Homosexual Parenting essays

Homosexual Parenting essays Adoption has always been a challenge for the same-sex couples. Despite the huge number of children in need of adoptive parents, and many researches which show that homosexuality is neither biological nor genetic matter, the consideration of homosexual parenting is still at a big question: What kind of effects will the couples sex orientation have on their childs life? This question addresses the issue faced both by the adoption services and by gays and lesbians that had ever considered adoption. Homosexual couples should have a right for adoption because they can make responsible and loving parents as well as heterosexuals. But since the most of the researches on homosexual parenting are politically contaminated, it leaves a smaller chance for understanding homosexual way of life and winning the adoption case. A religious perception on homosexual life style has always been very negative. The notion that homosexuality is a sin is widely spread among Christians. Because homosexuals have different perspectives in their lives from the heterosexuals, according to religious beliefs they should not have a right to create families. Such conviction makes the adoption even more complicated for homosexual couples. At the same time, gay marriage is banned by law, which obviously means that the public sentiment is against legal recognition of homosexual commitments. It is hardly ever possible to adopt a child without having a stable family, but it is even more difficult to create a family when it is against the law. One after another, different cases based on homosexual parenting come from all over the country, most of the time denying the adoption rights to the gay and lesbian couples. As reported by Maya Bell in the Orlando Sentinel Newspaper, a Miami federal judge upheld Floridas law, barring homos exuals from adopting children, declaring the state may decide that youngsters belong with traditional married cou...

Which and That to Introduce Clauses

Which and That to Introduce Clauses Which and That to Introduce Clauses Which and That to Introduce Clauses By Maeve Maddox In Modern English Usage (1926), Fowler argues the case for limiting that to what he calls â€Å"defining clauses† and reserving which to introduce â€Å"non-defining clauses.† Note: Fowler’s terms defining and non-defining correspond to restrictive and nonrestrictive. Yet, here we are, more than 80 years later, and questions about when to use which and when to use that to introduce a clause are among those most commonly asked at this and other grammar sites. The usual explanation begins like this: THAT  should be used to introduce a restrictive clause. WHICH  should be used to introduce a non-restrictive clause. For starters, let’s look at the terms restrictive and nonrestrictive. In my own experience of learning grammar, I had a hard time trying to keep these terms straight. Perhaps I have too much imagination, but I kept thinking that the â€Å"restrictive clause† was the one that ought to have the commas, because, well, commas enclose things, don’t they? And enclosing something restricts it, no? The editors of the Associated Press Stylebook must be aware of mindsets like mine because they reject the terms restrictive and nonrestrictive in favor of essential and nonessential: These terms [essential and nonessential] are used in this book instead of restrictiveand nonrestrictive to convey the distinction between the two in a more easily remembered manner. –AP Stylebook These alternative terms certainly make it easier for me remember the distinction. The word essential means â€Å"absolutely necessary.† An â€Å"essential clause† is critical to the reader’s understanding of what the author has in mind; a â€Å"nonessential clause† is perhaps helpful or interesting, but can be omitted without altering the principal meaning of the sentence. Ergo, the nonessential clause is the one that gets the commas. The nonessential clause is also the one that gets the which. Mind you, using which to introduce an essential clause is not the unpardonable sin some readers–chiefly American–insist that it is. Writers of British English often use which to introduce an essential clause. Here are just two examples from sources committed to the dissemination of impeccable English: We may link to external sites which give particular views of a person or organisation significant to a current news story –BBC style manual. The  Royal Charter  which governs our work sets out the objects for which we exist. –British Council website. In the first example, particular sites are meant; in the second, a particular royal charter is being referred to. Both of these which clauses are restrictive/essential. Banning the use of which to introduce essential clauses is a stylistic decision, not a grammatical necessity. Even the premier American style guide admits as much: Although which can be substituted for that in a restrictive clause (a common practice in British English), many writers preserve the distinction between restrictive that (with no commas) and nonrestrictive which (with commas). –Chicago Manual of Style, 6.22. That Chicago does not approve of using which to introduce an essential (restrictive) clause is made clear in the section titled â€Å"Good usage versus common usage†: In polished American prose, that is used restrictively to narrow a category or identify a particular item being talked about: â€Å"any building that is taller must be outside the state†; which is used nonrestrictively- not to narrow a class or identify a particular item but to add something about an item already identified: â€Å"alongside the officer trotted a toy poodle, which is hardly a typical police dog.†Ã¢â‚¬â€œCMOS That for essential clauses and which for nonessential clauses is without question the preferred American usage. And although which is still being used in British English to introduce some essential clauses, according to at least one British style guide, that is edging it out: Restrictive [i.e., essential] clauses relating to things may begin with either that or which, although there is an increasing tendency for that to be preferred. – Penguin Writer’s Manual, p. 32. Here are some sentences that reflect the preferred that/which usage: The car that I want is out of my price range. (essential clause) The car, which is only two years old, sold for $2,000. (nonessential clause) The kitten that has white paws is the one I want. (essential clause) The kitten, which was Jack’s favorite, never came back. (nonessential clause) 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 Grammar category, check our popular posts, or choose a related post below:100 Idioms About NumbersDoes "Mr" Take a Period?Ebook, eBook, ebook or e-book?

