanthous and ruddy foliages. At the terminal of summer apples, pears, plums and other fruit become mature. In the South there are many oranges, Prunus persicas and tangerines. Autumn is plesant when it does non rain. General Autumn is a showery season of the twelvemonth. When it rains the conditions is awful. The sky is covered with heavy clouds. It drizzles. It is boggy and moisture.

Organizational Buyers

A large share of the market for goods as well as services is accredited to organisational buyers as opposed to individual consumers. Organisational buyers include wholesalers, retailers, producers and institutions. They play key role in stimulating demand in the production chain (Palmer, 1999). However, organistional buyers who are charged with the responsibility of making buying decisions for their organisations, tend to be a bit sophisticated as compared to ordinary consumers.Advertising We will write a custom essay sample on Organizational Buyers specifically for you for only $16.05 $11/page Learn More They risk taking on a new, probably better supplier in terms of quality and prices, whose product or services has not been proven and could turn out to be risky (Palmer, 1999). The fear of running at a loss is what makes them more complicated as the risk could be greater compared to the possible benefits. They have to make decisions on what and whether to buy, as well as, the specifications to buy. They also have to decide the quantity to buy and from which vendor or producer. Therefore, knowledge of the dynamics of organisational buyers is essential in identifying potential profitable market segments, as well as, locating buying influences which are very important in developing marketing strategies. These are important for reaching organisational buyers effectively through offering response to their needs. Organisational buying process begins with problem identification. At this stage, managers recognize the need to buy a (new) product or to adopt a new technology to support the operations of the firm. General description of the need then follows. Department managers work closely with the purchasing manager to establish the characteristics of the product or service needed in the organisation. An experienced manager/staff or the technical team helps the department manager undertake product specification by developing a detailed de scription of the required product or service. The purchasing manager, department manager or both then identify several alternative suppliers who can provide the defined standards. In some cases, this would involve advertisement for tender or internet search for the available alternatives. In effect, alternative suppliers or proposals are reviewed and evaluated by the purchasing manager and other members of the decision-making unit. The team identifies the most appropriate supplier in terms of quality and cost-effectiveness, as well as, other benefits. They therefore negotiate with the 2-3 finalists and a supplier is chosen. Thereafter, a delivery date is set up. The final stage involves reviewing the performance of the product as well as the support offered by the supplier. These stages form the basis for marketing a firm’s product.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Thi s means that in order to achieve successful marketing of a firm’s product, the business marketer has to participate actively in the early stages of the potential buying company’s procurement process. The firm’s marketer/marketing department has to collect information on the problems that the buying organisation faces, identify specific requirements of the company, and present proposals to meet these requirements. It is also important to understand organisational buyers’ motivation for buying merchandise or products. This means that marketers have to use end-chain means to achieve their marketing goals. It is essential to take into consideration a logical progression of outcome of the product adoption or use that could lead to the organisational buyers desired end benefit. In advertising, a marketer or firm has to explain the presumed desired end-states. This could influence the perception of institutional buyers, producers, wholesalers, as well as, retail ers. Palmer (1999) says that organisational buyers also think like individual consumers especially when making decision to purchase consumer goods. The business marketer or supplier has to understand the organisation’s strategies and its position of purchasing so as to succeed in developing business relationship with the firm. Due to the nature of business-to-business markets, buying decisions is the role of an organisation’s decision-making unit. This unit is generally composed of several participants. According to Palmer (1999) buying processes have to be formalised to cover issues like quality specifications, payment terms, as well as, delivery schedules. It is therefore important to understand the various participants involved in the buying decision-making and how this could affect their purchasing decisions. One major group is the managers or the authorisers. This group includes senior managers who are also the policy makers in the organisation. They make decision s on the type of product needed in the organisation. They also sign off the final decision. This means that marketers or the firm has to make timely marketing of its product to this group or its influencers before they make their final decision. This is because once this is done, then it becomes almost impossible to sell competitor products to the firm. Influencers are those who have direct or indirect role in the buying decision-making process. They include advisers and consultants. This implies that marketers or the supplier/vendor has to provide records of previous satisfied users of their product(s) or services, reference sites, as well as, case studies of where their product(s) or services have been previously used or adopted. This can possibly influence both the influencers and the other members of the decision making unit.Advertising We will write a custom essay sample on Organizational Buyers specifically for you for only $16.05 $11/page Learn Mor e Organisations with proven track record usually have an advantage since their previous success evidence help reduce perceived risks. Another group that determines the direction of the buying decision-making is the specifiers. This group is responsible for making specifications on the type of product needed to achieve the desired goal. In other words, they are the technical experts in the company/department who are capable of translating the needs of the final user of the product into detailed specifications. Since business-to-business marketing involves face-to-face communication, marketers or firms have to ensure that their personnel have technical understanding of their products. Marketing presentations have to be taken seriously since they can influence the decision of the technical specialists, managers and influencers. Marketers and firms can only be successful if their products meet the quality standards as defined by the technical team in the decision-making unit (Glazer, 1999). Marketers also have to adopt strategies that enable them influence organisational purchasers and product users. Users may influence the decision-making process since they usually have first hand involvement as well as experience with the product. Advertisements targeted at creating awareness to users should also make them understand how appropriate the product is to their needs or consumption. Advertisements should provide all the details and benefits of the product so as to influence the target audience, who are the users, to recommend the choice to organisational purchasers (McDonalds Corporation, 2008), who are also the organisational buyers. According to Hutt and Speh (2009) buying decision makers may have well-defined specifications and criteria of what they require, but they may not be aware of suppliers or vendors who can best suit their needs. This can result from limited information on the available alternatives as well as search engine capabilities. This implies tha t it is also important to advertise the supplier firm’s website and enhance the searching capabilities of potential customers. It is worthy for marketers or firms to note that purchasers are not entirely responsible for buying the product. Although they may also influence buying decisions, they are majorly responsible for ordering products from suppliers as well as implementing the organisation’s buying policy (Webster Wind, 1972).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Understanding organisational buying processes enables the business marketer to know that organisations’ purchasers will always handle straight rebuy from routinely selected list of approved vendors. This means that the marketer has to design strategies that reinforce buyer-seller relationship so as to meet the expectations of the buying organisation and be among the approved vendors. In addition, the marketer/supplier will only achieve straight rebuy by the buying organisation if it is responsive to the firms changing needs. As an â€Å"out† supplier, the marketer has to understand the basic buying needs of the company (Hutt Speh, 2009). This means that the selling organisation, especially its marketing department has to investing in market research. It has to convince the buying organisation’s purchasers/purchasing manager or the entire organisational buyers that their requirements need to be interpreted differently or that they need to change their purchasing requirements. Thus, understanding organisational buying processes enables the marketer adopt strategies which help persuade the buying decision-making unit to re-examine alternative solutions/products, and as a result, revise their preferred list to include them as their new supplier. Understanding organisational buying process helps maintain business relationship between the organisational buyer and the marketer/supplier. It allows the business marketer/marketing department to carefully monitor the changing trends and needs of organisations (Webster Wind, 1972). This makes the business marketer to be prepared to offer products or services required by new-task buyers. Monitoring the performance of the previously sold products to different organisations enables the business marketers to provide necessary support services which make it possible for them to achieve business relationship with the buying organisations. As a result, organisational buyers will make them their choice in t heir purchasing decision during routine problem solving. The business marketer also develops other strategies of maintaining the relationship. Such strategies may include providing continuous update of what is available in the market and latest developments and trends in the market. By monitoring and adopting strategies that ensure repeat buys and encourage straight buy from the supplier, the business marketer has to ensure that no new technical advancements escape his or her knowledge (Webster Wind, 1972). The supplier or marketer has to provide the latest technologies available in the market to always keep the buying organisations satisfied. This helps make the marketer relevant to the company even when it is considering modifying its rebuy activities since it provides valuable additional information which they require while making alternative solutions. The business marketer is able to adopt continuous market research to ensure that no new marketer offers better benefits than it self. Buying organisation may decide to modify its rebuy situation if another marketer offers better cost, quality, as well as, service improvements than the present supplier (Webster Wind, 1972). Consequently, it is important to research on both the changing trends in the market, and that of the buying organisations. Continuous monitoring and information gathering also helps the supplier or business marketer understand the expected changes in business processes/operations of organisations. Such information is crucial in offering product(s) or services which meet the organisational buying plans. According to Hutt and Speh (2009) political, legal, economic and technological changes could influence organisational buying behavior. Therefore marketers have to be sensitive to selective economic shifts and how such factors affect buying behavior. Understanding the organisational buying behavior motivates the marketer to monitor signs of technological shifts in the organisations and in th e market. This makes the marketer better prepared to adjust his/her marketing strategy which address the technological shift. Understanding organisational buying processes, decision makers in the buying process as well as factors which influence organisational buying behavior is very important. It makes the marketer/supplier better prepared to meet the requirements of organisational buyers. It also helps develop buyer-seller relationship which is essential in achieving continuous supplying contract and market expansion. Reference List Glazer, R. (1999). Winning in smart markets. MIT Sloan Management Review, 40: 56-69. Hutt, M. D, Speh, T. W. (2009). Business marketing management: B2B. Mason, OH: Cengage Learning. McDonalds Corporation. (2008). Marketing at McDonalds. Retrieved from https://www.mcdonalds.com/gb/en-gb.html Palmer, R. (1999). Understanding customers: The organisation. Management Quarterly, Part 4: 13-16. Webster, F. E, Wind, Y. (1972). Organisational buying behavior. Englewood Cliffs, New Jersey: Prentice Hall. This essay on Organizational Buyers was written and submitted by user Aurora Scott to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Malaria essays

Malaria essays Many communicable diseases are prevalent throughout the world today. The most significant tropical parasitic disease is Malaria. Malaria which means, bad air, is an infectious disease caused by single-celled parasites of the genus Plasmodium. There are four species of this parasite that can cause human malaria. Plasmodium falciparum, Plasmodium vivax, Plasmodium malariae, and Plasmodium ovale are the instigators of this infection. Malaria is transmitted from person to person by the bite of female mosquitoes of the genus Anopheles. The vector of Malaria is the mosquito, since this is the organism that makes it possible for other people to receive it. The life cycle of malaria consists of many developmental stages. When the infected mosquito bites another human, sporozoites in the mosquitos saliva transfer to the blood of the human. They then travel in the blood to the liver, where they divide to form 30,000 to 40,000 merozoites. These merozoites leave the liver and enter the bloodstream where they invade red blood cells. The merozoites multiply rapidly until the red cells burst. The incubation period between the bite of the mosquito varies with the different forms of malaria. With vivax Malaria the incubation period is fourteen days. Falciparum malaria has an incubation period of around eighteen days and the malaria infection has a 6 week incubation period. Prodrome symptoms of Malaria are an increased temperature, and warm flushed skin. Many painful and uncomfortable symptoms occur during the clinical stage. The destruction of the red blood cells caused by the merozoites, leads wastes, toxins, and other debris to enter the blood. The body responds to this by producing fever, which is an immune response. The fever usually occurs in intermittent episodes. Each episode begins with sudden, violent chills, soon followed by an intense fever and then profuse sweating. These episodes can last up to twelve hours....

