6 outdated career tipsâ€and why they’ve changed

6 outdated career tips- and why they’ve changed You don’t use the phone, watch TV, or dress the same way your parents did when they were your age- so why would you use career advice that has been around just as long (or even longer)? Some pieces of advice in the career world will truly never change: hard work pays off, and you should never get drunk at a company holiday party. Otherwise, things are negotiable. Let’s look at some infamous career advice that might not be so valid anymore. Keep a low profile on your personal life.Advice: Keep your work life and your personal life totally separate, even on social media.What’s changed: Social media like Facebook has evolved over time to include more than your â€Å"friends† per se. Relatives, acquaintances, former dates†¦all show up in your news feed, so why not add coworkers into the mix? Why not even add your boss, if you get along and find her opera singing/supermarathon running/jewelry crafting hobbies interesting? Social media has blurred social li nes a bit and has helped make relationships a bit more informal. When used well, it’s a way to break the ice and build relationships with people you might otherwise only see at work.However, this one does come with a caveat: if you do friend colleagues and managers on social media, set filters or try to keep things clean. Anything you post that can be seen by coworkers becomes fair game. And definitely don’t complain about work if people from work can see it. If you wouldn’t want to see a screenshot of something you wrote land in your work email inbox, don’t write it.And it’s not just social media- socializing with coworkers and sharing (appropriate) details about your personal lives can help you bond and feel more connected to your workplace. Small talk about your weekend or cute pictures of your boss’s kid are not likely to derail your professional relationship or keep either of you from doing the work that needs to be done. And we all nee d allies at work- someone to talk with when things get stressful or with whom you can grab a non-work-related lunch. Chitchat about work-only things will only go so far. You’re much more likely to have good relationships with your coworkers if you can bond over other things you have in common.Keep a strict work-life division.Advice: Don’t even think about work after you leave. Don’t check email after hours. And when you’re at work, don’t do anything personal or non-work related.What’s changed: It’s true, email has helped create â€Å"work creep† that can lead to stress outside of work hours or leave you feeling cheated on your personal time. But like all balances, it’s important to keep negotiating your work-life balance to make sure it still works for you. If it makes your workday better to spend half an hour at night checking a few emails or lining up your to-do list for the next day, do it. If you need a quick break d uring the afternoon to talk to your partner, take it. Keeping a single mindset for eight straight hours is not only difficult, but it can increase your stress. The most important thing is that you’re not letting personal time at work upset your productive time, and that you’re not letting work squeeze out your personal decompression time and priorities.Never show weakness.Advice: If you’re struggling or you don’t fully understand what’s going on, don’t let anyone know. Fake it, or stall until you can straighten it out on your own. Asking for help is a sign of weakness and incompetence.What’s changed: You know what takes a lot of unnecessary time and energy? Faking it. If you don’t understand what needs to be done, ask your manager or someone involved with the task. You shouldn’t lead with, â€Å"Oh man, I have no clue what to do here†- but it’s perfectly all right to say, â€Å"Just so I’m clear her e, this is what I think the next steps are. Can you confirm?† Or â€Å"Can we walk through this again so I understand?† Your manager would rather have a good outcome on a project than a result where you clearly winged it and got things wrong.If you need help, ask for it. Otherwise you risk not being able to bluff your way through as well as you think you can, and wasting both your time and others’. Invest a little time and honesty up front and make it easier on everyone- not least of all yourself. Think of it as a learning opportunity, not a failure.Don’t challenge the boss.Advice: Never challenge your boss on anything. If you don’t agree, just let it go and wait your turn to be the one in charge. After all, she’s the boss for a reason. Do what you’re told, and publicly agree with the official point of view.What’s changed: The manager/employee dynamic hasn’t necessarily changed, but it’s more culturally acceptable now to disagree- albeit diplomatically and productively. This is not to say that you should openly scoff at a particularly ridiculous idea or laugh in your boss’s face when he asks you if you agree about something. Rather, frame it as a respectful difference in point of view. For example: â€Å"I see what you’re saying, but what if we look at it from this other perspective?† Set it as a dialogue instead of just publicly rejecting something your boss has said. Like you, your boss has an interest in making sure things get done in the best way possible, so if you have a difference of opinion that could improve an outcome, don’t be afraid to speak up in a respectful and constructive way.Standard politeness rules apply here as well. Loudly contradicting your boss in a meeting with other people is not likely to go over very well. Nobody likes to be shouted down. But presenting an alternative choice, and acknowledging the validity of what was already said, is a much more productive way to disagree without being rude or unprofessional.Never say â€Å"no.†Advice: Especially when you’re just starting out, always say â€Å"yes† when you’re asked to take on new things or responsibilities. If you say â€Å"no,† you’re not a team player.What’s changed: Saying â€Å"yes† to everything is a shortcut to burnout, and employers have become more conscious of cultivating employee morale. There’s only so much you can handle in the work hours you have available. The better way to handle this is through negotiating and prioritizing. Instead of saying â€Å"I just can’t do this right now,† figure out why you can’t, and ask for help prioritizing tasks if this potential new one is important for you to take on.The key to this one is making sure that your rationale for saying no is a legitimate one. If you just don’t feel like doing it, that’s not going to go over well. But if you genuinely don’t have time, or object for specific reasons, you can be honest about those. Lay out the reasons why, and open a dialogue about how this new ask can or should fit in with your existing workload. It’s always better to have a â€Å"here’s why† list of talking points ready to go, so that your boss doesn’t think you’re lazy, or can’t do the work.Don’t be a job hopper.Advice: Don’t jump from job to job. Settle in and build experience at one job for several years. Job hopping makes you look like an unreliable employee.What’s changed: The world, basically. The job scenario where you start right out of school and stay there for 40 years has become, essentially, a unicorn. The average person now will have eight jobs before they turn 30. And according to the U.S. Bureau of Labor Statistics, employees who are 25 to 34 years old typically stay with a job for three years.Job hopping can be a way t o build your skills and maximize your opportunities instead of staying in a role that may not fit your long-term goals. Job hopping can also mean moving to different jobs within the same company if you find other roles that fit better. While switching jobs every year for the next 15 years is not an ideal strategy (that might truly start to send up red flags for potential employers), you shouldn’t let â€Å"well, I just started this other job† discourage you from seriously considering a job opportunity that pays better, or is better aligned with your career goals.Not all advice is true forever. When it comes to your own career, it’s important to think about whether that advice will truly help you, or if it just doesn’t fit with the way the world works anymore.