Recession-Proof Investments Essay Example | Topics and Well Written Essays - 1500 words

Recession-Proof Investments - Essay Example They are people who take calculated risks and believe in identifying areas that are going to do well even in such turbulent times rather than just acting on gut feeling and going for the venture (Kirby, 2010).This calculated risk-taking ability has enabled many people to transform their lives and today the world knows them as some of the most successful entrepreneurs of this era, this ability entails that one keenly studies the sectors that are going to do well even in such turbulent times and have a good measure of what the market is going to do in the near future and then set out on the new business venture. Â  One such industry that has been identified is that of the health care, because this is one industry that is an absolute necessity for the masses, recession or no recession people are going to get sick and there is no way that once a person is sick he or she is going to put off the medical expenditure because it is not humanly possible to do so, the fact of the matter is that people might not go for regular checkups and annual comprehensive tests and checkups but people will get sick and they will need medical health care facilities (McNutt, 2009). This is where there is an opening for the keen entrepreneur because it is an absolute necessity the risk of this venture failing is quite low and with a business plan based on the necessities of people it is always going to be successful provided the sector has been studied with immense care.

The Underground War in Gaza Essay Example | Topics and Well Written Essays - 1000 words - 1

The Underground War in Gaza - Essay Example In this work, the author was targeting people with plans to encourage peace at Gaza and those who love current affairs. This work creates an understanding of what is happening in Rafah. For instance, it is revealed that depart their residents for worry of being destroyed by the Israelites who destroy houses to demolish tunnels and enemy hideouts. For the lovers of the current affairs, the work informs them on how Gaza war is ongoing. For example, one understands why Israel continues with the destruction of homes. The essay organization reflects what I am doing with the purpose. For example, the essay begins with an overview of the war at Gaza. Next, a thesis is developed as to why this war has continued despite the peace efforts from different countries. In the essay quotes have been used to strengthen the essay. For example, the word Israel has been quoted to imply that it is regarded as the main enemy in the Gaza war. This is because this assumption has been developed by the civili ans of Gaza and thus it has not been proved. Also, quotes have been used in indicating expert’s opinions regarding the Gaza war. The writer’s strategy of presenting his work as comic is what interested me. This is because the strategy helped in reaching different audiences who are convinced to read this work due to its comical nature. I have also addressed the author arrangements. For example, he came up with conclusions after conducting interviews and making comparisons with news.

