Human Trafficking and the Tvpa

Falling in a Gray Area: Human Trafficking Victims and When to Treat Them as Human Beings Though slavery has continuously existed in some form throughout history, it has only been in the past century and a half or so that humanity has legally acknowledged that the idea of owning another person is unjust. This relatively new legal conscience has become apparent in the various laws banning the validity that a person can be property, an object.However, these laws have not eradicated slavery, as is seen by the scores of young men and women rescued from this particular brand of evil each year. In 2000, Congress attempted to address a modernized version of slavery, human trafficking, by creating a new act, called the Trafficking Victims Protection Act, also known as the TVPA. â€Å"Unfortunately, there is almost universal consensus that the Trafficking Act, while well-intentioned, has thus far failed to make sufficient strides in addressing the problem of human trafficking, either internat ionally or domestically† (Chacon: 2006, 2978).Though catching the perpetrators responsible for creating completely broken trafficking victims is of the highest importance, that justice should not come at the cost of further punishing those victims, as happens sometimes as a result of the TVPA. This paper examines the TVPA, highlighting which groups are left unacknowledged, how victims are left unprotected, and offers possible solutions for changes so these young men and women have a chance to make a better life than that which has been given them. In this realm of international organized crime, perception is everything, and that is emphasized throughout these explanations.Before delving into laws dealing with human trafficking, effective or ineffective, and the issues surrounding it, one must first get an overview of sex trafficking, and how this is related to immigration. Human trafficking is the â€Å"recruitment and transportation of a person for the purpose of exploitatio n† (Raffaelli), any kind of movement of people where there is a victim who feels helpless and is manipulated, and an offender profits from the victim feeling this way, to a degree that the victim feels going to authorities will not solve anything.A subset of human trafficking is sex trafficking. Sex trafficking is human trafficking, with the added component that the victim is â€Å"trafficked for the purpose of sexual exploitation,† (Raffaelli) overwhelmingly against the victim’s will. Another subset of human trafficking is slave labor, where the victim is used as a slave to makes goods or to provide services not of a sexual nature. â€Å"In each case [of human trafficking] the victim perceives himself or herself as defenseless, perceives a lack of support from U. S. uthorities and, thus, never attempts to report the abuse to law enforcement† (McCabe 2). Perception is already important because the victim perceives that law enforcement will not help them, a nd that resistance is useless. The TVPA of 2000 focuses mainly on sex trafficking rather than human trafficking as a whole, due to the fact that this form of trafficking leaves a victim completely broken because of the tactics used by traffickers. Traffickers promise their victims, usually young women, a good life in America.Once in America, all forms, papers, and visas to show a legal presence are taken away from the victims, and the traffickers begin the slow process of breaking the victims down by a vicious cycle of rape, threats, and physical and verbal abuse. Before the Trafficking Victims Protection Act of 2000, most US Legislation dealing with human and sex trafficking focused on curtailing immigration, and punishing trafficking victims as prostitutes. Trafficking victims had no protection, only fear, persecution, dislocation, and the high chance of criminal charges and deportation.Because traffickers take away all forms of identification, papers, and visas, victims would be viewed as illegal immigrants, and treated as such. At that time, the only legislative body fighting for the victims was the United Nations (UN). The UN was the driving force behind global reform for trafficking, acknowledging that human trafficking was and is a global problem, and a country like the United States viewing trafficking as a domestic problem would only create loopholes for the traffickers. Within the first couple pages, the TVPA has already, despite how unknowing, excluded a portion of the victims of sex trafficking.The act has a second, smaller bill written in, called the Violence Against Women Act of 2000. Portraying only women as victims is not only sexist and simple minded, but dangerous as well. â€Å"Traffickers primarily target women and girls† (22 USC Sec. 102(b)(1)). If young men do not entertain the possibility that they themselves could become victims, their arrogance could be what ensures their victimization. â€Å"Men and boys who are sexually explo ited must come to terms with not only the physical and emotional trauma of repeated rape and abuse, but their own conflicted sexuality and masculinity afterwards.Amanda Kloer, anti-trafficking activist, writes that this added stigma prevents them from coming forward and seeking assistance, which further compounds the problem of a lack of information regarding the exploitation of men† (Clymer). Though going into the stigma of lacking masculinity is off topic, it is worth stating that these ideals have only perpetuated the violence, and therefore victimization, against both men and women. Certain men believe that to be masculine, he must show strength, which sometimes includes beating his wife.If a man’s strength, aka that which makes him masculine, is seemingly stripped from him, he is to be shunned and his failure is to be made an example to others who would attempt to ignore this rule of society. Perception is highly important when it comes to stopping human traffickin g. When the TVPA starts compounding with U. S. immigration law to mess with the mind picture the average American has of human trafficking, criminal activity that could be stopped is completely missed, with many Americans not realizing what has happened.Another group of victims not acknowledged under the TVPA are those that entered the country willingly, maybe even legally. This is usually considered human smuggling, and is therefore not seen as equivalent with human trafficking. â€Å"The journey may begin in the same way. Some trafficking victims begin their journey in an act of smuggling, as they freely undertake a decision to pay someone to assist them in crossing the border into the United States†¦Ã¢â‚¬  (Chacon: 2006, 2986).These people are voluntary migrants who usually, after entering the United States, find themselves in a situation, working under certain conditions for which their consent was never given. Dealing with consent in the TVPA is more like a dance than an outright statement: â€Å"†¦the TVPA makes no specific provisions concerning the role of victim consent. It is an open question under the TVPA whether the consent of the individual to some element of the act of trafficking obviates the conclusion that the individual is a victim of a ‘severe form of trafficking’† (Chacon: 2006, 2984-2985).It would seem as though much of this act would depend upon whether consent was given, but upon closer inspection, that is a ridiculous statement. No one, except possibly a person who is drastically mentally ill, would willingly consent to being a victim of sex trafficking. If you are acknowledged as a victim by the TVPA, the act will then attempt to extend protection to you. If the victims of human trafficking feel safe and cared for, those victims are more likely to become witnesses that have the potential to send away their victimizers for life, or at least the next twenty years.Foreign victims that qualify for this prote ction are eligible to ‘special services’ under the Attorney General Guidelines for Victim and Witness Assistance, 2005. Article IX deals with the extra care and assistance granted to victims of human trafficking. They are usually given necessary medical care, measures to protect them from their victimizers, direction to legal services, translation services, and immigration benefits. The immigration benefits usually end in multiple-year visas, such and the T and U visas.Of course, just because a victim is officially recognized as such does not mean that person is inherently due protection and relief. â€Å"Much of the literature diagnosing the domestic shortcomings of the TVPA focuses upon the legal barriers to relief that are encountered by trafficking victims in the United States. The proposed solutions focus on improving the identification and assistance of trafficking victims†¦Ã¢â‚¬  (Chacon: 2006, 2979). One of the greatest shortcomings of the TVPA is that as sistance to trafficking victims is greatly limited.There are three basic contingencies as to whether an adult trafficking victim will receive aid from the United States government. These three contingencies apply to foreign adult victims of trafficking. The first is if the victim has been subject to the TVPA’s definition of a severe form of trafficking. â€Å"The services are available to a person who meets the definition of a victim of a severe form of trafficking, without regard to whether an indictment is eventually filed, or whether any indictment that is filed includes trafficking statutes† (Human Smuggling and Trafficking Center 9).Understanding that requires a look back at the law’s definition of â€Å"severe trafficking. † Severe trafficking is a form of sex trafficking in which â€Å"a commercial sex act is induced by force, fraud, or coercion, or in which the person induced to perform such act has not yet attained 18 years of age†¦through the use of force, fraud, or coercion for the purpose of subjection to involuntary servitude, peonage, debt bondage, or slavery† (22 USC Sec. 103(8)(A-B)). Debt bondage is the most common of these, as it is the easiest to commit.A smuggler agrees to smuggle a family or individual to America, but once in America, the smuggler explains that the price unexpectedly went up, and the family or individual must now work off their debt. This degree of human trafficking â€Å"automatically includes all persons under eighteen who are forced into sex acts, but the blanket protection of children extends no further† (Chacon: 2006, 2985). The second is connected to the victim’s immigration status, which is a reference to the fact that the vast majority of human trafficking victims in the United States are foreigners that were either brought to the U.S. against their will, or came willingly under a completely different pretext. If the latter is true, it’s more than likely that all the victim’s papers are in the hands of the perpetrators, and their visa probably expired. The third contingency is the victim’s willingness to assist law enforcement to ensure that human traffickers are properly and swiftly brought to justice. If an adult victim complies with all three criteria, then that person qualifies for the protections previously mentioned. Dealing directly with perception, â€Å"†¦U. S. aw and policy actually facilitate the trafficking of human beings into and within the United States† (Misery and Myopia 2979). U. S. immigration policy not only allows this to happen, but compliments human trafficking in such a way that the evil perfection is eerie. Most of the U. S. Immigration policy is based upon the perception that foreigners are bad and evil, while native United States citizens are good and just. Vast oversimplifications such as this are more dangerous than anything else, and will only perpetuate a cycle of violence.Mos t Americans do not realize that human and sex trafficking is not just a foreign thing that happens in the red light district of Cambodia, or India, or in Eastern European nations. Though human trafficking does happen in those places, it also is taking place in the United States everyday. â€Å"The image of trafficking as a foreign evil perpetrated by minorities and migrants has at least two collateral effects that actually complicate rather than complement antitrafficking efforts† (Chacon: 2010, 1631). One of the many possible solutions to help better these laws is to not only focus on the end result of sex trafficking, i. . a satisfied client and the traffickers being paid, but on how the situation has evolved to that point, i. e. the manipulation and coercion of young men and women into a lifestyle of being victimized. â€Å"To truly address all forms of human trafficking, state criminal laws must shift the focus from what type of labor or services trafficking victims are forced to perform and the relative merits of that work and exploitation to the exploitative actions traffickers use to gain and maintain control over their victims† (Barnhart 130).Domestically speaking, many perpetrators, or ‘pimps,’ go through a process of grooming their victims to become unwilling prostitutes. This usually takes several months, and involves emotional manipulation. Though this process is nigh on impossible to catch when dealing with international human trafficking, it is nonetheless an important process. Many human traffickers have specific areas from which they pick their victims. These areas are usually at or below the poverty line, as young men and women with tall dreams and no money are easy to manipulate, and most in the neighborhood would assume the victim ran away.If local law enforcement officials in those areas are trained to recognize this process of grooming, international human trafficking will suffer. This specifically has been somew hat addressed in an amendment from 2007, where the U. S. Department of State spoke to the other countries of the world to set forth minimum standards to properly eliminate human trafficking around the globe. Though these standards are not nearly as high as they ought to be, the standards are a step in the right direction.These standards give hope that this paper will be completely proven wrong within the next few years. Though it is interesting that the U. S. Department of State require of other countries something which it has not yet achieved: â€Å"†¦whether the government of the country protects victims of severe forms of trafficking in persons†¦and ensures that victims are not inappropriately incarcerated, fined, or otherwise penalized solely for unlawful acts as a direct result of being trafficked† (Trafficking in Persons Report).Another solution is not law-based, but anthropologically based. Most Americans stubbornly refuse to believe that sex trafficking is happening within America, domestic or internationally. If the average American were to look at the average busy street corner in a large city, the average American would not be looking for victims, but instead would be looking for reasons to judge the women parading their bodies. Some of those women, on that street corner, would be trafficking victims.The more aware the average American is on this issue that immigrants are very likely victims of human and sex trafficking, the faster perceptions will change as to who is ‘good’ or ‘bad’ in the issue of immigration. Criminalization of immigrants, handled spectacularly by current immigration policy, will only serve to further exacerbate the problem with mistreating victims of human trafficking. The problem seems to be not thinking of immigrants as humans. Treatment of migrants is†¦increasingly dichotomous: either a noncitizen qualifies as a trafficking victim†¦or the noncitizen is a smuggled migrantâ € ¦If the individual falls in a gray area—between an outright victim of â€Å"severe† trafficking and a smuggled migrant who is subject of everyday forms of labor exploitation—the government’s approach has been to treat the gray-area case as one involving a voluntary migrant who is not eligible for the protections available to trafficking victims† (Chacon: 2010, 1635).This is simply untrue, and these victims do not deserve such treatment. The vast majority of victimized immigrants fall in this grey area, causing further victimization by a legal system that was designed to protect the innocent, and bring their oppressors to justice. Further legislation must properly provide for the victims in the gray areas, and deliver appropriate protection to ensure the victim’s future well being.Though the Trafficking Victims Protection Act of 2000 has had improvements in the past twelve years, at its foundation lies an act that fails to adequately ackno wledge and protect the victims of sex trafficking. There have been alterations and additions to the TVPA since 2000 which has addressed a few of the issues outlined in this paper. Progress has been made, continues to be made, and there is definite hope that after a short time, human and sex trafficking will no longer be able to hide in the shadows that so greatly inhibits its detection.However, this act, as well as most law enforcement and legislators, fails to acknowledge that perception is everything when dealing with human trafficking. The right perception is important to keep as many people from becoming victims as possible and to ensure that an anti-immigrant sentiment is not perpetuated unnecessarily. Works Cited Barnhart, Melynda H. â€Å"Sex and Slavery: An Analysis of Three Models of State Human Trafficking Legislations. † 16 Wm. & Mary J. Women & L. 83 (2009).Web. 6 Mar. 2012. . Clymer, Beth. â€Å"Why Human Trafficking Is a Men's Issue. †Ã‚  Meet Justice. Me etjustice. org, 25 May 2011. Web. 11 Apr. 2012. . Chacon, Jennifer M. â€Å"Misery and Myopia: Understanding the Failures of U. S. Efforts to Stop Human Trafficking. † Fordham Law Review. 74 Fordham L. Rev. 2977 (2006), 1 Jan. 2006.Web. 6 Mar. 2012. . Chacon, Jennifer M. â€Å"Tensions and Trade-offs: Protecting Trafficking Victims in the Era of Immigration Enforcement. †Ã‚  University of Pennsylvania Law Review  158. 6 (2010): 1609-653. University of Pennsylvania Law Review. Web. 6 Mar. 2012. . Human Smuggling and