Missing Hyphens

Missing Hyphens Missing Hyphens Missing Hyphens By Mark Nichol 1. â€Å"He’s a world class sexist.† As written, this sentence states that the person referred to in the subject is a class sexist (whatever that is) of the world variety (whatever that means). The simple insertion of a hyphen between the two words preceding the noun sexist signals that together, they describe what kind of sexist the person is: â€Å"He’s a world-class sexist.† 2. â€Å"The project exemplifies his wheeling and dealing ways.† Without commas, this sentence reads as if it is discussing two characteristics of the person in question: his wheeling and his dealing ways, but it pertains to his ways of wheeling and dealing, so the words in that phrase must be linked with hyphens to clarify their unity: â€Å"The project exemplifies his wheeling-and-dealing ways.† 3. â€Å"She claims she did it in self defense.† Most adjectival phrases, like â€Å"world class,† are hyphenated before the noun they modify but are open compounds when they follow a noun or stand on their own, though there are exceptions in both cases. Phrases beginning with self, however, are anomalous. Hyphenate them always, as in â€Å"She took a self-defense class,† and here: â€Å"She claims she did it in self-defense.† 4. â€Å"Smith accused Jones of a coverup.† Style for compound words that consist of a preposition and another word are maddeningly inconsistent. Those ending with the word up, for example, haphazardly include or omit a hyphen and it’s not easy to guess, based on appearance, which form is correct. For example, buildup and markup would seem to merit hyphens, but they’re closed. Meanwhile, cover-up is hyphenated (as is runner-up). When in doubt, look up the word. The sample sentence here should read, â€Å"Smith accused Jones of a cover-up.† 5. â€Å"It’s a byproduct of our times.† By-product is one of a handful of noun/noun compounds that retains a hyphen: â€Å"It’s a by-product of our times.† This type of error is the hardest to catch, because it relies on prior knowledge of the few exceptions to the rule that a noun/noun compound is either open or closed (which provides a challenge in itself). The best solution is to read high-quality content, which is likely to treat such constructions correctly but not everyone has the aptitude for retaining information like this. (That’s why we have editors.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Definitely use "the" or "a"The Writing ProcessI wish I were...

Human Services Program and Profession Unit 4 discussion Research Paper

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

Choose any topic Essay Example | Topics and Well Written Essays - 500 words - 2

Choose any topic - Essay Example The Athenians had strong perceptions and assumptions of the status quo. Aristophanes in the play, therefore, means that there was need for change of the status quo. The sophists acted and talked in a manner that made others feel rejected and of little knowledge about philosophy. It is in this respect that Aristophanes details this as the main point through the whole play. Interestingly, he does this through satire and a little bit of comedy. This paper seeks to review the play by mentioning how the main them is projected and how Aristophanes developed a different type of play from his fellow classical writers. In the play, Aristophanes introduces the topic of a new type of education from the old style procedures. He criticizes the already existing reforms in the traditional sophist way of life. The play therefore presents itself as a satirical comedy that analyzes the philosophies and ideas of the sophists in a funny way. Aristophanes describes Socrates as the leading figure in this existing sophist movement. Socrates is known to have taken after Plato in his teachings. Although this play was surely for comedy purposes, it gives a clear critique of Socrates accounts as a synchronization of Plato’s work. The play, however, cannot be used a historical account of understanding Socrates and Plato’s work on philosophy. The play also gives Socrates a different title as the corrupter of the youths among the Athenians. In the play, Aristophanes details a life of a father and son who recently accrued too much date due to the son’s obsession with a new hobby of horseracing. Aristophanes discusses the unjust argument as a trick taught in school by the sophists. The son studies in a school, which Aristophanes describes it as â€Å"thinkery† (Aristophanes & Peter 62). In literary discussion, Aristophanes uses a style of persuasion that leads a reader into a different perspective even though there might be strong morals

