Ambrose and brinkley abstract essays

Ambrose and brinkley abstract essays The essays from Chapter 9 of Major Problems focus on the impression of the World War II on the country and the soldiers. Stephen Ambrose writes about D-Day, when the Axis launched surprised attack to seize the Omaha Beach, and the military strategy and the tragedy that went into the landing at Omaha Beach. Also, it illustrates what soldiers had to face when their boats came to rest at Omaha Beach. In contrast, Alan Brinkley discusses the effects of WWII on the home front of the United States. Where he says, the war helped end the great depression and changed the roles of the African Americans and women during and after the war. I found Ambroses idea more effective, because the events in his essay give an account of military strategy and what soldiers had to face when they reached Omaha Beach with the actual event. I believe that Brinkleys essay is efficient in the sense that WWII did end the great depression, and bring about many changes for women and African Americans. However, looking at it from the soldiers perspective, they did not go to the war to change things in United States. They went to war because they were attacked by Japan at Pearl Harbor in Hawaii. Many women performed jobs long considered the exclusive province of men. Well, since most of the men were in Europe and the Pacific, there were vacancies in the factories and offices. Besides, those factories and offices required them since; the men at war will need all the food, weapons, vehicles, clothing, shoes etc. during their stay there. Ambrose on the other hand, draws a picture of how terrified soldiers took over the Omaha Beach. They were not thinking about what needed to be done to bring change at home, but they were thinking how to escape the shower of bullets and stay alive. All along the bluff, German soldiers watched the landing craft approach, their fingers on the triggers of machine guns, rifles, arti ...

Definition and Examples of Inflections in English Grammar

Definition and Examples of Inflections in English Grammar Inflection refers to  a process of word formation in which items are added to the base form of a word to express grammatical meanings. The word inflection comes from the Latin inflectere, meaning to bend. Inflections in English grammar include the genitive s; the plural -s; the third-person singular -s; the past tense -d, -ed, or -t; the negative particle nt; -ing forms of verbs; the comparative -er; and the superlative -est. While inflections take a variety of forms, they are most often prefixes or suffixes. They are used to express different grammatical categories. For example, the inflection  -s  at the end of dogs shows that the noun is plural. The same  inflection  -s  at the end of  runs  shows that the subject is in the third-person singular (s/he runs). The inflection -ed is often used to indicate the past tense, changing walk to walked and listen to listened. In this way, inflections are used to show grammatical categories such as  tense,  person, and number. Inflections can also be used to indicate a words part of speech. The prefix en-, for example, transforms the noun gulf into the verb engulf. The suffix -er transforms the verb read into the noun reader. In The Frameworks of English, Kim Ballard writes, When considering inflections, it can...be helpful to use the notion of a  stem.  A stem is what remains of a word when any inflections are removed from it. In other words, inflections are added to the stem of a word. So  frogs  is made up of the stem frog  and the inflection  -s, while  turned  is made up of the stem  turn  and the inflection  -ed. Inflection Rules English words follow different rules for inflection based on their part of speech and grammatical category. The most common rules are listed below. Part of Speech Grammatical Category Inflection Examples Noun Number -s, -es Flower → FlowersGlass → Glasses Noun, Pronoun Case (Genitive) -'s, -', -s Paul → Paul'sFrancis → Francis'It → Its Pronoun Case (Reflexive) -self, -selves Him → HimselfThem → Themselves Verb Aspect (Progressive) -ing Run → Running Verb Aspect (Perfect) -en, -ed Fall → (Has) fallenFinish → (Has) finished Verb Tense (Past) -ed Open → Opened Verb Tense (Present) -s Open → Opens Adjective Degree of Comparison (Comparative) -er Smart → Smarter Adjective Degree of Comparison (Superlative) -est Smart → Smartest Not all English words follow the rules in this table. Some are inflected using sound changes known as vowel alternations, the most common of which are ablauts and umlauts. The word teach, for example, is marked as past tense by changing its vowel sound, producing the word  taught (rather than teached). Likewise, the word goose is pluralized by changing its vowel sound to produce the word geese. Other irregular plurals include words like oxen, children, and teeth. Some words, such as must and ought, are never inflected at all, no matter the context in which they appear. These words are considered invariant. Many animal nouns share the same singular and plural forms, including bison, deer, moose, salmon, sheep, shrimp, and squid. Conjugation The inflection of English verbs is also known as conjugation. Regular verbs follow the rules listed above and consist of three parts: the base verb (present tense), the base verb plus -ed (simple past tense), and the base verb plus -ed (past participle). For example, following these rules, the verb look (as in, I look around the room) becomes, in both the simple past tense and the past participle, looked (I looked around the room, I have looked around the room). While most verbs follow these conjugation rules, there are over 200 words in the English language that do not. These irregular verbs include be, begin, bid, bleed, catch, deal, drive, eat, feel, find, forget, go, grow, hang, have, hide, leave, lose, meet, pay, prove, ride, ring, seek, send, shall, shine, show, sing, spin, steal, take, tear, wear, and win. Since these words do not follow the rules for most English verbs, their unique conjugations must be learned on their own. ​Sources S. Greenbaum, The Oxford English Grammar. Oxford University Press, 1996.R. Carter and M. McCarthy, Cambridge Grammar of English. Cambridge University Press, 2006.Kim Ballard, The Frameworks of English: Introducing Language Structures, 3rd ed. Palgrave Macmillan, 2013.A. C. Baugh, A History of the English Language, 1978.Simon Horobin,  How English Became English. Oxford University Press, 2016.

