Business Description ( Adult Day Care ) Essay Example | Topics and Well Written Essays - 750 words

Business Description ( Adult Day Care ) - Essay Example Under medical services, the company aids, to provide medication reminders and helps with blood glucose test. The company projects to increase its operation by establishing subsidiary companies and small businesses in Los Angeles and other parts in the United State based on demand. In attempt to increase returns earned, the management shall increase the operations by diversifying its services. The company will also provide health-centered day care services. It will offer advanced medical care to seniors and adults with disability who are about to be placed to a nursing home. The parent company in Los Angeles will provide both services to seniors and adults with disabilities. Services to be offered by subsidiary companies will depend on exogenous factors such as market, competition, resources available among other factors. The company will have a centralized business structure with both leadership and top management heading the company. The organization structure of the company will have three important functioning areas: governance, administration and programs. The structure to be formulated will aid to enhance communication within the organization. In this perspective, the chain of command will flow from leadership, management downward to each day care center. In fact, the structure will be hierarchical and each system will be interconnected by chain of command. Presidents and fifteen member board of director shall head the subsidiary companies. The company will utilize both horizontal and lateral organization’s structure (Oklahoma  72). The main objective of the company is to offer high quality day care services that meet global requirements and customer’s satisfaction. Its major goal is to acquire global competitive advantage and increase revenues generated. The company will provide day care services through well equipped