Gender, Authority and Dissent in English Mystical Writers Essay Example for Free

Gender, Authority and Dissent in English Mystical Writers Essay The Book of Margery Kempe certainly provoked an intense amount of controversy, not least in the present but in her own time as well; a debate that centred on her position as a mystic. This position entailed having true knowledge of God, to work towards a union with him where they would essentially become one. Margery Kempe, at the very least views herself to be one of Gods vessels through which He can allow her to experience spiritual visions and feelings. It is in her book that Kempe conveys through words what she considered to be the most significant of these experiences, in order that those who read them would derive great comfort and solace. It is Kempes individual and brilliant adaptation of what was originally a discipline for cloistered elites1 that draws attention to her. Yet it is this individual voice, the style she uses, and her firm relationship with the market world that questions her experiences of higher contemplation. Certainly Kempe does not conform to the solitary life of a conventional mystic, much like Richard Rolles statement of running off into the woods, and at one point she is even sorrowful and grieving because she has no company. Yet she uses many of her interactions with others to confirm her position as a mystic. She visits the revered mystic Julian of Norwich to seek advice as to whether her visions were genuine or not (Chapter 18), and receives confirmation from Thomas Arundel, Archbishop of Canterbury. Essentially what it has been suggested that Kempe experiences is a higher level of contemplation positive mysticism. This was the search for God through human imagery, which insists on the physical as a legitimate means of access to the spiritual.2 Certainly one of the standard patterns in mystical experience were the feelings of love between the mystic and God which is often described as fire, hence Rolles Incendium Amoris. Kempe notes that there was an unquenchable fire of love which burnt full sore in her soul, and that Christ had set her soul all on fire with love. Thus the intensity of her visions can not be brought into question as she certainly shares with [the tradition] a mystical sense of God at work in human experiences.3 These human experiences included her own body, as she suffers illness and indulgences in self-mutilation, wearing a haircloth, fasting and even biting her hand so violently that she has to be tied down. However, the visions that Kempe experiences, as mystics viewed them as gifts, are not a product of studious praying and meditating. In most ways what she conveys is an imitation of what many female European mystics experienced, like Bridget of Sweden and Dorothy of Montou or Catherine of Siena. She seeks justification for her mystical standing by linking herself closely to others and, though illiterate receives much of her inspiration from such mystical texts as Incendium Amoris, Stimulus Amoris, and Walter Hiltons Scale of Perfection. However, as Glasscoe has pointed out, her spiritual experiences were not an easy thing for Kempe to meditate on. Whereas Hilton focused on inner spiritual growth, Kempe can only explain her transcendence through what was familiar to her the body.4 She even says that sometimes, what she understood physically was to be understood spiritually. Thus, whereas her visions may at many points seem extreme and even distasteful it does not necessarily mean that she was experiencing anything less than what is considered mystical. What also inspires Kempe, whilst also bringing into question her status as a mystic is the fact that she was a woman who was firmly placed in the world. David Aers describes her as an independent businesswoman, who before her initial vision was active in the market economy, investing money, organising public work and employing men.5 Mysticism was overwhelmingly contemplative, and there was not much spoke about the active life, with the exception of Walter Hiltons positive description of the mixed life. However instead of accepting that she is too busy with worldly occupations that must be attended to6, like Hilton proposed, Kempe integrates the economic world into her mysticism. Shelia Delany proposed that in her work one is constantly aware of the cash nexus. 7 This is true in the sense that Kempe even strikes a deal with Jesus, in the sense that he becomes the mediator between Kempes social responsibilities as a wife and her desire to lead the spiritual life. Through Christs help she can lead the chaste life by buying off her husband, hence paying off all his debts (Chapter 11. p.60). Atkinson, commented that what Kempe creates is a God, who controlled the economy of salvation, [and] functioned as a great banker of a merchant prince.8 Also Kempes drive for more is also indicative of her market drive values, in the same sense that she sees that by giving charity to her fellow Christians she will receive in heaven double reward. This unusual market driven line of thought is not the only factor that distinguishes her from her predecessors. Her style of writing is different and her visions are certainly unique. She actively takes part in many of the experiences, using speech, as Carol Coulson has suggested to inject herself into the holy narrative,9 even at one point acting as the handmaiden to God, and as a replacement to the biblical figure Mary Magdalene. Her first vision is also very personal, and in some ways domesticated. Jesus is said to have appeared in the likeness of a manclad in a mantle of purple silk, sitting upon her bedside. The Incarnation is taken to the extreme, where her visions sometimes sit outside the historical moments of the Bible and become part of her own world. Despite distancing herself by calling herself the creature throughout the text many have accused her work of being self-absorbed I have told you before that you are a singular lover of God, and therefore you shall have a singular love in heaven, a singular reward and a singular honour. Certainly her relations with God are very personal, and in many ways conveyed in sexual terms, as when Christ says to her Daughter, you greatly desire to see me, and you may boldly, when you are in bed, take me to you as your wedded husband. However, again this great pomp and pride, is said to emerge from her experience as a female within an urban class which fostered within her a strong sense of class identity and self-value.10 A self-value that she never really agrees to give up, thus because she refuses to traditionally quieten the self, Kempe does not sit comfortably as a mystic. Similarly she never really abandons her desire for worldly goods. She even admits in the first chapters that after her initial vision she refused to give up her worldly leisures, and still took delight in earthly things. This earthiness continues throughout the book. At one point she explains that she was embarrassed because she was not dressed as she would have liked to have been for lack of money, and wishing to go about unrecognised until she could arrange a loan she held a handkerchief in front of her face. This embarrassment does not hold well with the lower stage of mysticism in which the visionary is to dispel themselves of all earthly matters so that their soul is open to heaven. Her mysticism is driven to accumulate. She refuses to be content with the goods that God has sent her, whilst ever [desiring] more and more. From God she can attain spiritual status, whilst through her (fathers) social position she maintains earthly standing, thus she is caught between two (masculine) worlds. As David Aers has noted the market world never really receives rebuke in her mystical world, in fact it remains a natural part of it.11 Yet to see her as the victim of a capitalist society is, as Glasscoe maintains, to ignore her avowed purpose.12 Yet it is hard to ignore the element of hysteria in her work. She certainly experiences the traditional mystical dilemma that her visions will never be truly conveyed to those who stand outside it, that herself could never tell the grace that she felt, it was so heavenly, so high above her reason and her bodily witsthat she might never express it within her world like she felt it in her soul. However her Gift of Tears, in which she cries abundantly and violently, break quite brutally this silence of contemplation. It may be however that her loud screams and cries convey her devotion and justify her higher state. Certainly tradition showed that mystics thought of themselves as vehicles for suffering and their broken voices and lacerated bodies reflected the stress under which they laboured.13 Her crying brought attention to her being, even in her own time when crowds flocked to see her, becoming somewhat of a spectacle. These tears are almost a sign of her fertility in her contemplative life, and also justified in the Bible Psalm cxxvi, 5-6 says that they that sow in tears shall reap in joy. He that goeth forth and weepeth, bearing precious seed, shall doubtless come again with rejoicing Her tears therefore, although extreme and lead many throughout her work to rebuke her, are essentially a sign of grace demonstrating that the Incarnation for Kempe was an ever-present reality.14 Ursula Peters suggested that female mystics, through mysticism turned inward and [discovered] ways to describe their own experiences.15 In fact the role Kempe plays as a woman is very important to her whole mystical experience, and in some ways may even bring it into question. In her experiences with God she plays the wife, the mother, the sister and the daughter. When her husbands exclaims that she is no good wife it again demonstrates that Kempe struggled between two worlds, that of the spiritual and that of her family commitments. St Bernard once proclaimed that natural human feeling doesnt have to be suppressed but channelled into God, and in some ways this is exactly what Kempe achieves. By using the idea that she is a holy vessel she is able to assert herself as a woman in the highly competitive world quite drastically. She refuses to abandon her personality and quite forcefully, hence her adamant desire to be chaste, asserts who she is. The Church even attempted to denounce he r as a Lollard, which shows that she was a threatening (female) voice and the only way to quieten her was to denounce her as a heretic. Rather than being a mystical treatise, The Book of Margery Kempe is a narrative account, almost a story, or even an autobiography as many have stated it to be, in which she attempts to adopt the contemplative ideal of piety.16 In fact it is more than mysticism, it is the experiences of a woman trying to find her voice in a masculine social world, and the only way that she can achieve this is through having spiritual authority. Certainly her devotion can not be questioned, and she cant even predict herself when the intensity of Christs Passion will overwhelm her, be it sometime in the church, sometime in the street, sometime in the chamber, sometime in the field. Yet her extreme metaphors and use of language certainly bring into doubt her status as a mystic. As Susan Dickman has suggested prayers and visions certainly occupy the text, yet they are embedded in a larger structure17, namely how she was painfully drawn and steered, [her pilgrimage acting as a metaphor for her mystical journey] to enter the way of perfection. Certainly painfully is an apt description, leading many to criticise her as a charlatan, a terrible hysteric and even one who was possessed by the devil. Yet this account is from a very independent and highly spirited woman, who although struggled with her identity and sought the higher state to explore that larger structure of herself through God, was deeply devoted to her faith. In the end her piety was very ordinary, it is her style of conveyance however, the lack of the abstract vocabulary of Julian of Norwich, Rolle and the Cloud author18 that brings her status as a mystic into controversy. Bibliography Aers, David., Community Gender and Individual Identity in English Writing, 1360-1430 (London, 1988) Bancroft, A., The Luminous Vision: Six Medieval Mystics and their Teachings (London, 1982). Evans, Ruth and Johnson, Lesley (eds.)., Feminist Readings in Middle English Literature: The Wife of Bath and All Her Sect (London, 1994) Klapisch-Zuber, C (ed.)., Silences of the Middle-Ages (London 1992),447 Glasscoe, Marion (ed.)., The Medieval Mystical Tradition (Exeter, 1980) http://www.anamchara.com/mystics/kempe.htm http://www.ccel.org/h/hilton/ladder/ladder-PART_I.html http://www.sterling.holycross.edu/departments/visarts/projects/kempe/index.html Knowles, D., The English Mystical Tradition London (London, 1961) Meale, Carol. M., (ed.)., Women and Literature in Britain 1150-1500 (Cambridge, 1993) 1 C. Klapisch-Zuber, Silences of the Middle Ages (London 1992),160 2 J.Long., Mysticism and hysteria: the histories of Margery Kempe and Anna O, in Feminist Readings in Middle English Literature, ed. R.Evans et al. (London, 1994),100 3 M. Glasscoe, English Medieval Mystics: Games of Faith (London, 1993),268. 4 M. Glasscoe, English Medieval Mystics: Games of Faith (London, 1993), 268. 5 D. Aers, Community, Gender and Individual Identity English Writing 1360-1430 (London, 1988), 112. 6 http://www.ccel.org/h/hilton/ladder/ladder-PART_I.html 7 J.Long., Mysticism and hysteria: the histories of Margery Kempe and Anna O, in Feminist Readings in Middle English Literature, ed. R.Evans et al. (London, 1994), 87-111 8 D. Aers, Community, Gender and Individual Identity English Writing 1360-1430 (London, 1988), 106 9 http://www.anamchara.com/mystics/kempe.html 10 D. Aers, Community, Gender and Individual Identity English Writing 1360-1430 (London, 1988),115. 11 Ibid. 12 M. Glasscoe, English Medieval Mystics: Games of Faith (London, 1993), 275. 13 C. Klapisch-Zuber, Silences of the Middle Ages (London 1992),446 14 M. Glasscoe, English Medieval Mystics: Games of Faith (London, 1993), 276. 15 C. Klapisch-Zuber, Silences of the Middle Ages (London 1992),447 16 http://www.anamchara.com/mystics/kempe.htm 17 S. Dickman., Margery Kempe and The English Devotional Tradition, in The Medieval Mystical Tradition, ed. M. Glasscoe (Exeter, 1980), 156-172 18 M. Glasscoe, English Medieval Mystics: Games of Faith (London, 1993), 272.

Are viruses living entities? Essay -- Virus Biology

Viruses change every form of life. All life forms can be divided into two states, one that stores and second that acts upon information, to duplicate an organism (Levine 1992). They populate the world between the living and non-living, the ability to duplicate themselves and ones that cannot. Viruses are inherent in organization and their properties are many of secrets of life processes and life (Levine 1992). Viruses may be present in living organisms almost since the origin of life (Levy, Owens 1988). Evidence has showed that viruses can be found in many species, which means every species on this planet carries viruses (Levy,Owens 1988). Most researchers had indicated that viruses have played an important role in understanding how cells functions over the years. Scientists identified the major factors contributing to viruses, such as DNA repair, translation of mRNA, transcription and elucidation of chemical nature of genes. (Levy, Owens 1988). Viruses are regarded as phenotypic modification by the host cells. Through ageing, viruses incorporate host genes in their genomes and vice versa (Morse 1993). Are viruses impossible feature of our life on earth or just a complex chemistry in life? Scientists have yet to state whether viruses are non- living systems or living systems in life. We argue in this discussion whether virus can be living or non living entities. What is a virus? Its roots come from the word Latin, known as â€Å"Poison†. Viruses were first discovered in nineteenth century. Scientists discovered that certain disease such as foot-and mouth disease, rabies were caused by particles that resembles bacteria, however they have the ability to pass through fine filters that bacteria are not capable of. Viruses were... ...s to produce virus specified products. Works Cited 1. Carter, John. Saunders, Venetia. (2008). `Virology Principles and Applications`. Pg6-7. 2. Jalasvuori, Matti, Bamford, K.H. Jaana. Viruses and Life: Can there be one without the other? `Journal of Cosmology`. [August 2010]. Available (Online) Available from: [Assessed 20/11/2010]. 3. Playfair, John. (1995). `Infection and Immunity`. Pg 7, 12. 4. Levine, J. Arnold. (1992). ` Viruses`. Pg1, 8. 5. Levy, A. Jan. (1998). `Virology`. Pg1,2,12 6. Mims, Cedric. (2004). ` Medical Microbiology`. Pg 39-30 Third Edition. 7. Morse, S. Stephen. (1993). `Emerging Viruses`. Pg 3-6. 8. Villarreal,P. Luis. Are Viruses Alive [December 2004]. (Online) Available from: Scientific American [Assessed 18/11/2010].