The Influences of Cross Cultural Training Essay Example for Free

The Influences of Cross Cultural Training Essay The influences of cross cultural training on the organisation and staffs Cross-cultural efficiency is very fundamental in international organisations and even in domestic organizations that have suppliers, customers and partners in other countries. We need to firm understanding of it into everything we do, when working across cultures becomes our normal way of working. Therefore, cross cultural training becomes an important part of training employees because organisations want to push their performance to success. Furthermore, by cross cultural training such as leadership development for management across cultures, companies will become more competitive in the global business world. In addition, there are different programs to cover cross cultural training; each program will try to achieve a better understanding of client needs. Generally, Paige,1986 quoted in Bhawuk Brislin (2000) â€Å" defined cross-cultural orientation as training programs designed to prepare people to live and carry out specific assignments as well as those that is designed to prepare people to return to their home country after completing their assignment in another culture†. Nowadays important and big companies send their staffs to other countries to establish and manage their businesses, those staffs are usually chosen because of their skills but it sometimes these skills will be difficult to use in a new environment. So increase the possibility of success of those staffs to use their skills at the same level of their work in their country will be the priority of companies. Therefore cross cultural training is a significant importance to help to reduce the chance of failure in a new work environment. Bean (2006), gives useful information of this topic as in the Australian Context project over 60% of participants like to take more training because their knowledge improved about the culture, also 88% of participants want to be compulsory for all employees in positions of customers contact, and a survey of public sector show that in year 2000 to 2005 the cross cultural training was able to achieve its goals although the level of the training was low compared with the level of demand of increasing the training. So this study will exam the applying of the CCAC theory to cross cultural training, positives and negatives impacts of cross cultural training on both organisation and staffs. Initially, Tarique and Caligiuri (2009), stated that based on CCAC theory cross cultural training will be more effective in a country than pre departure because an employee will exercise what he has learned from training in own country in a country he will work in. Moreover, the theory takes about the sequencing of training activities, which is the activities of cross cultural training, should be over a suitable period to increase employees learning. Finally, CCAC provides guidance about the delivery of cross-cultural training when this guide is used the employees will be able to achieve a good understanding about the training. So based on the theory employees who has trained the cross cultural training will achieve a good improvement about the country culture, knowledge at work, and adjustment in the work and out the work. Secondary, the positive and negative impacts of cross cultural training on organisation and staffs. Firstly, a main goal of CCT is to improve more cosmopolitan directors who have more ability to understand cultural differences and who can apply this understanding in cross-cultural cases. This improvement requires more care to both the reactions and behaviours (Harrison, n.d.). The positive effects as Roysircar, Gard, Hubbell, and Ortega (2005) that described that in the process of self-reflection there was a good result of trainees in the improvement of multicultural organisations. The benefits of cross cultural training (1) decrease the strong of culture shock (2) help trainees to get a level of cultural proficiency faster (3) develop the effective of work (4) the general adjustment of trainees’ families will improve (5) improve the ability of employees to make relationships in work and out of work (6) develop communication, self-maintenance, and perceptual skills ( Eschbach, Parker, and Stoeberl 2001). Selmer (2006) found that big international firms could use cross cultural training to improve the level their global projects and to ensure their expatriates have skills required also they use it to ensure the success of their foreign assignment. Anderson’s (2001) showed that nearly all the expatriates in the private, public and non-government sectors said that their previous overseas experience had helped them to adjust to their new environments. Cultural awareness training use to strengthen the capacity of the team members to Adapt to conditions is unknown. It does not focus on specific geographic areas, but uses any area and clarification of adjustment challenges (Gudykunst et al, 1996). Brandl and Neyer (2009) analysed that goal of Cultural awareness training to change the members of teams behaviours toward information and alternative perspectives. Instead of seeing new information as a threat and refuse it, it teaches trainees to see new information as a chance to master unknown conditions. Brandl and Neyer (2009) also discussed that cultural awareness training improve team knowledge to know ways to deal with unknown situations. This is significantly important to manage uncertainty when working in a team in another environment . We say that CCT helps team members training in a more open approach with other members in global teams, too, it is more likely to be able to control errors that can not be avoided in the interpretation of others Messages and predict their behaviour (Gudykunst, 1998, p. 237). The CCT is so important because May rely on ready-made ​​concepts for others adversely affect the adaptation and experience is likely to lead to a climate of mistrust and exclusion team (Richards, 1996). Training in cultural awareness, When faced with team members how to Solutions for supporting and activating resourc es, they are more willing to explore unknown cases (Glanz et al, 2001). Moreover, cultural awareness training is the study of the main culture of the trainees and their impact on his / her attitude to enable the trainee to understand the differences of a cultural nature (Eschbach et al., 2001). CCT helps to increase managerial benefits in world operations such as cross-cultural discussions, increase the ability of making decisions, improve the relationship with customers, and other management prospects (Harris Moran, 1991). In hierarchical cultures, leaders are the ones who make decisions and staffs are implemented them without any rejection or modification of these decisions, while in cultures of equality, leaders and staffs work together to make decisions and do the implementation of the decision, so employees ,who do cross cultural training to understand these differences, should improve their cultural knowledge as a team early in the formation of the group to build confidence and decrease misunderstandings (Goodman, 2012). In British Petroleum Company a manager of employees mentioned that CCT assists BP Oil managers to create policies for national needs (Hagerty, 1993). CCT affects highly upon the trainees ability to make a positive relationship with the local employees, to achieve the aim of their global assignments (Ko Yang, 2011). Because the world is becoming smaller so CCT has become important for multinational companies to improve the knowledge of cultural difference and to succeed of their expatriates on global assignments, so CCT should lead to increase the performance of these companies (Caligiuri et al, 2001). CCT is important because distressed trainees are appropriate to have emotional support and encouragement to be given at this time (Grove and Tobin, 1985). Also Grove and Torbiorn (1985) proposed that cross-cultural training should try to changes in three psychological things, ‘applicability of behaviour, clarity of mental frame of reference, and level of mere adequacy’, Which