Cosmopolitanism Ethics In A World Of Strangers Philosophy Essay

Cosmopolitanism Ethics In A World Of Strangers Philosophy Essay The book, Cosmopolitanism: Ethics in a World of Strangers, is a clear and well-written book which is enjoyable to read. K. A. Appiah is himself a citizen of the world: a professor of philosophy at Princeton, with a Ghanian father and an English mother, he was raised in Ghana and educated in England, and also lived in Africa, Europe and North America. After reading this book, I have to say that Appiah skillfully blends his philosophical ideas with anecdotes about his own life and background. It brings us too many places and we come to know him a little and also his father, mother, and various other kinsfolk and tribe members. He introduces us to many traditions, practices and ideas of his African ancestry to clarify his ideas on human interactions, conversations, and globalisation. It reassesses the case for reviving an ancient stream of thought in a world full of strangers, and finds that Cosmopolitanism is a universal trait of humankind. The overall scheme of the book concerns the p rinciples of the existence of different people bound by a simple nexus of common values and humanity.   1.1 Introduction: Marking Conversation Appiah starts with the fact that our ancestors lived in small tribes where they interacted with a small set of people who they knew. Others were of rival tribes and to be viewed with suspicion. Information about other ways of life didnt really flow into the village. That was in the old days. Nowadays, our human world is getting smaller now, because people have more access to each other than ever before in history. We are getting to know and access each other through migration, international trade, tourism, and the worldwide web of information, which comes from radio, television, telephones, and especially the internet. This mass media and the amazing cyberspace give us plenty of opportunities not only that we can affect the lives of others everywhere but that we can to learn about life anywhere, too'(p xiii). The world is getting smaller and we are living in a new global tribe in the face of the world globalization. How are we to deal with these new circumstances? What ideas and institutions can help us to live together in this global village? Appiah addresses the notion of cosmopolitanism, that is the challenge to take minds and hearts formed over the long millennia of living in local troops and equip them with ideas and institutions that will allow us to live together as the global tribe we have become'(p xiii). The notion actually combines two inter-related strands: One is the idea that we have obligations to others, obligations that stretch beyond those to whom we are related by the ties of kith and kin, or even the more formal ties of shared citizenship'(p xv). The other is that we take seriously the value not just of human life but of particular human lives, which means taking an interest in the practices and beliefs that lend them significance (p xv). Appiah believes that it is an obligation to understand those with whom we share this planet. People are different, and there is much to learn from our differences. Because there are so many human possibilities worth exploring, we neither expect nor desire that every person or every society should converge on a single mode of life. Appiah also stresses that whatever our obligations are to others (or theirs to us) they often have the right to go their own way (p xv), it is respect for difference. According to Appiah, cosmopolitanism is more accommodating of diversity than the current liberal consensus but does not fall into moral relativism. Cosmopolitanism embodies two core values: universal concern for all humanity above family and nation and a respect for legitimate difference. Appiah recognizes that these two values clash, and as such cosmopolitanism is the name not of the solution but of the challenge (p. xv). Appiah takes a step further to summarise the challenges, which are: (1) to avoid falling into moral relativism while respecting difference; (2) to find a middle way between an unrooted abstract universalism and self-interested nationalism; (3) to recognise that cultural difference has been exaggerated by an order of magnitude (p. xix); and (4) to work for conversation, in the sense both of association and exchange of ideas, while realising that humanity will never arrive at an agreed hierarchy of universal values. Cosmopolitanism is a process involving the human co mmunity in habits of co-existence, of conversation in its older meaning, of living together, association (p. xix). The crux of getting along is to recognise that while one might live with integrity in accordance with ones own beliefs, one does not need to share the same rationale with someone else to develop this habit of conservation. In the interpretation of cosmopolitanism, Appiah is sympathetic to the view that local loyalties and allegiances are important because they determine who we are. So he encourages us to embrace both local and universal loyalties and allegiances and denies that they necessarily come into conflict with each other. He holds that we need to take sides neither with the nationalist who abandons all foreigners nor with the hard-core cosmopolitan who regards friends and fellow citizens with icy impartiality. The position worth defending might be called (in both senses) a partial cosmopolitanism. So he stakes out his middle ground of partial cosmopolitanism more by talking about what its not. On the positive side, we get a lot of generalities: its important to talk with people from other cultures, to maintain mutual respect, to learn about other ways of life. We need the curiosity inherent in a partial cosmopolitan outlook so that we can get used to one another and live peacefully together. We do not, he stresses, need to share underlying values or agree on everything. 1.2 The Shattered Mirror Appiah argues that looking at the world clearly shows that there are a variety of ways of life and thought. Human beings are different and that we can learn from each others differences (p4). When we are exposed to the range of human customs and beliefs, a cosmopolitan openness to the world is perfectly consistent with picking and choosing among the options you find in your search (p5). However, such exposure to different human customs and beliefs hardly leaves the traveler unattached from his own. Thus, not all disagreements can be resolved and it urges us to accept differences. (pp.4-7) Appiah holds that a complex truth is like images of the shattered mirroreach shard of which reflects one part of a complex truth from its own particular angle. He supposed the deepest mistake is to think that your little shard of mirror can reflect the whole. Actually, Appiah points out that there is no singular truth. In that case, theres no one shattered mirror; there are lots of mirrors, lots of moral truths, and we can at best agree to differ (p11), therefore, we need to embrace pluralism, and adopt a live-and let-live attitude. Appiah cites works by ethnographers, and draws a number of persuasive parallels to establish universality and shared values (good and bad). He stresses that people in far-flung places are the same in that [they] have gods, food, language, dance music, carvings, medicines, family lives, rituals, jokes and childrens tales.   They smiled, slept, had sex and children, wept, and in the end, died (p.14). Another commonality according to Appiah, is that a lot of what we take to be right or wrong is simply a matter of customs.   His argument about ideas and concepts which are common to most cultures in the world, draws further on acts like good parenting, as well as taboo, which exists in his native Ghana (akywandee), or in Igbo land (nso), but is Polynesian in origin. 1.3 The Escape from Positivism Appiah writes of relativism, positivism, and particular the fact and value distinction in this chapter. Appiah claims that the influence of positivism has led to value relativism by splitting values (or ends) from facts about the world (or means), in other words, what philosophers have called the naturalistic fallacy, or the inability to derive an ought from an is. Appiah avers that relativism and positivism often get in the way of the cosmopolitan project and undermine conversation across boundaries. Because every people finds its own ways (to be) good (p16), this conversation is important. It helps us to know others who are different and to learn from them. Simply put, if when we disagree we are both right, then there is nothing to talk about. if we cannot learn from one another what it is right to think and feel and do, then conversation between us will be pointless (p31). From a positivist slant, Appiah observes that what is custom is linked to values, which in the end, guide our acts, thoughts and our feelings (p 25). It is in this context that he underscores that being kind is an attribute of experience more than any other variable since people learn to be kind by being treated kindly and noticing it.   Appiah also emphasises the way our values are shaped by conversations with others, in which we try to shape each others views and feelings, but relativism of that sort isnt a way to encourage conversation, its just a reason to fall silent (p 31) because of the relativists toleration. 1.4 Facts on the Ground The chapter is an attack on the positivist notion of fact. Appiah argues that facts are not as solid as we may suppose. He tries to show that facts are on no more solid ground than values. He uses the example of trying to persuade a traditional Asante (his kinfolk) that witchcraft cannot harm people, to show that facts largely depend on what you already believe and what ideas you already have. 1.5 Moral Disagreement In this chapter, Appiah goes on to look at the various ways we can come in conflict over values, which are more likely to arise between people from different societies. They are: (1) no shared vocabulary of evaluation. Value terms are essentially contestable and they will always be argued about both across cultures and within them. (2) Even when we share the same moral vocabulary, conflict over values might come in varying interpretations of the same vocabulary and (3) giving the same values different weight. However none of this is insurmountable: we can agree to do things without agreeing on why (p67), but more important is Appiahs point, pace Samuel Huntingdon, that most conflict is not articulated through warring values in the first place. In fact, intense conflict may arise through dispute over the meaning of the same values (p67), e.g. on abortion, American pro-lifers and pro-abortionists both respect the sanctity of life, but differ on why it is precious and on when life begin s. To better understand this point, Appiah gives us other example that, the US and Iraq being at war is not because the people of the two countries have different values. But this is not a point the politicians in Washington would readily accept, certainly, not the ideologues.  Here, Appiah analyses that the Golden Rule-what you do not wish done to yourself, do not do to others- requires that we should take other peoples interests seriously, take them into account. Appiah suggests that encouraging cosmopolitan engagement, presupposes the acceptance of disagreement.   Perhaps, this is why cosmopolitans endorse as a key aim, that we learn about other peoples situations and then use our imagination to walk in their Moccasins (p.68). He also exposes the failings of the Golden Rule as a principle to live by. Its just that we cant claim that the way is easy. 1.6 The Primacy of Practice Appiah argues that even though moral disagreements can happen and are real, crosscultural conversations about values do not have to end in disagreement, because it is often possible to agree about what to do even when we do not agree on the reasons behind it. For example, we can live in peace and harmony without agreeing on the underlying values. (pp.69-81) Appiah discourages us from insisting on reaching agreements on values by means of reasoned arguments and persuasion. These very often fail to move people. Moreover, if we make this insistence, then we will lose what is worthwhile about conversations across boundaries. As Appiah avers, conversation is hardly guaranteed to lead to agreement about what to think and feel. Yet we go wrong if we think the point of conversation is to persuade, and imagine it proceeding as a debate, in which points are scored for the Proposition and the Opposition. Often enough, as Faust said, in the beginning is the deed: practices and not principles are what enable us to live together in peace (pp.84-85).When Appiah proposes conversations between people, what he has in mind by conversation is really an engagement with the experience and the ideas of others (p85). In this sense, conversations do not have to lead to consensus about anything, especially not values; its enough that it helps people get used to one another (p85). 1.7 Imaginary Strangers Appiah argues that the points of entry to crosscultural conversations are things that are shared by those who are in the conversation. They do not need to be universal; all they need to be is what these particular people have in common (p97). And human beings everywhere have so much in common. These include everyday activities, such as buying things, eating, reading the paper, laughing, going to movies, parties and funerals. They also include universal values such as kindness and generosity. He argues that these can be entry points to cross cultural conversations, because once we have found enough (things which) we share, there is the further possibility that we will be able to enjoy discovering things we do not yet share'(p97), and we can open up more to other ways of thinking, feeling and acting. That is one of the payoffs of cosmopolitan curiosity. Appiah also notes that the problem of cross-cultural communication can seem immensely difficult in theory, when we are trying to imagine making sense of a stranger in the abstract. But the great lesson of anthropology is that when the stranger is no longer imaginary, but real and present, sharing a human social life, you may like or dislike him, you may agree or disagree; but, if it is what you both want, you can make sense of each other in the end (pp.98-99). 1.8 Cosmopolitan Contamination In the seventh chapter called Cosmopolitan Contamination, Appiah argues against those who criticize globalization for producing homogeneity and getting rid of cultural differences. He claims that globalization is also a threat to homogeneity because it creates new forms of difference (p101-105). He thinks that instead of the talk of preserving diversity and trapping people in conditions they want to escape from, we have got to let people choose for themselves. He mentions that cosmopolitans think human variety matters because people are entitled to the options they need to shape their lives in partnership with others (p104). Appiah also writes of the trouble with cultural imperialism, he believes that people in each place make their own uses even of the most famous global commodities (p113). Such as the fact that Levis are worn on every continent. In some places they are informal wear; in others they are dressy'(p113).They are not blank tablets on which global capitalism can write wh atever it wants, they are not fools but they can resist. That is why something does not ever change, like the identity of a society can survive when cultures are made of continuities and changes. 1.9 Whose Culture Is It, Anyway? Appiah begins by pointing out that some of the museums of the world, particularly in the West, have large collections of objects and artefacts which were looted from poor and developing countries. He then asks: who owns these cultural artefacts and properties? Our first answer may be that since they make up the cultural heritage of a people, they belong to the people and culture from whom they were taken. Appiah disputes this and argues that the right way is to take not a national but a cosmopolitan perspective: to ask what system of international rules about objects of this sort will respect the many legitimate human interests at stake (pp.126-127). If some cultural artefacts are of potential value to all human beings, they should belong to all of humanity. He thinks that when they make a contribution to world culture, they should be protected by being made available to those who would benefit from experiencing them and put into the trusteeship of humanity (pp.130-134). Appiah argue s that rather than focusing on returning stolen art and putting a lot of money and effort into it, it may serve the interest of those whose artefacts were stolen better to be exposed to a decent collection of art from around the world, like people everywhere else. 1.10 The Counter-Cosmopolitanism Appiahs writing on Believers without Borders as in Doctors without Borders is instructive in explaining universalism as well as its driving motives and consequences: They believe in human dignity across nationsà ¢Ã¢â€š ¬Ã‚ ¦ share ideals with people in many countries, speaking many languagesà ¢Ã¢â€š ¬Ã‚ ¦ they would never go to war for (a) country, but they will enlist (in a) campaign against any nation that gets in the way of universal justice.   They are young, global Muslim fundamentalist; they are the recruiting ground of Al Qaeda (pp. 137-138). Appiah goes on to suggest that such fundamentalism exemplifies the universal ethics, which inverts the picture of Cosmopolitanism and in the absence of toleration, turns easily to murder (p141).  For example, Islamic and Christian fundamentalists who seek a community of those who share their faith and reject all national and local allegiances have no tolerance for religious difference. We should be wary of and reject universal community, because they can lead to bloodbaths, which is one lesson we can learn from the sad history of Christian religious warfare in Europe (p141). Then Appiah turns to argue that their universalism is contrary to cosmopolitanism which embraces pluralism and promotes the view that our knowledge is imperfect and provisional and that we might learn something from those we disagree with. As he writes: to say what, in principle, distinguishes the cosmopolitan from the counter-cosmopolitan, we plainly need to go beyond talk of truth and tolerance. One distinctively cosmopolitan commitment is to pluralism. Cosmopolitans think that there are many values worth living by and that you cannot live by all of them. So we hope and expect that different people and different societies will embody different values. (But they have to be values worth living by.) Another aspect of cosmopolitanism is what philosophers call fallibilism the sense that our knowledge is imperfect, provisional, subject to revision in the face of new evidence (p 144). If cosmopolitanism is, in a slogan, universality plus difference, there are the other enemies of cosmopolitanism. They reject universality altogether, and claim that not everyone matters. One such inescapable obligation is this: when you do something that harms someone else, you must be able to justify it. Those we think of are willing to claim that not everyone matters. They tell us why. Such and such people are destroying our nation; they are inferior; It is not actually that they dont matter; its that they have earned our hatred or contempt. They deserve what we are doing to them (pp.150-152). Appiah avers that the real challenge to cosmopolitanism isnt the belief that other people dont matter at all; its the belief that they dont matter very much. Its easy to get agreement that we have some obligations to strangers. We cant do terrible thing to them. (p153) 1.11 Kindness to Strangers Appiah looks at the question of what do we owe strangers? His answer is mainly negative. Appiah begins by referring the viewpoints of Peter Singer and Peter Unger. The Singer principle (from the works of Peter Singer) states: If you can prevent something bad from happening at the cost of something less bad, you ought to do it (p 160). Unger takes it a step further by stating that it would be immoral not to donate all of ones wealth to organizations, such as UNICEF and Oxfam, which benefit less fortunate people. Based on these beliefs, Singer and Unger would likely agree that it would be wrong to spend money on the opera if that money could otherwise be used to save the life of a child (p159-162). Appiah, however, doesnt agree with that decision. He believes that Singer and Unger are missing a key piece of morality and human nature: It is illogical-and just plain wrong- to assume that a person values all lives equally. In reality, a person is likely to value the people around them, su ch as family and friends, and even themselves, over those whom they have never met. Thats not to say that such a person does not care about other, unknown people; it is only to reaffirm the fact that humans prefer familiarity. Cosmopolitanism cannot and does not demand from us to have more sympathy and concern for strangers than those close to us. In addition, Singer and Ungers principles are vague and without exceptions. They dont seem to consider all possible situations and they fail to account for human nature. As Appiah mentions, if everyone spent all of their money to save starving children and none on activities they enjoy, the world would be a flat and dreary place. (p 166) No one would want to live at all if they werent able to do things other than saving other peoples lives. People need entertainment and joy in their lives in order to be happy and successful. These thinkers are mistaken to burden us with incredible obligations which would dramatically reduce the quality of our lives (pp.156-166). It is much more helpful, as Appiah believes, to contribute, in whatever way possible, to a cause that will focus on improving the general living conditions of a location, which, in turn, will eliminate the hunger of the children living there. Providing clean water or a better education system to Third World children will do more for their future than simply feeding them for a day, which, as Appiah points out, may actually be detrimental to the farmers and the economy of the area. And it wouldnt necessarily require all of ones wealth to be donated to the cause in order to make it happen. As Appiah points out, Singer and Unger seem to imply that all values can be measured in a single thin currency of goodness and badness and those decisions should be made based on a comparison of the amounts of this currency for each possible outcome (p 166). That theory is a misguided and an inaccurate one, as it fails to account for outside forces. All decisions must be made by considering the many variables involved; this morality price, as one might call it, is only one such variable. According to Appiah, whatever our obligations are to strangers, they must not be too burdensome because these are not the only obligations that matter. As such, Appiah is correct in his conclusions that neither the Singer principle nor Ungers beliefs should be the sole guiding force in ones decision-making process. While it may be appropriate to assign the morality price a heavy weight when it comes to making a decision, it is impossible to force the human mind to think only of such a value. As Appia h argues, human values and decision making processes should be based on more than just one specific rule-designed by one specific human. The world is too complex for one sentence to handle. Appiah also makes an argument based on the saying that the end justifies the means. Slavery, in and of itself, is wrong; the existence of the pyramids or of the United States, however, is not. Plus, it is unreasonable to assume that giving away all of ones wealth will cause any permanent change. It is more likely that doing so would simply prolong the possibly-dreadful life of a starving child for a set period of time. After that, the living conditions of the child would simply return to their previous state. 2 Evaluations 2.1 The Notion of Cosmopolitanism Appiahs chosen word to describe this task in this book is cosmopolitanism. This term can be traced back to the founding father of the Cynic movement in Ancient Greece,  Diogenes of Sinope  (c. 412 B.C.). Of Diogenes it is said: Asked where he came from, he answered: I am a citizen of the world (kosmopolità ªs)  [1]  . The word of Cosmopolitan derives from Greek  cosmos  (the  Universe) and  polis (city). Appiah picks this term to suggest the possibility of a cosmopolitan community in which individuals from varying locations (physical, economic, etc.) enter relationships of mutual respect despite their differing beliefs (moral, religious, political, etc.). According to the meaning which is intended , he finds cosmopolitan superior to globalization, which is an overused word that can mean everything from a marketing strategy to an economic thesis, or multiculturalism, which he says is another shape shifter, which so often designates the disease it purports to cure. App iah admits that cosmopolitanism can have elitist connotations. But its actually a term rooted more in the idea of cosmos the universe: talk of cosmopolitanism originally signaled a rejection of the conventional view that every civilized person belonged to a community among communities. In order to better understand the notion of Cosmopolitanism in the book, it is necessary to make a brief survey of the differences in meaning among some conceptions, which are: relativism, universalism, nationalism, patriotism and liberalism. Relativism refers to any of several descriptive, meta-ethical, or normative positions  regarding the differences in moral or ethical judgments between different people and cultures. Universalism is the meta-ethical position that some system of ethics, or a universal ethic, applies universally, that is, for all similarly situated individuals, regardless of culture, race, sex, religion, nationality, sexuality, or other distinguishing feature. Nationalism  involves a strong identification of ones social identity with that of a  nation  or state.  Patriotism  is love and devotion to ones country.  Liberalism is the belief in the importance of  liberty  and  equality. And, Cosmopolitanism is in a slogan, universality plus differen ce (p151). 2.2 Relativism and Cosmopolitanism Relativists claim that not everything is local custom, and they argue that education must be morally neutral, and that all values are situational and negotiable. Appiah thinks it is mercifully fading out. Appiah rejects cultural relativism, he pushes it further toward obsolescence and denies a key tenet of relativism, which he describes as the basic suspicion that moral claims just reflect local preferences rather than universal truths. Before relativisms destruction, its proponents relied on the comfortable certainty that tolerance trumped all other values. For relativists, dealing with multiple cultures was easy: Just tolerate everything. But in the absence of that idea, how do we relate to what Appiah calls a world of strangers? Since there are some values that are, and should be, universal, do we deliberately rinse away all expressions of cultural diversity that dont uphold those universals? If values are universal, how can we maintain them while still respecting cultural distinctness? How can we avoid the pitfall those relativists feared, that of imposing our values on others? Appiah makes it work. He avers that Cosmopolitanism helps us find ways to consider such conceptual complexities. As mentioned before, Appiahs cosmopolitanism intertwines two ideas, obligations to others and value of particular human lives. For the cosmopolitan, then, no local loyalty can ever justify forgetting that each human being has r esponsibilities to every other. Those responsibilities are best played out in conversations across differences where the language of values helps us coordinate our lives with one another. 2.3 Globalization Appiah talks about globalization in chapter 7. He is dismissive of those who are critical of globalization and focuses only on one aspect of their criticisms, namely their worry that globalization wipes out local cultures. So he does not address the worry that the global financial institutions and multinational corporations want to expand the world markets for their own interests and that they undercut and weaken local governments, laws, and decision-making. Western industrial nations promote free trade, but this in fact benefits them and makes them richer and more powerful. The agriculture and export subsidies in the West are one of the main causes of agricultural decline in many developing countries. So globalization per petuates and worsens the unequal balance of power between rich industrial and poor developing countries, rather than addressing it in any way. Appiah casts the critics of globalization as people who are afraid of change, but some of the critics are legitimately con cerned with global justice and local sovereignty. 2.4 Cosmopolitan Justice Cosmopolitan justice is discussed in Chapter10, but it is a little weak. One of the main components of Appiahs cosmopolitanism is ethical commitment to strangers. But his view of what this amounts to is very thin. Instead of speculating about what commitments we incur if we want to make the world a substantially better place, Appiah comes up with a list of constraints. He is very critical of the idea of world government as a vehicle for upholding and guaranteeing peoples basic rights. For Appiah the primary mechanism for ensuring basic rights is the nation-state. Appiah then warns us about those who want to burden us with too much and urge us to overlook our obligations to those close to us and to our own self and projects. It is difficult to see how the concerns which underpin cosmopolitan ethics or justice can be addressed solely in the context of national politics. Those who are passionate about cosmopolitan justice are concerned about extreme poverty, tyranny, oppression, and environmental degradation. Seriously addressing these seems to also require working with international organizations which go beyond national borders and forming connections and associations with others elsewhere who have similar goals. Moreover, despite Appiahs legitimate worries about establishing a world government, it is clear that world governing bodies and institutions, such as United Nations and World Bank, already exist, deal with cosmopolitan justice issues, and have much power. At the least, making the world more just would demand that these institutions become more democratic and fair and do a better job of protecting peoples rights. 2.5 Global Conversation Cosmopolitanism works because values like courtesy, hospitality, generosity and reciprocity are widely shared, alongside other basic concepts and social customs, to enable differences to be explored. Appiah thinks that we share enough to work through human differences. Commonality allows for a global conversation. In the end, attaining a state of peaceful, diverse co-existence is more important to cosmopolitanism than resolving all conflict over human values either philosophically or politically. Appiah calls for a global conversation to make our world suitable for coexistence and living well. But he does not refer to appropriate ways. When we look for some enlightenment in the context of Chinese Confucianism, we can find that Confucian toleration has some characteristics of engagement in such conversations; the characteristics are: openness to t