Poetry Essay

Poetry is a form of literary art and uses particular forms and conventions to suggest alternative meaning in the words and to evoke some emotional responses. There are sound patterns in poetry which create further meaning, such as assonance, alliteration and onomatopoeia. These sound effects have a particular function in a poem. Poems often make heavy use of imagery and word association to quickly convey emotions. [1] Poetry is distinguished from prose because are used some techniques such as rhyme, meter and repetition. The same sounds can convey different meanings and it depends on the context of a poem. Sound patterns can be also discovered in some advertising slogans. In advertisement we have the freedom to change the natural order of the language. It depends on the product and the target group of consumers. The advertising text has to capture the reader’s or listener’s attention. Therefore the natural order of the language is modified, shaped and stylized. One of the most frequently used devices in slogans, catchphrases and article titles is alliteration: Don’t Live a Little, Live a Lotto! 2] The advertising slogans are the most effective means of drawing attention to one or more aspects of the product. In this text we can spot an example of foregrounding. ‘Deviation, which is a linguistic phenomenon, has an important psychological effect on readers (and hearers). If a part of a poem is deviant, it becomes especially noticeable, or perceptually prominent. We call this psychological effect foregrounding’. [3] Most of the writers use the sound of words in such a way that the readers’ attention is immediately engaged. The most common mean which is involved by the writers is repetition. Our attention is captivated and we start analysing the reasons why the writers use it. We can recognise play of sounds : little/lotto. There is also alliteration- the repetition of ‘l’ and ‘t’ sounds. Alliteration refers to tbe repetition of the same or similar consonants. /t/ is a voiceless, alveolar, plosive sound. It is produced without vibrations of the vocal cords, by obstructing the airflow in the vocal tract. /l/ is a voiced, bilateral, retroflex and approximant sound. The vocal cords are vibrating during the articulation and the airstream flows over the both sides of the tongue. When poets construct a poem they carefully choose words for their meanings, connotation and sounds. According to Paul Simpson ‘we make connections between, on the one hand, the physical properties of the sound represented within a text and, on the other, the non- linguistic phenomena situated outside a text to which these sounds relate’[4]. The sound effects of the poetic text are basic to the interpretation of poetry. When a relationship between sound and meaning is obvious, then it can reinforce the significance of a word for speaker and hearer. ‘The way people ‘sound’ their language can, certainly, be an indication of their individual or cultural personalities†¦ Speakers of a different language, from a different culture, might associate different implications with such sounds’. [5] The most critics are interested in the form of the poem and its meaning, and the poet’s message. According to Paul Fussell ‘Poetic forms are like that: they tend to say things even if words are not at the moment fitted to their patterns. As Louis MacNeice has said, â€Å"In any poet’s poem the shape is half the meaning. †Ã¢â‚¬â„¢. [6] Poetic forms refer to different sets of rules followed by poems. The rules describe such ascpects as the meter or rhythm of the poem, the rhyme scheme or the use of alliteration. One of the basic ways in which poetry can be distinguished from prose is the possession of metre. Some critics maintain the idea that the rhythm and metre are the same thing. The difference between both is in the way in which they relate to the whole. The metre is ‘an extra layer of rhythmic structuring’. 7] The rhythm is ‘the apprehension of a series of events as a regularly repeated pulse of energy, an experience which has a muscular as well as a mental dimension’. [8] The following lines aim to discuss the relationship between sound patterns, their function and their contribution towards the meaning a certain poem generates. Attention will be paid to the poem ‘My Last Duchess’, written by Robert Browning. He was an English poet and playwright whose verses of dramatic monologues made him one of the most renowned Victorian poets today. The poem is anthologised as an example of the dramatic monologue, ‘in which an identified character, or person, is the sole speaker: that is, the voice in the poem is ‘playing’ a role as in drama’. [9] The structure and the style of this poem play a significant role. It contains three formal elements – an occasion, a speaker, and a hearer. The words in dramatic monologues not only convey setting and action but also reveal the speaker’s character. The comments which he makes reveal information about his personality and psyche, knowingly or unknowingly. The main focus of a dramatic monologue is the personal information, not the topic which the speaker happens to be discussing. ‘We can see the personality of both poet and speaker in dramatic monologue, and can be aware of them operating as a reflex in the elements of action which is constant picture and vice versa’. [10] Browning defined the poem as a dramatic lyric. It is dramatic because there is an actor in it and performs a scene. However, at the same time it can’t be said that it is a typical lyric poem. The poem appears as one half of a conversation. He is not speaking his thoughts aloud to himself while he is alone. In general poems are written with the ‘full body’ of words and have their own meaning. ‘Meaning is something the reader intuits through the distorting influence of ‘form’, something the writer may choose, but does not necessarily control. ’[11] The goal of Browning is to illustrate a scene. There is a relation between sounds and meanings, the reality which language may represent. In his piece of work Robert Browning uses many techniques – enjambment, a simple rhyme scheme and caesura to convey various characteristics and qualities about the speaker and the situation. Mick Short claims that ‘The basic idea was that poems should enact what they described: ‘the sound must seem an echo to the sense’ (Alexander Pope, ‘An Essay on Criticism’, line 365). Musicality revolves around phonetic and rhythmic effects in particular, and it is thus necessary to be able to do metrical analysis in order to be able to explain important effects in many poems’. [12] ‘My last Duchess’ is written in iambic pentameter in order to imitate natural speech so that the poet is not confused with the persona. Browning’s intention is to imitate natural speech could be to distance himself from the Duke, who is the speaker in the poem.