Techniques and Study Skills

| Identify and describe techniques and study skills that may enhance your own learning| | 856 words | Effective study skills must be practiced in order to improve. It is not enough to simply â€Å"think about† studying; we have to actually do it, and in the process use information from what we do to get better. In this essay we will identify and describe study skills and techniques which may enhance the learning ability of the person. The essay will include a description of study habits and preferred learning styles.And finally identification and description of techniques and study skills that may be helpful for a tertiary student’s study plan. Better study skills lead to better test-taking skill and of course better grades. The study habits and skills, that personally help me succeed are many. Before starting, there should always be an appropriate study environment. Personally that includes limited noise, a lot of sunlight, hard surface to write and a comfortable furni ture. The first step is to make summary notes, choosing the most important ideas from my text book or lecture notes.Then organize these ideas in to a summary. Divide the information in to ideas, spreading them all over the page and then finding the relationship between them, to achieve this flashcards, mind maps, flow charts or tables. Studding by using summary notes can help you memorize, develop problem solving strategies and acquire more knowledge. Having quiet music playing in the background is very useful for memorizing information to me. Physically touching objects helps me focus my state of mind when performing a task e. g. spinning the pen. Each of us is an individual, and we all learn and think in different ways.There are few learning styles that fit every personality and benefit in their own way. There are many ways that an individual can approach and find which style works best for them. According to Ward and Daley (1993, p. 59) V. A. R. K. is a simple test that consists of many question, which at the end can determine which learning style best suits your personality. V. A. R. K. simply stands for Visual, Auditory, Read/Write and Kinaesthetic. The one learning style that mostly stands out and best suits me is kinaesthetic. Ward and Daley state hat kinaesthetic learners, learn best by doing hands on activities, in which they can physically manipulate something in order to learn about it. For example to teach someone something kinaesthetic people will demonstrate then let them have a go or when listening to a band they move in time with the music. According to Gilakjani (2012)people who use this style tend to lose concentration if there is little or no movement. When listening to lectures they may want to take notes for the sake of moving their hands. When reading, they like to scan the material first, and then focus in on the details.They take notes by drawing pictures, diagrams, or doodling. Although kinaesthetic is my main learning style, there are other styles that benefit me in remembering and understanding things. Visual and Interpersonal are the second and third highest styles that help with my learning process. Visual learners remember best when colour, charts, diagrams or mind maps are involved in the study session. While interpersonal learners are highly social and love to be around people and participate in group activities. Interpersonal learners can understand someone by their mood, the way they stand or their intentions.Every person has different study skills and techniques that they use to help them with processing and learning new information. The amount of study skills is immense from hand writing to setting goals. The following techniques and study skills are useful to my learning: 1. Do something while studying: Tap a pencil or do something that occupies my hands without decoming distracted. 2. Play music, when appropriate, during activities: Tend to be less distracted by music while studying than other people . 3. Give frequent stretch breaks (brain breaks): break my study up into shorter periods, but also take shorter breaks.Regular 5 minute breaks can often be helpful to study far more, because by getting enough rest helps my concentration and thinking quality to improve. 4. Use flashcard: simply write a question or topic suggestion on one side of a card, and the answer or a list of details they should remember on the other side 5. Study with other people: enjoy discussion, talking with others is often a great way to consolidate what is learnt. In conclusion the learning style is the way we tend to learn best. It involves our preferred method of taking in, organizing, and making sense of information. Learning styles do not tell us bout a person's abilities or intelligence, but they can help us understand why some tasks seem easier for us than others. There are several benefits of thinking about and trying to understand the learning preferences: learning most effectively when the strate gies used are closely matched with the preferred learning style; we can improve learning by knowing what strengths and weaknesses are and then doing more of what is needed to achieve the goal; different situations and learning environments require different learning strategies, so it's best to have a large variety of techniques and study skills.REFERENCE: Gilakjani, A. (2012, Vol. 2, No. 1). Visual, auditory, kinaesthetic learning styles and their impacts on English language teaching. Journal of Studies and Education. Ward, C. W. Daley, J. D. (1993), pp. 59. Learning to learn. Christchurch, New Zealand: A & H Consultants Ltd.