leads to maintaining personal identity of the trainees while Change some of the values, behaviour, and ways of thinking patterns and behaviour to make them consistent with those prevailing in the new environment. There is a high demand for the CCT program at private and public firms to increase customer service performances, the fact that short training programs even lead to benefits and generate interest investments in CCT stronger and more focused on the work is likely to achieve greater returns for organizations measurable (Bean, 2006). Ashamalla (1998) argues that foreign language training has to be in CCT because knowing about the language of the host country is the main thing for success in living and working in that country. Rubin (1967) wrote that CCT may be an important technique to reduce of ethnic prejudice. Finally, CCT is concentrating on doing international assignment, and specific cultural issues (Shen and Darby 2006). On the other hand, the negative influences are Berrell, Wright and Hoa (1999), explained that the conflicts can be a significant problem as Australia managers, who worked in joint ventures with Vietnamese managers, wanted to control and manage the work on own way but Vietnamese managers wanted to work together with Australia managers to achieve the goals, also the view of Australia managers with the dealing with issues was open and enthusiastic which pushed Vietnamese managers to view this thing as a negative experience, but they try to solve any disagree problems while Australia mangers faced problems directly which created conflicts. Scullion and Collings (2006) wrote that the realisation of time and energy will be worthless if the cross cultural training programme fail to address key factors of effective performance in the host country. Cultural awareness training recognizes that cultural patterns are difficult tools and inconsistent (DiMaggio, 1997). Cross-cultural training may fail to make an important variation in cross-cultural adaptation and in performance on the global job results in transfer of training problem which is known as the trainee’s failure to apply the knowledge and skills gained in training to his/her work (Burke and Hutchins, 2007; Saks and Belcourt, 2006). The financial cost of trainees’ return to their countries, who fail to do the CCT successfully, is high; some studies put a cost from $50000 to $150000 which loss firms more money than the fact (Black Mendenhall, 1990). When managers, who do CCT, are unable to achieve high chances to their businesses because of they do not have enough cross-cultural skills, they prevent the firms from successfully achieve its strategic goals, also a shortage in management in cross cultural training programme may result a shortage of growth and success internationally (Harrison, n.d.). In summary, this study has sought to show CCAC theory, and its view about cross cultural training which it prefers the trainees do CCT before leaving their country to have an overview about the host country. Furthermore, it shows the positive and negative influences of CCT on both firms and staffs, for example, CCT will improve the performance of both global organisations and employees, communication skills, reducing cultural shock. Although it can create a conflict between staffs and financial cost can be more than needing but this study thinks the advantages of cross cultural training overcome the disadvantages. References: Anderson, B. (2001) Expatriate management: An Australian tri-sector comparative study. Thunderbird International Business Review 43, no. 1: 33–50. Ashamalla, M. (1998). International human resources management practice: The challenge of expatriation. Commercial Reviews, 8(2), 54-65. Bean,R. (2006) The Effectiveness of Cross-Cultural Training in the Australian Context. Research Report. Australia ,Commonwealth of Australia. Berrell, M., Wright, P., Hoa, T. (1999) The influence of culture on managerial behaviour. Journal of Management Development, Vol. 18 No. 7, 1999, pp. 578-589. Black, J. S, Mendenhall, M. (1990), cross-cultural training effectiveness: A review and a theoretical framework for future research. Academy of Management Review, 73(1), 113-136. Brandl, J., Neyer, A. (2009) APPLYING COGNITIVE ADJUSTMENT THEORY TO CROSS-CULTURAL TRAINING FOR GLOBAL VIRTUAL TEAMS. Human Resource Management, May–June 2009, Vol. 48, No. 3, Pp. 341– 353. Burke, L., and Hutchins, H. (2007), Training transfer: an integrative review. Human Resource Development Review, 6, 263–96. Caligiuri, P., Phillips, J., Lazarova, M., Tarique, I., Biirgi, P. (2001). The theory of met expectations applied to expatriate adjustment : the role of cross cultural training. Int. J. of Human Resource Management, 12 :3 May 2001 357-372. DiMaggio, P. (1997). Culture and cognition. American Review of Sociology, 23, 263–287. Eschbach, D., Parker, G., Stoeberl, P. (2001) American repatriate employees’ retrospective assessments of the effects of cross-cultural training on their adaptation to international assignments. Int. J. of Human Resource Management, 12:2 March 2001 270–287. Glanz, L., Williams, R., Hoeksema, L. (2001). Sensemaking in expatriation: A theoretical basis. Thunderbird International Business Review, 43(1), 101–119. Goodman, N. (2012). Your Brain on Culture. Learning Officer, 32-34. Grove, C.L. and Torbiorn, I. (1985) A New Conceptualization of Intercultural Adjustment and Goals of Training, International Journal of Intercultural Relations, 9: 205–33. Gudykunst, W. B., Guzley, R., Hammer, M. R. (1996). Designing intercultural training. In D. Landis R. Bhagat (Eds.), Handbook of intercultural training (2nd ed., pp. 61–80). Thousand Oaks, CA: Sage. Gudykunst, W. B. (1998). Applying anxiety/uncertainty management (AUM) theory to intercultural adjustment training. International Journal of Intercultural Relations, 22(2), 227–250. Hagerty, B. (1993). Trainers help expatriate employees build bridges to different cultures. Wall Street Journal (June 14), Bl. Harris, P. R., Moran, R. T. (1991). Managing Cultural Differences. Houston, TX: Gulf Publishing. Harrison, J. (n.d.). Developing Successful Expatriate Managers: A Framework for the Structural Design and Strategic Alignment of Cross-Cultural Training Programs. HUMAN RESOURCE PLANNING, 17(3), 17- 35. Ko, H., Yang, M. (2011). The Effects of Cross-Cultural Training on Expatriate Assignments. Intercultural Communication Studies XX: 1 (2011) Paige, R. M. (1986). Cross-cultural orientation: New conceptualizations and applications. Lanham, MD: University Press of America. Quoted in: Bhawuk, D., Brislin, R. (2000). CROSS-CULTURAL TRAINING A REVIEW. Delhi Business Review, Vol. 1, No. 1, Jan.2000 Rubin, I. (1967). The reduction of prejudice through laboratory training. Journal of Applied Behavioral Science, 3, 29-50. Richards, D. (1996). Strangers in a strange land: Expatriate paranoia and the dynamics of exclusion. International Journal of Human Resource Management, 7(2), 553–571. Roysircar, G., Gard, G., Hubbell, R., Ortega, M. (2005) Development of counseling trainees multicultural awareness through mentoring English as a second language students. Journal of Multicultural Counseling and Development, 33, 17-36. Saks, A., and Belcourt, M. (2006). An investigation of training activities and transfer of training in organizations, Human Resource Management, 45, 629–48. Scullion, H., Collings, D. (2006) Global staffing [ Internet], Abingdon, Routledge. Available from: http://books.google.co.uk/books?hl=enlr=id=w3LnFQhk_FICoi=fndpg=PA117dq=cross+cultural+trainingots=PO7QGtYn7hsig=KNU3g8vlJXgTMP7AnqRFuIMOzAA#v=onepageq=cross%20cultural%20trainingf=false [Accessed 13 October 2013]. Selmer, J. (2006) Munificence of Parent Corporate Contexts and Expatriate Cross-Cultural Training in China. Research Report. Denmark, Asia Pacific Business Review. Shen, J., and R. Darby. 2006. Training and management development in Chinese multinational enterprises. Employee Relations 28, no. 4: 342–58. Tarique, I., Caligiuri, P. (2009) The role of cross-cultural absorptive capacity in the effectiveness of in-country cross-cultural training. International Journal of Training and Development, 13:3, 148-164.