Deceptive Cell Phone Television Commercials :: Media

It may seem like cell phone television commercials are straightforward and easy to follow, but many people would agree that after a few monthly bills start flowing in, they may form a different opinion. These â€Å"so-simple† cellular phone plans that the companies advocate are often quite misleading to consumers. This is largely due to the fact that companies present viewers with a vague explanation of their services. This is successful in making a person feel the need to sign-up without any apprehensions. Many individuals do not realize that they have been deceived into a contract that they will eventually regret after it is too late. The most common misleading topic that cell phone commercials try to avoid expressing is the costs of the unknown bill charges and where they come from. Cell phone companies work hard to hide as much of the costs as possible from their consumers. They may say a certain rate in the advertisement, but this is the bare minimum in most cases. What they are not telling their costumers are the roaming charges, long distance contingencies, and, if available, text message rates. Indefinite bill charges are very popular problems that occur for most customers. For example, a Sprint customer experienced first hand how Sprint was increasing their monthly rates. The customer had signed up for a $50-a-month plan but did not know what he was paying for until, â€Å"he heard the news that Sprint PCS had been quietly imposing rate increases, tucking them under ‘fees and surcharges’†(Ballheim,2003). People are often not aware of what the whole plan includes because just pieces of favorable information are told to them. When the customer finally realizes the extra costs, and want to change companies, they are slammed with even more charges. The man who was mentioned previously still had to pay another $150 dollars as a penalty fine in order to cancel his service (Ballheim, 2003). This is an all too familiar case with false advertising a cell phone plan. It seems as though the cell phone companies should be the ones who should pay the penalty fine. But, we, the customers, keep paying these deceiving companies to mislead us and charge more money when they do.