Preparing and exam taking Research Paper Example | Topics and Well Written Essays - 1000 words

Preparing and exam taking - Research Paper Example Preparation for exams starts during the first class. The classes that the student attend, various contributions made in class by the students, and assignments that students complete will help in preparing for any questions that an examiner may set in the future (Kesselman-Turkel & Peterson, 2010). The semester involves the addition of information to a students’ knowledge base. Essay questions normally involve information that one may have found irrelevant during class, which could be used as a supporting point to the thesis. Students who are involved in class have to cram less than those who skip class. Students should also note the topics that the lecturer finds interesting. Not surprisingly, the specific topics noted make up a significant proportion of the exam that the lecturer administers (Kesselman-Turkel & Peterson, 2010). Thus, it is important to note the topics in which the lecturer spends more time discussing. This will aid students in remembering important highlights when preparing for an exam. The students should also keep their syllabus. Losing the course syllabus is a big mistake since it is an important paper. It aids the students in organizing the information that they take in and will give the students ideas regarding the topics that the exam will emphasize. The syllabus will also act as a guide when studying for the exam. The students should also add notes to the syllabus as the lessons progresses, circling themes, topics, and books that appear most likely to be contained within in the exam (Kesselman-Turkel & Peterson, 2010). In addition, participation in class is a good way of preparing for exams. It aids the students in being better acquainted with the course material, as well as letting the lecturer know the areas that students are interested while in class. Test grades seem to reflect one’s attendance in class and the

Are reason and emotion equally necessary in justifying moral decisions Essay - 3

Are reason and emotion equally necessary in justifying moral decisions - Essay Example Simply put, without it the act itself and the result will be considered irrational and therefore, would never satisfy the criteria of a moral decision which requires the agent of such decision to display an ability to distinguish right from wrong. Obviously, it is the most important element in all decision-making process. But as we explore the issue of moral decision specifically, there is an added element of morality that elevates the role of emotion several notches higher. According to Richard M. Gula (1989), â€Å"discernment is primarily a matter of the heart; it is an aesthetic judgment of affectivity and virtue.† (p. 315) One should take note that we need discernment in determining what is right or wrong and of the possible course of actions available would be most consistent with the requirements of a specific moral problem or case at hand. As such, my argument is that it is not just the intellect that is involved in the assessment and judgment of moral realities. Such process needs a personal response based on one’s experience and emotional state. Reasons serves as the logical framework of a moral decision while emotion plays the pivotal role in terms of motivation. Gula, though talking in the religious perspective, expressed a very powerful illustration, representing all other related cases, by saying that in the decision-making process one’s inclinations and choices, discernment engages the whole network of human intelligence. This process according to him, not only includes the conscious mind and its power of reason but also the unconscious as well, working with the whole body including its physical and emotional response to human experiences. Patricia Greenspan (1995) further explored this area as she put forward the idea that moral decisions and ethics, in general, are subject-independent and emotion-based. She introduced the perspective of guilt

Assignement #4 Assignment Example | Topics and Well Written Essays - 250 words

Assignement #4 - Assignment Example Hence Type II error would occur if it was concluded that the infants did not detect any difference between the slides, when in fact they did. Study #2 - Some athletes will be given training in a new imaging procedure that they are to use just prior to shooting foul shots; they will be compared with other athletes not given any special training. (4 points) c. Let us consider the case when the null hypothesis is true. That is, the special training did not have any significant effect on the athletes. But if this hypothesis is rejected, this leads to an error called Type I Error which occurs when the null hypothesis is rejected even when it is true. Hence Type I error would occur if it was concluded that the special training had significant effect on the athletes, when in fact it did not. d. Let us consider the case when the null hypothesis is false. That is, the special training had significant effect on the athletes. But if this hypothesis is accepted, this leads to an error called Type II Error which occurs when the null hypothesis is accepted even when it is false. Hence Type II error would occur if it was concluded that the special training did not have any significant effect on the athletes, when in fact they

Problems Faced by a Fictional Organization in which the Solutions are Term Paper

Problems Faced by a Fictional Organization in which the Solutions are Presented by Knowledge of the Core Learning Outcomes - Term Paper Example Efficiency means to achieve the best results using the minimum amount of resources. Effectiveness implies being able to perform a work task good and in a timely manner. Recycling is a practice that increases the efficiency of the company by processing the recycled material and subsequently using it as raw material for production. Recycling is one if the hottest green practices throughout the world because it is safeguarding our natural resources by reducing the consumption in the limited reserves of certain important commodities such as petroleum. A second example of efficiency is after a downsizing strategy being able to produce the same output with a lower amount of workers. A third example of efficiency could be changing the inventory acquisition strategy of the company to a just-in-time mechanism. Another example of efficiency is performing inventory audits to determine the presence of expired or obsolete merchandise would should disposed off and written off the accounting books. A person is effective when they select to purchase at the same store instead of shopping at three or more places because the customer achieves time and gasoline. Effectiveness can be achieved in the workplace by sharing the work tasks in an equal manner without forcing one employee of doing too much. â€Å"The four functions of management are plan, organize, direct, and control† (Rue & Byars, 2011). Planning involves creating objectives, goals, and action plans for the future. In finance the use of pro-forma financial statements is an example of planning because it provides forecasts of financial statements for future period of time. Pro forma financial statements are typically prepared up to three years in the future. Planning can also be used to estimate the resource the company is going to need in the future. When an organization visits college campus to recruit students they are planning for their future human resource needs. Budgets are prepared to determine what purcha ses a company must perform during a fiscal year. The second function of management is organizing. The resources of the company must be well organized in order to optimize its use (Buzzle, 2011). An example of an organization practice dealing with human resources is separating employees in work groups. Managers that are organized a better able to deal with the pressures and stress the profession causes. The third managerial function is directing. Managers direct their employees through motivation. Direction also means overseen the work performed by the workers in the company. Direction works best when the employees are able to provide feedback and can contradict the manager without any repercussion for expressing their opinion. The fourth managerial function is control. Control can be achieved by providing specific guideless and processes to perform at work. Control involves evaluating the employees work and taking corrective actions to fix the problems. Controls mechanism can be use d to safe guard the assets of the company to put cameras at point of sale terminals and in the warehouse where the inventory is located. Leadership and management are two completely different concepts, but they are often interconnected. â€Å"Leadership can define as a special case of interpersonal influence that gets an individual or group to do what the dealer wants

The brand strategies which Toyota May Adopt to improve tarnished brand Essay - 2

The brand strategies which Toyota May Adopt to improve tarnished brand image - Essay Example The domestic markets have turned into global markets that heightened competition rivalry among existing domestic and new multinational enterprises. Since last two decades, the society has been experiencing a rapid technological improvement. The technological advancements have led to change the structure of entire trade and business. The management tasks and operational process are now backed with technology like e-commerce and e-business. A better grip of technological advancement helps a business organisation to gain an upper hand position. Finally, enhancing economic condition of consumers and increasing their disposable income have strengthened their purchasing power. This has also changed their consumer buying behaviours and they have developed their specific brand preferences (Vashisht, 2005, p.68). In the modern and competitive business world, business organisations always try to position itself in market for avoiding unnecessary competitions. In this process they aim to achiev e strong competitive advantages and core competencies that enable them to gain upper hand position in the market. ... her explains that the objective of branding is not just to protect yourself as being better than your competitors, but branding seeks to position your brand so uniquely in the minds of your consumers so that they perceive your product as the only possible solution to your problem or need (Morita, 2010). The objectives of good branding are as follows: Deliver message clearly Confirm credibility Connect target prospects emotionally Motivates buyers Concretes User Loyalty The increasing demands of brand development is due to two primary factors i.e. urge for acquiring higher market share and increasing concern towards consumer value (Verma, 2009). The modern management style and thought process of decision makers have transformed. The modern management concept focuses more on long term benefits by creating a sustainable businesses environment where stakeholders’ wealth and value creation is the first priority. When a company is able to meet these responsibilities towards stakehol ders, society, community and environment, it is able to create a high brand image in the market. Managements in modern organisation culture follow management theories and models which are very effective in achieving common organisational goal. In this respect, they concentrate on two-way communicational system within cross-functional teams and with their consumers. For example, the existing management system deliberately tries to implement integrated marketing communication that focuses on better marketing strategy for enhancing consumer values. These efforts made by the modern managements are very helpful in brand development and hence, they try to draft specific plans for branding strategies (Hitt et al 2009). Recently in 2010, Toyota faced a great deal of tarnishing of its brand image because

Written case study analysis Example | Topics and Well Written Essays - 1000 words

Written analysis - Case Study Example there were a lot of mothers who killed their children since their biological father was a Tutsi and there were many more people who killed their relative just because they were of the Tutsi community (Reed, 2014). The deaths of thousand of Tutsi and Hutu community member were a major drawback that occurred during the genocide. The militia killed women and children mercilessly for no reason during the genocide. For Kagame to fully support the reconciliation campaign I would strictly adhere to his beliefs and philosophies in order to gain his support while at the same time sensitizing him to be less ethnic-based and biased. The president, Paul Kagame, is believed to be an economist due to this fact, I would present the economic statistics of a united country compared to the economic statistics of an unstable country like the present day Sudan to portray the need for reconciliation and the economic benefits it would have on his country. The pitch would contain a detailed and well laid out presentation of the statistics and the economical possibilities that would, in no doubt, be guaranteed if he accepted to fund the campaigns. The use of visual charts and diagrams would be of great importance in laying out the data and statistics for easier understanding of the economic comparisons between a stable and unstable country. I would empathize on the effects the genocide caused on the people, by clearly demonstrating the effects the genocide had to all the communities in Rwanda including his own ethnic community will have triggered his soft and caring self thereby persuading him to fund the reconciliation campaigns. As an antagonistic journalist and a reconciler, I would greatly emphasize on the need of peace talk that would facilitate the reconciliation process. I would greatly emphasize on the president, Paul Kagame, the need of a peaceful country and the productivity it brings to the economy to have a united people to govern. I would emphasize on the need of a

Viewing the Globe in 2006 and 2056 Essay Example | Topics and Well Written Essays - 500 words

Viewing the Globe in 2006 and 2056 - Essay Example Entertainment-wise, everything is done locally. There are scheduled local dances and events at particularly planned days. The greatest worry one possesses is the thought of growing too old and not being able to provide for my family. They all look upon me for assistance. Concepts of Globalization Globalization is defined as the process through which regional economies, societies and culture have become incorporated through a global network politically through communication. This is basically the transnational circulation of ideas and language. Globalised culture is basically the integration pattern of human knowledge, belief and behavior associated with globalization. Such a town is known as a globalised village (Marques, 2005). Differentiating between Americanization and Globalization, Americanization is the process through which different cultures around the world learn the American cultures and hence try to act like them introducing imperialism. Globalization does not introduce th e idea of imperialism but actually brings together different cultures through one network. Some of the selected cultural norms include fine arts and humanities. Different people tried to perfect their culture by practicing fine art. Developing the art means developing a philosophical soul and is considered as one of the highest possible ideal concepts of human development.