Greek and Roman Mythology :: essays research papers

The ancient Greek and ancient Roman religion was the belief in gods. They had similar beliefs, but also immeasurable differences. It was composed of many meaningful gods and goddesses that all played a part in the everyday life of the average Roman and Greek person of that time. They believed in something called polytheism. It is the belief of many gods, each given a personality and purpose. And was the subject of many myths and legends that would be told for many generations to come. They were to become the basis for a religion that would last for hundreds of years and would yield thousands of followers to believe in the made stories of these enchanted people or gods as they were called. The Roman mythology was to consist of twelve to thirteen main gods. Each having a function in the life of the everyday Roman, that would require some sort of worshipping. The Roman gods were taken from the beliefs of the Greek gods. They are directly descended from their neighboring religion. The Roman mythology consisted of the high god Jupiter, his wife and sister Juno, son Vulcan, son Mercury, daughter Diana, daughter Venus, son Mars, daughter Minerva, son Apollo, sister Vesta, brother Pluto, brother Neptune, and Janus.(Classical Mythology) Jupiter was the ruler of the gods. He is also known as Zeus to the Greeks. The King of Gods in Greek Mythology Zeus was the ruler of the sky, and had the power to create thunderstorms and lightning as well as earthquakes. He was the child of Cronus and Rhea. As the story goes he was their sixth child, and the father to protect him from being overthrown had eaten the five previous children. Zeus was taken to a city called Crete and hidden from his father. As Zeus grew older and learned of what happened he found a potion to make his father regurgitate the other children. Once this happened they all teamed up and killed their father. Zeus then became the ruler of Mount Olympus, and head of the new line of Gods. Jupiter was the predominant power holder of Roman Gods. He was ruler of the sky, the daylight, all the weather, and even the thunder and lightening.(Ruck,Carl and Staples, Danny, pg 19) Neptune was the god of the sea. He was worshipped mostly by seaman. Greek and Roman Mythology :: essays research papers The ancient Greek and ancient Roman religion was the belief in gods. They had similar beliefs, but also immeasurable differences. It was composed of many meaningful gods and goddesses that all played a part in the everyday life of the average Roman and Greek person of that time. They believed in something called polytheism. It is the belief of many gods, each given a personality and purpose. And was the subject of many myths and legends that would be told for many generations to come. They were to become the basis for a religion that would last for hundreds of years and would yield thousands of followers to believe in the made stories of these enchanted people or gods as they were called. The Roman mythology was to consist of twelve to thirteen main gods. Each having a function in the life of the everyday Roman, that would require some sort of worshipping. The Roman gods were taken from the beliefs of the Greek gods. They are directly descended from their neighboring religion. The Roman mythology consisted of the high god Jupiter, his wife and sister Juno, son Vulcan, son Mercury, daughter Diana, daughter Venus, son Mars, daughter Minerva, son Apollo, sister Vesta, brother Pluto, brother Neptune, and Janus.(Classical Mythology) Jupiter was the ruler of the gods. He is also known as Zeus to the Greeks. The King of Gods in Greek Mythology Zeus was the ruler of the sky, and had the power to create thunderstorms and lightning as well as earthquakes. He was the child of Cronus and Rhea. As the story goes he was their sixth child, and the father to protect him from being overthrown had eaten the five previous children. Zeus was taken to a city called Crete and hidden from his father. As Zeus grew older and learned of what happened he found a potion to make his father regurgitate the other children. Once this happened they all teamed up and killed their father. Zeus then became the ruler of Mount Olympus, and head of the new line of Gods. Jupiter was the predominant power holder of Roman Gods. He was ruler of the sky, the daylight, all the weather, and even the thunder and lightening.(Ruck,Carl and Staples, Danny, pg 19) Neptune was the god of the sea. He was worshipped mostly by seaman.