Emotional Intel Essay

Abstract The purpose of this paper is to present information regarding effects of globalization on the economy and the culture of the Norway, during the past few years. Five sets of research questions were used to form the bases of the paper. The intent is to illiterate the cultural dynamics and business culture of the Country. Knowledge of the influence of culture and business practices will assist one with understanding globalization as it pertains to Norway. Using the information in this paper, individuals like consultants and managers who interact with Norweigians can use this as a framework or perspective Summary of the case study â€Å"A Naà ¯ve Sahab In India† The case study â€Å"A Naà ¯ve Sahab in India† tells the story of Brian Moseley, an Aspen Automotive employee from the US who has just been relocated to India to become the new managing director for Bindi Brake Company that had been acquired by Aspen. Brian’s main goal at Bindi is to improve operations and to â€Å"make the Indians efficient†. During Brian’s visits to the plants he observed many employees socializing instead of working, and found out that performance review and pay for performance were unheard at Bindi and employees were rarely dismissed no matter how poorly they performed their jobs. Brian asked his managers, who were born and educated in India to come up with a strategy plan to improve operations. After many months of frustrating meetings, and episodes when Brian lost his temper with his managers, he announced to the managerial team his own strategic plan to take place immediately that included performance appraisal, personnel cuts, pay -for-performance increases and others. Bindi’s manager did not reinforce the changes and Brian became even more forceful of his ideas, increasing the tension between him and his managers. Briand was referred by his managers as the â€Å"sahab†, a term used to describe Brian’s â€Å"culturally imperialistic† style. Even with all the turmoil, Brain persisted and kept pushing his managers to apply the changes to their subordinates but instead of improving operations, Brian’s decisions pushed most of his managers to resign. All these obstacles made Brian wonder if changes and efficient operations would ever be a reality for the Bindi Brake Company. â€Å"A Naà ¯ve Sahab in India† clearly describes Deb Brian’s authoritarian managerial style and lack of  cultural knowledge of India hurt his goals to transform Bindi into an efficient operations plant for Aspen Automotive. Brian’s personal frame of reference made him judge his Indian’s managers based on his own American values and made his Indians co-workers to see him as an dictatorial man telling them what to do in a disrespectful away. By failing to understand the Indian’s culture in the workplace Brian created a hostile environment and conflicts between him and his managers. Many characters in the â€Å"A Naà ¯ve Sahab in India† can share the responsibility for the lack of change at the Bindi Brake Company. The first to be blamed is Aspen Automotive. Aspen should have better prepared Brian for his new position at Bindi. Aspen should also have directed Brian to attend multicultural training sessions where he could learn and better understand the Indian culture. Secondly, Brian should have taken the initiative to seek â€Å"cultural† assistance from Aspen human resources, from other expatriates or from Rajan in an attempt to find a more cultural sensitive way to approach his managers. Rajan, who had a better understanding of the Western culture due the fact that he was educated in a London University, felt attacked by Brian’s aggressive style but did little to help him. Rajan should have advised Brian that his aggressive managerial style would only bring conflicts to team instead of change in the company. The last one to be blamed is the Indian manager, who had Brian’s trust, and should have been the bridge between Brian and his managers, trying to advise both sides to be more receptive to changes and culturally sensitive. Before Brian can advance and apply his strategy at Bindi, he needs to learn how to be more culturally sensitive. He would benefit from cultural training sessions, which has been proved to be very effective to prepare professionals for intercultural work. By going through such training, Brian would learn how to better approach his managers without being too offensive. Brian will have to re-think his strategies before putting together a new manager team made up with old and newly hired managers, and only then carefully and slowly introduce the expected changes for the company. Male/Female Differences Disparities between males and females in society can be seen everywhere and the work place is no different. Women are expected to be vulnerable and sympathetic to others’ needs, while men are expected to be competitive, strong and rational. In business, these gender differences determine communication behaviors and interactions. A study published in the â€Å"Journal of Social and Development Sciences† confirms, â€Å"the gender of individuals engaged in negotiations will affect the communication style utilized by each individual† (Yu-Te Tu, 2012, p. 125). Women might rely more on non-verbal and indirect communication, which has been noted as a characteristic to those who have less power. Women are still pictured as the fragile gender by society, however many of the exclusive â€Å"female traits† are strengths that can make women more efficient managers than men. For example, women who are able to relate to others easily and possess the ability to empower will be successful mentors to those in their workplace. It has been noted that women also tend to avoid confrontations, as they prefer to seek solut ions to solve the problem. When it comes to emotional intelligence women, once more, they prove that they have an advantage over males. According to the study published by the â€Å"Journal of Business and Psychology†, it states that women scored higher than males on an emotional intelligence test which results imply â€Å"females might be better at managing their emotions and the emotions of others as compared to males† (Mandell & Pherwani, 2003, p.399). It is important to note that emotional intelligence is the key aptitude necessary for successful leadership, which should put women in a more advantageous position to assume managerial positions. Unfortunately the â€Å"glass ceiling† is not the only issue women have to worry about; sexual harassment in the workplace is another big concern for organizations and companies. The majority of victims of sexual harassment in the workplace are women. Studies have shown that more than half of women executives in the U.S. have been a victim of sexual harassment (Central Michigan University, 2008). Sexual harassment has many consequences, for instance, it can be financially costly to the company and cause severe emotional issues for the employee who suffered the harassment. To eliminate sexual harassment, companies are investing in training and have reinforced rules, policies and penalties regarding such inappropriate behavior. Women still have to go through many obstacles to prove themselves efficient as leaders, but big corporations are slowly realizing how much more women can do to improve their business. Differences in Self Disclosure Self-disclosure is the concept of divulging information about oneself with others, whether it is co-workers, family, or friends. According to S. A. Beebe, S. J. Beebe, Remond, Geerinck (2010), they define self-disclosure not only as a strategy of sharing basic information with others, but it is the sharing of information about oneself that may be out of the ordinary that would not necessarily be discoverable otherwise. There are different styles of self-disclosure that derive from the Johari Window, ranging from the turtle and interviewer to the bull-in-the-China shop and transparent. The differences between these styles are based on how much one discloses and depending on how much is disclosed, it will determine the kind and quality of relationship that is formed with another person. Those who are able to disclose much about his or herself are transparent, whereas those who keep to themselves are seen as â€Å"turtles,† which carry an imaginary bubble around them (Central Mic higan University, 2008). Interviewers are those who have no problem asking questions of others but are more likely to shut out to those who ask questions of them, whereas those who possess a â€Å"bull-in-the-China shop† style are those who have no problem giving feedback but shut out those who give them feedback (Central Michigan University, 2008). The information that Chapman (2003) presents on the Johari Window is very similar to the Central Michigan University’s (2008) information. They both discuss the breakdown of the Johari Window, including the discussion of the four panes, known area, hidden area, unknown area, and blind area, although Chapman (2003) does a better job as discussing what each pane means. In order to tie into emotional intelligence, Chapman (2003) give the relationship of the Johari Window to emotional intelligence, suggesting that the Johari Window has offered a new way to assess oneself and the relationships that are formed based on the openness level achieved. All readings offered the same conclusions about self-disclosure and the Johari Window, stating that being open with others offers risks and rewards, however in order to build strong relationships, one must be able to find a balance on the amount of disclosure one will allow. Emotional Intelligence Emotional intelligence is the notion of understanding oneself and how one is  self-aware, how one self-manages, how one is socially aware and how one is able to mange their relationships. The common trend among all definitions of emotional intelligence is that it is the ability to understand and recognize not only one’s own emotions, but also other’s emotions and how they influence one’s relationships and behaviors (Bradberry, Greaves, 2009). The level of emotional intelligence one possesses can greatly influence the interpersonal communication skills one develops. Many could argue that it is important to have a strong sense of emotional intelligence in order to bring cohesion to the workplace, as well as be more understanding of those who come from a different background. In â€Å"Emotional Intelligence and competitive advantage: Examining the relationship from resource-based view,† by Voola, Carlson, and West (2004), the reader learns about Mahatma Gandhi’s influence on the world and how he possessed the emotional intelligence that gave him a competitive advantage over other leaders. Gandhi had the philosophy to provide strategic change, by â€Å"being the change you want to see in the world,† which translates to a crucial part of having a strong emotional intelligence; one must to take the time to understand the other cultures, people, and environments by being socially aware. Gandhi has be viewed as one of the most emotionally intelligent leaders of all time, the vision he created had a positive impact on effective changes among the world. Two scholars, Bradberry and Greaves (2009) have broken down what emotional intelligence into four components, self-awareness, self-management, social awareness, and relationship management; whereas it has also been broken down into five components of self-awareness, managing emotions, motivating oneself, empathy, and social skill. These components comprise what skills need to be developed in order to achieve that high level of emotional intelligence. Once each of these components is understood, then the process of attaining emotional intelligence will become self-evident. Self-awareness is the ability to know oneself, inside and out; it is the ability to truly understand oneself as you really are (Bradberry, Greaves, 2009). Many people have a difficult time with this component of emotional intelligence because it takes courage and honesty to dig down deep and get in touch with ones  emotions. The component of self-management/managing emotion builds on how well ones self-awareness is developed; a weak self-awareness will produce weak self-management and vise versa. Self-management is the ability to manage ones emotions and understand when and how one should react to a situation before exploding into anger. Motivating oneself is also important when it comes to self-management because this is how one keeps optimistic when things may get tough. Understanding how to recognize and manage ones emotions is the underlying trend when it comes to self-awareness and self-management. As far as social awareness, relationship management, empathy and social skills, these components are what provide the basis for interpersonal relationships. Social awareness is the ability to understand those around you, by being aware of others emotions. This component can be developed by taking the time to observe others and the kinds of emotions they are giving off, whether it is by facial expressions or spoken words; a lot can be learned about another if one takes the time to interpret social cues a person is sending you (Bradberry, Greaves, 2009). Relationship management requires one to be able to demonstrate empathy and social skills, these two subcomponents are very important in building interpersonal relationships. The component of relationship management is built on the foundation of self-awareness, self-management, and social awareness. Each component naturally builds among each other and the stronger each is; the stronger the emotional intelligence one has will be (Bradber ry, Greaves, 2009). All of these components of emotional intelligence are crucial in terms of building strong and meaningful interpersonal relationships. A thorough understanding of emotional intelligence is needed for any workplace to achieve a high level of success. Emotional intelligence is an individual characteristic, however it is also up to that individual on how one will use their emotions to interact with others (Guillen, Florent-Treacy, 2011). As the reader has seen, emotional intelligence is a foundation on which one builds and develops their relationships; it is used to provide a deeper understanding of oneself and those around in and out of the workplace. A study done by Guillen and Florent-Treacy (2011) provided the basis that  emotional intelligence in the workplace is not directly correlated with how a leader is perceived, but is necessary for leaders’ collaborative capabilities, more so how they influence teamwork. Harms and Crede (2010) have also found this to be true in their studies, that emotional intelligence does not determine the outcome of a leaders leadership, but does have a positive impact on school and work performance. One could argue that emotional intelligence is a viable source of a workplaces success. Pearman (2011) presents a table with different situations and how those with a good grasp on emotional intelligence have an advantage in sorting the situation. For instance if one is working for any company that deals with customers, one may be presented with a situation where customers become unhappy. Those with a high emotional intelligence are able to help engage the individual who is unhappy by having a welcoming attitude, listening with an empathetic ear, and offering problem solving skills in order to help the satisfy the customer (Pearman, 2011). There are multiple examples about emotional intelligence in the workplace, whether it is in how one handles workplace relationships, interactions with customers, ineffective leaders and the list goes on an on. Emotional intelligence is a subject that is seeing an increase in studies as to how and if it correlates with job performance, leadership abilities, work relationships, etc. There have many studies that have proven one aspect or another as to how emotional intelligence ties into the workplace. It is importance to receive training on the topic of emotional intelligence because it is a growing subject that needs to be recognized as having a part in the successes of an organization or relationship. Pearman makes a great representation of how important teaching emotional intelligence is to leaders and employees alike. He states, â€Å"Emotional intelligence facilitates not just communication effectiveness (or other competing training topics) but also an increase in individual performance that affects all levels of the organization† (Pearman, 2011, p. 71). Emotional Intelligence Research This study is intended to assess whether there is a relationship between emotional intelligence and interpersonal communication with respect to  developing managerial capabilities. The study was done by using the survey that provides data for each of the five areas of one’s emotional intelligence – self-awareness, managing emotions, motivating oneself, empathy, and social skills. Students in graduate school completed the survey. This study was a qualitative design as well as a quantitative design. What this researcher is looking for is a person’s emotional intelligence at work. Who participated in the Survey? The instrument that used was the typical Liker scale survey. This particular Likert scale survey is called what’s your emotional intelligence at work? (See Table 1). According to the developers of the instrument, the Liker scale has a high reliability and validity. The following focuses on a research project, consisting of three employees who shared their experiences about emotional intelligence in the workplace. Each person volunteered to describe their interpersonal relationships in the workplace by responding to a set of questions. Below is a summary of each person’s responses. Person A is a career Military Soldier and currently serves as a senior Logistics manager for the U.S. Army as a part of an organization consisting of over 300 personnel. The organization is a very interpersonal cohesive atmosphere. Person B has served in the information technology field for over twenty years. Currently, works as an organizational IT applications manager ensuring IT compliance pertaining to Disaster Recovery Programs globally. Person C currently works for the Air Force, commanding communication satellites as a satellite vehicle operator and works closely with a crew to achieve the mission. It is imperative that the crew works well together and that cohesion is visible, since they are dealing with a multibillion-satellite constellation that provides secure communication not only to those overseas, but also to the president. Person C’s job is crucial to the Air Force and military in order to properly maintain the health of the satellite. Understanding the Survey The first part of emotional intelligence is self-awareness, which means being in tuned to your feelings, being cognizant of your internal feelings. The second part is managing emotions that are aimed at leaders calibrating their  attitudes and moods so as to not negatively impact the workplace climate. The third part is the ability to inspire and instill optimism in the workplace regardless of challenges. The fourth part is the capability to empathize with other and identify how others are feeling without them telling you how they feel. The fifth part means to have the ability to make a personal connection with others and influence others is in a way that is personally engaging. This survey demonstrates a sign of one’s emotional intelligence. If one receives a total score of 100 or more, one can expect to have high emotional intelligence. A scoring of 50 to 100 highlights one’s level of emotional intelligence as good. There are five different components of emotional intelligence that consist of the following; self-awareness, managing emotions, motivating oneself, empathy, and social skills. If one reaches a score of 20 they are considered to have a high level and a score of 10 is low. Each student scored well for self awareness, 19 (Person A), 18 (Person B), and 19 (Person C). For this survey managing emotions scores were slightly different because Person B scored 22 while person C scored 18 and person A scored 19. Motivating oneself tends to instill ones confidence person A scored 20, while person B scored 19 and person C scored 18. In this survey when it comes, empathy organizations are looking for managers who possess caring attitudes -person A scored 22, while person B scored 21, and person C scored 20. As it pertains to social skills are always a critical attribute to have in the workplace and person B scored 24, person A scored 21 and person C scored 20. Overall person A scored 101, person B scored 104, and person C scored slightly lower than the other at 95. Table 1: Emotional Intelligence Survey Results Table 2: Emotional Intelligence Survey Results Conclusion Only recently, has attention been directed to understanding the role of emotional intelligence in the work place and how the process may play in the development of manager’s abilities to improve work environments. The case study in this paper discussed communication problems that might have been avoided had the expatriate experienced intercultural, professional development, before visiting India. Focusing on one’s emotional intelligence in the workplace has beneficial outcomes for increasing trust and improving  interpersonal relationships. Results of the emotional intelligence survey indicated three participants effectively used empathy and social skills and effectively managed their emotion while engaged in the work place. Reference Beebe, S. A., Beebe, S. J., Remond, M. V., & Geerinck, T. M. (2010). Interpersonal communication relating to others: Self-disclosure. Retrieved from http://wps.prenhall.com/ca_ab_beebe_intercomm_4/48/12319/3153764.cw/-/3153798/index.html Bradberry, T., & Greaves, J. (2009). Emotional Intelligence 2.0. San Diego, CA: TalentSmart. Central Michigan University. (2008). Administration, globalization and multiculturalism. (2nd ed.). New York, NY: McGraw-Hill Chapman, A. (2003.). Johari Window: A Model for Self-Awareness, Personal Development, Group Development, and Understanding Relationship. Retrieved from http://www.usc.edu/hsc/ebnet/Cc/awareness/Johariwindowexplain.pdf Guillen, L. and Florent-Treacy, E. (2011). Emotional intelligence and leadership effectiveness: The mediating influence of collaborative behaviors. Retrieved from http://www.insead.edu/facultyresearch/research/doc.cfm?did=47210 Harms, P. and Crede, M. (2010). Emotional intelligence and transformational and transactional l eadership: A meta-analysis. Retrieved from http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1013&context=leadershipfacpub&seiredir=1&referer=http%3A%2F%2Fwww.google.com%2Furl%3Fsa%3Dt%26rct%3Dj%26q%3Dthe%2520relationship%2520of%2520emotional%2520intelligence%2520and%2520transformational%2520%2520%2520leadership%2520behavior%2520in%2520nonprofit%2520executive%2520leaders%252C%2520meredith%252C%2520c.l%2520%26source%3Dweb%26cd%3D2%26cad%3Drja%26ved%3D0CDAQFjAB%26url%3Dhttp%253A%252F%252Fdigitalcommons.unl.edu%252Fcgi%252Fviewcontent.cgi%253Farticle%253D1013%2526context%253Dleadershipfacpub%26ei%3DCNlUejyNKjk0QGMnYGYBA%26usg%3DAFQjCNGSndQRyR1zaThfaYfkv1b9hYdeLA%26bvm%3Dbv.45645796%2Cd.dmQ#search=%22relationship%20emotional%20intelligence%20transformational%20leadership%20behavior%20nonprofit%20executive%20leaders%2C%20meredith%2C%20c.l%22 Mandell, B., & Pherwani, S. (2003). Relationship between emotional intelligence and transformational leadership style: A gender comparison. Journal of Business and Psychology, 17(3), 387. Retrieved from http://search.proquest.com.proxy.davenport.edu/docview/196904482?accountid=40195 Pearman, R. (2011). The leading edge: Using emotional intelligence to enhance performance. T+D, 65, 3 p. 68-71. Retrieved from http://eiinsider.wordpress.com/2011/02/09/the-leading-edge-using-emotional-intelligence-to-enhance-performance/ Sy, T and Cote, S. (2003). Emotional intelligence. A key ability to succeed in the matrix organization. Retrieved from http://hoosonline.virginia.edu/atf/cf/%7Bbda77a21-0229-499a-ae10-eadbe96789d6%7D/EI%20AND%20MANAGEMENT%20IN%20MATRIX%20ORGANIZATIONS.PDF Voola, R., Carlson, J.and West, A. (2004). Emotional intelligence and competitive advantage: Examining the relationship from a resource-base view. Strategic Change; 13, 2 Yu-Te Tu. (2012). Negotiation style comparisons by gender among greater China, Chungyu Institute of Technology. Retrieved from http://www.ifrnd.org/JSDS/Vol%203/3(4)%20Apr%202012/3.pdf