Arguments for and Against Genetically Modified Food Essay Example for Free

Arguments for and Against Genetically Modified Food Essay Biotechnology involves any technique that uses living organisms or parts there of to make or modify products, to improve plants or animals or to develop micro organisms for specific uses (Dr Sriwatanapongse, www. afic. org) In the past century weve have been lucky enough to stumble upon one of the basic building blocks of organisms, DNA. In recent years scientists have been able to develop ways in which they can manipulate, alter, and transfer DNA in forms that can help improve our lives. One way in which DNA research has been used to improve our lifestyle, is by engineering the deoxyribonucleic acid into ways which can alter food supplies to make them bigger, taste better, resistant to pests and even make them have a greater concentration of nutrients. Of course this is great news to the human population, in terms of economic and life-saving values for third world countries, yet there are still disadvantages. With all the good news that comes from these altered crops, concerns are still among people. These concerns include; whether or not these alterations will affect humans in a negative way, or how they will impact the environment. Genetically engineering crops might play a significant role in increasing crop yield therefore allowing the world to feed more people while using less land. A recent study on bioengineered crops concluded that these crops are safe and can improve production dramatically. To date, total acres of biotech crops harvested exceed more than 1 billion with a proven 10-year history of safe use. Over the next decade, expanded adoption combined with current research on 57 crops in 63 countries will broaden the advantages of genetically modified foods for growers, consumers and the environment. (www. monsanto. com) Those opposing the genetically altered crops state that One major detriment to genetically engineered food is that there has been no adequate testing to ensure that extracting genes from useful functions will yield the same results in different applications and species (www. govhs. org). Predictions of future are that, consumers are able to get foods that last longer, taste better and are more nutritious than the current foods. There will also an even greater variety of foods all year round. These products will be made possible through genetic engineering, and some of them are already available. For centuries, farmers grew plants to produce special foods with unique characteristics: better taste, higher yield or greater resistance to drought or frosts. History shows, that five thousand years ago in Peru, potatoes were grown selectively. Plants, which produced potatoes with attractive characteristics, such as higher yields, were used to produce future plants. More than two thousand years ago, tree grafting was used by the Greeks to Gain a more fruit in orchards. Now, we have genetically engineered food that has been discovered and now offers a faster and more reliable method of establishing new traits in plants to provide foods that are better tasting, more nutritious or more in amount. Although all of this may seem futuristic, such crops do already exist. Not only have these crops been in laboratories for decades, but they have been in the market for years. Humans have only just begun to realize the benefits of these genetically altered foods. Genetically altered foods allow a wide selection of things to improve upon. Some altered abilities already exists in our fruits and vegetables, these include: pest, disease and herbicide. By using genetic engineering, plants that resist disease, pests or insects can be developed. This means that less chemicals, such as pesticides, are required. In the near future scientists hopefully will be able to improve the drought resistance of most crop species and could have major implications for crops grown in dry areas (www.abc. net. au/news). Weather resistance Plants could and can be developed to better withstand extreme weather conditions such as drought or frosts. Genetically engineering foods make crops easier to maintain and lower the cost in maintenance. One benefit of altered foods which is often overlooked is the Improved processing characteristics of these foods, leading to reduced waste and lower food costs to the consumer. Foods are being developed to contain more vitamins, minerals, protein and less saturated fat. For example, fruits and vegetables with higher levels of antioxidant vitamins may reduce cardiovascular disease risk and help reduce the risk of certain cancers (www. americanheart. org). The world population is expected to double to more than 10 billion people by the year 2050. Food biotechnology can help meet the increasing demand for food. By increasing a crops ability to withstand environmental factors, growers will be able to farm in parts of the world currently unsuitable for crop production. Along with additional food, this could also provide economies of developing nations with much-needed jobs and greater productivity. Genetically engineered foods seem to have solved all the problems farmers and growers have had for years. Unfortunately all the positive effects of altered foods seem to mask the reality behind these perfect crops. Some of the disadvantages of altered crops include the possibility of mutations. Plant breeders have induced mutations in selected plants by treating them with chemicals or radiation; however this is costly and unpredictable (Microorganisms, biotechnology and Disease). Genetic engineering changes the nature of the food eaten. It can cause unexpected mutations in an organism, which can create new and higher levels of toxins in foods. Genetic engineering can produce unknown allergens in foods. Some foods may be implanted with the ability to produce antibiotics. This may help the plant, but if these plants that are infected with bacteria emerge new strands of bacteria that may become resistant to the most advanced antibiotics, there will be a problem. With herbicide-resistant crops, weeds may evolve to also become herbicide resistant. The spread of diseases across specific species may also become a factor because of a loss of ? bio-diversity in crops. When crops are altered for specific abilities, they are then mass produced. They are the only type of species grown in field of thousands. Because of this, the species will only be able to pass on to all generations the same DNA. Once started, they may not be easily controlled or contained. It makes the crops hard to calculate. Unfortunately the biggest problem raised from new modified foods is the fact that the public is unaware of how it works and the results behind the genetically modified food. Deoxyribonucleic acid (DNA) is the genetic code in living organisms. About twenty five years ago, scientists began to understand how DNA worked. From this ways for speeding up breeding processes were understood to a degree. Agricultural scientists today can identify the genes that carry specific traits they want, such as ? disease resistance or ? nutrient content and transfer those genes to a plant, therefore creating a transgenic organism. Genetic engineering is the process of artificially modifying these ? blueprints. By cutting and splicing DNA, engineers can transfer genes specific to one type of organism into any other organism. Some organisms have been enhanced through biotechnology such as; tomatoes, that go ? soft more slowly and so remain on the vine for longer. This gives them more colour and flavour. Also, virus resistant papyrus and squash, that make the crop more dependable. Genetically modified food seems to have already changed the world today. Many countries are already considering making more of their crops with genetically engineered properties. Scientists have gained a vast knowledge of genetic engineering and are now able to make many possibilities. Genetically engineered food has brought a lot of commercial benefits; increased crops quality, harvesting quantity, pest resistance, herbicide resistance, nutrient supplementation and more. Not only have the crops improved, but more crops are produced in less space. Although the benefits of bioengineering seem fantastic, there are still many mysteries left to understand in such a vast field of understanding. Genetic engineering might cause serious consequences to our future life as well next generations to come. Deeper insight into genetic engineering may be all that is needed for us to gain truly unlimited advantage from such a vast scientific field.