Interpretive Journey Paper Essay Example

Interpretive Journey Paper Essay Example Interpretive Journey Paper Paper Interpretive Journey Paper Paper The government that we live under today was founded on principles that originated with serving God and not the pagan roots of the empirical Roman government. In many ways the difference between their town and our town are not too great. Christians are still called to live their lives differently from the way non-believers live. The moral and ethical requirements that come with living for God are the same as those of early Christians. Pewters message to live humbly before God, trusting in His power is still as relevant in the twenty-first Century as it was in the first. The meaning of this text can be summarized as, because God cares for me, I need to humbly endure the trials am going through without worrying about the outcome and when the time is right He will reward me for my willing service. Step 3 Cross the Principles Bridge What are the principles that the Author is giving. There are three principles in 1 Peter 5:6, 7: 1. We are to live humbly, despite the difficulties of this present life, acknowledging that God has the plan and the power to make it come to pass in our lives. 2. Because He cares for us, God will lift up those who suffer for Him when the time is right according to His plan and purpose. 3. Because God has a plan and the power to enforce that plan, we should through all our anxiety on Him. Living humbly is the recognition that am not capable of fixing the things that make the Christian life tough to live, only God has that ability.

Answer some questions to some short stories Essay

Answer some questions to some short stories - Essay Example 3. Yes, John is the villain in the story. She is against the empowerment and wellbeing of his wife. There other people falling in this category, but he emerges the epitome and fits the description of villain in the story. This is because, the narrator is his own wife and any reader would expect him to treat her in the right and humane manner contrary to what he does. 4. The color of the wallpaper is yellow. Yellow is next brightest and most visible color after white. On the paper are sub-patterns of desperate women. The patterns are clear to the narrator. The paper is a representation of medicine, family, as well as tradition which the narrator has found herself entangled in. The color shows that the oppressive practices of men are clear to the eyes of the victims, women. 5. (Q9). The roles of women in the story are facilitation and enhancement of themes such as love, death, and enabler. The author, O’Brien, uses the existing love between Lt. Jimmy Cross and Martha to show the trend between the separation created during the war and the soldiers. The relationship between the two was not that hopped for in the first place. Cross is obsessed with Martha and this leads to the death of Ted Lavender. Similarly soldier’s love and patriotism for their country makes them kill opponents. Kathleen, O’ Brien’s daughter acts as the enabler for untrue stories he writes. Linda acts as a symbol that the dead can be immortalized (O’Brien 18). 6. (Q11) War is a representation or metaphor of human life. People like Perish because of love. The soldiers fight and some of them die because of their love for their people. There are also loneliness and isolation in the story. O’Brien affirms that loneliness in Vietnam is destructive forces like any other type of ammunition. 7. (Q12) If the US instituted the law today, I will definitely go and serve my country in Vietnam. There are challenges as revealed in the book by Tim challenges