In the Mood for Love Essay

The quote by the author Drucker is a prime example of how non-verbal communication is most of the time more important than the actual answer itself. Body language is an essential element of everyday interaction amongst people. Based on simple hand gestures or a flicker of a smile, one can instantly change the syntax or structural meaning of a sentence. This change could turn a negative sentence into a positive outcome. Throughout the history of cinema body language is a tool that is applied to every movie. Movies by their very nature started of as any elaborate ploy on body language. The silent film era relies on nonverbal communication that is accompanied by visual elements and implanting a specific score in order to suspend disbelief that the audience is sitting an in a dark room watching various shades of light and color onto a screen. The movie In the Mood for Love directed by Kar Wai Wong is a prime example of how the characterization and plot of a movie doesn’t need to revolve around the construction of dialogue between the protagonist and other characters in the movie. To start off I would like to say the cinematographer Christopher Doyle and Pin Bing Lee did a great job in presenting a somewhat stale plot line into a visual masterpiece. There are many examples, of how the cinematography of this movie enables the audience to visualize the budding of a love that happened out of pain, spite, and loneliness. I would like to analyze the cinematography of a scene in order to bring more clarity to how body language is more important. The first scene I would like to examine is in the first act of the movie. Keep in mind during this scene there is no dialogue just a musical score. The faces of the two adulteresses remain obscured throughout the scene. Fade from black no picture in your minds eye the wife Su Li-Zhen is in her apartment with her husband while everyone is playing Mahjong. She takes the chair behind her husband and sits there. When she leaves for a brief instance to let another woman by which is the wife of Mr. Chow. Chow then proceeds to take his queue and exit the room looking troubled and deep in thought walks by and slightly grazes Mrs. Li-Zhen. Li-Zhen then goes to sit down next to her husband and puts her arm on his shoulder. This scene is jam-packed full of visual elements that make this scene very compelling and drives the movie forward with such palpable tension. First, the wife of Mr. Chow is dressed in a vibrant red dress that really pops out from all the dull whites and browns that are present in on the screen. This vibrancy of color and by the nature of all the skin that is revealed above her neck alludes to a characterization that is more sexual, more â€Å"desirable† in comparison to Mrs. Li-Zhen. She is wearing a dull white dressed that is cut in a more traditional and plain way. By the nature of the fabric and patterns on the dress it looks like she is blending in more than standing out. This direct comparison is between the mise en scene of the costuming foreshadows that the wife Mrs. Li-Zhen will become less desirable over time and this will present the problem of some kind of cheating. Also during this scene the very body language present between the two women towards Mr. Li-Zhen is very different. The wife of this man is sitting behind her husband she seems reluctant in showing her affections towards him. She doesn’t really act like they are together she only looks over his shoulder. The camera movement at this scene is very important when the wife walks into the room the camera pans out back to the doorway. Then, The adulteress wife walks from off the screen through the doorway. At this point the camera pans in. The woman in red then proceeds to walk in between the married couple sitting down, and drapes her arms across Mr. Chows back. Mrs. Li-Zhen gets up puts on an insincere smile and backs against the wall. The woman in red seems to push the faithful wife away. This scene is a metaphor down to a tee of what is happening to the Li-Zhen and Chows relationship. The initial distance between the first married couple shows that there is some discontent or rift between them. This body language is very subtle but its possible to see that they aren’t not entirely happy with each other. It’s not until she has her back against a wall and sees the discontent on Mr. Chow’s face do you really see the wife really warm up to her husband. The camera movement during this scene further supports my points on the relationship between the two couples. When the camera pans out it is signifying that even though Mrs. Li-Zhen is getting closer in reality she is quite distant from her husband. This distance is growing and impossible to reverse in this instance. This distance created by turning the shot from a medium, shot to a wide angle. Which sets up the next camera movement where Mrs. Chow comes from off the screen and the camera moves in and follows her as she makes her way towards MR. Li-Zhen. This shows that the there is a shift of desire going from the faithful wife to the new fling. This sexual shift is subtle but very evident once the adulteress pushes the faithful wife. The score during this scene is also very prominent during the entire movie. It is present every time we she a slight shift of the relationship status between the two couples. At first the music indicates that the physical, mental, and sexual attraction between the original couple is shifts towards a more negative outcome. During this scene the music is indicating that the once happy couples are now beginning to shift towards separation. The music cues as Mrs. Li-Zhen walks into the shot from off the screen. The tone and tempo of this piece directly correlates to the overall plot line of the film, and is key to this scene as well. The tone of the piece is a somber one; very little percussion is used in the score. There is a very prominent violin that is playing over other various strings. The tempo of this particular piece starts with slow staccato or â€Å"plucky strings† they start slow and there is able time between the notes to hears brief instance of silent. Then piece revs up to have a very mellow violin playing on top. The use of the tone in the piece reflects on the mood of the entire film and distress of the two that are faithful initially. The tempo of this piece shows that at first everything stress there is some kind of hidden element going on and then it quickens. The heartbreak comes, and now they have to live with it. As the movie progresses however the music becomes an indicator that new found couple having difficultly letting go, but they are making progress towards becoming whole again. When talking about this scene in particular the use of this music directly correlates to the action of what is going on in the scene. At the beginning of the piece the wife is walking into the room. This plucky string part signifies that there will be tension going on between Mrs. Li-Zhen and her husband. The violin is cued in as the camera movement stops and the adulteress wife walks onto the screen. The music is indicating that this woman spells trouble and she is bringing to the movie. Also, as the violin is playing the husband walks out of the room right after a brief pause between the violins solo. You hear a few plucks and silence of the violin at this instance. The silence of the violin signifies that he is not a problem but instead also in trouble from what is happening around him. He exits and the film cuts to the Li-Zhens being more affectionate, yet the sad music is still playing. This foreshadows that no matter what the relationship between these two couples is doomed even though the wife either remains ignorant or refuses to let go. At, which we find out later in the movie she tries to resist letting go the man she married because she cares so deeply for him. For example the original faithful protagonists are eating at a restaurant and both are trying to emulate the other’s old significant other. This movie very eloquently uses subtle metaphor through body language. The visual elements and the musical score help to strengthen the lack of dialogue in order to tell this story in a more compelling way. Body language is a necessary tool to understand in order to have a more in depth understanding of the characterization of the actors in well done films. Without strong body language is possible to sends confusing signals to everyone around you whether it be in the movies or in real life.

Implementation Plan

IMPLEMENTATION PLAN Overview The Implementation Plan describes how the information system will be deployed, installed and transitioned into an operational system. The plan contains an overview of the system, a brief description of the major tasks involved in the implementation, the overall resources needed to support the implementation effort (such as hardware, software. facilities, materials, and personnel), and any site-specific implementation requirements.The plan is developed during the Design Phase and is updated during the Development Phase; the final version is provided in the Integration and Test Phase and is used for guidance during the Implementation Phase. The outline shows the structure of the Implementation Plan. 1INTRODUCTION This section provides an overview of the information system and includes any additional information that may be appropriate. 1. 1Purpose This section describes tile purpose of the Implementation Plan. Reference the system name and identify informat ion about the system to be implemented. 1. 2System OverviewThis section provides a brief overview of the system to be implemented, including a description of the system and its organization. 1. 2. 1System Description This section provides an overview of the processes the system is intended to support. If the system is a database or an information system, provide a general discussion of the description of the type of data maintained and the operational sources and uses of those data. 1. 2. 2System Organization This section provides a brief description of system structure and the major system components essential to the implementation of the system.It should describe both hardware and software, as appropriate. Charts, diagrams, and graphics may be included as necessary. 1. 3Project References This section provides a bibliography of key project references and deliverables that have been produced before this point in the project development. 1. 4Glossary Provide a glossary of all terms and abbreviations used in the manual. If it is several pages in length, it may be placed in an appendix. 2MANAGEMENT OVERVIEW The subsequent sections provide a brief description of the implementation and major tasks involved in this section. 2. Description of Implementation This section provides a brief description of the system and the planned deployment, installation, and implementation approach. 2. 2Points of Contact In this section, identify the System Proponent, the name of the responsible organization(s), and titles and telephone numbers of the staff who serve as points of contact for the system implementation. These points of contact could include the Project Manager. Program Manager, Security Manager. Database Administrator, Configuration Management Manager, or other managers with responsibilities relating to the system implementation.The site implementation representative for each field installation or implementation site should also he included, if appropriate. List all ma nagers and staff with whom the implementation must be coordinated. 2. 3Major Tasks This section provides a brief description of each major task required for the implementation of the system. Add as many subsections as necessary to this section to describe all the major tasks adequately. The tasks described in this section are not site-specific, but generic or overall project tasks that are required to install hardware and software, prepare data, and verify the system.Include the following information for the description of each major task, if appropriate: †¢What the task will accomplish †¢Resources required to accomplish the task †¢Key person(s) responsible for the task †¢Criteria for successful completion of the task †¢Examples of major tasks are the following: †¢Providing overall planning and coordination for the implementation †¢Providing appropriate training for personnel †¢Ensuring that all manuals applicable to the implementation effort are available when needed †¢Providing all needed technical assistance Scheduling any special computer processing required for the implementation †¢Performing site surveys before implementation †¢Ensuring that all prerequisites have been fulfilled before the implementation date †¢Providing personnel for the implementation team †¢Acquiring special hardware or software †¢Performing data conversion before loading data into the system †¢Preparing site facilities for implementation 2. 4Implementation Schedule In this section, provide a schedule of activities to be accomplished during implementation. Show the required tasks (described in Section 2. , Major Tasks) in chronological order, with the beginning and end dates of each task. 2. 5Security If appropriate for the system to be implemented, include an overview of the system security features and requirements during the implementation. 2. 5. 1System Security Features In this section, provide an overview and discussion of the security features that will be associated with the system when it is implemented. It should include the primary security features associated with the system hardware and software. Security and protection of sensitive bureau data and information should be discussed, if applicable.Reference the sections of previous deliverables that address system security issues, if appropriate. 2. 5. 2Security During Implementation This section addresses security issues specifically related to the implementation effort, if any. For example, if LAN servers or workstations will he installed at a site with sensitive data preloaded on non-removable hard disk drives, address how security would be provided for the data on these devices during shipping, transport, and installation because theft of the devices could compromise the sensitive data. 3IMPLEMENTATION SUPPORTThis section describes the support software, materials, equipment, and facilities required for the implementation, as well as the personnel requirements and training necessary for the implementation. The information provided in this section is not site-specific. If there arc additional support requirements not covered by the subsequent sections, others may be added as needed. 3. 1Hardware, Software, Facilities, and Materials In this section, list support software, materials, equipment, and facilities required for the implementation, if any. 3. 1. 1HardwareThis section provides a list of support equipment and includes all hardware used for testing time implementation. For example, if a client/server database is implemented on a LAN, a network monitor or â€Å"sniffer† might be used, along with test programs. to determine the performance of the database and LAN at high-utilization rates. If the equipment is site-specific, list it in Section 4, Implementation Requirements by Site. 3. 1. 2Software This section provides a list of software and databases required to support the implementation. Ide ntify the software by name, code, or acronym.Identify which software is commercial off-the-shelf and which is State-specific. Identify any software used to facilitate the implementation process. If the software is site-specific, list it in Section 4. 3. 1. 3Facilities In this section, identify the physical facilities and accommodations required during implementation. Examples include physical workspace for assembling and testing hardware components, desk space for software installers, and classroom space for training the implementation stall. Specify the hours per day needed, number of days, and anticipated dates.If the facilities needed are site-specific, provide this information in Section 4, Implementation Requirements by Site. 3. 1. 4Material This section provides a list of required support materials, such as magnetic tapes and disk packs. 3. 2Personnel This section describes personnel requirements and any known or proposed staffing requirements, if appropriate. Also describe th e training, if any, to be provided for the implementation staff. 3. 2. 1Personnel Requirements and Staffing In this section, describe the number of personnel, length of time needed, types of skills, and skill levels for the staff required during the mplementation period. If particular staff members have been selected or proposed for the implementation, identify them and their roles in the implementation. 3. 2. 2Training of Implementation Staff This section addresses the training, if any, necessary to prepare staff for implementing and maintaining the system; it does not address user training, which is the subject of the Training Plan. Describe the type and amount of training required for each of the following areas, if appropriate, for the system: †¢System hardware/software installation †¢System support †¢System maintenance and modificationPresent a training curriculum listing the courses that will be provided, a course sequence. and a proposed schedule. If appropriat e, identify which courses particular types of staff should attend by job position description. If training will be provided by one or more commercial vendors, identify them, the course name(s), and a brief description of the course content. If the training will be provided by State staff, provide the course name(s) and an outline of the content of each course. Identify the resources, support materials, and proposed instructors required to teach the course(s). 3. Performance Monitoring This section describes the performance monitoring tool and techniques and how it will be used to help decide if the implementation is successful. 3. 4Configuration Management Interface This section describes the interactions required with the Configuration Management (CM) representative on CM-related issues, such as when software listings will be distributed, and how to confirm that libraries have been moved from the development to the production environment. 4IMPLEMENTATION REQUIREMENTS BY SITE This s ection describes specific implementation requirements and procedures.If these requirements and procedures differ by site, repeat these subsections for each site; if they are the same for each site, or if there is only one implementation site, use these subsections only once. The â€Å"X† in the subsection number should be replaced with a sequenced number beginning with I. Each subsection with the same value of â€Å"X† is associated with the same implementation site. If a complete set of subsections will be associated with each implementation site, then â€Å"X† is assigned a new value for each site. 4. 1Site Name or identification for Site XThis section provides the name of the specific site or sites to be discussed in the subsequent sections. 4. 1. 1Site Requirements This section defines the requirements that must he met for the orderly implementation of the system and describes the hardware, software, and site-specific facilities requirements for this area. A ny site requirements that do not fall into the following three categories and were not described in Section 3, Implementation Support, may be described in this section, or other subsections may be added following Facilities Requirements below: Hardware Requirements – Describe the site-specific hardware requirements necessary to support the implementation (such as. LAN hardware for a client/server database designed to run on a LAN). †¢Software Requirements – Describe any software required to implement the system (such as, software specifically designed for automating the installation process). †¢Data Requirements – Describe specific data preparation requirements and data that must be available for the system implementation. An example would be the assignment of individual IDs associated with data preparation. Facilities Requirements – Describe the site-specific physical facilities and accommodations required during the system implementation perio d. Some examples of this type of information are provided in Section 3. 4. 1. 2Site implementation Details This section addresses the specifics of the implementation for this site. Include a description of the implementation team, schedule, procedures, and database and data updates. This section should also provide information on the following: †¢Team–If an implementation team is required, describe its composition and the tasks to be performed at this site by each team member. Schedule–Provide a schedule of activities, including planning and preparation, to be accomplished during implementation at this site. Describe the required tasks in chronological order with the beginning and end dates of each task. If appropriate, charts and graphics may be used to present the schedule. †¢Procedures–Provide a sequence of detailed procedures required to accomplish the specific hardware and software implementation at this site. If necessary, other documents may be referenced. If appropriate, include a step-by-step sequence of the detailed procedures.A checklist of the installation events may he provided to record the results of the process. If the site operations startup is an important factor in the implementation, then address startup procedures in some detail. If the system will replace an already operating system, then address the startup and cutover processes in detail. If there is a period of parallel operations with an existing system, address the startup procedures that include technical and operations support during the parallel cycle and the consistency of data within the databases of the two systems. Database–Describe the database environment where the software system and the database(s), if any, will be installed. Include a description of the different types of database and library environments (such as, production, test, and training databases). †¢Include the host computer database operating procedures, database file and library naming conventions, database system generation parameters, and any other information needed to effectively establish the system database environment. Include database administration procedures for testing changes, if any, to the database management system before the system implementation. †¢Data Update–If data update procedures are described in another document, such as the operations manual or conversion plan, that document may be referenced here. The following are examples of information to be included: -Control inputs -Operating instructions -Database data sources and inputs -Output reports -Restart and recovery procedures 4. 1. 3Back-Off Plan This section specifies when to make the go/no go decision and the factors to be included in making the decision.The plan then goes on to provide a detailed list of steps and actions required to restore the site to the original, pre-conversion condition, 4. 1. 4Post-Implementation Verification This section describes t he process for reviewing the implementation and deciding if it was successful. It describes how an action item list will be created to rectify any noted discrepancies. It also references the Back-Off Plan for instructions on how to back-out the installation, if, as a result of the post-implementation verification, a no-go decision is made.