Policy-making process Essay Example | Topics and Well Written Essays - 500 words

Policy-making process - Essay Example At this stage, the makers select the policy tools to use to address the problem after the enactment (Birkland 26). The enactment implies the passage of the law and issuance of regulation that take a particular course to solve the problem. Reaching the formal decision leads the implementation stage. Publicizing the policy is critical in the implementation stage. The policymakers create statements that consist of clear parameters including the targets, conditions, and restrictions (Birkland 27). Evaluation is the last stage in the policymaking process, and results of the assessment provide feedback to the process. The members can decide to change or create a new policy. The Immigration Policy in the United States typifies the five stages of policy-making policy. The policy has attracted spirited debates, and key citizens, including the president call for changes in immigration policy. The formation of the Immigration Policy dates back in 1924 although various reforms have taken place after the evaluation stage of the policy-making process. The policy-makers identified that illegal immigrants of African and Asian origin were getting into the United States in enormous numbers (Renwick and Lee). The natives were extremely hostile towards the immigrants. Hence, the identification stage intended to control the influx of the immigrants. After the identification of the immigrants menace in US, the policymakers brainstormed on the methods to control the entry of the immigrants to the US. The proponents suggested that the immigrants provided cheap labor while opponents contended the aliens posed a threat to the job market. The policymakers set restrictions on the immigrants and established methods of banning the immigrants from the Asian continent. The policymakers settled for the enactment of the laws to govern the immigration. The best alternative imposed limits on the influx of immigrants, especially

Coping with Stress (SLP) Module 3 (BHS400) Stress Management Essay

Coping with Stress (SLP) Module 3 (BHS400) Stress Management - Essay Example The journal also reviews a couple of OSM programs showcasing their applicability to the clinical environment as well how cost-effective an effective OSM is to employers. Edward and Burnard (2003) in this source take an in-depth research aiming at identifying stressors, moderators, and all possible and actual outcomes of stress. In their study, Edward and Burnard include measures of stress, burnout, and satisfaction at the work place. With a sample size of 2000 people, the research is relevant in stress management as it identifies the possible causes of stress as well the specific outcomes of different types and levels of stress. In this case, the source provides a background information useful in crafting a stress management program. In this journal source, Murphy (1984) takes into consideration the merits of OSM as he compares studies within the dimensions of work group type, format and the orientation of programs, methods of managing stress, non-specific effects, and the maintenance of skills and benefits on the long run. With reference to worksite stress management programs, Murphy identifies that research connecting the above mentioned factors is fragmented and does not quite satisfy the question, ‘how effective are OSMs with regards to work group-type, format and the orientation of programs, methods of managing stress, non-specific effects, and the maintenance of skills and benefits on the long run. However, his conclusion, that OSMs are effective in aiding employees to cope with stress, merits the relevance of the source with respect to stress management. Employee appraisals to stress at the workplace are the focus of this journal source as Murphy (1996) examines a number of stress management interventions and their effectiveness. With a research approach, Murphy employs a variety of interventions to stress management as appraises their effectiveness from his sample responses. In this case, the source provides credible information linking stressful

Ethnicity and Culture in Disease Prevention Essay Example for Free

Ethnicity and Culture in Disease Prevention Essay Importance of addressing race, ethnicity, and culture when developing programs for prevention of disease Name: Subject: Instructor: Date: The campaigns against diseases have a number of times botched as a result of non-recognition of environmental, biological and behavioral factors as major determinants as of individual health. In public health, the three terms (ethnicity, race and culture) are often used interchangeably. The implementation of disease prevention programs in a community requires full knowledge of the health status of its members. With this regard, racial and ethnical categories often define populations in a manner that is meaningful to their health status (Nnakwe, 2009, p. 337). The concept of race, ethnicity and culture plays a significant role in understand human behavior. Thus it is rational to incorporate the aspect of race, culture and ethnicity a when designing disease prevention programs in communities. For instance, designing a disease prevention program require the use of social ecological framework. The framework focuses on interactions between an individual’s physical, cultural and social setting and thus it may be the only necessary move in a fight against disease in an ethnic group. In this case, the knowledge about a disease should not only be transferred but also needs to be cultivated thought peer support, supportive social norms and cultural values. Consider a case where the government decides to put up a facility for provision of free condoms at the core of a very conservative community as part of a program for prevention of HIV/Aids. Will such a program receive support from the community? Of course not as this will be taken as a violation of the community’s cultural values since it may lead to moral decay among its members. Therefore cultural values of a community must be addressed and prevention programs should be aligned with those values. Health care providers need to train on cultural competency in order to understand barriers and influence of culture and society on health behaviors as well as the use of behavior change tools that are culturally sensitive. Ethnicity /race may also affect, directly or indirectly, the success of a disease prevention program in a community, e. . cultural beliefs about HV/Aids (Edelman Mandle 2005, p. 48). For example the risk of obesity starts at a person’s prenatal period. Race/ethnicity may therefore affect the prevention of obesity since it influence the timing of pregnancy, number of pregnancies together with intervals between pregnancies. In conclusion, the public health approach towards prevention of disease must into consideration culture, race and ethnicity within a social ecological framework as an effort towards sustaining a disease free society.