Counterculture Essay Example | Topics and Well Written Essays - 1250 words

Counterculture - Essay Example The counter-culture is the cultural counterpart of of political opposition. This is a new sociological term coined by Theodore Roszak, an American social thinker, whose writings are frequently linked with the "alternative or " "new age" movements. It is Roszak who narrated and explained the European and North American counterculture of the 1960s in his book The Making of a Counter Culture (1969). However, mentions about the term also exist in earlier times, as Stein Rokkan in his models in political science, used the expression to depict the fight of the marginal against the authoritative mainstream central state-and nation-building and that kind of cultural homogenization in 1967 (Alford et al, 1974). Loosely speaking, countercultural trends are prsent in many societies, but what Roszak et al here means is a more important and noticeable trend, reaching a significant target for a certain span of time, a movement expressing the culture, hopes and dreams of a paricular group of people during an epoch - a social expression of zeitgeist, the typical spirit of a historical epoch in its entirety (Zeit contains the sense of "era"), the idea is derived from the belief that the time has a objective meaning and is instilled with content In this sense Countercultural ambiances in 19th century Europe took in the Romantic, Bohemian and the Dandy movements (Dictionary of the History, lib.virginia.edu ). Another movement in the 1950's, Beat generation/Beatniks also had traces of counter culture in it, followed in the 1960s by the hippies. The term 'counterculture' became important in the news media as it referred to the social revolution swaying North America, Western Europe, Japan, Australia a nd New Zealand during the 1960s and early 1970s (Roszak, 1969). In modern history of the western world (and for that matter, the world in its entireity) countreculture is often placed synonymouly with the turbulent decades of the 1960os and 1970's that was, accoding to Roszak, a social and political response to the pretense of the mainstream worldly culture from which it rose. In the The Making of a Counter Culture he handles rather truthfully the tensions, problems and incongruities connected with the ascent of the counterculture and the inherent problems it had with it to ultimately heralding for the worldly normal culture. History, no doubt, shows that the philosophy of the 1960s was squashed by the crushing attack of the system and the political and social values of the counterculture finally joined into the realm of private philosophies of hippies as absorbed into the mainstream. Yet while earlier studies on the sixties focus mainly on the "hippie" era, or on the sex, the drugs, and the music, Roszak focuses mostly on the political and soci al issues of the time including everything from the Vietnam War to how the effect of counter culture on lifestyles of an average American family. He assesses thoroughly the bond between the late 1960's counterculture to avant-garde intellectual ideas of the same age, discussing those of Herbert Marcuse and Norman Brown, among others, in great detail to show clearly how their ideas affected the intellectual and political movements on college campuses in both America and Europe with a remarkable insight especially considering that he wrote The Making of a Counter Culture almost on the same time while the events were still expanding. The counter culture of the 1960's and the 1970's, Roszak shows us, was

Recycling Should Be Mandatory for Everyone Essay

Recycling Should Be Mandatory for Everyone - Essay Example Recycling is beneficial to the environment, is cost-effective and must be made mandatory in order to succeed. The environmental benefits of recycling are well-documented and beyond doubt. Recycling reduces the amount of waste sent to landfills and incinerators, conserves natural resources such as timber, water, and minerals, prevents pollution by reducing the need to collect new raw materials, saves energy, reduces greenhouse gas emissions that contribute to global climate change and helps create new well-paying jobs in the recycling and manufacturing industries in the United States (EPA). The common method of dealing with waste is landfilling. This method is an inefficient waste of resources: The EPA asserts that the largest single component of landfills is packaging material which is 100 percent recyclable. One out of every 100 pounds dumped in U.S. landfills consists of the highly recyclable junk mail. Landfills also contribute to global warming through the release of methane into the atmosphere and by the pollution of groundwater and waterways. Recycling is an efficient alternative to la ndfills. Contrary to popular perception, recycling is cost-effective. The major argument put forward by critics of recycling is that it is often comparatively more expensive than landfilling. This argument is highly misleading. As Edward Humes, the Pulitzer Prize-winning journalist and author says, â€Å"You could similarly argue that paying to go to the dentist is always more expensive than not going. Or that we sure could have saved on the military if only we had surrendered after Pearl Harbor rather than declaring war.† Critics of recycling conveniently fail to take into consideration the long term financial costs of addressing the costs of pollution caused by landfilling.                 Ã‚  