A Life You Love essays

A Life You Love essays Today is the day I will save your life; I will die for your husband and best friend, But for me, this is hardly a difficult task; I cant find a better way for my life to end. The last hope for my salvation, I pledged to be by your side, Though my love is unrequited, this intense passion has not died. That day I shared my feelings with you; I hope my message was clear, I would not hesitate to die for you, and those you hold most dear. My sweet Lucie, please understand, this is something that I must do, This is my opportunity to leave my mark, and make my dreams come true. I know you would die without your husband, and your happiness is my only goal, To die and let you live life to its fullest would be the deliverance of my debauched soul. I had been hurting and suffering for years and years, my only feeling was pain, I know if I dont save your husband, all this sorrow will have been in vain. Kiss your dear husband and child for me, and shake your old fathers hand, Make sure you have them remember me, and let them know Ill be in a much better land. I went through life wasting my talent, and gave up a brilliant career, Only because, I felt inadequate to those lawyers I thought I could never come near. You were the last dream of my soul, and even though you dont feel the same way, Look back on this time and know I love you, please commemorate this day. I see a bright future ahead of you, one filled with joy and love, From this day forward Ill be your angel; Ill look down at you from above. Night after night, my heart was aching, and my pillow was soaked with tears, But you became my sole inspiration, and you dissipated all my fears. I know that Charles means everything to you and of course so much more, I know youd be pained without him and that would break my heart to its core. ...

-ette French Suffix Lesson and Examples

s Suffix -et / -ette Type of suffix nominal, adjectival Gender of words with suffix -et masculine / -ette feminine The French suffix -et and its feminine -ette is a diminutive that can be added to nouns, verbs (to make nouns), adjectives, and names. Nouns When added to a noun, the suffix -et refers to a smaller version of that noun. un livret - booklet(added to un livre - book)un jardinet - little garden(added to un jardin - garden)une cigarette - cigarette(added to un cigare - cigar)une fillette - little girl(added to une fille - girl) Note: the English word brunette actually means une petite brune - short female with dark hair. Its the French noun brune (female with dark hair) plus the diminutive -ette. What English speakers call a brunette would just be une brune in French. Verbs Verbs may drop their infinitive ending and take -et or -ette to make a noun related to that verb. un fumet - aroma(added to fumer - to smoke, cure)un jouet - toy(added to jouer - to play)une amusette - amusement, diversion(added to amuser - to amuse, have fun)une sonnette - bell(added to sonner - to ring) Adjectives -et softens adjectives, so that the new one means kind of, sort of, somewhat plus whatever the original adjective means. Note that the suffix is added to the feminine form of the original adjective.gentillet / gentillette - fairly nice, kind of nice(added to gentille, feminine form of gentil - nice)jaunet / jaunette - yellowish, yellowy, slightly yellow(added to jaune - yellow)mignonnet / mignonnette - small and cute, kind of cute(added to mignonne, feminine form of mignon - cute)mollet / mollette - somewhat soft(added to molle, feminine form of mou - soft) Names It was once common for both masculine and feminine names to have -et or -ette added, respectively. Today, the masculine diminutives are mostly family names, whereas suffixed feminine names are still in common usage as given names. In addition, -ette may be added to traditionally masculine names to make them feminine. Annette (added to Anne)Jeannette (added to Jeanne)Pierrette (added to Pierre)Guillaumet (added to Guillaume)Huguet (added to Hugues) French names Spelling notes When the suffix -et / -ette is added to a verb, the infinitive ending is removed first: jouer jouet.Any silent letters at the end of a word are dropped before adding the suffix: mignonne mignonnet, Hugues Huguet.