sleepy dog :: essays research papers

â€Å"Sleepy Dog†   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   I remember many important reading experiences in my life. I was interested in reading at a very young age. While most young children despised reading, and preferred coloring pictures or hot wheels, I was fascinated with reading from the start. I used to observe my parents at the kitchen table while they read the newspaper. I was always interested in what was going on. I would always walk over to them and I would ask them what all the different articles said. The only things I could identify were the pictures. I can remember many experiences when I think about it. There is one experience that sticks out in my mind.   Ã‚  Ã‚  Ã‚  Ã‚  I was about 5 years old. My mom ordered the book from the school, one of the book order deals that was sent home. My parents used to let me order books I thought I would be able to read. The name of the book was Sleepy Dog, by Harriet Ziefert and Norman Gorbaty. My mother read the description of the book to me, and I loved the picture of the dog on the cover. I couldn’t wait for the book to come in. This process was always a great surprise too. When I finally got the book, I never remembered ordering it, so it was a great surprise to just receive a book when I went to school.   Ã‚  Ã‚  Ã‚  Ã‚  Sleepy Dog was a book for beginners. I was still working toward reading, being I was only 5 or 6 years old. The book was great. I needed help the first few times I read it because there are always new words to learn. Of course I probably didn’t learn to read it, I probably just memorized the lines and pretended I could read it. Sleepy Dog was a great bedtime story and it is still very popular today. The cover of the book also grabs your attention when you‘re at that age. How can you go wrong with a big sleepy dog, a cat, and some stars? When you’re that young, pictures definitely matter, much more than the words. The pictures were big and animated. There was only a sentence or two per page. The book was easy to read and not too long, which made it perfect. The book was about a dog and cat that went to sleep and shared playful dreams until they woke up in the morning.