humanities final paper

humanities final paper humanities final paper Jacob Stephens Prof. Rhodarmer Intro. to Humanities 17 March 2014 The Road to Red Rocks For this final paper, I have chosen to utilize the outstanding musical talents of the amazing band â€Å"Mumford & Sons† and I will be specifically talking about their live performance of the song, â€Å"Little Lion Man† at Red Rocks Amphitheatre just outside of Denver, CO. For me, this live performance is the closest thing that I have ever came to being considered a, â€Å"religious experience.† In this performance you have the amazing vocals; the stunning views of the open air of the amphitheatre; the large, tilted disc shaped rock formation behind the stage; the huge vertical rock formation angled upward towards the sky from stage right; the harmony of the banjos, guitars, pianos, cellos all coming together to form an amazing acoustic sound that my hears had never heard until being blessed with this particular piece. To even further more accentuate this experience, the lighting moves on pace with the music- blinking fast as the music picks up, blinking slower as the music slows down, becoming brighter as the vocals rise, and dimmer as the vocals fade. All of the instruments used in this piece are exactly what you would expect to find in a bluegrass, folk musical number. All of them doing there job, none draining out another, always complimenting the other. The strumming of the banjo is the one element that I find myself being drawn to, some of that is bias. Bias that I have had my entire life. Always being drawn to the sound it makes, reminding me of a time before technology and auto tuning when things were much simpler, when things took work, and time, and effort. The cinematography in this piece to me is as good as I have seen for a live musical performance. The cameras seem to pan to the crowd at the highest, most exciting points of the song, and show the singers during important key parts of the song. Parts like, â€Å"I really fucked it up this time†¦ didn’t I, my dear?† showing an immense amount of emphasis that key lyrics being the heart of the song- the man admitting his mistakes and where he went wrong. In an excerpt from the essay, â€Å"On the Question of Value† by Carolyn Martin, she says, â€Å"The humanities, at their best, are a celebration of transport, transformation, and wonder. The work of critique, no less than of the creative arts, enables thought, discovery, and insight by ridding us of the rigidities and exhausted forms that kill curiosity and limit us to our fears. We place enormous hope as a nation in technological innovation and the sciences that drive it, as we should. Let us put as much hope in the inventiveness of language, art, and culture, in their ability to hold open the space of the other and to make us reflect not only on our hopes, but also on their limits.† This piece really puts all of that into perspective for me. It allows me to take a step back, to slow down, and to allow myself to more objectively view myself, and my life. It makes me wonder, â€Å"will I be the one saying, ‘I really fucked it up this time†¦ didn’t I, my dear?† My entire life I have had a very strong â€Å"Type A† personality. I was a point guard in basketball, a pitcher in baseball, a quarterback in football, and then a United States Marine. All of those positions expect and demand leadership, but, unfortunately there have been the occasions where those past experiences and positions put me in a place mentally where I became so sure of myself that I lost a great deal of objectivity in my life. When I hear the lyrics, â€Å"tremble little lion man, you’ll never settle your scores†¦ your grace is wasted in your face, your boldness stands along among the wreck†¦ now learn from your mother or else spend your day biting your own neck.† This to me sings to some of the very struggles that I went through and still continue to go through. This song reminds me that humility is ok, admitting you are wrong is ok, and to not acknowledge those things will end in you hurting yourself

Acrobatics Workshop Essay Example for Free

Acrobatics Workshop Essay ? No matter which figures or pyramids are being tried, the facilitator must make sure that there are â€Å"catchers† present to prevent injuries. Participants should be instructed how to catch one another and to take responsibility for others in the group.  1. Description of the activity  Part 1 – Warming Up & Trust Exercises  A. The participants are put into pairs. One partner becomes a guide, the other becomes â€Å"blind†. The guide takes their blind partner for a walk (around the grounds, over obstacles, etc. ) while holding hands. After some minutes the partners change roles. Variations: Follow the same steps as above, but have the seeing partner lead with only one finger. Alternatively, have the seeing partner lead using only their voice – no physical contact between partners.  B. In pairs, participants stand face to face with their feet together and holding hands. Each person leans back carefully with full body strength by stretching their arms. The challenge is to maintain balance.  C. All participants stand together in a circle and hold hands. Count off into 1’s and 2’s. On the signal, using all their strength, the 1’s lean inside while the 2’s lean outside. After a few seconds, carefully pull back into a normal circle and then change (2’s inside, 1’s outside). D. In small groups (3-7 persons), one person stands in the middle of a circle. Standing stiff and without moving their feet, the one in the middle â€Å"falls† from one person to another and is slowly passed around inside the circle. After some moments, change roles. Give everyone a chance to be in the middle.  Variation: you can also do this with just three persons. The one in the middle is slowly passed forward and backwards between two persons. Part 2 – Stretching  Before trying actual figures, it is important to warm up the joints and the muscles. Gently stretch legs, arms, neck, and shoulders. Don’t forget to pay attention to the wrists and ankles, too.  Part 3 – First Acrobatic Steps  3A. Napoleon (3 persons):  Ã¢â‚¬â€œ The first person goes down and takes the â€Å"bench† position; the second person goes up and forms a bench on top of the first person (see diagram 4)  Ã¢â‚¬â€œ The first person goes down and takes bench position; second person goes up and stands on the shoulders and hip of the bench. Keeping their balance, the bench slowly starts to walk forwards on their hands and knees (see diagram 10). (Remember – you must NEVER stand in the middle of the bench’s back, only on their shoulders and hips!) The third person is always the â€Å"catcher† for the person who is â€Å"up†.  3B. Knee stands (4 persons)  Ã¢â‚¬â€œ The first person goes down and takes the bench position; second person sits down on the bench’s hips (facing bench’s feet); taking the second person’s hands, third person goes up and stands on second person’s knees (keep holding hands). If second and third person can balance on their own, the bench can walk away, leaving the two in balance position. The fourth person is the catcher. 3C. Galion figure (4 persons)  Ã‚  The same as 3B (above), but second and third person open op their arms on one side and look in the same direction. (You still need the fourth person as catcher.)  Part 4 – Pyramids and standing on shoulders  Once participants have grasped the basic steps, they can proceed onto building pyramids and making new shapes (see diagrams in section D â€Å"Some Pyramids†).  2. General remarks  Who can do acrobatics? Acrobatics can be used with groups of all ages: teenagers, adults, even children from 4 or 5 years of age. It is important to include the warming up and trust-building exercises, especially if the people in the group do not know each other very well. Stretching and warming-up the muscles is important to avoid accidents. Everyone in the group should be taught the catcher’s tasks. The group has to take responsibility for itself – it is up to everyone to look out for one another. Why use acrobatics?  Acrobatics is a perfect method for team-building at any age. It’s good to learn to give and to take help from one another. Even if you have only a short amount of time, participants can learn amazing things like building pyramids or standing on shoulders. Acrobatics can help people learn about taking responsibility for others but also about respecting limits (their own and other person’s). The atmosphere in the workshop should allow participants to say if they don’t want to try a certain figure or activity. An extra touch  If you have more time (e.g. the group stays together several days), the participants can put together a presentation. This is a great way for the group to show off what they have learned (especially good for children and young adults).  Accessibility  Some groups may have specific needs (e.g. older participants or individuals with physical or mental disabilities), but these are not reasons for people to be excluded. For example, past experiments with acrobatics has shown that it’s possible to include people who might be missing a limb or even those in wheelchairs. There may be some limits, but in most cases it just takes some fantasy to create new forms and figures which include all members of the group. 3. Literature  There are many resources to be found describing acrobatics and other circus activities. Two of these include:  1. Rudi Ballreich, Udo v. Grabowiecki (Hg.), Zirkus spielen. Ein Handbuch, 1999 Stuttgart/Leipzig. Not only about acrobatics but all circus skills you can use with young people, tips for presentation as well. (German language)  2. J.M. Fodero/E.E. Furblur, Creating Gymnastics, Pyramids and Balances. Leisure Press, Champaign, Illinois, 1989. This book focuses only on acrobatics and has a great amount of drawings for figures for 2 persons up to pyramids with 15 or more persons. For beginners to advanced. You can find some figures presented in the book on the Internet: http://www.mypage.bluewin.ch/mmc/akro/bkd7.html. (A German-language edition of this book is available under the title Menschenpyramiden.) Acrobatics Workshop. (2017, Sep 26).