8 Basic Resume Rules for College Students

8 Basic Resume Rules for College Students Back in the day, you could put on your nicest outfit, walk down to a local office, shake hands with the CEO and land a job based on just your charisma and charm. Now, as organizations outsource their hiring to HR representatives and recruiters, your resume is the first (and last) impression that you ever get. No matter your skills or experience, a poorly framed resume can keep you from a career you deserve. For this reason, it can be a good idea to apply to a professional writing service for help. But first, you should get acquainted with the best tips for getting past the invisible barriers that keep out unwanted applicants and launch you into the hiring pool. Plain and Simple A hiring manager or HR doesn’t have time to deal with weird fonts, colored paper, or overly-fancy explanations. They want a resume that is simple to read and will take them little time to evaluate. And, some employers will automatically bump any resume that uses language or visual characteristics that they don’t deem professional. For example, using slang or writing your resume completely in Comic Sans font is a great way to get your resume chucked before anyone even has a chance to read it. Consistent Organization It’s important to set up your resume so that each section uses the same organizational structure to make it easy to read. For example, if you start by listing the years you worked at a particular location followed by the job duties you performed, you would want to keep that structure for your extracurricular activities, education, etc. To better understand the structure of a resume, you might need to read our step-by-step guide for writing a resume. Avoid the Objective – Stick to a Summary Some resume classes explain that having a resume objective at the top is a good idea – so that people know what you’re looking for. The problem is, no one cares. Instead of writing an objective for yourself, use the top section of your resume to write a summary – a couple of lines about why someone should hire you instead of another person. In addition, avoid using the pronoun â€Å"I† in your resume. Instead, use active verbs to express what you can do. Objective: I am seeking employment at a fast food restaurant to support my final year of college. Summary: Outgoing people person who loves to improve the customer buying experience. Dealing with Blank Experience Section If you are getting ready to look for your first job, you might be concerned with the lack of experience that you have. Don’t worry. Instead, use your creative writing skills to summarize some of the experience and skills that you bring to a potential employer. Often, you can find these skills in the ad you’re responding to, with frequently used words like, â€Å"organized,† â€Å"dependable,† â€Å"customer-oriented,† etc. In addition, avoid using work experience that doesn’t relate to the job you’re applying for. Example: Organizational Skills Able to quickly identify and organize an area so that workflow is more efficient. Participated in setting up and managing schedules for 5-10 people. Visual Space Remember: no one wants to read a huge block of text. Break down your resume into sections and bulleted subsections. That will make it easier for the HR representative to read and makes you look much more organized than the competition. Work Only Sometimes new applicants forget that their entire goal is to get a job, not get more Twitter followers. It’s important that everything on your resume directly relates to the position you’re applying for. That means don’t put links to your blog page or mention your skill of being able to touch your tongue to your nose. Unless you’re applying for a job as a circus nose-licker, it’s not likely to be considered very professional. Use Buzz Words Depending on your dream job’s requirements, there may be buzzwords that are necessary to get you past the computer filters that are keeping out the wrong applicants. Consider the job you are applying for and the ideal candidate for the job. If there are attributes or concepts that have been emphasized, find a way to include those words in your resume. Ad text: The perfect applicant for this job will be attentive to detail, organized, and able to meet a deadline. Resume text: Quick-thinking accountant who loves deadlines and detail. My desk is exactly like my calculations – organized and clean. Read it Out Once your resume is finished, you need to get it proofread by someone other than spellcheck. Share it with a friend, family member, or professional proofreader. They will be much more likely to catch mistakes and suggest areas that are in need of improvement. If you dont have any idea on how to write a resume with no job experience, check our guide for students now!

European causes of its 2012 economic crisis Term Paper

European causes of its 2012 economic crisis - Term Paper Example ased the political risks for EU governments and their leaders.6 The economic disaster was weakening the bond between the EU nations and challenging EU’s unity and shared goals. Rapid exhaustion of liquidity left the periphery with unsustainable shortfalls and monetary obligations larger than their GDP. In 2010, a sovereign debt catastrophe, particularly in Greece, stretched throughout the periphery and jeopardized any economic opportunity for the EU.  In 2011, the European Union and the International Monetary Fund took actions to rescue Greece, Ireland, and Portugal.7 Governments of Iceland and Latvia have disintegrated resulting from the public complaints over their administrations for mishandling their economies throughout the tragedy. Sparking the protests even more was the International Monetary Fund’s issuance of emergency loans to the following EU nations: Belarus ($2.48 billion), Bosnia and Herzegovina ($1.52 billion), Hungary ($15.7 billion), Iceland ($2.1 bil lion), Latvia ($2.35 billion), Moldova ($118.2 million), Poland ($20.58 billion), Romania ($17.1 billion), Serbia ($4.0 billion), and Ukraine ($16.4 billion). In February 2009, the World Bank in alliance with the European Investment Bank and the European Bank for Reconstruction and Development announced a financial assistance grant amounting to $31 billion over two years to aid near-bankrupt banks and industries in Eastern and Central Europe.8 The economic turmoil caused a quick fluctuation in the Euro currencies of Eastern European countries and caused their government debits to climb, destabilizing the attempts of several countries to join the European Union. $1.5 trillion assets in EU banks were exposed in Central and Eastern Europe. In spite of the exposure of the major Western European banks for...This paper elucidates the real reasons behind The European debt crisis of 2012 and describes the effectual response of the EU to that negative economic situation. The five European co untries: Greece, Ireland, Italy, Portugal and Spain (GIIPS) that risked the future of the EU economy and caused various crises regarding the Euro are considered in the paper. Subsequent to the global downturn of 2007, the financial crisis in the peripheral states of the EU worsened: economic activity quickly dwindled; international trade plummeted; and prospects for Europe’s exportation industry diminished. Moreover, the rise of unemployment and distress over the economic chaos sparked protests and thus increased the political risks for EU governments. The response of the EU to the recession was fast and influential. Besides the intervention to steady, re-establish and restructure the banking sector, the European Economic Recovery Plan was commenced for re-establishing reliance and reinforcing demand by increasing the economy’s purchasing power through balanced tactical financial schemes and measures that would support the business and employment sectors. The entire economic incentive, as well as the outcomes of regulated fiscal stabilizers, totals 5 percent of European GDP. Greece, Ireland, and Portugal were given considerable financial supports by the IMF, the Eurozone and EU monetary institutions. Moreover, the generous contribution and dynamic mediation of the ECB to fiscal stability supported the European administration and banking system.

Negotiation between USBU and the companys management Case Study

Negotiation between USBU and the companys management - Case Study Example As an example of a successful negotiated compromise was the agreement reached on superannuation. The management team had set a goal of 3%. The Union had demanded 15%. While this gap seems extremely wide and would appear to be irreconcilable, part of the reason was due to management’s overly aggressive goal. Management wished to leave the superannuation at the existing level of 3%. This was probably unrealistically low when confronted by the Union’s demand of a level 5 times that amount. However, management had had the foresight to set a more realistic acceptance level of 9%. This was the agreement that was eventually reached. Offering 4% and accepting no more than 8% may have better served management. The initial offer of 4% would have been viewed as an increase instead of the maintenance of the old rate, and the Union might have been more willing to negotiate towards that level rather than insisting on negotiating towards their 15%. The issue of wages was another source of contention as the Union asked for an unreasonable 15% plus increases linked to the consumer price index (CPI). This was later reduced, but it became generally accepted that it was a key Union demand. This excessive demand was not helpful when management was only offering 1%. The final agreement was for 1.5%, which was considerably higher than managements offer. However, management had expressed no limit on wages or bonuses. ... However, management had expressed no limit on wages or bonuses. This was further exemplified by the Union's demand of a 12% bonus as contrasted to management's offer of 5%. Management was coerced to reach an agreement of this point and had set no acceptance level. The negotiated bonus was 12%, exactly what the Union had demanded. This level may have been reduced if management had set a ceiling and negotiated some of the other soft points in the contract that did not impact the bottom line. The problem was that the priorities were all set with similar importance, which left this priority ill defined. In other areas management totally acceded to the Union's demands. The issue of hiring and staffing was agreed to on the Union's original terms. The goal of management to retain discretion in the hiring of new employees was given up. Management also gave up their ground on the issue of training. Management's original goal of utilizing an outside third party consultant to reach an agreement on how best to implement the training requirements and program was discarded and the Union was able to get nearly all of its original demands. These were issues that the management team could have been more adamant about holding their ground and using the issue to get a more favourable agreement on the more important issues of wages and bonuses. In retrospect, the management team could have been better prepared by setting acceptance levels that could have been agreed upon on wages and bonuses. Failing to have a goal resulted in giving into the Union's demands. In addition, the management team could have made a more realistic offer in the areas of wages, superannuation, hiring, and training. By only offering the pre-existing policies the Union perceived the process as

A Comparison of the Woman of Willendorf and the Lion Human Sculpture Essay

A Comparison of the Woman of Willendorf and the Lion Human Sculpture - Essay Example This research will begin with the statement that two pieces that have survived thousands of years to provide scholars with references to human existence during the Paleolithic period are the Woman of Willendorf figure and the Lion Man of Hohlenstein-Stadel. Each figure is rendered with surprising detail, even though they are not detailed to the extent of realism. The Woman of Willendorf is one of the best examples of the small ‘Venuses’ that have been found, suggesting that her purpose was a part of a cultural set of beliefs about women and fertility. The Lion Man, on the other hand, is a unique find that relates to the composite figures that are documented from other cultures within which the associated mythologies have been discovered. The Lion Man, however, has no known mythology that is available in known written history. The two pieces suggest a mystery about the Paleolithic era, acknowledging a sense of religion and ritual that was a part of the lives of those who lived in that era, and informing modern scholars on some aspects of the people of that era. Â  The Woman of Willendorf figure, discovered in Austria, is a small sculpture that measures only 4 Â ½ inches in height. The piece is between 25,000 and 30,000 years old, making it among one of the earliest pieces of art discovered and is most likely an image of fertility. The work was carved from limestone with evidence that some form of paint pigment was then applied. Her details are not sculpted in detail, however, with no face defined but with small curls covering her head. She is fleshy and round, her breasts large and her belly hanging large below them. She is one of a number of figures that most likely were used as fertility charms and they are of a size that suggests that they might have been held in the hand to invoke their power. All of the similar figures have the same kind of large breasts, belly and buttocks as seen on the Woman of Willendorf. The indications that the piece re presents is that sex and art have always had a close relationship (Honour and Fleming 2). The Hohlenstein-Stadel Lion Man was discovered in southern Germany and is a larger piece than was more often found from the period that it was made. The piece was made around 32,000 BCE, making it also one of the earliest known pieces of sculpture and measures at about 11 ? inches tall (Haarmann 62). The piece was not intact when it was discovered in a cave near Hohlenstein-Stadel Germany and has been carefully restored so that its beauty can be appreciated. The work was done out of mammoth ivory and is representative of a human formed feline for which the sex is debatable, although it is most often called the ‘Lion Man’. In the ancient near East and in Egypt the composite human and animal figure is well documented and the associated mythologies have been discovered to put the figures in context with the culture. However, the figures of people of the Paleolithic era have left no kn own texts with which to understand how the figures fit into the cultural landscape (Gardner and Kleiner 17). From the perspective of personal observation, the ‘Lion Man’ does appear to be male, especially if it is put into context with the female figural pieces that have been found from the Paleolithic period. The shoulder construction and the elongation in the lower center suggest male anatomy. As well, the ‘Venuses’, as they were nicknamed by the 19th century archeologists who discovered them, were primarily full bodied with their gender clearly indicated. The questions about the sex of the figure likely stem from the fact that most of the figures from the period represent women, making this an unusual piece if it does depict a male figure. As well, the figures that are male are more often quite specifically male with a strong phallic representation, making the subtly of this one unusual – although it is possible that a section or piece is missing. One of the more interesting observations that can be made is