Teaching Ethics

School for scandal? Business schools turn their attention to ethics education This case examines the role of the business school in encouraging corruption in business, and looks at the potential impacts that business ethics training might have on students. It offers the opportunity to explore the significance of the individual and their education and experience for understanding ethical decision-making. It also provides a context for investigating the specific role, purpose, and impact of business ethics courses on business behaviour.When it turns out that the key figures in some of the most infamous cases of fraud and corruption in business are alumni from leading business schools, it is perhaps not surprising that the business schools themselves might come in for some criticism. After all, if people like Andrew Fastow, the convicted chief financial officer at Enron, or his boss Jeffrey Skilling, could have got MBAs from two of America’s premier business schools (Northwestern and Harvard, respectively) and , then it is inevitable that questions will be raised about what kinds of principles and practices business school students are being taught.In the last few years, a number of business gurus and commentators have publicly condemned business schools in general, and MBA programmes in particular, for their perpetuation of ‘misguided’ amoral theories and techniques, and the lack of attention to ethics in the curriculum.For example, Henry Mintzberg, the Canadian management expert has famously condemned the MBA model, suggesting that it ‘trains the wrong people in the wrong ways with the wrong consequences’, whilst Sumantra Ghoshal, the late London Business School professor has argued that the ‘worst excesses of recent management practices have their roots in a set of ideas that have emerged from business-school academics over the last 30 years. Ghoshal’s ire is directed to typical theories taught at business schools s uch as agency theory and Porter’s ‘5 forces’ model, which he claims perpetuate an idea that everyone is self-interested, managers cannot be trusted, business is a zero-sum game, and shareholder value is the only legitimate aim of business. The perpetuation of such assumptions, he suggests, leaves business school students devoid of any sense of moral responsibility. These criticisms have received a lot of attention in academic debates, but have also been readily recounted in the media and the business community.For instance The Economist ran a 2005 article headlined ‘Business schools stand accused of being responsible for much that is wrong with corporate management today’ which brought the arguments from Ghoshal, Mintzberg, and others to a wider audience – albeit in a context where the magazine rather predictably mounted a strong defence. After all, as The Economist argued, there are plenty of examples of corporate crooks who have not had a bu siness school education, so there are clearly other aspects to consider too.Nevertheless, whatever else the debate has done, it has certainly helped refocus the attention of business schools on their curricula, and especially on the provision of courses on ethics and social responsibility. At one level, this debate is simply about whether more business schools should be encouraged to introduce such courses into the curriculum. Whilst some schools have long included ethics in their curricula, others have tended to focus more on areas such as strategy, innovation, marketing and finance, whilst others have even dropped ethics courses due to low enrolments or political manoeuvring by sceptical colleagues.As one Wall Street Journal article put it, ‘MBA students and professors bristle at ethics requirements. Some faculty members resent being forced to squeeze ethics lessons into an already jam-packed syllabus, while students grumble that ethics classes tend to be preachy and philoso phical. ’ In this context, the evidence on the scale of ethics teaching is revealing. A recent survey of US schools found that 34 per cent required an ethics course at undergraduate level whilst only 25 per cent did so on MBA degrees.In Europe, the figures are if anything a little lower for compulsory courses, but more than 50 per cent of business schools report having an optional module on ethics or responsibility at undergraduate level and more than 30 per cent at masters level. Essentially, though, most business students can still complete a degree having had hardly any exposure to these subjects in the classroom – a situation that some are now trying to change. One development comes from the US, where a long running campaign by business ethics professors has been trying to make courses on ethics and responsibility compulsory for business students.Over 200 professors offered support to the campaign, but the AACSB (the body responsible for accrediting business degree programmes) appears, so far, to be unconvinced. A recent redraft of their guidelines for accreditation did not bow to the campaigners’ demands, and business ethics remains outside of their list of accredited subjects. Diane Swanson and Bill Frederick, the campaign leaders responded by condemning the AACSB’s arguments for excluding ethics as ‘desperate and out of date against the backdrop of unprecedented corporate scandals, increased public distrust of business, and a virtual sea change in corporate governance. However, some leading schools have moved towards greater attention to ethics. Harvard Business School, for instance, introduced a compulsory course on ‘Leadership and Corporate Accountability’ for all first year students in 2004 – a development that the school claimed represented ‘the most far-reaching course we’ve ever introduced on this subject’. In Europe, the situation is also changing, and in fact there appears to be significantly more support than in the US from European accrediting bodies.The Association of MBAs for example, has issued new criteria for the accreditation of MBA programmes that stipulate that the curriculum ‘should pay attention to ethical and social issues’, while the European Foundation for Management Development (EFMD) is also considering ways to integrate CSR into its EQUIS accreditation. New academic departments and centres have also sprung up in universities to lead ethics and responsibility teaching, such as the Business and Society Management department at Rotterdam School of Management and the International Centre for Corporate Social Responsibility in Nottingham University Business School.Whilst there is still a long way to go before schools successfully infuse ethics education across all of their courses, such developments certainly point to an increased emphasis over the past decade. Ethics and corporate responsibility feature far more prominently in the prospectuses of business schools than they did even a few years ago. Questions remain though about how ethics should best be integrated into the curriculum, and even whether exposure to the subject really has a positive effect on the decisions made by managers.While some maintain that a stand alone course on ethics is necessary to develop a suitable understanding of the subject and to consolidate its importance on the curriculum, others argue that this raises the prospects of generating an ‘ethics ghetto’ unconnected to mainstream business subjects such as finance and marketing. And the jury is still out on just how much of an effect any form of ethics training is likely to have on individuals. Various objections have been raised over the years, including the suggestion that students’ morality is already fixed and cannot be improved, and the accusations that ethics teaching is abstract, mbiguous, subjective, and little more than indoctrination from self-r ighteous ideologues. Of course, the extent to which some of these accusations are true will vary from course to course, and on the goals of any specific programme. In the main, evidence suggests that courses are rather better at enhancing students’ recognition of ethical issues, stimulating their moral imagination, and developing their analytical skills rather than improving students’ moral development or changing their values.As one business ethics professor puts it, ‘I do not want to teach moral standards; I want to teach a method of moral reasoning through complex issues so that students can apply the moral standards they have. ’ This highlights another growing debate among business ethics professors about the very purpose of business ethics education – and even what a business ethics course should consist of. Whilst one camp retains belief in the established practice of teaching moral philosophy to develop better normative thinking among student s, other camps have started to emerge.Some business school professors see more need to focus on practical management concerns, such as managing the corporate reputation or preventing accounting fraud, whilst others point to the need to understand ethics within wider social, political, and economic structures. One recent business ethics textbook (by Jones et al. 2005) was even introduced by the authors with an admission that they were ‘not particularly fond of business ethics’ because ‘business ethics in its present form is at best window dressing and a worst a calculated lie’!Ultimately then, developments in the field of business ethics education suggests that business schools and accreditation bodies may be beginning to take the subject more seriously, especially in Europe where something of a momentum appears to be building. However, the future direction of business ethics remains in some doubt. Not only will its integration into the curriculum remain pro blematic for some time yet, but as the subject expands and develops, the approach to teaching business ethics will probably shift quite considerably into new conceptual territory.Whatever the outcome, business ethics will have to go a long way before it presents a completely convincing antidote to corporate wrongdoing, and misconduct in the workplace. Questions 1. What are the main factors encouraging business ethics education and what are the main barriers to its further development and expansion? 2. To what extent can business education cause or prevent ethical infractions in business? Give arguments for and against. 3. Given the importance of situational factors in shaping ethical decision-making, what are the limitations posed by business ethics courses that focus on individual students?How would you design a course to focus primarily on situational issues? 4. Consider the aims and approach of the business ethics course that you are currently studying. What are these, and how ef fective is the approach for achieving these aims? What would you like to see done differently? Sources Alsop, R. 2005. At MBA programs, teaching ethics poses its own dilemmas. Wall Street Journal, 12 April. wsj. com. Boston Globe. 2003. Harvard raises its hand on ethics. Boston Globe, 30 December. Ghoshal, S. 2003.Business schools share the blame for Enron. Financial Times, 18 July. Ghoshal, S. 2005. Bad management theories are destroying good management practices. Academy of Management Learning and Education, 4 (1): 75–91. Jones, C. , Parker, M. , and ten Bos, R. 2005. For business ethics. London: Routledge. Lacy, P. 2005. From the margins to the mainstream: corporate responsibility and the challenge facing business and business schools. Business Leadership Review, 1 (2) (April): 3. Matten, D. and Moon, J. 2004.Corporate social responsibility in Europe. Journal of Business Ethics, 54: 323–37. McDonald, G. M. and Donleavy, G. D. 1995. Objections to the teaching of busi ness ethics. Journal of Business Ethics, 14: 839–53. Mintzberg, H. 2004. Managers not MBAs: a hard look at the soft practice of managing and management development. Harlow: FT Prentice Hall. Swanson, D. and Frederick, W. 2005. Campaign AACSB: status report, January. www. pitt. edu/~rorst6/sim/aacsb. The Economist. 