One to Many Communication Essay

What is wi fi ? Wi-Fi is the name of a popular wireless networking technology that uses radio waves to provide wireless high-speed internet and network connections. A common misconception is that the term Wi-Fi is short for â€Å"wireless fidelity,† however this is not the case. Wi-Fi is simply a trademarked term meaning IEEE 802.11x. The wi fi alliance, the organization that owns the Wi-Fi (registered trademark) term specifically defines Wi-Fi as any â€Å"wireless local area network (WLAN) products that are based on the Institute of Electrical and Electronics Engineers’ (IEEE) 802.11 standards.† Initially, Wi-Fi was used in place of only the 2.4GHz 802.11B standard, however the wi fi alliance has expanded the generic use of the Wi-Fi term to include any type of network or WLAN product based on any of the802.11 standerds, including 802.11b,802.11a, dual band ,and so on,in an attempt to stop confusion about wireless LAN interoperability. How Wi-Fi Works? Wi-Fi works with no physical wired connection between sender and receiver by using radio frequency (RF) technology, a frequency within the electromagnetic spectrum associated with radio wave propagation. When an RF current is supplied to an antenna, an electromagnetic field is created that then is able to propagate through space. The cornerstone of any wireless network is an access point (AP)The primary job of an access point is to broadcast a wireless signal that computers can detect and â€Å"tune† into. In order to connect to an access point and join a wireless network, computers and devices must be equipped with wireless network adapters Wi-Fi Support? Wi-Fi is supported by many applications and divecesincludingvidio game consoles, home network, major operating system, and other types of consumer electronic .any products that are tested and approved as â€Å"Wi-Fi Certified† (a registered trademark) by the WI FI alliance are certified as interoperable with each other, even if they are from different manufacturers. For example, a user with a Wi-Fi Certified product can use any brand of acess point with any other brand of client hardware that also is also â€Å"Wi-Fi Certified†. Wi-Fi Alliance? The Wi-Fi Alliance is a trade association that promotes Wriless LAN technology and certifies products if they conform to certain standards of interoperability. Not every IEEE 802.11-compliant device is submitted for certification to the Wi-Fi Alliance, sometimes because of costs associated with the certification process. The lack of the Wi-Fi logo does not necessarily imply a device is incompatible with Wi-Fi devices. The Wi-Fi Alliance owns the Wi-Fi trademark. Manufacturers may use the trademark to brand certified products that belong to a class of wireless local area network (WLAN) devices based on the IEEE 802.11 standards. Advantages: †¢ Flexible if there is ad-hoc situation when additional workstation was required. †¢ Implementation cost is cheaper than wired network. †¢ Ideal for the non-reachable places such as across river or mountain or rural area. †¢ Ideal for temporary network setups. Disadvantages: †¢ Lower speed compared to wired network. (of course!) †¢ Less secure because hacker’s laptop can act as Access Point. If you connected to their laptop, they’ll read all your information (username, password.. bla..bla..bla..). †¢ More complex to configure than wired network. †¢ Affected by surrounding. E.g: walls (blocking), microwave oven (interference), far distance (attenuation)