Article Critique Essay Example | Topics and Well Written Essays - 500 words - 8

Article Critique - Essay Example The difference can show as if they belong to different individuals (Bergner, 2009). Sexual response occurs mainly to the sexual organs that are the genitals (clitoris in females and penis in males) which are engorged with blood because of stimulation. The vagina becomes lubricated making it easy for penetration reducing the possibility of getting hurt during copulation. On the other hand, the penis of the male swells as it is stimulated and hardens enabling it to penetrate the vagina. Males are mostly stimulated while watching heterosexual movies and lesbian (Bergner, 2009). Both males and females are mostly sexually aroused while watching movies from an opposite gender as compared to those of the same gender. Sigmuid Freud states that a persons underlying sexual problems, for example, sexual assault contributes a great deal, on how women respond sexually (Bergner, 2009). Heiman (1990) suggests that women are turned on physiologically by so many stimuli as compared to men who bring the question whether men are inhibited or are bound by their own culture (Bergner, 2009). Females mind and genitals arousal according to Chivers shows discordant in that they are not directly related. This is also shown during rape where during the assault the genitals get aroused which can lead to orgasm irrespective of the individuals willingness. They lubricate to reduce discomfort and injuries that might occur during penetration that can lead to illnesses, death or even loss of fer tility, which can be transmitted, from one generation to the other. The article mostly assumes that the individual reviewed are sexually active. This is vivid in the tone in which the article is written because the author assumes that the reader understand what sexuality is and the processes involved both in theory and out of experience. Another assumption is

Students should identify a current issue in the Australian news media Essay

Students should identify a current issue in the Australian news media relating centrally to some aspect of Australian employment - Essay Example The article is more vividly focused on the status of children of Australia, who are ridden of maternal love and care due to the weak employment relation law of Australian government. The article shows that Australia lags behind some of the developing countries on employment relations issue, which is a shame on the country’s prestige. The article argues that the maternity leave provision of the country is weak and this reflects on the health and wellbeing of Australian children. The author has put down some major points in this article, which conveys the government’s concern over the rights of women, and the health and wellbeing of the future generation. The article review The author has put great effort in the introductory part of the article, as it starts with the ill status of Australian mothers comparing to those of the other developed countries. This is an extremely attractive factor as it catches the mind of the readers, as they are interested in knowing the core i ssue of the article. This introductory part of the article is literally credible since the well acknowledged advocacy group is highlighting the fact. The author has taken interest in providing some statistical facts about other countries when in comparison with Australia, and the place of the latter in the mother index ranking. Here the two parties involved in the employment relation issue are the Australian government and female employees of the country. The article in the later part introduces facts delivered by the established organization Save the Children which adds to the luster and credibility of the article. The Save the Children organization argues that government is less responsible and has shown negligence in implementing right for women employees regarding maternity leave. The article claims that Australia provides only 18 weeks of maternity leave for women employees, which, when compared with other developed countries, is low. As per Leslie (2012), â€Å"Probably one o f the factors that's bringing us down the most is our paid parental leave scheme. It's recently introduced this year, 18 weeks at a flat rate," spokeswoman Nicole Cardinal said. Such quoting by the author in the article assures the readers that the information delivered is accurate and genuine. Apart from its strength, the article also has some obvious negative aspects which can be presented clearly. The main demerit of the article is that it is small and precise. The author has not put much effort to present more statistical facts about the pathetic state of women in Australia, who are denied maternity leave. The article, moreover, is not casting enough light upon the government’s role in uplifting the employment rights of women in Australia. Here, in the article, the concentration is more on the arguments and suggestion of one organization which is the Save the Children group. This is disadvantageous as the readers must be given a good chance to contemplate on the ideas and perception of other organizations and Government on this matter. Problem Solution and Recommendation The main problem focused here is the ignorance of Australian govern

Security Program Case Study Example | Topics and Well Written Essays - 1750 words

Security Program - Case Study Example The organization under analysis is the New York public library. In this organization, security issues are taken into account as the library gather and keep personal data of users and their personal information. The New York public library consists of several branches and departments; it has regional branches and has more than 43,975,362 items. The library computerized its lending services in order to improve customer service and improve its routine work. The security program is aimed to protect users from unauthorized access to their information and protect library from attacks. Beyond that, however, all staff-especially those who deal with personal data regularly-need to be aware of what they are allowed to do, what they are not allowed to do, what security procedures they are expected to follow, and whom to ask if they are in any doubt. There must be policies spelling out what is expected, opportunities for staff to know what those policies are and what procedures are required to implement them, and regular checks on whether the policies and procedures are being followed (Data Security and Protection 2008). The security program was implemented 5 years ago. It is supposed that the biggest risk to security is almost always staff. The damage they do can be deliberate-stealing information about people, such as business contacts they want to use for their own purposes, for example, or trashing the database out of frustration on being demoted. More often it is un-thinking or inadvertent-giving information over the telephone to someone who shouldn't have it, leaving confidential files on their kitchen table for a neighbour to see when they are working at home, or chatting in the canteen about a user's borrowing habits where other people can overhear. Even with external threats, the accepted wisdom is that anyone trying to gain access is more likely to succeed by tricking staff into giving away vital information than by hacking straight into computer (Data Security and Protection 2008). The first line of defense is therefore to ensure that staff are aware of the possibilities and operate withi n a culture where information, and especially personal data, is handled carefully and responsibly. To support them, employees should take measures that make it as easy as possible for them to do the right thing. At the same time employees should not be over-anxious. Security measures must be appropriate to the threat, not 100% perfect every time. (Even government security agencies have been known to lose vital information held on laptop computers.) The kind of things the responsible person at the departmental level should be looking at include (Baschab et al 2007; The New York Public Library 2008). In the New York public library, one area that often gives rise to concern is e-mail. Although the dangers can be exaggerated, it is important to be aware that e-mail is inherently insecure. E-mails themselves may constitute personal data if the addressee is identifiable. More importantly, if e-mail is used for sending personal data to other people, some thought should be given as to whether it should be encrypted. A special attention is given to the information department of a charity. A new computer system is introduced for holding details of telephone enquiries, which

Students should identify a current issue in the Australian news media Essay

Students should identify a current issue in the Australian news media relating centrally to some aspect of Australian employment - Essay Example The article is more vividly focused on the status of children of Australia, who are ridden of maternal love and care due to the weak employment relation law of Australian government. The article shows that Australia lags behind some of the developing countries on employment relations issue, which is a shame on the country’s prestige. The article argues that the maternity leave provision of the country is weak and this reflects on the health and wellbeing of Australian children. The author has put down some major points in this article, which conveys the government’s concern over the rights of women, and the health and wellbeing of the future generation. The article review The author has put great effort in the introductory part of the article, as it starts with the ill status of Australian mothers comparing to those of the other developed countries. This is an extremely attractive factor as it catches the mind of the readers, as they are interested in knowing the core i ssue of the article. This introductory part of the article is literally credible since the well acknowledged advocacy group is highlighting the fact. The author has taken interest in providing some statistical facts about other countries when in comparison with Australia, and the place of the latter in the mother index ranking. Here the two parties involved in the employment relation issue are the Australian government and female employees of the country. The article in the later part introduces facts delivered by the established organization Save the Children which adds to the luster and credibility of the article. The Save the Children organization argues that government is less responsible and has shown negligence in implementing right for women employees regarding maternity leave. The article claims that Australia provides only 18 weeks of maternity leave for women employees, which, when compared with other developed countries, is low. As per Leslie (2012), â€Å"Probably one o f the factors that's bringing us down the most is our paid parental leave scheme. It's recently introduced this year, 18 weeks at a flat rate," spokeswoman Nicole Cardinal said. Such quoting by the author in the article assures the readers that the information delivered is accurate and genuine. Apart from its strength, the article also has some obvious negative aspects which can be presented clearly. The main demerit of the article is that it is small and precise. The author has not put much effort to present more statistical facts about the pathetic state of women in Australia, who are denied maternity leave. The article, moreover, is not casting enough light upon the government’s role in uplifting the employment rights of women in Australia. Here, in the article, the concentration is more on the arguments and suggestion of one organization which is the Save the Children group. This is disadvantageous as the readers must be given a good chance to contemplate on the ideas and perception of other organizations and Government on this matter. Problem Solution and Recommendation The main problem focused here is the ignorance of Australian govern

Business Process Management of Domino's Pizza Coursework

Business Process Management of Domino's Pizza - Coursework Example The researcher states that in the United States alone, on the average, over one million pizzas are sold each day. The Dominos Pizza company has a focused menu of pizza and complementary side items. The company has so rightly been using its marketing mix. Instead of focusing on the four Ps (Price, product, placement and promotion), the company considers the four Cs (cost, convenience, customer solution and communication) while developing a new product or promotion. The company has adopted Cost leadership strategy which is an integrated set of actions and activities to deliver service at lowest cost as compared to competitors. Since Domino is all about fast delivery and efficient time management, it needs to reiterate this fact to the customers. But sometimes, due to any unforeseen circumstances, customers do not receive the pizza in due time. This will help the company to satisfy their customers even in circumstances where they are not able to fulfil their promise. So whenever the hun gry customer appears and order for pizza, there should be something for the entertainment of the customers so that they have a good time while waiting for their pizza. The researcher then concluds that overall, Domino Pizza’s business process is well planned. The researcher, however mentiones that there needs to be a little work done for their dine-in services in the franchise. Although, it is definetly concluded that the delivery system of Dominos Pizza is almost perfect and is highly commendable.