International Students And Global Education Sociology Essay

International Students And Global Education Sociology Essay There is a widespread recognition and belief that our increasingly interconnected and interdependent global society mandates that students be educated to develop habits of the mind that embrace tolerance, a commitment to cooperation, an appreciation of our common humanity, and a sense of responsibility. The international students are the future leader of tomorrow. Understanding global issues is critical to the students across the global as they endeavor to promote democratic principles and social justice, improve our economic competitiveness, and provide leadership in the future. However, not enough is being done in public schools and classrooms to expose students to global issues. Research shows that most American students lag behind their peers in other countries in their knowledge of world geography, foreign languages, and cultures ( National Geographic-Roper, 2002). Our curriculum must undergo a paradigm shift recognizing that in order to be truly globally competitive; our teache rs must be globally competent. Educating young people to become global citizens will allow them to learn about the interdependence of the worlds systems, believe that solutions to global challenges are attainable, and feel morally compelled to confront global injustices and take responsible action to promote a just, peaceful and sustainable world. If we truly aspire to have a world-class education that connects and recognizes that what we do affects other humans in the world, we must engage with the world. The challenges that face the world today-from global poverty and climate change to financial systems and conflict-require globally-minded solutions (OMeara, 1997). Knowledge of these skills is necessary so that young people can invent a future that appropriately addresses global challenges. These young international students must gain global competence in addressing international issues as well as gaining the ability to work with people of diverse cultural backgrounds. Teaching for global connectedness should be grounded in the personal experiences of the student and her/his community. Teachers must be able to help students to connect global issues with daily life experiences. According to Ryan and Durning (1997) students ought to consider the impact of their daily consumption (and garbage) on the lives of other people and places in the world; the consumption of coffee, newspapers, t-shirts, shoes, car, computer, hamburger, french-fries and cola are traced from their origins through the inequities of the production process to the consequences of waste products. Teachers must approach global education from different perspectives, says Merry Merryfield, associate professor of social studies and global education at The Ohio State University. For example: à ¢Ã¢â€š ¬Ã‚ ¦some teachers have the rationale that, in order to compete in a global economy, students need a global perspectivebut others want to make the world a better place in terms of the environment and social justice. Still others want to promote cross-cultural understanding. Each of these is a valid approach, says Merryfield, as long as teachers emphasize multiple perspectives and global interdependence (Rasmussen, 1998, p.2). Teachers also need to have the competences they are trying to teach students. Our college preps do not prepare teachers to be globally competent. Understanding global issues makes teachers more apt to guiding students in the global challenges that face their countries of origin. Given the fragile state of the world and the level of continued destruction, more emphasis should be given to preparing students to become stewards of the earth and participants in democracy for global social justice. Authentic learning occurs when students from diverse cultures meet and work together, especially when they have equal status and collaborative goals that have meaning in their lives (Johnson Johnson, 1992). Global educators find ways to increase their students experiences with people different from themselves through work with international students from local universities, immigrant organizations in the community, service learning projects, exchanges through e-mail or videos, and taking studen ts overseas (Wilson, 1993). In a 10th grade world history, a unit on the Middle East, some teachers may motivate students by presenting exotic images-such as the harem, polygamy, belly dancing, Arab sheiks, and camel races-and may fail to challenge students comments that stereotype all Arabs as supporters of terrorism or all Arab women as having few rights. But Global educators, however, purposefully address stereotypes and challenge the exotic images and misperceptions that students bring with them into the classroom. They develop lessons to replace misinformation with knowledge of the complexity of cultures, cultural conflicts, and global issues. To begin a unit on the Middle East, for example, a global educator asks students to brainstorm what they know about Muslims, Arabs, and the Middle East and then immediately addresses common misperceptions. When students confuse the terms Arab and Muslim, the teacher helps students map where Arabs live and introduces primary sources for st udents to differentiate diverse Arab cultures and the Muslim world (Said, 1997). Said (1993) ideas on how Europeans constructed the Orient can help students recognize the exotic images of the Middle East in popular media, entertainment, and textbooks, and distinguish them from the materials that people of other countries have posted on the Internet and what local Egyptian, Lebanese, and Iranian students say about their lives back home. In developing