The Great Fire of London Impact

The Great Fire of London Impact The London fire started September 2, 1666 approximately at 1:00 am and ended four days later. London fire and the plague destroyed most of the city and its citizens. This historical fire did not only hurt the cultural but literature. The literature was burned to ashes as also the city. The positive aspect is the authors of this time could use this tragic experience in their writings. This helped shape the way authors write and express themselves. After all the harm it caused, it brought out the emotion, history, and creativity in the authors of that time period. In 1666, most of the houses in London were made out of wood, which is dangerously flammable. Many of the citizens owned barns and had animals. Therefore there was hay and animal feed thought out the city. These factors contribute to the 1666 fire. The Great Fire of London began on the night of September 2, 1666. It started as a small fire on Pudding lane in Thomas Farynors baker. The fire began to spread very rapidly due to the surrounding materials in the city. There were hay and feed piles from barns, which helped spread the fires flames from houses to houses since they are good conductors. The citizen living there tried to stop the fire by throwing buckets of water on it from the river. This did not help stop the rapidly spreading fire. A method called Fire- breaks was usually used during a fire by destroying the houses on the path of the fame (Jokinen). By eight o, clock in the morning the next day the fire had spread halfway across the London Bridge. There was one obstacle stopp ing the fire from spreading to Southwark. The other side of the river was a gap that was caused by the fire of 1633. The fire continued to glow for another three days, when suddenly it halted near temple church but came back to life towards Westminster. King James ordered the fire break, which the fire finally died down. The aftermath of the fire would be a huge issue. Thousands of citizens were homeless and financially ruined, 430 acres was destroyed, 13,000 houses, 889 churches, and 52 Guild Halls. The one positive effect of the fire was that the plague was reduced greatly. The rats that carried the disease were killed. Charles II did make an effort to make sure it wouldnt happen again. He was appointed six commissioners to redesign the city. The pan provided wider streets and building made up of bricks by 1671, 900 houses and public building were completed. The King had Christopher Wren design a monument to the great fire, which still stands on a street named Monument Street (Jo kinen) The Great Plague of London in 1665 was an epidemic that hit London hard in June of 1665. It was a long series that killed between 75,000 and 100,000 of Londons population of about 460,000 (The Great plague of London, 1665). The contribution for this epidemic that swept through London is the rat infested alleys to the crowed homes. The rats were carrying this disease, the rats from trading ships would carry them. When a ship came into the city the rats would be let loose and spread the disease. This was a huge continuous cycle because the rats kept getting transported from place to place. The first sign of the plague was swelling around the groin or the armpit, and then it started to spread all over the body. The next step was black or red spots developed like a rash. The rash caused pain all over the body and the victim began to feel tired. The temperature of the body increased and this affected the brain and the nerves, Speech was affected, stumbling movements as if drunk and finall y the victim became delirious. The average time of death from the first symptom was between four to seven days. It is thought that between 50% and 75% of those who caught the disease died (Symptoms of the Plague). The citizens started to flee from the plague. The richer residents fled to the countryside, which left the poor behind in the rat infested city. There were many miss conception about how this disease came and why it was still here. One of the answers to solve the problem was killing off the animals that were no use of food. Thousands of dogs and cats were killed to eliminate a feared source of contagion. Also mounds of rotting garbage were burned. The Plague Orders, first issued by the Privy Council in 1578, were still effective in 1665. These edicts prohibited churches from keeping dead bodies on their premises during public assemblies or services, and carriers of the dead had to identify themselves and could not mix with the public. (The Great plague of London, 1665). Not only was the city burned to ashes and the disease stopped there was one other physical object lost: literature. One of the objects destroyed during the London Fire was the literature before 1666. John Dryden commemorated the fire in his poem Annus Mirabilis in 1667. In his poem Annus Mirabilis salutes London upon her survival of the plague and the Great Fire in 1666 (john Dryden). Throughout his poem he interprets the Great fire as patriotic because it gave London the chance to recreate or redesign the city. . More great than human, now, and more August, New deified she from her fires does rise. Her widening streets on new foundations trust, and, opening into larger parts she flies (Dryden and Johnson 203) He also talks about how the characteristics of the fire will help change England as a whole. Also England will dominate, By an high fate thou greatly didst expire; Great as the worlds, which at the death of time Must fall, and rise a nobler frame by fire.( Dryden and Johnson 37 ). When he says Rise a nobler frame by fire shows how he thinks the fire was a noble thing such as a miracle and not a disaster. He later goes on to talk about Charles II and his capability to restore the city. The fact that Charles II did the clean up so quickly makes Dryden to believe the fire wasnt a curse. When the citizens read his book, different ideas came to them on what really was the London Fire. Was it a cure or was it a miracle as John Dryden stated? He persuaded some of the population into believing the horrific fire that burned the city to ashes was a worthy for the city overall. Samuel Pepys conveyed images of the people wandering the streets. He showed the desperate people stuck inside this never ending cycle of the plague, just looking for some sort of relief. His notes showed the severity of the situation in London. In July, he lamented the sad news of the death of so many in the parish of the plague, forty last night, the bell always going . . . either for deaths or burials. A month later, when Londons mortality rate rose sharply, Pepys noted that survivors are fain to carry the dead to be buried by daylight, the nights not sufficing to do it in.(The Great Plague of London, 1665). Another author at this time was William Boghurst. He was a nurse who studied and described the symptoms of the plague. He wrote Loimographia in 1665 as an eyewitness account. The one thing he wrote is how the standard treatment of the infected households or victims. He criticized how they quarantined and fumigated the houses of the infected. oft [been] enough tried and always found ineffectual.(Atkinson and Majury 297). The Great Plague appears in fictional works, such as William Harrison Ainsworths Old Saint Pauls (1847) and Daniel Defoes A Journal of the Plague Year (1722), in which he describes London as quite abandoned to despair.( The Great Plague of London, 1665) The London fire had different effects in categories. It was not only a political and economic issue but culturally too. There were new roads built along with the material used to build houses and other buildings. The plague killed the very long epidemic cause by the rat infested city. The books were destroyed in the fire along with everything else. The authors of the time used this experience to help their writings. For instance in Daniel Defoes a journal of the plague year ( 1722), William Harrison Ainsworths Old saint Pauls (1847) William Boghurst Loimographia (1665) and John Dryden and his poem Annus Mirabilis (1667) The Bibliography Atkinson, Logan and Majury, Diana. Law, Mystery, and the Humanities: Collected Essays. Print Bartel, Roland. London in Plague and Fire, 1665-1666; Selected Source Materials for Freshman Research Papers. Boston: Heath, 1957. Print Great Fire of London. New World Encyclopedia. N.p., n.d. Web. 17 Mar. 2013. . The Great Plague of London, 1665. Open Collections Program: Contagion,. N.p., n.d. Web. 17 Mar. 2013. . John Dryden, MacFlecnoe, Annus Mirabilus, Criticism. John Dryden, MacFlecnoe, Annus Mirabilus, Criticism. N.p., n.d. Web. 17 Mar. 2013. Jokinen, Anniina. The Great Fire of London, 1666. The Great Fire of London, 1666. N.p., n.d. Web. 17 Mar. 2013. . McDayter, Mark. The Great Fire of 1666. The Great Fire of 1666. N.p., n.d. Web. 17 Mar. 2013. . Rasmussen, Steen Eiler. London: The Unique City. Harmondsworth, Mddx: Penguin. 1960. Print Symptoms of the Plague. Symptoms of the Plague. N.p., n.d. Web. 17 Mar. 2013. .

Leading Quietly Essay -- Business and Management Studies Essays

Leading Quietly Leading quietly is the ability to influence individuals or groups toward the achievement of goals. Quiet Leadership, as a process, shapes the goals of a group or organization, motivates behavior toward the achievement of those goals, and helps define group or organizational culture behind the scenes. It is primarily a process of influence. Quiet leaders carrier a sixth sense and one who can envision the changing processes in the sense that, while influence is always present, the persons exercising that influence may change. Possession of influence depends upon the situation and upon the relevancy of the individual's skills and abilities to the situation. For example, if a particular individual has the expertise that is required to solve a problem, then that individual may be assumed to have some degree of influence over others. Quiet leaders are realist. They try hard to see the world as it is quiet leaders almost possess a sixth sense (Badaracco, p 11) I have so many ideas of what qualities a quiet leader should have that I often feel overwhelmed and cannot imagine how achieve these skills. There are many ingredients of effective leadership styles. I have read several books and articles on leadership and management. I have also participated in a few leadership training/education modules offered through my employers. There are many theories on what makes an effective or quiet leader. In the book, leading quietly, quiet leaders see the world as a kaleidoscope rather than a fixed target or a well-mapped terrain. Quiet leaders value trust, but they don’t forget how fragile it can be (Badaracco, 12). In my research, I discovered that there are many leadership styles and most are effective if used in the right situations. The directing leadership style would be needed for new hires, or less competent employees that show commitment and a desire to be productive. The employees at this development level would require very clear directions, and a lot of supervision. The atmosphere must be controlled and structured until these employees develop some competence. In today’s work force, many managers lead by the use of email. Instructions and guide lines are provided by connecting to online databases (Maccoby, 39). The coaching style would be useful for existing employees who have lost their sense of commitme... ...ers may feel a more positive association with the company. Companies that show a concern for their employee’s personal growth may find that employees will feel obligated to do a better job for the company. In conclusion, leadership is about service. The greater the ability to serve the needs of others, the more powerful and effective, are the actions of the leader (Cashman, p.23). While leaders lead by virtue of whom they are, leaders create value by virtue of their service. Leadership can be thought of as the dynamic process of assessing our unique potentialities to serve the needs of others like employees, co-workers, and customers. Works Cited: Blanchard, Kenneth, Patricia Zigarmi, and Drea Zigarmi. Leadership and the One Minute Manager. New York: William Morrow and Company, Inc., 1995. Kelly, Kevin, You can’t Make Leaders. Business Week 07 Dec. 1998: Enterprise My Company. Business Week Online Archives. Cashman, Kevin. Leadership in Business Today. Business Journal Serving Fresno. April 1998, i322295, p.23-47. Badaracco, Joseph. Leading Quietly. Harvard Business School Press, 2002. Maccoby, Michael, The Leader. New York: Simon and Schuster, 1981.

An Analysis of Two Literary Works of Douglas Adams Essay -- Literary

Douglas Adams, an English writer, may in fact be one of the most spontaneously humorous writers of all time; he exhibits this in many unique ways, although many could overlook this and think of his works as elementary. He is a writer of humor, personality, and subtile theme that is passes up by most. In many ways, one could argue that the aspects of his writing are juvenile, but one must see past this front that he puts on and realize that there is far greater thought and meaning behind it if one were to delve. His novels are spectacular, and they keep the reader interested while still providing a leisurely easygoing atmosphere in which to read. In the truly sidesplitting novels The Hitchhiker’s Guide to the Galaxy and The Restaurant at the End of the Universe (the latter is the sequel to the former), Adams incorporates the following: a sarcastic, agreeable style, ironic theme within this style, and a humorously diverse set of characters that only he could have portrayed. One aspect of Adams’ style is that he is exceptional at creating dry humor out of anything. What is dry humor? Cambridge Dictionaries speculates in a webpage entitled â€Å"Dry (Humor)† that â€Å"Dry humor is very funny in a way which is clever and not loud or obvious† (â€Å"Dry (Humor) 1). When people read one of Adams’ novels, this is exactly the kind of humor that they experience. When one reads a passage in which Adams uses this type of humor, one can only think that if Adams were speaking right in front of someone, he would have a face of stone while telling one some incredibly outlandish phenomenon. In Chapter 17 of The Hitchhiker’s Guide to the Galaxy, Adams explains that â€Å"The next thing that happened was a mind-mangling explosion of noise and light† (88). ... ...ificant as he thinks he is; Adams would agree that the earth is just an insignificant blue and green speck of a planet in a vast universe of nothingness. Finally, he has a group of characters which he creates that are unmatched in individuality, and the interactions that they share are truly amusing. Works Cited Adams, Douglas. The Hitchhiker’s Guide to the Galaxy. New York: Harmony, 1980. Print. Adams, Douglas. The Restaurant at the End of the Universe. New York: Harmony, 1981. Print. â€Å"Douglas Adams’ Biography.† Wikipedia.org. 12 Feb. 2012. Web. 16 Feb. 2012. â€Å"Dry (Humor).† Dictionary.Cambridge.org. Web. 29 Mar. 2012. Garland, Robert. â€Å"Douglas Adams’ Writing Style.† Galactic-guide.com. 13 Jun. 1996. Web. 4 Mar. 2012. Menhart, Maximillian. â€Å"Tone in Douglas Adams’ The Hitchhiker’s Guide to the Galaxy.† Bookstove.com. 9 Mar. 2009. Web. 29 Mar. 2012.