Assignment Example | Topics and Well Written Essays - 250 words - 238

Assignment Example Eating healthy and taking regular exercises is basic in this aspect (Melkus, 2006). However, these alone can never help in the regulation of diabetes and therefore, requires the use of medications in addition to the healthy eating and regular exercise. For Dr. Pepper’s case, the most effective drug will be tradjenta. Tradjenta works by preventing the degradation of the incretin hormones glucagon-like peptide-1 (GLP-1) and glucose-dependent insulinotropic polypeptide (Drum and Zierenberg, 2006), which are core in managing diabetes. The drug is taken orally and works in increasing concentrations of active incretin and hence plays a substantive role in the reduction of glucagon in secretion. Some effects of tradjenta include instances of adverse reactions, which include nasopharyngitis especially for a patient such as Dr. Pepper who has renal impairment (Burant, 2008). This indeed calls for the use of an alternative treatment options. For effective treatment of diabetes by the use of tradjenta, is mostly exercising and good diet as indicated above. However, there are certain drugs that can be used mainly as inhibitors. These include meglitinides and

Emergency Management (How has modern technology improved emergency Research Paper

Emergency Management (How has modern technology improved emergency response capabilities and how will this technology impact or improve future emergency response operations) - Research Paper Example The software development process is focused on developing methods to generate high resolution fused data studies to create three-dimensional product view among other features for correct forecasting, generating accurate weather alerts, which is just one of the various features of software development. The future promises new technological improvements on emergency communication in the times of disaster. Technological advancements also offer new challenges to apply new innovations in the current Department of Homeland Security (DHS) programs. The ongoing communication programs need to be revised for assimilating future additions of modern technology. Cyber Security & Communications (CS&C) has always played a leading part in the overall security of the nation’s 18 important infrastructure divisions under Homeland Security President Directive-7 (HSPD-7). CS&C is behind all the government communications programs related to priority services such as GETS, which is a White House initiated emergency telecommunications service, offering communications support to all government and non-government missions Emergencies are not a new phenomenon in the contemporary as well as the previous world. Everyone existing in any part of world has experienced, witnessed or heard of these detrimental phenomenona. Emergencies result due to uncertain disasters that threaten to ruin lives of human beings. Emergencies are never desired or planed by human beings, but occur unfortunately. Even if human beings do not plan or desire emergencies, they sometimes by mistake contribute to the occurrence of the demise within their respective societies. Emergencies due to human mistakes results from wars either civil or political, environmental pollution and setting of impractical policies destined at bettering security and food safety. Natural emergencies occur due to uncontrolled natural calamities like earthquakes, storms,

ORDINARY COURAGE by Joseph Martin Plumb Essay Example | Topics and Well Written Essays - 750 words - 1

ORDINARY COURAGE by Joseph Martin Plumb - Essay Example He wanted to be featured not really as a war time hero but more as an epitome of an ideal soldier upholding the virtues of loyalty, bravery and patriotism. To top it all, he was one of those brought to the harshness of the battlefields at a very young age of 14. (Jones, G., 2009). â€Å"Joseph Plumb Martin was raised by his maternal grandparents in their farm in Connecticut. At the age of 14, he was already in action during the Battles of Lexington and Concord. He managed to get into these battlefields despite the objection from his grandfather. He started his military career when he joined the Continental Regiment that lasted for eight long years (1776-1783)† (Jones, 2009). Peer influence was one of the main reasons why JP Martin joined first the militia, then later enlisted as a private soldier of the Continental Regiment of the Revolutionary army which supported Gen. Washington. â€Å"All of his peers joined the army, forcing him to join too. He was close and loyal to his peers† (Jones, 2009). The other reason why J. P. Martin joined the army was because he got inspired by ‘rage militaire’, a propaganda advocating passion for arms and patriotic fervor (Jones, 2009) and (Glossary). Part of the attractive recruitment package then was the promise to provide continuous ration of food, medicine and clothing and of course, a monthly salary worth $ 6.75 dollars. Like a fever, this enticement swept across the country. (Jones, 2009). JP Martin’s story comes far differently from the rest. Its distinctiveness comes from the â€Å"perspective of a common soldier† (Jones, 2009). During that period, it was not a traditional practi ce for an ordinary person to write about history. Most war write-ups were written from the peripheral standpoint which makes them somewhat superficial as compared to the accounts made by someone like JP Martin who participated in the actual battlefield. One of the major