2005. Business schools, bad for business. The Economist, 17 February. Teaching Ethics School for scandal? Business schools turn their attention to ethics education This case examines the role of the business school in encouraging corruption in business, and looks at the potential impacts that business ethics training might have on students. It offers the opportunity to explore the significance of the individual and their education and experience for understanding ethical decision-making. It also provides a context for investigating the specific role, purpose, and impact of business ethics courses on business behaviour.When it turns out that the key figures in some of the most infamous cases of fraud and corruption in business are alumni from leading business schools, it is perhaps not surprising that the business schools themselves might come in for some criticism. After all, if people like Andrew Fastow, the convicted chief financial officer at Enron, or his boss Jeffrey Skilling, could have got MBAs from two of America’s premier business schools (Northwestern and Harvard, respectively) and , then it is inevitable that questions will be raised about what kinds of principles and practices business school students are being taught.In the last few years, a number of business gurus and commentators have publicly condemned business schools in general, and MBA programmes in particular, for their perpetuation of ‘misguided’ amoral theories and techniques, and the lack of attention to ethics in the curriculum.For example, Henry Mintzberg, the Canadian management expert has famously condemned the MBA model, suggesting that it ‘trains the wrong people in the wrong ways with the wrong consequences’, whilst Sumantra Ghoshal, the late London Business School professor has argued that the ‘worst excesses of recent management practices have their roots in a set of ideas that have emerged from business-school academics over the last 30 years. Ghoshal’s ire is directed to typical theories taught at business schools s uch as agency theory and Porter’s ‘5 forces’ model, which he claims perpetuate an idea that everyone is self-interested, managers cannot be trusted, business is a zero-sum game, and shareholder value is the only legitimate aim of business. The perpetuation of such assumptions, he suggests, leaves business school students devoid of any sense of moral responsibility. These criticisms have received a lot of attention in academic debates, but have also been readily recounted in the media and the business community.For instance The Economist ran a 2005 article headlined ‘Business schools stand accused of being responsible for much that is wrong with corporate management today’ which brought the arguments from Ghoshal, Mintzberg, and others to a wider audience – albeit in a context where the magazine rather predictably mounted a strong defence. After all, as The Economist argued, there are plenty of examples of corporate crooks who have not had a bu siness school education, so there are clearly other aspects to consider too.Nevertheless, whatever else the debate has done, it has certainly helped refocus the attention of business schools on their curricula, and especially on the provision of courses on ethics and social responsibility. At one level, this debate is simply about whether more business schools should be encouraged to introduce such courses into the curriculum. Whilst some schools have long included ethics in their curricula, others have tended to focus more on areas such as strategy, innovation, marketing and finance, whilst others have even dropped ethics courses due to low enrolments or political manoeuvring by sceptical colleagues.As one Wall Street Journal article put it, ‘MBA students and professors bristle at ethics requirements. Some faculty members resent being forced to squeeze ethics lessons into an already jam-packed syllabus, while students grumble that ethics classes tend to be preachy and philoso phical. ’ In this context, the evidence on the scale of ethics teaching is revealing. A recent survey of US schools found that 34 per cent required an ethics course at undergraduate level whilst only 25 per cent did so on MBA degrees.In Europe, the figures are if anything a little lower for compulsory courses, but more than 50 per cent of business schools report having an optional module on ethics or responsibility at undergraduate level and more than 30 per cent at masters level. Essentially, though, most business students can still complete a degree having had hardly any exposure to these subjects in the classroom – a situation that some are now trying to change. One development comes from the US, where a long running campaign by business ethics professors has been trying to make courses on ethics and responsibility compulsory for business students.Over 200 professors offered support to the campaign, but the AACSB (the body responsible for accrediting business degree programmes) appears, so far, to be unconvinced. A recent redraft of their guidelines for accreditation did not bow to the campaigners’ demands, and business ethics remains outside of their list of accredited subjects. Diane Swanson and Bill Frederick, the campaign leaders responded by condemning the AACSB’s arguments for excluding ethics as ‘desperate and out of date against the backdrop of unprecedented corporate scandals, increased public distrust of business, and a virtual sea change in corporate governance. However, some leading schools have moved towards greater attention to ethics. Harvard Business School, for instance, introduced a compulsory course on ‘Leadership and Corporate Accountability’ for all first year students in 2004 – a development that the school claimed represented ‘the most far-reaching course we’ve ever introduced on this subject’. In Europe, the situation is also changing, and in fact there appears to be significantly more support than in the US from European accrediting bodies.The Association of MBAs for example, has issued new criteria for the accreditation of MBA programmes that stipulate that the curriculum ‘should pay attention to ethical and social issues’, while the European Foundation for Management Development (EFMD) is also considering ways to integrate CSR into its EQUIS accreditation. New academic departments and centres have also sprung up in universities to lead ethics and responsibility teaching, such as the Business and Society Management department at Rotterdam School of Management and the International Centre for Corporate Social Responsibility in Nottingham University Business School.Whilst there is still a long way to go before schools successfully infuse ethics education across all of their courses, such developments certainly point to an increased emphasis over the past decade. Ethics and corporate responsibility feature far more prominently in the prospectuses of business schools than they did even a few years ago. Questions remain though about how ethics should best be integrated into the curriculum, and even whether exposure to the subject really has a positive effect on the decisions made by managers.While some maintain that a stand alone course on ethics is necessary to develop a suitable understanding of the subject and to consolidate its importance on the curriculum, others argue that this raises the prospects of generating an ‘ethics ghetto’ unconnected to mainstream business subjects such as finance and marketing. And the jury is still out on just how much of an effect any form of ethics training is likely to have on individuals. Various objections have been raised over the years, including the suggestion that students’ morality is already fixed and cannot be improved, and the accusations that ethics teaching is abstract, mbiguous, subjective, and little more than indoctrination from self-r ighteous ideologues. Of course, the extent to which some of these accusations are true will vary from course to course, and on the goals of any specific programme. In the main, evidence suggests that courses are rather better at enhancing students’ recognition of ethical issues, stimulating their moral imagination, and developing their analytical skills rather than improving students’ moral development or changing their values.As one business ethics professor puts it, ‘I do not want to teach moral standards; I want to teach a method of moral reasoning through complex issues so that students can apply the moral standards they have. ’ This highlights another growing debate among business ethics professors about the very purpose of business ethics education – and even what a business ethics course should consist of. Whilst one camp retains belief in the established practice of teaching moral philosophy to develop better normative thinking among student s, other camps have started to emerge.Some business school professors see more need to focus on practical management concerns, such as managing the corporate reputation or preventing accounting fraud, whilst others point to the need to understand ethics within wider social, political, and economic structures. One recent business ethics textbook (by Jones et al. 2005) was even introduced by the authors with an admission that they were ‘not particularly fond of business ethics’ because ‘business ethics in its present form is at best window dressing and a worst a calculated lie’!Ultimately then, developments in the field of business ethics education suggests that business schools and accreditation bodies may be beginning to take the subject more seriously, especially in Europe where something of a momentum appears to be building. However, the future direction of business ethics remains in some doubt. Not only will its integration into the curriculum remain pro blematic for some time yet, but as the subject expands and develops, the approach to teaching business ethics will probably shift quite considerably into new conceptual territory.Whatever the outcome, business ethics will have to go a long way before it presents a completely convincing antidote to corporate wrongdoing, and misconduct in the workplace. Questions 1. What are the main factors encouraging business ethics education and what are the main barriers to its further development and expansion? 2. To what extent can business education cause or prevent ethical infractions in business? Give arguments for and against. 3. Given the importance of situational factors in shaping ethical decision-making, what are the limitations posed by business ethics courses that focus on individual students?How would you design a course to focus primarily on situational issues? 4. Consider the aims and approach of the business ethics course that you are currently studying. What are these, and how ef fective is the approach for achieving these aims? What would you like to see done differently? Sources Alsop, R. 2005. At MBA programs, teaching ethics poses its own dilemmas. Wall Street Journal, 12 April. wsj. com. Boston Globe. 2003. Harvard raises its hand on ethics. Boston Globe, 30 December. Ghoshal, S. 2003.Business schools share the blame for Enron. Financial Times, 18 July. Ghoshal, S. 2005. Bad management theories are destroying good management practices. Academy of Management Learning and Education, 4 (1): 75–91. Jones, C. , Parker, M. , and ten Bos, R. 2005. For business ethics. London: Routledge. Lacy, P. 2005. From the margins to the mainstream: corporate responsibility and the challenge facing business and business schools. Business Leadership Review, 1 (2) (April): 3. Matten, D. and Moon, J. 2004.Corporate social responsibility in Europe. Journal of Business Ethics, 54: 323–37. McDonald, G. M. and Donleavy, G. D. 1995. Objections to the teaching of busi ness ethics. Journal of Business Ethics, 14: 839–53. Mintzberg, H. 2004. Managers not MBAs: a hard look at the soft practice of managing and management development. Harlow: FT Prentice Hall. Swanson, D. and Frederick, W. 2005. Campaign AACSB: status report, January. www. pitt. edu/~rorst6/sim/aacsb. The Economist. 2005. Business schools, bad for business. The Economist, 17 February.