Hando :: Interview Dialogue Essays

Hando "Is it on?" "Yes, Mr....ah..." "Hando, you can just call me that." "Of course, Hando. Well, just start whenever you’re ready." "I hate being recorded, but we might as well get it over with. I am getting a check for this, right?" "Yes sir. Your story will be a great contribution to the civilization of Zyemlya and a wonderful edition to our magazine. It really is quite remarkable after all." "Yeah, well, whatever. As long as I get my check. Social Security just doesn’t cut it these days. Seems if my story was so remarkable, this ungrateful generation wouldn’t have stuck me in this home, after all I’ve done." "Most have forgotten. Maybe you’ll get the respect you deserve after your story is published." "Maybe. Just maybe." "What exactly is it you did?" "Well, I’ll get to it. You want something to eat? Nothing but hospital food, but what can you do?" "No thank you." "Suit yourself. Let’s see, where to begin. We obviously won the Conflict, since we’re here talking to each other right now. After that victory, there were lots of questions about what to do now. There were only about 4 or 5 hundred of us left. Thousands had died off, most of the population of Zyemlya. They resisted the change. Most of them still couldn’t believe what was going on, even after all that happened. They didn’t actually die; it was more that they faded out with the Being. We all lost loved ones; I lost a sister and a groundhog, but we knew it was necessary to destroy the Being. "We had never had our own world before, our own will, our own lives. The Being had made sure of that. We never really knew exactly what it was, or where it came from, or if it even was an "it." We just knew it was there, and what it was doing. "I’ll take credit for that one though. That was a long time ago, and me with my slipshod memory, I don’t know how well I can recount it all. Now you young whippersnappers come in here and want to scoop out my brains to put in your magazine. The way things work around here, this will probably turn into a half page section in some fifth grader’s textbook. "I guess I’ll start with the dreams. I hadn’t always had them; they started when I was about 16. Hando :: Interview Dialogue Essays Hando "Is it on?" "Yes, Mr....ah..." "Hando, you can just call me that." "Of course, Hando. Well, just start whenever you’re ready." "I hate being recorded, but we might as well get it over with. I am getting a check for this, right?" "Yes sir. Your story will be a great contribution to the civilization of Zyemlya and a wonderful edition to our magazine. It really is quite remarkable after all." "Yeah, well, whatever. As long as I get my check. Social Security just doesn’t cut it these days. Seems if my story was so remarkable, this ungrateful generation wouldn’t have stuck me in this home, after all I’ve done." "Most have forgotten. Maybe you’ll get the respect you deserve after your story is published." "Maybe. Just maybe." "What exactly is it you did?" "Well, I’ll get to it. You want something to eat? Nothing but hospital food, but what can you do?" "No thank you." "Suit yourself. Let’s see, where to begin. We obviously won the Conflict, since we’re here talking to each other right now. After that victory, there were lots of questions about what to do now. There were only about 4 or 5 hundred of us left. Thousands had died off, most of the population of Zyemlya. They resisted the change. Most of them still couldn’t believe what was going on, even after all that happened. They didn’t actually die; it was more that they faded out with the Being. We all lost loved ones; I lost a sister and a groundhog, but we knew it was necessary to destroy the Being. "We had never had our own world before, our own will, our own lives. The Being had made sure of that. We never really knew exactly what it was, or where it came from, or if it even was an "it." We just knew it was there, and what it was doing. "I’ll take credit for that one though. That was a long time ago, and me with my slipshod memory, I don’t know how well I can recount it all. Now you young whippersnappers come in here and want to scoop out my brains to put in your magazine. The way things work around here, this will probably turn into a half page section in some fifth grader’s textbook. "I guess I’ll start with the dreams. I hadn’t always had them; they started when I was about 16.

Self-Proclaimed Philosopher “Charlotte Perkins Gilman”