Child Labour In India And Human Rights Young People Essay

Child Labour In India And Human Rights Young People Essay Introduction Child labour is undoubtedly a human rights issue. It is not only exploitative but also endangers childrens physical, cognitive, emotional, social, and moral development. It perpetuates poverty because a child labour, deprived of education or healthy physical development, is likely to become an adult with low earning prospects.  [1]  This is a vicious cycle which apart from ruining the lives of many results in an overall backwardness in the masses. Moreover, conceptualising child labour as a human rights issue gives the victim with the authority to hold violators liable. Human rights generate legal grounds for political activity and expression, because they entail greater moral force than ordinary legal obligations. Children are right holders with the potential to make valuable contributions to their own present and future well being as well as to the social and economic development of the society and thus they should under no circumstances be perceived as passive and vulnerable. Today, traditionally prescribed interventions against child labour which were welfare based like providing a minimum age for work are being replaced by rights-based approach. A rights-based approach to child labour needs to be adopted which puts internationally recognized rights of children to the center while utilizing UDHR, ICCPR and ICESCR as a supportive framework. Child labour is a condition from which the children have a right to be free and it is not merely an option for which regulating standards must be devised. In this paper we shall firstly trace the slow orientation of child labour laws to include human rights perspective internationally, and then evaluate current Indian laws and policies from a human rights perspective A Human rights approach to child labour Initially, scholars were unsure over extending human rights to children.  [2]  For instance, the 1948 Universal declaration of Human Rights (UDHR) emphasises that everyone is entitled to all rights and freedoms set forth in the declarationà ¢Ã¢â€š ¬Ã‚ ¦ but makes no age qualification to the same. So it is unclear whether it extends to children. However, Art.4 of UDHR has been interpreted as prohibiting exploitation of child labour by interpreting servitude to include child labour.  [3]   In addition, Articles 23 and 26 of the United Nations Universal Declaration of Human Rights seek to guarantee just and favorable conditions of work and the right to education, both of which are violated constantly and globally through the exercise of the worst forms of child labor. In 1966 the International Covenant on economic, social and cultural rights (ICESCR) and International Covenant on civil and political rights (ICCPR) took significant preliminary steps towards modifying human rights according to age, by defining childhood as a state requiring special protection, with rights distinct to those of adults.  [4]  Even so it was not until 1989 that the Convention on Rights of Children (CRC) clearly spelt out the rights of the child while giving them a special status apart from the adults. Thus, it should not be surprising that early international legal efforts to address child labour tended to be abolitionist in tone and treated as an aspect of labour market regulation.  [5]  Next, a prioritization approach was adopted where concentration was on the more abusive forms of child labour. So the ILO adopted Convention 182 on the Worst Forms of Child Labor, 1999, aimed at the immediate elimination of intolerable forms of child labor. The convention requires signatories to work with business groups to identify hazardous  [6]  forms of child labor and introduce time-bound programs for eliminating them. Conventions 138 and 182 are recognised as core International Labour Organization (ILO) conventions but unfortunately human rights groups have done much to criticise it. They argue that this artificial division of hazardous and non-hazardous forms of child labour is artificial and made only for the benefit of labour regulations. Child labour in any form is very harmful and exploitative for the children.  [7]   Secondly, child labour, as defined by ILO is work done by children under the age of 12; work by children under the age of 15 that prevents school attendance; and work by children under the age of 18 that is hazardous to their physical or mental health. It is an economic activity or work that interferes with the completion of a childs education or that is harmful to children in any way.  [8]  Such an age based classification is incongruous and is behind time.  [9]  The right to a childhood cannot be replaced by placing such age barriers which imply at least some work could be done by children at even age 12! Where is the best interest of child seen in such laws? Fortunately, a human rights approach to child labour was soon adopted by Convention on Rights of the Child (CRC) in 1989. Such rules focus not only on the avoidance of harm to children but as well, on regulation of employment relationship in which working children find themselves and beyond that, on rights of children to education and to participate in decisions that affect their lives, including those related to their employment. This holistic view of child labour as only a part of a childs life is principally what sets human rights approach apart from the labour regulation approach.  [10]  However, some critique of CRC feel that categorizing child labour as a special category has trivialized their rights and have made them weak and in need of an adult advocate. Conversely, the defenders of CRC argue that it is through this classification that children gain more rights with legally recognized interests which are specific to their stage in life cycle. The slavery convention, 1926 and Supplementary convention on abolition of slavery, the slave trade, institutions and practices similar to slave trade, 1956 entered into force in 1957 prohibits slavery like practice under Art 1. In recent times Child labour has been read as a slave like practice as it involves economic exploitation. Since children are more vulnerable than adults and are dependent on their parents, it can be assumed that when they are economically exploited by their parents or by their consent, the decree of dependency necessary for work to b qualified as slavery like practice will be attained in most cases. In the light of ICCPR (art 8(2)) and Supplementary convention on abolition of slavery, the slave trade, institutions and practices similar to slave trade, 1956, Art.4 of UDHR should be interpreted as prohibiting exploitation of child labour as child labour comes under servitude. Child labour also comes under the term forced or compulsory labour in Art.8(3) of ICCPR. The obligations of state parties under art 8 are immediate and absolute. Thus state parties have to prevent private parties from violating child labour norms. Art 24, ICCPR obliges the state to protect children from economic exploitation. Convention on rights of child United Nations Convention on the Rights of the Child is the first legally binding international instrument to incorporate a full range of human rights such as civil, cultural, economic, political and social rights for children. The Convention offers a vision of the child as an individual and as a member of a family and community, with rights and responsibilities appropriate to his or her age and stage of development. By recognizing childrens rights in this way, the Convention firmly sets the focus on the whole child. The Convention under Art.32 speaks of economic exploitation of children by making them perform work that is likely to be hazardous or to interfere with the childs education, or to be harmful to the childs health or physical, mental, spiritual, moral or social development. The Convention spells out a childs right to education  [11]  , as well as identifying the forms of harm to which children should not be exposed. Other rights given to children include right to the enjoyment of the highest attainable standard of health and to abolish traditional practices that are prejudicial to childrens health (Article 24), a right to a standard of living adequate for the childs physical, mental, spiritual, moral and social development; parents have the main responsibility for this, but governments are required within their means to assist parents, as well as to provide material assistance and support in case of need(Article 27) and a right to rest and leisure, to engage in play and recreationa l activities appropriate to the age of the child. Article 22 specifies that refugee children have the same rights as all other children. Article 6 of the convention makes it the obligation of the governments to ensure that children are able to survive and develop to the maximum extent possible while Article 11 urges governments to prevent the illicit transfer and non-return of children abroad. Under Article 19, Governments must take action to protect children against all forms of physical or mental violence, injury, abuse, neglect, maltreatment or exploitation, including sexual abuse  [12]  and must provide special protection and assistance to children who are deprived of their own family environment under article 20. Article 35, requires governments to take action to prevent children from being trafficked while articles Article 36 and 39 requires governments to protect children against all other forms of exploitation prejudicial to any aspects of the childs welfare and to help children recover from exploitation, neglect or abuse (particularly their physical and psychological recovery and return and reintegration into the communities they come from). Two other provisions in the Convention are also vitally important for working children. Article 3 says government agencies and other institutions taking action concerning a child or children must base their decisions on what is in the childrens best interests. Article 12 emphasises that when a child is capable of forming his or her views, these should be given due attention, in accordance with the childs age and maturity. Other conventions of interest include Optional protocol to the convention on rights of child on sale of children, child prostitution and child pornography and Optional protocol to the convention on rights of child on the involvement of children in armed conflict both adopted in May, 2000. India and its International commitments India has ratified six ILO conventions  [13]  relating to child labour but have not ratified the core ILO conventions on minimum age for employment (convention 138) and the worst forms of child labour, (convention 182) recognised as the core conventions at the international labour conference which makes it mandatory for the international community to follow certain standards in their crusade against child labour. Nevertheless, India has taken commendable steps to eliminate child labour. The recent right of children to free and compulsory education Act, 2009 and the preceding 86th amendment exemplifies the same. Furthermore, the passing of Juvenile Justice (care and protection) Act, 2006 shows Indias commitment to a human rights approach to child labour. The Act emphasises on looking into the best interests of the child and allows for social reintegration of child victims. In such a scenario India not signing the core labour conventions does not make a difference in the fight against child labour. India is a party to the UN  declaration on the Rights of the Child 1959. India is also a signatory to the World Declaration on the Survival, Protection and Development of Children. More, importantly India ratified the Convention on the Rights of the Child on 12 November 1992.  [14]   Other important international initiatives against child labour include the adoption of the first Forced Labor Convention (ILO, No. 29), 1930, Stockholm Declaration and Agenda for Action: States that a crime against a child in one place is a crime anywhere, 1996, establishment of 12 June as the World Day Against Child Labor in 2002 by ILO and the first global economic study on the costs and benefits of elimination of child labour.  [15]   Indian laws on child labour The present regime of laws in India relating to child labour are consistent with the International labour conference resolution of 1979 which calls for combination of prohibitory measures and measures for humanising child labour wherever it cannot be immediately outrun.  [16]   In 1986 Child labour (Prohibition and regulation) Act was passed, which defines a child as a person who has not completed 14 years of age. The act also states that no child shall be employed or permitted to work in any of the occupations set forth in Part A or in the process set forth in Part B, except in the process of family based work or recognised school based activities. Through a notification dated 27 January 1999, the schedule has been substantially enlarged to add 6 more occupations and 33 processes to schedule, bringing the total to 13 occupations and 51 processes respectively. The government has amended the civil service (conduct) rules to prohibit employment of a child below 14 years by a government employee. Similar changes in state service rules have also been made. The framers of the Indian Constitution consciously incorporated relevant provisions in the constitution to secure compulsory primary education as well as labour protection for children. If the provisions of child labour in international conventions such as ILO standards and CRC are compared with Indian standards, it can be said that Indian constitution articulates high standards in some respects The constitution of India, under articles 23,24, 39 ( c) and (f), 45 and 21A guarantees a child free education, and prohibits trafficking and employment of children in factories etc. The articles also protect children against exploitation and abuse. Equality provisions in the constitution authorises affirmative action policies on behalf of the child. The National child labour policy (1987) set up national child labour projects in areas with high concentration of child labour in hazardous industries or occupations, to ensure that children are rescued from work and sent to bridge schools which facilitate mainstreaming. It is now recognised that every child out of school is a potential child labour and most programs working against child labour tries to ensure that every child gets an education and that children do not work in situations where they are exploited and deprived of a future. Similarly, there are other programmes like National authority for elimination of child labour, 1994 (NAECL) and National resource centre on child labour, 1993 (NRCCL). Recently, government of India notified domestic child labour, and child labour in dhabas, hotels, eateries, spas and places of entertainment as hazardous under the child labour (prohibition and regulation) Act, 1986, effective from 10-10-2006. National human rights commission has played an important role in taking up cases of worst forms of child labour like bonded labour. In 1991 in a silk weaving village of Karnataka called Magdi it held an open hearing which greatly sensitised the industry and civil societies. It also gave rise to new NCLP programmes.  [17]   Judicial reflections Judiciary in India has taken a proactive stand in eradicating child labour. In the case of M.C. Mehta v. State of Tamil Nadu and Ors  [18]  , this Court considered the causes for failure to implement the constitutional mandate vis-à  -vis child labour. It was held that the State Government should see that adult member of family of child labour gets a job. The labour inspector shall have to see that working hours of child are not more than four to six hours a day and it receives education at least for two hours each day. The entire cost of education was to be borne by employer. The same was reiterated in Bandhua Mukti Morcha v.UOI  [19]  and directions were given to the Government to convene meeting of concerned ministers of State for purpose of formulating policies for elimination of employment of children below 14 years and for providing necessary education, nutrition and medical facilities. It was observed in both the case that it is through education that the vicious cycle of poverty and child labour can be broken. Further, well-planned, poverty-focussed alleviation, development and imposition of trade actions in employment of the children must be undertaken. Total banishment of employment may drive the children and mass them up into destitution and other mischievous environment, making them vagrant, hard criminals and prone to social risks etc. Immediate ban of child labour would be both unrealistic and counter-productive. Ban of employment of children must begin from most hazardous and intolerable activities like slavery, bonded labour, trafficking, prostitution, pornography and dangerous forms of labour and the like.  [20]   Also, in case of PUCL v. UOI and Ors  [21]  children below 15 years forced to work as bonded labour was held to be violative of Article 21 and hence the children were to be compensated. The court further observed that such a claim in public law for compensation for contravention of human rights and fundamental freedoms, the protection of which is guaranteed in the Constitution, is an acknowledged remedy for enforcement and protection of such rights. However, Human rights experts criticise the scheme of payment of compensation envisage in Child labour act and further adopted by the Judiciary with gusto.  [22]  They say that monetary compensation is like washing away ones conscious which still believes that if a child labour is sent to school he must be compensated for the amount which he might have got if he had worked instead. This only confuses the already divided opinion of the society today which still thinks that poor and needy children are better off working. Conclusions India has done well in enacting suitable legislations and policies to combat child labour. Nonetheless, its implementation at grass root level is very much lacking. The child labour laws today are like a scarecrow which does not eliminate child labour but only shifts it geographically to other places, to other occupations like agriculture which may be less paying or it might be still continued clandestinely.  [23]  The lack of a specialised enforcement officer leads to lesser attention being given to child labour legislations. Furthermore, many of the child labour programmes remain poorly funded. Child labour is a complex problem which cannot be eliminated without first attacking it at the roots. Thus, poverty, unemployment, lack of social security schemes, illiteracy and the attitude of society need to be tackled first before any progress can be made. A starting point can be to treat Child labour as a human rights problem and discouraging its manifestation in any form. If the society as such sees child labour as a social malaise, we will be much closer at achieving success. Lastly, there is a lot of debate over the age from which child labour should be banned. The ILO conventions do not give a definite age, 14 years seems to be the general understanding but CRC defines a child to be below 18 years. Right to education is for children below 14 years and Child labour is prohibited till age of 14 years. This brings the question as to whether children of age 14-18 years are to be denied basic human rights and are to be left vulnerable.