The importance of counting in early number development

The importance of counting in early number development Counting is the action of finding the number of elements of a finite set of objects by continually increasing a counter by a unit for every element in the set, in some order. Counting is used by children to demonstrate knowledge of the number names and number system. Archaeological evidence suggests that humans have been counting for at least 50,000 years, and in ancient cultures counting was used to keep track of early economic data. Learning to count is considered a very important educational and developmental milestone in most cultures of the world. Learning to count is a childs first step into mathematics, and constitutes the most fundamental idea of mathematics. The present essay will attempt to illustrate the importance of counting for the development of number-related skills from an early age (Eves, 1990). The use of numbers is a skill developed from an early age. In mathematics, there is the term number sense, a relatively new construct that refers to a well organized conceptual framework of number information that enables a person to understand numbers and numbers relationships, and to solve mathematical problems that are not bound by traditional algorithms. Number sense includes some component skills such as number meaning, number relationships, number magnitude, operations involving numbers and referents for numbers and quantities. These skills contribute to general intuitions about numbers and pave the way for more advanced skills (Bobis, 1996). Studies have shown that this number sense begins at a very early age. Even before they are able to count properly, children of around two years of age can indentify one, two or three objects. Theorists as early as Piaget noticed this ability to instantaneously recognize the number of objects in a small group. Piaget called in subitizing. Later, as the childs mental powers develop, around the age of four, groups of up to four objects can be recognized without counting. Adults have and continue to use the same ability of subitizing, although even they cannot use it beyond a maximum of five objects, unless the objects are arranged in a particular way or practice that aids memorization. Subitizing refers to the minds ability to form stable mental images of patterns and then associate them with a fixed number. In a familiar arrangement, such as six dots arranged into two rows of three (such as in dice or playing cards) six can be instantly recognized when presented this way (Gelman Galli stel, 1978). Yet, with the exception of familiar arrangements such as the examples above, when people are presented with groups numbering more than five objects, they must resort to other mental strategies. Groups can be broken up into sub-groups to facilitate the process. A group of six objects, for example, can be broken up into two sub-groups of three, which are recognized instantly and then unconsciously combined into six, the number of the bigger group. This strategy does not use any actual counting, but a part-part-whole relationship which is assisted by rapid mental addition. Therefore, there is an understanding that a number can be composed of smaller parts, along with the knowledge of how these parts add up. This kind of thinking has already begun by the time children begin school, around six or seven years of age. It should be nurtured and allowed to develop, as it is thinking of this sort that lays the foundation for understanding operations and developing mental calculation strategies (Bobis, 1996). Skills such as the ability to perceive subgroups, need to be developed alongside counting in order to provide a firm foundation for number sense. Although there is no denying that counting is crucial for the development of numbers, these other skills play an important part as well. Skills and alternative strategies for counting can be developed more effectively by the use of teaching strategies. Children can be shown flashcards with objects in different arrangements (sometimes six in a cluster of four and a pair, or sometimes in three pairs) as these different arrangements will tend to prompt different strategies. Furthermore, if the flashcards are shown for only a few seconds, the mind is challenged to act faster and develop strategies other than counting to make the necessary calculations (Way, 1996). Yet, despite the importance of alternative strategies, a considerable amount of evidence supports the idea that counting is the most important mechanism used by young children in estimating numbers of all sizes, perhaps only with the exception of 1 or 2. Subitizing and grouping, as described above, are used as mediators for the ability to understand small numbers, but it seems that even these skills are developed after children have learned to estimate numbers by counting. Moreover, counting is the basic mechanism used when children learn to add and subtract. At least the initial stages of adding and subtracting, before the child masters the processes, involve counting. For example adding 8 and 3 might be achieved by first counting to 8 and then proceeding to 11 (Gelman Gallistel, 1978). A surge of interest in counting was triggered by Gelman and Gallistels (1978) book, which claimed that preschoolers learning to count was inexplicable unless they had innate predispositions to learn counting. So, is counting innate or not? Butterworth et al. (2005) believe that the human ability to count is innate and is not reliant on numbers or language to express it. They based their study on the fact that the children of Australian Aborigines were able to count even though their languages do not have words for numbers. An extreme form of linguistic determinism has been developed recently, which claims that counting words are needed for children to develop concepts of numbers above three. In contrast, the teams study of aboriginal children suggests that humans have an innate system for recognizing and representing numerosities, the number of objects in a set, and that the lack of a number vocabulary does not prevent them from doing numerical tasks that do not require number words. On the other hand, other cross-cultural studies support the opposite conclusion: counting is not innate. Although it seems to come naturally, counting may be cultural rather than innate. Many hunter-gatherer societies such as the Australian Aborigines or various different peoples in South America have no words in their languages for counting or at best only words for up to the number five. This could be because those societies do not have the culturally supported contexts where exact numbers need to be encoded. To investigate the issue, one study (Hyde et al., in press) examined a population of deaf Nicaraguans who do not speak Spanish and never had the opportunity to learn conventional sign language. These people live in a numerate culture that uses exact counting and large numbers, but because they were never educated in it, they lacked conventional language for themselves. Still, these individuals did not spontaneously develop representations of numbers over three. They use gestur es to communicate about numbers but do not consistently produce gestures that accurately represent the cardinal values of sets containing more than three items. This is in contrast to native speakers of the American Sign Language, who, raised and immersed in a language that uses counting, were just as good as speakers of Spanish and English at counting. Therefore, deafness was not the factor that made the difference. The overall point, though, is that whether innate or not, there can be little doubt that counting is crucial for early number development. People belonging to those cultures without words for numbers larger than five can subitize up to a point but are handicapped when the need arises to deal with larger quantities (Butterworth et al., 2008). Activities that involve counting have been shown to to be very effective for helping young children understand the concept of number. Young children and prepared to engage in and benefit from preschool exposure to counting before they are taught arithmetic in an organized manner. Children form many necessary language associations at a very early age, and even at the early age of three, certain counting principles are already in place. Children can make effective use of guided experiences that help them build developmentally appropriate pre-formal mathematics understandings. Counting can be used to reinforce and extend childrens natural learning. The highly influential book of Gelman and Gallistel (1978) proposes a set of counting principles, and counting exercises based on these principles contribute greatly to childrens pre-formal understanding and progress toward formal understanding. Gelman and Gallistels principles do not refute Piagets classic, ground-breaking findings on the processes of development, but rather extend them. Some of these principles are attainable by age three and all of them by age five. Many counting exercises that emphasize these principles also employ the logical activities recommended by Piaget, such as classification, seriation, matching and comparison (Aubrey, 1993). The one-to-one principle shows that, when counting, only one number word in assigned to each object. This refers to both the verbal and mental act of counting. The stable order principle shows that, when counting, number words are always assigned in the same order. Although the tie of number to language is important, exercises that employ stable order are most useful when they simultaneously employ the previous, one-to-one principle. The cardinal principle shows that the number of objects in the set is the last number word counted. The cardinal principle is similar to the co ncept of cardinality, of which children gain implicit understanding long before they understand numerical quantity. The order irrelevance principle shows that when counting the number of objects in a set, the order in which they are counted is not important, but rather simply that all objects are counted. In other words, a set of objects may be properly counted by starting with any object and going in any order. Finally, the abstraction principle shows that when counting any unique set of objects, all the above principles apply as well as they do to any other unique set. Researchers as early as Beckmann (1924) analyzed the way in which children arrived at an accurate estimate of the number of items, in order to establish the importance of counting. Depending on their behaviour during a counting task and their explanation of how they reached the answer, Bechmann divided the children into counters or subitizers. In general, it was found that the younger the child, the greater the tendency to count for all numbers, while the larger the number, the greater the tendency for all children to count. These results together showed that children estimate a number by counting before they can subitize the same number. Similar effects were observed by Brownwell (1928) and McLaughlin (1935). By asking children to identify the number of elements in arrays of 3 to 10 objects, Brownwell noticed that young children almost always counted and rarely took advantage of the patterns in the display. McLaughlin similarly observed that 3- to 6-year-olds typically counted in or der to determine the number of objects in an array, even when the number of objects was small. As the number of items a child could count increased, so did the ability to estimate numbers. Gelman (1972) notes that when the performance of children in experiments where they have counted is compared with that in experiments where they did not count, the resulting discrepancy adds support to the hypothesis that young children initially estimate by counting. Buckingham and MacLatchys (1930) study on estimation showed children a random throw of objects, and the subjects were not prevented from counting. In contrast, in Douglas (1925) study where three similar number tasks were used, children were discouraged from counting. If the groups of 6-year-olds in these and other studies that accordingly encourage or discourage counting are compared, a large discrepancy can be observed. In the first case, the percentage of children who accurately estimated non-linear arrays of around 10 items on at least one trial varied from 54% to 70%, while in the latter case only 8% of the children successfully estimated the numerosity of 10-element arrays. Although the studies differed in a varie ty of ways, the similarity of the tasks, the selection of the same age group and the use or absence of counting suggest that at least some part of this impressively large discrepancy in successful estimation scores can be attributed to the presence of absence of counting. Overall, the role of counting on early number development is not entirely clear and there are many different, often conflicting, opinions on how these processes occur. The most striking example is whether counting is innate or not, with some researchers claiming that humans are born with the ability to see the world numerically in the same way that they are born with the ability to see the world in colour, and others insisting that it is a cultural, not an innate ability which will not develop outside of a cultural setting that reinforces it. Different opinions also exist in the matter of the importance of counting and the importance of other skills such as subitizing. Subitizing and other similar skills that assist in estimations are crucial, but they only seem to be so when used together with counting. Counting develops first and produces much better results in estimates and numerical tasks in general. It is the first mechanism used in estimation, the most effective one, and also e qually crucial when developing other, more complicated numerical skills such as adding and subtracting. It truly seems to be the basis of early number development.