My Leadership Style Analysis Essay

My Leadership Style Analysis WGU Leadership SAT2 Task 1 My Leadership Style Analysis A1. Leadership Style Evaluation There are many different leadership styles. After reading the assigned chapters for this task. I was able to identify my own leadership style as a result. In order to know my leadership style, I took a series of assessments in order to determine my personal leadership style. Assessments I took that helped me to determine my personal leadership style are: â€Å"the Emotional Expressive Scale, Personal Magnetism Deficit Inventory, Task Oriented Attitudinal and Behavior assessment, Clarifying your Work Values, What Style of Leader are you or would you be, What is your propensity of taking Risk, How Flexible are you, the Least Preferred Co-worker Scale for Measuring Leadership style, and Measuring your Situation and Perspective assessments (DuBrin, A. (2010). Leadership: Research findings, practice, and skills (6th ed.). Mason, OH: South-Western, Cengage Learning. ISBN-13: 9780547143965). After taking the above assessments, I was able to determine that my personal leadership style is Participative. A Participative leader is â€Å"a person in charge who shares decision making with group members† (DuBrin, A. (2010). Leadership: Research findings, practice, and skills (6th ed.). Mason, OH: South-Western, Cengage Learning. ISBN-13: 9780547143965). A1a. Strengths As a Participative leader, my leadership style advocates teamwork. Advocating teamwork is considered strength for my leadership style. This is strength for my leadership style because advocating teamwork gives team members opportunity to participate in the decision-making making process of developing team, and as a result, employees are empowered, and feel a sense of belonging as a result. Another strength that my leadership style has is that my leadership style strives for consensus. This is considered strength for my leadership style because having a consensus empowers employees, and provides them with a sense of belonging as a result. A1b. Weaknesses One weakness of my leadership style is that if team members do not agree on something, a decision cannot be made until all team members are in agreement with a specific decision. This can be considered a weakness for my learning style if team members are not able to Another weakness for my leadership style is the opportunity for wasting time. This is considered a weakness for my leadership style because if teams are not able to form a consensus for any reason, productivity stops, a valuable time is lost until a consensus is formed. A2. Comparison of Leadership Styles Other leadership Styles that I learned about and found interesting are the Autocratic Leadership Style, and the Entrepreneurial Leadership Style. The Autocratic Leadership Style is when the leader â€Å"retains most of the authority for himself or herself† (DuBrin, A. (2010). Leadership: Research findings, practice, and skills (6th ed.). Mason, OH: South-Western, Cengage Learning. ISBN-13: 9780547143965). Unlike the Participative Leadership style, the Autocratic Leadership Style retains most of the authority, while Participative Leadership Style allow team members the ability to make decisions based on policies and procedures develop by teams, with the final approval of management. In addition, the Autocratic leadership style are not concerned with the concerns of team members. While the Participative leadership style allows for team members to develop and form their opinions, and as a result, this privilege implies that this leadership style is concerned with the concern of t eam members. The â€Å"Entrepreneurial leadership style stems from personality characteristics and circumstances of individuals† (DuBrin, A. (2010). Leadership: Research findings, practice, and skills (6th ed.). Mason, OH: South-Western, Cengage Learning. ISBN-13: 9780547143965). The Entrepreneurial leadership style is a leadership style for individuals who are innovative enough to open and operate their own  business. The Entrepreneurial leadership style is completely different from the Participative leadership style. The Entrepreneurial leadership style tends to have higher achievement and is where the Participative leadership style tends to strive for consensus. The Entrepreneurial leadership style tends to be more creative and enthusiastic than the Participative leadership style. The Participative leadership style tends to negotiate demands of employees, and the Entrepreneurial leadership style responds immediately if a crisis presents. A3. Leadership Style Discussions Understanding different Leadership Styles can help me to become an effective leader by helping me to identify deficient areas in my personal leadership style. Being able to identify personal leadership deficiency will give me the opportunity of being aware. Being aware of deficiency in my leadership style will help me to gain new skills that will help me to improve and perfect deficient areas in my leadership style. This newfound awareness will allow me the opportunity to obtain knowledge, skills and abilities needed in order for me to become an effective leader. Another reason understanding different leadership styles can help me to become an effective leader is that it will give me the opportunity to think outside the box. This skill will help me to be more creative in my leadership style, and as a result, I will gain and implement new leadership skills to my personal leadership style. This new skill will allow me to future improve and perfect deficient areas of my leadership style , and will help me to become an effective leader as well. In addition, understanding the many different leadership style will also help me to become a effective leader by ultimately allowing me to understand the many different learning styles, this will allow me to improve my communication skills, which will allow me to effectively communicate with employees. This skill will improve my leadership skills, and help me to become an effective leader as a result. A4. Problems In order to minimize problems for leaders in the workplace, it is imperative that leaders are emotionally intelligent, know their own personal leadership  style, and understand the many different leadership styles in order to minimize problems for them in the workplace. Problems that can present for leaders in the workplace that do not have a complete understanding of differences in leadership styles are miscommunication, and a decrease in employee moral as a result. A4a. Overcoming Problems In order for leaders to improve miscommunications in the workplace, leaders should hold weekly meeting and encourage employee input. This will demonstrate to employees that the leader is concerned with team members and is accessible to employees when needed; this can improve communication in the workplace as a result. In addition, conducting weekly meetings will also establish an open door policy for employees. An open door policy demonstrates to employees that you are available, and as a result, communication can future be improved in the workplace. In order for leaders to increase moral in the work place, leaders should take the opportunity of the open door policy to get to know their employees personally, in addition, in an effort to increase employee moral, leaders should plan team building activities in an effort to increase employee moral as well. Taking the opportunity of the open door policy to get to know your employees personally will increase employee moral in the workplace. Employees will continue to believe that their organization appreciate them as employees, and as a result, communication will improve, and employee moral will increase as a result. Leaders can further improve employee moral by encouraging team-building activities. For example, leaders should incorporate quarterly activities such as employee luncheon, and or employee picnics in order to improve employee moral. These teambuilding activities will further demonstrate to employees that the company appreciates them and as a result, employee moral will increase as a result. A5. Synergies Three potential advantages that may be created between the Leadership styles are the ability to collaborate with other team members, obtaining a higher level of enthusiasm, and the ability to make decisions confidently. The Participative leadership style can create the advantage of allowing team members to obtain knowledge, and implement skills that are presented by  other team members as a result. . The ability to collaborate with team members will allow both employees and leaders opportunity to develop ideas as a result. The Entrepreneurial leadership style will give teams and leaders the opportunity to become enthusiastic while performing job descriptions. Being enthusiastic in the work place will allow both team member and leaders to become motivated while performing job descriptions as a result. The Autocratic leadership style will give leaders opportunity to make business decision more confidently. This ability for leaders to make business decisions confidently empowers leaders in the work place, when leaders are empowered, they develop self-confidence needed while making business decisions as a result. A5a. Increasing productivity The ability to obtain knowledge, and implement skills that are presented by other team members will increase productivity because employees will gain new ideas and skills that can help them to perform their job description with ease. When employees are confident with performing their job description, productivity will increase as a result. Being enthusiastic while performing duties in the workplace stimulates and motivates both team members and leaders the same, and as a result, team members are eager and happier while performing their job descriptions, and as a result, productivity increases when employees are happier in the workplace. When managers have the ability to make sound business decisions with confidence, leaders are empowered, employees become subordinate to their leaders, and as a result, productivity increase because leaders become responsible for administer employees performance appraisals that can provide raises for employees as a result. B. References Ciulla, J. B., Price, T. L., and Murphy, S. E. (2005). The quest for moral leaders: Essays on leadership ethics. Cheltenham, UK: Edward Elgar. ISBN-13: 9781845429454. Topchik, G. (2007). The first-time managers’ guide to team building. New York: AMACOM. ISBN-13: 978814474297. Anonymous. (2009). Introducing the  one-on-one dispute resolution process. Dispute Resolution Journal, 64(3), 90. Brown, J. (2010, January). Leadership vs. management. Supply House Times, 52(11), 118,120-121. Gesell, I. (2010). How to lead when the generation gap becomes your everyday reality. Journal for Quality and Participation, 32(4), 21-24. Guttman, H. (2008). Leading high-performance teams. Chief Executive (231), 33-35. Momeni, N. (2009). The relation between managers’ emotional intelligence and the organizational climate they create. Public Personnel Management, 38(2), 35-48. DuBrin, A. (2010). Leadership: Research findings, practice, and skills (6th ed.). Mason, OH: South-Western, Cengage Learning. ISBN-13: 9780547143965.