Charlotte Perkins Gilman was a self-proclaimed philosopher, writer, educator and an intellectual activist of the women's movement from the late 1890's through the mid-1920's. She demanded equal treatment for women as the best means to advance society's progress. She was an extraordinary woman who waged a lifelong battle against the restrictive social codes for women in late nineteenth-century America. Mrs. Gilman was born Charlotte Anna Perkins on July 3, 1860, in Providence, Rhode Island. She was the grandniece of Harriet Beecher Stowe. She attributed her lifelong talent for speaking and her writing ability to her Beecher heritage. Most of what Charlotte learned was self-taught, since her formal schooling was only about six or seven years. Gilman believed early on that she was destined to dedicate her life to serving humanity. When her lover unexpectedly proposed, she was suddenly torn between work and marriage. After years of debating whether to marry or not to marry, she consented and to the best of her abilities carried on the traditional roles of wife and mother, only to suffer a nervous breakdown. When her treatment of total rest drove her close to insanity, she was cured by removing herself physically from her home, husband, and finally her daughter, and by taking part in and writing about the social movements of the day. Later in life she married her first cousin, George Gilman, and again suffered from depression though not as severely as she had suffered throughout her first marriage. Using her life experiences as a female within a male dominated society, Gilman wanted to redefine womanhood. She declared that women were equal to men in all aspects of life. This new woman she described was to be an intelligent, well-informed and well-educated thinker. She would also be the creator and the expresser of her own ideas. She was to be economically self-sufficient, socially independent, and politically active. She would share the opportunities, duties and responsibilities of the workplace with men, and together they would take care of their home. Finally, this new woman was to be informed, assertive, confident, and influential, as well as compassionate, loving, and sensitive, at work and at home. This vision of the future female went against the traditional role of womanhood, not to mention the concepts and values of family, home, religion, community, and democracy. These views have labeled Gilman as a feminist, but theses ideas clearly have a place within educational history. Gilman showed the need to develop higher learning institutions for teacher education and to offer women a place that would train them to think more critically. She viewed the education of women as an essential part of a democratic society. She felt by educating women and thus feminizing society that gender discrepancies within society would end. Gilman began to explore the issue of gender discrepancy within society in the mid-1880's when she first began her career as a writer. Her first published essays focused on the inequality found within marriage and child-rearing. Her well received short story The Yellow Wallpaper told the story of a new mother who was nearly driven insane by the overwhelming traditional duties piled upon her as a wife and mother. The story mirrored that of her own experiences after the birth of her only child. In her highly successful publication of Women and Economics, she studied the issues of gender discrepancy and the relationship between education and women. Gilman stated that humans â€Å"are the only animal species in which the female depends upon the male for food, the only animal in which the sex-relation is also an economic relation. † She said that women's economic dependence resulted in their being â€Å"denied the enlarged activities, which have developed intelligence in man, denied the education of the will, which only comes, by freedom and power. To Gilman, the liberation of women required education and the opportunity to use what they learned to establish social as well as economic independence. In Gilman's journal called the Forerunner, she said the goal of education was to teach men, women and children to think for themselves instead of excepting other people's opinions as their own. She felt that learning centers at the turn of the century were teaching females with masculine content and philosophy. Gilman maintained that the educational philosophy needed to be changed because it was still too narrow in thinking since masculine traits were defined as human while female traits were defined as something other. She felt that these women were being educated to think like men. Once education was feminized, she believed that women could place an emphasis on social responsibility and specialized knowledge, which would develop them to their full potential. Gilman said that by teaching women to dedicate their lives to the common good that it would free them from the daily household routines and help them to recognize their connection and contribution to the world around them and become active members of the economy. In her work entitled Concerning Children she stated that a civilized society is responsible for raising civilized children and that it was the responsibility of everyone in the community to accomplish this by attending to the needs of its young. In Herland, another of her works, she said that children should start their education in infancy. Well-trained professionals should teach this education since motherhood was not a guarantee of teaching abilities. Throughout her long career as a feminist writer and lecturer, Gilman was never comfortable with labels. â€Å"I was not a reformer but a philosopher,† she wrote in her autobiography. â€Å"I worked for various reforms†¦ my business was to find out what ailed society, and how most easily and naturally to improve it. This method was through education. She used her lectures and publications to teach present and future generations about the possibilities that lay open to them. Gilman's writings about the tensions and struggles between marriage and career, social expectations, and personal goals continue to impact women's decisions. Her arguments have greatly heightened our understanding of the power of social norms on individuals, making Gilman's life and literary works a role model for many. Even though these works were written a century ago, Gilman's view of womanhood and education remains important as society continues to struggle with issues of gender and women continue to struggle for equality and independence. Self-Proclaimed Philosopher â€Å"Charlotte Perkins Gilman† Charlotte Perkins Gilman was a self-proclaimed philosopher, writer, educator and an intellectual activist of the women's movement from the late 1890's through the mid-1920's. She demanded equal treatment for women as the best means to advance society's progress. She was an extraordinary woman who waged a lifelong battle against the restrictive social codes for women in late nineteenth-century America. Mrs. Gilman was born Charlotte Anna Perkins on July 3, 1860, in Providence, Rhode Island. She was the grandniece of Harriet Beecher Stowe. She attributed her lifelong talent for speaking and her writing ability to her Beecher heritage. Most of what Charlotte learned was self-taught, since her formal schooling was only about six or seven years. Gilman believed early on that she was destined to dedicate her life to serving humanity. When her lover unexpectedly proposed, she was suddenly torn between work and marriage. After years of debating whether to marry or not to marry, she consented and to the best of her abilities carried on the traditional roles of wife and mother, only to suffer a nervous breakdown. When her treatment of total rest drove her close to insanity, she was cured by removing herself physically from her home, husband, and finally her daughter, and by taking part in and writing about the social movements of the day. Later in life she married her first cousin, George Gilman, and again suffered from depression though not as severely as she had suffered throughout her first marriage. Using her life experiences as a female within a male dominated society, Gilman wanted to redefine womanhood. She declared that women were equal to men in all aspects of life. This new woman she described was to be an intelligent, well-informed and well-educated thinker. She would also be the creator and the expresser of her own ideas. She was to be economically self-sufficient, socially independent, and politically active. She would share the opportunities, duties and responsibilities of the workplace with men, and together they would take care of their home. Finally, this new woman was to be informed, assertive, confident, and influential, as well as compassionate, loving, and sensitive, at work and at home. This vision of the future female went against the traditional role of womanhood, not to mention the concepts and values of family, home, religion, community, and democracy. These views have labeled Gilman as a feminist, but theses ideas clearly have a place within educational history. Gilman showed the need to develop higher learning institutions for teacher education and to offer women a place that would train them to think more critically. She viewed the education of women as an essential part of a democratic society. She felt by educating women and thus feminizing society that gender discrepancies within society would end. Gilman began to explore the issue of gender discrepancy within society in the mid-1880's when she first began her career as a writer. Her first published essays focused on the inequality found within marriage and child-rearing. Her well received short story The Yellow Wallpaper told the story of a new mother who was nearly driven insane by the overwhelming traditional duties piled upon her as a wife and mother. The story mirrored that of her own experiences after the birth of her only child. In her highly successful publication of Women and Economics, she studied the issues of gender discrepancy and the relationship between education and women. Gilman stated that humans â€Å"are the only animal species in which the female depends upon the male for food, the only animal in which the sex-relation is also an economic relation. † She said that women's economic dependence resulted in their being â€Å"denied the enlarged activities, which have developed intelligence in man, denied the education of the will, which only comes, by freedom and power. To Gilman, the liberation of women required education and the opportunity to use what they learned to establish social as well as economic independence. In Gilman's journal called the Forerunner, she said the goal of education was to teach men, women and children to think for themselves instead of excepting other people's opinions as their own. She felt that learning centers at the turn of the century were teaching females with masculine content and philosophy. Gilman maintained that the educational philosophy needed to be changed because it was still too narrow in thinking since masculine traits were defined as human while female traits were defined as something other. She felt that these women were being educated to think like men. Once education was feminized, she believed that women could place an emphasis on social responsibility and specialized knowledge, which would develop them to their full potential. Gilman said that by teaching women to dedicate their lives to the common good that it would free them from the daily household routines and help them to recognize their connection and contribution to the world around them and become active members of the economy. In her work entitled Concerning Children she stated that a civilized society is responsible for raising civilized children and that it was the responsibility of everyone in the community to accomplish this by attending to the needs of its young. In Herland, another of her works, she said that children should start their education in infancy. Well-trained professionals should teach this education since motherhood was not a guarantee of teaching abilities. Throughout her long career as a feminist writer and lecturer, Gilman was never comfortable with labels. â€Å"I was not a reformer but a philosopher,† she wrote in her autobiography. â€Å"I worked for various reforms†¦ my business was to find out what ailed society, and how most easily and naturally to improve it. This method was through education. She used her lectures and publications to teach present and future generations about the possibilities that lay open to them. Gilman's writings about the tensions and struggles between marriage and career, social expectations, and personal goals continue to impact women's decisions. Her arguments have greatly heightened our understanding of the power of social norms on individuals, making Gilman's life and literary works a role model for many. Even though these works were written a century ago, Gilman's view of womanhood and education remains important as society continues to struggle with issues of gender and women continue to struggle for equality and independence. Self-Proclaimed Philosopher â€Å"Charlotte Perkins Gilman† Charlotte Perkins Gilman was a self-proclaimed philosopher, writer, educator and an intellectual activist of the women's movement from the late 1890's through the mid-1920's. She demanded equal treatment for women as the best means to advance society's progress. She was an extraordinary woman who waged a lifelong battle against the restrictive social codes for women in late nineteenth-century America. Mrs. Gilman was born Charlotte Anna Perkins on July 3, 1860, in Providence, Rhode Island. She was the grandniece of Harriet Beecher Stowe. She attributed her lifelong talent for speaking and her writing ability to her Beecher heritage. Most of what Charlotte learned was self-taught, since her formal schooling was only about six or seven years. Gilman believed early on that she was destined to dedicate her life to serving humanity. When her lover unexpectedly proposed, she was suddenly torn between work and marriage. After years of debating whether to marry or not to marry, she consented and to the best of her abilities carried on the traditional roles of wife and mother, only to suffer a nervous breakdown. When her treatment of total rest drove her close to insanity, she was cured by removing herself physically from her home, husband, and finally her daughter, and by taking part in and writing about the social movements of the day. Later in life she married her first cousin, George Gilman, and again suffered from depression though not as severely as she had suffered throughout her first marriage. Using her life experiences as a female within a male dominated society, Gilman wanted to redefine womanhood. She declared that women were equal to men in all aspects of life. This new woman she described was to be an intelligent, well-informed and well-educated thinker. She would also be the creator and the expresser of her own ideas. She was to be economically self-sufficient, socially independent, and politically active. She would share the opportunities, duties and responsibilities of the workplace with men, and together they would take care of their home. Finally, this new woman was to be informed, assertive, confident, and influential, as well as compassionate, loving, and sensitive, at work and at home. This vision of the future female went against the traditional role of womanhood, not to mention the concepts and values of family, home, religion, community, and democracy. These views have labeled Gilman as a feminist, but theses ideas clearly have a place within educational history. Gilman showed the need to develop higher learning institutions for teacher education and to offer women a place that would train them to think more critically. She viewed the education of women as an essential part of a democratic society. She felt by educating women and thus feminizing society that gender discrepancies within society would end. Gilman began to explore the issue of gender discrepancy within society in the mid-1880's when she first began her career as a writer. Her first published essays focused on the inequality found within marriage and child-rearing. Her well received short story The Yellow Wallpaper told the story of a new mother who was nearly driven insane by the overwhelming traditional duties piled upon her as a wife and mother. The story mirrored that of her own experiences after the birth of her only child. In her highly successful publication of Women and Economics, she studied the issues of gender discrepancy and the relationship between education and women. Gilman stated that humans â€Å"are the only animal species in which the female depends upon the male for food, the only animal in which the sex-relation is also an economic relation. † She said that women's economic dependence resulted in their being â€Å"denied the enlarged activities, which have developed intelligence in man, denied the education of the will, which only comes, by freedom and power. To Gilman, the liberation of women required education and the opportunity to use what they learned to establish social as well as economic independence. In Gilman's journal called the Forerunner, she said the goal of education was to teach men, women and children to think for themselves instead of excepting other people's opinions as their own. She felt that learning centers at the turn of the century were teaching females with masculine content and philosophy. Gilman maintained that the educational philosophy needed to be changed because it was still too narrow in thinking since masculine traits were defined as human while female traits were defined as something other. She felt that these women were being educated to think like men. Once education was feminized, she believed that women could place an emphasis on social responsibility and specialized knowledge, which would develop them to their full potential. Gilman said that by teaching women to dedicate their lives to the common good that it would free them from the daily household routines and help them to recognize their connection and contribution to the world around them and become active members of the economy. In her work entitled Concerning Children she stated that a civilized society is responsible for raising civilized children and that it was the responsibility of everyone in the community to accomplish this by attending to the needs of its young. In Herland, another of her works, she said that children should start their education in infancy. Well-trained professionals should teach this education since motherhood was not a guarantee of teaching abilities. Throughout her long career as a feminist writer and lecturer, Gilman was never comfortable with labels. â€Å"I was not a reformer but a philosopher,† she wrote in her autobiography. â€Å"I worked for various reforms†¦ my business was to find out what ailed society, and how most easily and naturally to improve it. This method was through education. She used her lectures and publications to teach present and future generations about the possibilities that lay open to them. Gilman's writings about the tensions and struggles between marriage and career, social expectations, and personal goals continue to impact women's decisions. Her arguments have greatly heightened our understanding of the power of social norms on individuals, making Gilman's life and literary works a role model for many. Even though these works were written a century ago, Gilman's view of womanhood and education remains important as society continues to struggle with issues of gender and women continue to struggle for equality and independence.