an appreciation of the complexities within other cultures, students learn to challenge sweeping generalizations, misinformation, and stereotypes. Global Challenges Sustainable development and climate change People all over the world are struggling with problems of a magnitude no other generation has faced. Even in the most affluent nations, millions of people suffer from hunger, homelessness, and unattended health problems. Sach (1995) opines that wars, civil conflicts and invasions take the lives of millions more. Global changes in the climate are creating severe local weather conditions, destroying lives and property. Well intended projects continue to despoil the land, water and air ( Sach, 1995 p.7). Millions of tons of hazardous waste generated by industrialized countries are exported to non-industrialized areas of the world without regard to the health and environment consequences. Jacobson (1991) says that over three billion pounds of pesticides a year are used globally causing human poisonings, harm to fish and wildlife, livestock losses, groundwater contamination, destruction of natural vegetation, and more pests resistant to pesticides (Jacobson et al, 1991, p. 45). Deforestat ion, soil erosion, destruction of habitat, extinction of species, and depletion of aquifers are but a few of the many attacks on our planet. While natural resources are stripped from the earth, new species are genetically engineered by corporations for profitability and monopolized through complex international patent laws with few constraints for releasing them into the environment. According to Shiva (1997) ancient knowledge of plants and animals, and even human genetic material, are stolen from indigenous peoples and used to generate wealth for a few while the cultures which generated the knowledge are decimated. As these examples demonstrate, human rights and environmental issues are clearly intertwined. A country like Kenya is a prime example of not providing an economic infrastructure to meet the subsistence needs of the communities in the northern part of the country and creating man made famine. Countries with hungry people export grains or feed them to livestock for export. Millions of jobs are eliminated by technology or runaway factories as CEO salaries skyrocket. While the United Nations ratified a Convention on the Rights of the Child in 1989, more than 250 million children are forced into labor (Sanders, 1997). Enormous resources are wasted on the production of guns and weapons of mass destruction as social programs and education funds are drastically reduced. Projects to solve one problem have created other problems. McMichaels (1993) observes that dams, viewed for decades as creating clean energy and providing irrigation, are responsible for destroying the means of subsistence for millions of people who are forced to relocate their homes (McMichaels, 1993 page 36). Alteri ng the natural flow of rivers, these dams flood millions of hectares of arable land, create conditions for water born diseases and prevent fish from spawning. Aquaculture, heralded as the answer to declining fish and shrimp populations, is despoiling the habitat of other species. The primacy of profit maximization over all other values is the core of both social and environmental problems. Nations and nature are being restructured to meet this primary goal, not to meet the needs of ordinary people or to ensure a sustainable environment. The problems created are global, with consequences for many different countries and communities. For example, when U. S. companies move plants and jobs to other countries to take advantage of cheaper labor, they leave economic devastation in local U.S. communities and undermine the existing economies in the new locations. At the same time, they take advantage of less stringent environmental policies in other countries that allow them to pollute more freely or to use chemicals banned in the United States. Sometimes, these chemicals return to consumers in the U.S. in the imported products. Global problems necessitate going beyond national borders to embracing the concept of global citizenship. By learning how global issues affec t individual and community lives, how and why decisions are made which affect the planet and life on it and, most importantly, means by which the future can be influenced, global education can prepare students to become socially responsible international citizens. The empowerment of women Empowerment of women has been one of the strongest drivers of social evolution over the past century, and many argue that it is the most efficient strategy for addressing the global challenges in this chapter. Only two countries allowed women to vote at the beginning of the twentieth century; today there is virtually universal suffrage, the average ratio of women legislators worldwide has reached 19.2%, and over 20 countries have women heads of state or government. Patriarchal structures are increasingly challenged, and the movement toward gender equality is irreversible. With an estimated control of over 70% of global consumer spending, women are strongly influencing market preferences. Analysis shows a direct interdependence between countries Gender Gap Index and their Competitiveness Index scores and that Fortune 500 companies with more gender-balanced boards could outperform the others by as much as 50%. Yet the Gender Equity Index 2010 shows that significant differences still remain in economic participation and political empowerment. Gender stereotyping continues to have negative impacts on women around the world, and although progress is being made on closing the gender gap in terms of establishing global and national policies, real improvement will only be achieved when