Global Market Entry Modes

Access to distribution network Contact with local suppliers and government officials Lack of control Lack of trust Conflicts arising over matters such as strategies, resource allocation, transfer pricing, 8. WHOLLY OWNED SUBSIDIARIES Greater control and higher profits Strong commitment to the local market on the part of companies Allows the investor to manage and control marketing, production, and sourcing decisions Risks of full ownership Developing a foreign presence without the support of a third part Risk of nationalizationIssues of cultural and economic sovereignty of the host country 9. Strategic Alliances Greenfield Operations Offer the company more flexibility than acquisitions in the areas of human resources, suppliers, logistics, plant layout, and manufacturing technology. Types of Strategic Alliances Simple licensing agreements between two partners Market-based alliances Operations and logistics alliances Operations-based alliances The Logic Behind Strategic Alliances Defe nd Catch-up Remain Restructure Cross-Border Alliances that Succeed:Alliances between strong and weak partners seldom work. Autonomy and flexibility Other factors: Commitment and support of the top of the partners' organizations Strong alliance managers are the key Alliances between partners that are related in terms of products, technologies, and markets Similar cultures, assets sizes and venturing experience A shared vision on goals and mutual benefits 10. Timing of Entry International market entry decisions should also cover the following timing-of-entry issues: When should the firm enter a foreign market?Other important factors include: level of international experience, firm size Mode of entry issues, market knowledge, various economic attractiveness variables, etc. Reasons for exit: Sustained losses Volatility Premature entry Ethical reasons Intense competition Resource reallocation 1 1 . Exit Strategies Risks of exit: Fixed costs of exit Disposition of assets Signal to other m arkets Long-term opportunities Guidelines: Contemplate and assess all options to salvage the foreign business Incremental exit Migrate customers

Patterson Surname Meaning and Origin

Patterson Surname Meaning and Origin The common surname Patterson  most often originated as a  patronymic name meaning son of Patrick. The given name Patrick derives from the Roman name Patricius, which meant nobleman in Latin, denoting a member of the patrician class or Roman hereditary aristocracy. In County Galway, Ireland, Patterson was a surname often taken by bearers of the Gaelic name Ó Caisà ­n, meaning descendant of Caisà ­n  from the Gaelic casn,  or little curly-headed one. ​Surname Origin: English, Scottish, Irish Alternate Surname Spellings: Patrickson, Paterson, Patersen, Pattersen, Batterson Famous People James Patterson - American best-selling authorCarly Patterson - 2004 Olympic All-Around Gymnastics ChampionJohn Patterson - American manufacturer who helped popularize the modern cash register   Genealogy Resources If youre interested in connecting with others who share the Patterson surname or in learning more, the following resources can help: Most Common U.S. Surnames and Their Meanings: Smith, Johnson, Williams, Jones, Brown... Are you one of the millions of Americans sporting one of these top 250 common last names from the 2000 census?Patterson DNA Project: An annual publication issued under the authority of the Barnes Family Association. Several volumes are available for free viewing from Internet Archive.Patterson Family Genealogy Forum: Search this popular genealogy forum for the Patterson surname to find others who might be researching your ancestors, or ask your own question about your Patterson ancestors.FamilySearch: Discover historical records and lineage-linked family trees posted for the Patterson surname and its variations.Patterson Surname and Family Mailing Lists: RootsWeb hosts several free mailing lists for researchers of the Patterson surname. Sources Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Menk, Lars. A Dictionary of German Jewish Surnames. Avotaynu, 2005.Beider, Alexander. A Dictionary of Jewish Surnames from Galicia. Avotaynu, 2004.Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003.Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997.