Dbq Essay on Geographies Affects on the World

Geography DBQ The ancient world is very unique, and in some ways tough to figure out. The hardest part of solving the mysteries of ancient times is getting in the minds of the people living back then. No one can completely understand the full effect of a regions geography on the shaping of civilization. The only way we can fully comprehend a civilizations reliance on geography is by reading into it. Through documents and maps we can start to understand the impact geography had on a civilizations economical, spiritual and agriculture development.Agricultural is the easiest thing to crack when trying to figure out the development of a city in ancient times. Maps provide the best information on a regions geography, it gives knowledge of possible places where humans could’ve used certain skills to their advantage or to invent new techniques to use against the downfalls of a certain area. An informative map of present day china educates the general public on the physical qualities of a region (2). This document is unprejudiced because it is a map, it was created to simply show people what China looks like, it’s facts. he reason for The Legend of Yu was to entertain the public by creatively explaining how rivers and seas were created in China (4). This is a fictional story, therefore it is biased. Spodek’s map in The World’s History is informing readers on where some of the most abundant crops and animals could be located around the world (8). Although nothing can be proven completely, this map is a very good piece of work present-day historians can use. The map in document 9 is very informative and educates the public about the fertile crescent, the mesopotamian area, located in the middle east (9).Unbiased and proven, this document, along with the three other ones mentioned are just a few examples of ways scholars may be able to investigate further into the agriculture of ancient times. Economy of cities in ancient times is a little toug her to figure out. Since everyone from those times is dead, the only way to even get any information is by reading saved documents from those specific times. Although the economies of cities have changed drastically through times, some current systems were used back then. The tough part is figuring out how those systems were created. Proven, informative statistics such as those in doc. ne, reveal to the public some of the ways people back then survived when it came to gathering food and figuring out ways to make everyday living a little simpler (1). People back then had to create some type of tools in order to get dinner and survive everyday. In the Epic of Gilgamesh the author attempts to entertain his readers by telling a story about a leader who forces is people to build a wall in order to protect them from attacks (3). Nobody wanted their city to be taken under control by someone else, even in present day we do everything we can to protect where we live. eography can really infl uence the successfulness of keeping your city under control and safe from others. Building new structures such as temples and houses was greatly affected by geography. The picture of Mohenjo daro displays the structures built there and educates the public on what common buildings looked like (6). Mountains, rivers, land, all these can affect the success of an economy. You never know what could happen and although ancient people didn’t have all the technology we do to predict disasters such as earthquakes and tsunamis, their ability to manage without it is very inspiring.One bad thing and a whole city could be destroyed. Figuring out the geographical impact on spirituality is by far the most difficult thing to figure out. Ancient people could only pray to Gods to protect their land. The author of â€Å"Hymn of the Nile† is thanking the Nile river for doing all the wonderful things it has done, although this document is biased it is still very appreciative (5). People be lieved and still do believe that praying and thanking gods will result in good things happening to them. Praying for rain, or good crops, or many animals was not something new.In a criticizing tone, followers of Jesus accused the public of taking advantage of God’s generosity of gifts that don’t even belong to them (7). Because of the fact they can’t prove people are taking advantage and they’re just basing these accusations off of their beliefs, this document is biased. I’m not sure if we will ever be able to have a complete understanding of the affects geography can have on the development of a civilizations economical, agriculture and spiritual lives, it won’t stop historians from investigating. There is so much out there to learn about and the deeper you dig, the more you find.

Mba Program in Kogod School of Business Essay

MNTC, my painstaking effort, is aggressively aimed to produce for China’s electric power enterprises the best RFID chip, and to provide the power equipment inspection departments and clients with decoders and background service. After quitting from the bank job, I immediately created MNTC, which has always been carefully treated as my child. For its robust growth, I have tried my best to be the world’s most attentive father. RFID chips function as both equipment IDs and recorders. First, write customer information into the chips and encrypt it through the encryption system out of our own independent research and development, and then install those chips into all sorts of needed electric power equipments, so as to equip the corresponding departments and users with the ability to access the devices through network in a secure and efficient manner. After having successfully solved the financial and the human resource crisis, the usual issues encountered during the initial period of an enterprise development, I further established a background system development team. Since then, MNTC won the first sum of financing, which made me wholly aroused. But the company being bigger and stronger forced me to feel that my already insufficient management skills is eventually unable to fulfill the development needs of MNTC. And hence I deeply realize the very importance of more advanced management concepts and strategies. Advancing my management ability is indeed the short-term goal, and this is closely related to most courses in the Kogod School of Business. The study and research on those courses can definitely cultivate me to be a more prudent and masterful manager. Upon graduation, I have faith that, not only can I take the most of the improved economic modes to implement better cost control, but also I could apply more brilliant business strategies to explore the expansive ways of MNTC. I’m more eager to learn from American University (AU) about how to perfect the industry chain of electric power by finally achieving the more optimized combination of technology and capital, and how to promote industrial revolution in the perspective of networking application. Yes, that is my long-term goal, seemingly far away. To reach it, I am in dire need of the guidance of my future beacons, the distinguished professors in the Kogod School. Hope to draw on the experience of the successful roads of numerous American enterprises, through which in order to accumulate more capital and introduce more powerful technology innovation for China’s electric power industry. Years of management experience has solidly honed me to become a diligent thinker who can always figure out solutions from different angles. The diversity of AU and AU’s emphasis on creation nicely fit this characteristic of mine. What’s more, the specialties of AU – Kogod Center for Career Development and K-LAB (Kogod Leadership & Applied Business) would guarantee me a wide and deep network of alumni resources from within the AU community and beyond. Thus, I firmly believe that the world-class MBA program in AU, outstanding and well-rounded, plus the superior geographical position of Washington, DC are the two critical factors of ensuring that American University is and will be the best choice of accomplishing my long-term goal.

Deep Water in Deep Trouble Essay

What type(s) of control- feedforward, concurrent, or feedback- do you think would have been most useful in this situation? Explain your choice(s) Feedforward control would have been a good start in this situation. It would have been wise to check all of the gages on the ship before heading out onto the water. After checking once it would not hurt to double check in case something was over looked. Since the job is already dangerous, there should have been action taken to check the things that could create any bad situations. Instead, these things were not checked and lives were lost, the economy and the environment were affected by this ordeal. When signs of the problems started showing up, there should have been action taken to get everyone off the ship safely and quickly. Concurrent control would be the next thing that should have happened. Since the ship was so large and going to do such as big job, someone should have been assigned to watch the gages carefully and check all of the little things that make the ship run. Maybe if the problems would have been addressed in a timely manner, the incident could have been prevented or not as tragic. After it was all said and done is where feedback control steps in to place. By taking notes of the signs, what happened and possible ways to prevent it in the future would have been significant information. These kinds of documents could help others in the future and be a lesson to BP to have an inspection before leaving the dock. Using exhibit 10-2 explain what BP could have done better. By measuring the actual performance there could have been a test run of the ship on the course to its destination. Upon taking off, there could have been smaller ships that followed alongside to make sure there was safety if the ship had any problems. In doing so, the operator of the ship could have learned about the glitches beforehand which may have prevented the explosion. By doing a practice run, they might have been able to see the problems and put this particular job on halt until the errors were repaired. Another key element would be making sure their CB radios worked and called the right location. Once the practice run was in progress, the leading manager could have assigned jobs to the other employees. These jobs could have included checking the bottom deck, watching gages, and watching for any potential threats in the water. Each employee could have filled out a report to show what they inspected and what the outcome was of the inspection. If a section did not pass the inspection, the manager would have knowledge of what needed attention. Then the ship could have been prepared to go on their journey. Once the manager gave out the instructions on what to fix and assigned people to those jobs, another inspection could have taken place. This inspection would be to re-check the problem areas for proper corrections. Then, if all of the parts passed inspection, they would know the ship is in top condition to set sail on their trip. Schedules could have been made out for certain people to check on the areas that had problems. By assigning certain individuals, it could have helped keep better track of complications. Why do you think company employees ignored the red flags? How could such behavior be changed in the future? I think there are several ways the red flags may have been overlooked. One possible way would be poor job training. If you aren’t trained to know what something is supposed to look like or how it is supposed to work then you wouldn’t know what a problem is you saw one. It seems more and more employees have little training when being hired on to a job. That, or they just do not pay attention to what their trainer tells them. By not knowing the proper ways to do things could lead to more on the job accidents, like what happened with the BP ship. Another reason that it could have been overlooked is laziness. While the report says the problem went unnoticed until after the fact, doesn’t necessarily mean that someone did not see the problem and think it wasn’t a big enough problem to hurt anything. I think this kind of practice is becoming more common which is a scary thought. There are several ways to prevent such behavior in the future. The way the employees interact when they are trained is most likely a glimpse into their work ethic. It is not wise to show them shortcuts or easier ways to do  things in case they are on the job and need to know the correct way of doing the job. If they were to be taught an easier way and a problem arose it could cause an even bigger problem or possibly an injury. It could also leave them clueless as to what to do when they are on their own in the job. Another idea, would be to have regular meetings on the ship that are mandatory for all staff to attend. In these meetings the management team could address the rules, what is expected of the other employees, and where the ship is headed. What could other organizations learn from BP’s mistakes? A few things that other organizations could learn from this mistake is to always check for red flags. When you check your work, you have less of a chance of something going wrong. Another thing would be communication. Communication is always important, but even more so in business. When employees communicate with one another they stay better informed and sometimes learn more about their jobs from others. Communication also helps employees to know what their job is and in what areas need progress. By enforcing strict rules, it would help companies to keep their employees more focused on their jobs which will help the company be more successful. When a company sticks by the enforced rules, there is less of a chance of employees thinking they are able to slack off or take advantage of their positions due to fear of consequences. I think when managers pick favorites they allow them to bend or even break the rules. I believe that all managers should treat all employees equally and not cut slack to certain people. When this happens, it causes other employees to be hostile towards those employees and the managers that do it, which makes a lot of them not want to do as good of a job.