The Nazi Party Essays - Nazi Germany, Great Depression, Free Essays

The Nazi Party Essays - Nazi Germany, Great Depression, Free Essays The Nazi Party History How, by 1932, had the Nazi Party become the largest Party in the Reichstag? Hitler's Nazi party came to power almost entirely because of accidents. In 1929 the American Stock Market crashed, a powerful symbol of the growing depression. Germany was particularly badly affected, since Germany's economy was partly dependent on Americas prosperity and a large number of loans made by America to Germany were called back and the German economy crashed. Since the German government suffered badly in the depression the existing Weimar government, put in place by the victorious allies, was blamed. Without the depression the government was not particularly liked since it was indecisive and it had not central power. Hitler used his twenty-five points from the beginning of the Nazi party. These were a set of promises appealing to everybody, they included elements of socialism and told people what they wanted to hear. They promised to stop reparations to the victors of the First World War, end unemployment, give a strong leadership and they attacked immigrants and particularly Jews. The twenty-five points were attractive to those most vulnerable to the depression, especially ex-soldiers, the unemployed and the middle classes. In the time of crisis the German people had swung to an extreme group, and the Nazis were an easy way out, more appealing than the Communists to the industrialists, and they were also attractive since they apparently promoted the old and respected German militaristic values. In the hard times they were effective since the democratic parties could not solve any of the problems facing Germany. In the 1930 elections the Nazis greatly increased the number of seats that they held in parliament, by 1932 they had nearly 200 seats, although they did not have a majority they were the largest single party.

Why The Book Is Always Better Than The Movie

Why The Book Is Always Better Than The Movie If youre anything like me, I cant help myself when a movie is announced for a book (or book series) that Ive read. I just have to go see it. Like I said, I cant help myself. Of course, the other thing that you and I may have in common is our reaction when we come out of the theater. No matter how well done the movies been, theres a level of disappointment. And we find ourselves saying, the book was better. Its All About Our Brains To understand this dynamic, its important to know that over 50% of your brain is wired for visuals. In fact, of all the stimuli that your brain processes, it consumes visual information 60,000 times faster than anything other. Given these realities, you might assume the movie should always be better than a book. They rarely have pictures in them, after all. But heres the thing. When we read a book, if its written well, the words cause our brains to create visuals. The story materializes in our heads as images. Images that are powerful and detailed. Again, if its written well. And that explains why the book is always better than the movie. Because our own brains create far more detailed and rich visuals than even Spielberg can do. Over 50% of your brain is visual. It consumes visual information 60,000 times faster than anything other. How Does This Impact The Content Youre Writing? The takeaway for me comes down to three realities. First, use stories to share information. Its easier to imagine a story than a fact. That doesnt mean you cant share fact. It just means you should wrap your facts in stories so that people can better envision them. Stories take people places in their minds, and thats good for you. Your content has a longer shelf-life if it finds a home. Wrap your facts in stories so people can envision them better. @ChrisLemaSecond, share information in its context. When I write about pricing, I rarely spend time on the research side of things. Or equations. Its either too complicated or too boring. Its hard to envision. Instead, I place the new findings in context. In the recent eBook I wrote on pricing for products, I took people to the movie theater, the shoe store, and more. The lessons had to do with pricing. The facts were pricing-related. But the context is what helps people remember the lessons. They can imagine themselves looking at four pairs of shoes and having to decide which to buy. Share information in context so people remember better. @ChrisLemaLastly, keep the takeaways short and tight. I recently gave a talk on pricing services where my takeaways were in the form of tweets. To keep the observation to less than 140 characters took some discipline. But it was worth it. Heres why. Youve read a great book before, right? And what do you do? You tell other people about it. Its how you talk about whether youre going to go see it at the movies, when it comes out. And what do you share? Likely, its the title of the book. Maybe the author. But notice that these are short things to remember. Thats what makes them useful. Try telling someone about a book whose name you cant remember, as you start sharing the plot. This is often how people write posts. The takeaways arent super clear and its almost like you had to be there. So instead, keep your takeaways tight, short, and easy to remember. It will make them easy to share.

IRC 1031 Property Exchange Research Paper Example | Topics and Well Written Essays - 750 words - 1

IRC 1031 Property Exchange - Research Paper Example According to the Federal Income Tax Law, capital gains on the disposal or the realization of an asset is included in the tax base when they accrue and taxed2. However, according to the IRC Section 1031, no gain or loss will be recognized on an exchange of a property that has been held for productive use in business or trade or for investment, if that property has been exchanged solely for another property of like-kind for the purpose of holding it either for productive use in business, trade or investment3. Mrs Helen, for you to be exempted from paying tax on the capital gains, these conditions must be met: the gross acquisition price of the replacement like-kind real property should be equal to or greater than the gross net sales price of the relinquished property; and the equity received from the realization of the relinquished real estate property should be used to acquire the replacement like-kind property4. However, your case was special as it involved co-op shares. The treatment of co-op shares raises some confusion as whether it is a real property and qualifies for an exchange. In Private Letter Ruling 200631012, in 2006, the Internal Revenue Service concluded that shares in a cooperative apartment situated in New York constitute real property for the purposes of like-kind exchange rules. In making this ruling, the Internal Revenue Service argued that the New York law determined whether the interest in cooperative apartment amounted to a real property and several New York statutes were already regarding the interest in cooperative apartment in the same manner as interest in real property5. In their rulings, New York courts argue that interests in cooperatives are intangible personal property. In a case involving Danforth v. McGoldrick, the Supreme Court held that whenever an individual acquires stocks in cooperative, then that person purchases shares in a corporation giving rise to contractual rights to occupancy. In another case, of re Miller’s