About Architect Steven Holl, Time, Space, and Light

About Architect Steven Holl, Time, Space, and Light I was in the Washington, DC convention center when Steven Holl accepted the 2012 AIA Gold Medal, the highest honor bestowed by the American Institute of Architects. I listened to Holls watercolor-like speech over the loudspeakers, as I rushed through the hallways, running late.   Architecture is an art bridging the humanities and the sciences, Holl said. We work bone-deep in Art- drawing lines between sculpture, poetry, music and science that coalesce in Architecture. That, I thought, is architecture. Steven Myron Holl is known for his strong viewpoints and his beautiful watercolors. He is constantly painting, both in words and with brushes. He also is known as the thinking mans architect, an intellectual philosopher who connects disciplines. Background: Born: December 9, 1947, Bremerton, Washington Education: 1971, BA, University of WashingtonPostgraduate study in Rome, Italy and the Architectural Association School of Architecture, London, UK Professional Experience: 1976-present: Steven Holl Architects, stevenholl.com/; Twitter at stevenhollarch1981-present: Tenured Professor of Architecture, Planning, and Preservation, Columbia University, NYCChris McVoy, Senior Partner at Steven Holl Architects, co-designs with Holl in addition to his pracitce with Beth ONeill, ONeill McVoy Architects Design Philosophy: Rather than imposing a style upon different sites and climates, or pursued irrespective of program, the unique character of a program and a site becomes the starting point for an architectural idea. While anchoring each work in its specific site and circumstance, Steven Holl Architects endeavors to obtain a deeper beginning in the experience of time, space, light and materials. The phenomena of the space of a room, the sunlight entering through a window, and the color and reflection of materials on a wall and floor all have integral relationships. The materials of architecture communicate through resonance and dissonance, just as instruments in musical composition, producing thought and sense-provoking qualities in the experience of a place. - About Steven Holl Architects, website at www.stevenholl.com/studio.php?typeabout, accessed September 22, 2014 Selected Architecture Projects 1991: Void Space/Hinged Space Housing, Fukuoka, Japan1996: Makuhari Bay New Town, Chiba, Japan1997: Chapel of St. Ignatius, Seattle University, Washington1998: Kiasma Museum of Contemporary Art, Helsinki, Finland2002: Memorial Square by Meier, Eisenman, Gwathmey/Siegel, Holl , unrealized proposed design to redevelop Ground Zero, Lower Manhattan2002: Simmons Hall, Massachusetts Institute of Technology, Cambridge, Massachusetts2007: Lewis Center for the Arts, Princeton University, New Jersey2007: The Nelson-Atkins Museum of Art Bloch Building Addition, Kansas City, Missouri2009: Linked Hybrid, Beijing, China2009: Vanke Center Horizontal Skyscraper, Shenzhen, China2009: Knut Hamsun Center, Hamarà ¸y, Norway2012: Expansion Project, John F. Kennedy Center for the Performing Arts, Washington, DC2012: Danish Natural History Museum, Copenhagen, Denmark2013: Campbell Sports Center, Columbia University, New York2014: Reid Building, The Glasgow School of Art, Glasgow, Scotland2014: Beirut Mar ina at Zaitunay Bay, Beirut, Lebanon 2016: Visual Arts Building, University of Iowa, Iowa City, Iowa2016: Institute for Contemporary Art, Virginia Commonwealth University, Richmond, Virginia2017: Expansion of the Kennedy Center for the Performing Arts, Washington, DC Furniture: A2-Chair, 2013A-Chair, 1980, 2005Riddled Table, lasercut, 2006, 2007 Awards: 2014: Praemium Imperiale International Arts Award, Japan Art Association2012: Gold Medal, American Institute of Architects (AIA)2010: Jencks Award, Royal Institute of British Architects (RIBA)2009: BBVA Foundation Frontiers of Knowledge Award1998: Alvar Aalto Medal, Finland1998: La Grande Medaille dOr, Academy of Architecture, France1990: Arnold W. Brunner Memorial Prize, American Academy of Arts and Letters In the Words of Steve Holl: From the Five Minute Manifesto, 2012 The essential power of Architecture is PARALLAX: the horizontal and vertical movement through forms and light over time, as we- our bodies- pass by, walk up, go inside, walk through inspired space. The joy and ambiguity of SCALELESSNESS excites the imagination through Mysteries of Proportion like Fibonaccis - 0, 1, 1, 3, 5, 8, 13, 21 †¦ - which wakes us to Geometrical Feeling. Forget mono-functional buildings! Make Hybrid Buildings: Living Working Recreation Culture Make a New Fusion of landscape, architecture, and URBANISM, a fusion of luminosity and porosity into Cities of Matter with spirit. Make New Cities- our greatest artwork- with the same urgency as we restore the natural landscape and biodiversity. Selected Writings and Paintings by Steven Holl: Anchoring, Princeton Architectural Press, 1989Edge of a City, Pamphlet Architecture 13, Princeton Architectural Press, 1991Parallax, Princeton Architectural Press, 2000Written in Water, Lars Muller Publishers, 2002House: Black Swan Theory, Princeton Architectural Press, 2007Steven Holl: Architecture Spoken, Rizzoli, 2007Urbanisms: Working with Doubt, Princeton Architectural Press, 2009New Haiti Villages, Pamphlet Architecture 31, Princeton Architectural Press, 2010Scale, Lars Muller Publisher, 2012Horizontal Skyscraper, William Stout Publishers, 2011 Who is Steve Holl? Holl is viewed as assertive by people who are trying to be complimentary, and as a bull in a china shop by people who aren’t, comments architecture critic Paul Goldberger in The New Yorker magazine. Arguably, Holls Vanke Center in China is the architecture that fulfills his philosophical vision. Imagine the Empire State Building on its side, with giant piers cradling the structure several stories above a ground prone to natural disasters. The multi-use horizontal skyscraper incorporates sustainable design and urban planning. Mr. Holl has designed a building that pushes its users to stop and think about the world around them, says Nicolai Ouroussoff in The New York Times. It is an architecture that opens doors to new possibilities. The answers he supplies in all of his designs draw from architecture, of course, but also from engineering, science, art, philosophy, and literature, writes Zach Mortice, Managing Editor of AIArchitect. Holl is the rare architect who can combine these gentlemanly pursuits (he often develops designs by painting them in water colors, for example) and use them as source material and method for buildings that aggressively push the edge of what’s possible. Sources: Lenses on the Lawn by Paul Goldberger, The New Yorker, April 30, 2007; Five Minute Manifesto, Steven Holl, Washington, D.C., AIA Gold Medal Ceremony, May 18, 2012 [accessed October 31, 2014]; Steven Holl, 2014 Laureate in Architecture, The Japan Art Association at www.praemiumimperiale.org/en/component/k2/item/310-holl [accessed September 22, 2014]; Turning Design on Its Side by Nicolai Ouroussoff, The New York Times, June 27, 2011 [accessed November 1, 2014]

Underlying depression in orthopedic patients Essay

Underlying depression in orthopedic patients - Essay Example Depression in orthopaedic patient are overlooked and seldom treated because of the misconception that it will eventually recovered by the patient itself.Depression occurs not only in adult orthopaedic patients but with children as well. The purpose of this paper is to identify the role of nurses, doctors, and other healthcare providers in the orthopedic department with regard to how we identify depression, and what needs to be done to thoroughly recognize these cases and initiate the appropriate treatment. Identifying such issues is important because it is vital both to their recovery and to the healthcare provider. How do we effectively detect depression during the assessment and carry out proper intervention in treating their depression as well as their medical illness. As part of the patient safety goal campaign of Hoag Hospital, should we change how we systematically assess our patients at the bedside and routinely screen for depression and / or suicide These are the problems that we consider because of the severity of the case that it may lead if the depression in an orthopeadic patient will be taken for granted.There are researches and study that elderly recovering from an orthopaedic surgery is normal to experience depression. According to some doctors, some depressions are caused by some of the medicines they are taking; some are the non acceptance of their situation mostly in amputated legs or arms. According to Baker and Ashbourne of Children's Mental Health Ontario (2002) on e is considered to be depressed if they have the following symptoms: depressed appearance, anxiety, irritability and frustration, lack of interest, lack of cooperation, change in appetite and sleep patterns, weight loss and gain, loss of energy, withdrawal from family and friends and others. Patients are not aware that they are having the said depression resulting in the misconception of the doctors and medical staff that the patient is recovering. The physicians and other medical staff overlooked the fact that depression may originate from the lack of communication with the patient. Doctors and nurses are ignoring the fact that orthopaedic patient may have depression during recovery. Involved medical staff should be aware of the signs and symptoms of depression in order to prevent the further development of it. The older orthopaedic patient with depression usually experience severe pain thus prolonging their rehabilitation. There are also some factors from the situation of the orth opaedic patient that may cause their depression. Since surgery is usually costly they may have financial problems causing the patient to severe depression. The patient may tend to isolate themselves from others causing a great sadness that leads to depression. There are some cases wherein patient would have any complications such as diabetics causing the patient to feel helpless. These are the common factors that causing the orthopaedic patient to feel depressed. Solution Generation The first thing to do in treating depression in an orhtopedic patient, is understanding what is depression Herbalmedicine.com (2007) defined depression as a mood disorder that is often triggered by a chemical imbalance or stressful situations. People suffering from depression experience ongoing sadness, low energy, irritability and general disinterest in daily activities. Depression is a medical condition and should not be considered a personality flaw or weakness of character. It is best to determined first if the patient is having the said condition before admission in the rehabilitation ward. As the physician you must be aware of the possibilities that your patient might have this condition because of the signs and systems that is present in the patient's attitude. Usually depression is associated with

Principles of social crime prevention have little to offer in the Essay

Principles of social crime prevention have little to offer in the development of effective crime prevention practices. Critically discuss - Essay Example A detailed discussion of the situational approach to crime prevention, presented further on, shifts accents from social context of crime prevention to a more subjective nature of crime. Prior social context was considered by the crime prevention theorists as a determinant one; starting from 80s more subjective and situational aspects were considered (Lawrence, 2000). Moreover, there is made an attempt to find similarities and differences between these two approaches, to evaluate their efficiency in modern practices of crime prevention. Chicago School is a famous developer of social approach to crime prevention. The main suggestion of Chicago School is that crime is always caused by social force (Melville, Morgan, Norris and Walkington, 2006, p. 70). The primary goal of this theory was to develop welfare in the society through the expansion of welfare states, where no triggers of crime existed (Garland and Sparks, 2000, p. 195). Chicago School has made a significant contribution to crime prevention practices. Social theoretical approach applied by this school, made this study an outstanding laboratory for sociological research in the context of social relationships and influence caused by urbanism. Chicago School made an emphasis on the contextual considerations of crime. In terms of socio-cultural context crime can appear and can be prevented as well. Park and Burgess are sociologists who worked out basic claims of social crime prevention. Their main idea is a concurrent existence of five concentric zones in the process of cities’ development (The Chicago School I). The most risky zone is the â€Å"zone in transition† (Garland and Sparks, 2000, p. 189). Another claim of these sociologists can’t be discussed without arguing. Chicago School sociologists underline that well-being of the society is determined by their living conditions. In other