conflicts between written laws and customary and religious laws and practices are eliminated. Environmental disasters, food and financial crises, armed conflicts, and forced displacement further increase vulnerabilities and generate new forms of disadvantages for women and children. Women account for over 40% of the worlds workforce, earn less than 25% of the wages, and represent about 70% of people living in poverty. An OECD survey found that women spend more time on unpaid work than men do worldwide, with the gap ranging from 1 hour per day in Denmark to 5 hours per day in India. FAO estimates that giving women the same access as men to agricultural resources could reduce the number of hungry people in the world by 12-17%, or 100-150 million people. Child malnutrition levels are estimated to be 60% above average where women lack the right to land ownership and 85% above average where they have no access to credit. Microcredit institutions reported that by 2010, nearly 82% (about 105 million) of their poorest clients were women. However, many of their businesses are too small to transform their economic status, points out FEMNET. Empowerment of women is highly accelerated by the closing gender gap in education. Most countries are reaching gender parity in primary education, and 50% of university students worldwide are women. Yet regional disparities are high, and UNESCO estimates that women represent about 66% of the 796 million adults who lack basic literacy skills. Although the health gender gap is closing, family planning and maternal health remain critical. Determining the size of the family should be recognized as a basic human right, and more attention should be given to womens health and social support for affordable child care worldwide, including industrial countries, which are facing demographic crises due to low fertility rates. Of the more than 500,000 maternal deaths per year, 99% happen in developing countries, with the highest prevalence in Africa and Asia due to high fertility rates and weak health care systems. Unless providing effective family planning to the 215 million women who lack it is seen as a key component of development, the UN goal to reduce maternal mortality to 120 deaths per 100,000 live births by 2015 will not be achieved. Regulations should be enacted and enforced to stop female genital mutilation, which traumatizes about 3 million girls in Africa each year, in addition to the 100-142 million women worldwide affected by it today. While the prevalence of this in Egypt, Guinea, and some parts of Uganda is at over 90%, communities in India, Indonesia, Malaysia, and even in the EU are also affected. Violence against women is the largest war today, as measured by death and casualties per year. While the proportion of women exposed to physical violence in their lifetime ranges from 12% to 59%, a function of region and culture, sexual assaults remain one of the most underreported crimes worldwide, continuing to be perpetrated with impunity. According to UNODC, 66% of the victims of the $32 billion global industry of human trafficking are women and children. The Protocol to Prevent, Suppress and Punish Trafficking in Persons, especially Women and Children, has 142 parties and 117 signatories thus far, but it has yet to be adopted and enforced by some key countries. Female vulnerability increases during conflict, when sexual violence is often used as a weapon. Recovery from conflict and disaster should be used as opportunities to rectify inequalities. Nevertheless, women make up only 8% of peace negotiators, and only 25 countries have developed National Action Plans supporting UN Security Council Resolution 1325 on womens protection in conflict and participation in peace processes. Reduce the gap between rich and poor? The world needs a long-term strategic plan for a global partnership between rich and poor. Such a plan should use the strength of free markets and rules based on global ethics to combat poverty. Conventional approaches to poverty reduction (technical assistance and credit) that work in low- and middle-income stable countries do not work in fragile countries, which need stability first. Ethical market economies and systems require improved fair trade, increased economic freedom, a level playing field guaranteed by an honest judicial system with adherence to the rule of law and by governments that provide political stability, a chance to participate in local development decisions, reduced corruption, insured property rights, business incentives to comply with social and environmental goals, a healthy investment climate, and access to land, capital, and information. Direction from central government with relatively free markets is competing with the decentralized, individualized private enterprise for lifting people out of poverty (Hersh and . Paterson, 1994 pages 93-94) An alternative to trying to beat the brain drain is to connect people overseas to the development process back home by a variety of Internet systems. According to UNDP, if the WTO eliminated agricultural export subsidies, developing countries would gain $72 billion per year, according to UNDP. Structural imbalances in world trade have to be corrected to assure fair competition, respect of human rights, and labor and environmental standards, as well as efficient management of the global commons and prevention of monopolies. Chinas monetary policy adjustments could help other countries economic development and access to world markets. International students must be exposed to these issues and offer possible solutions in a project oriented instruction. Also as a resource, the native students from these countries provide a rich understanding of how the issues affect their lives. Australia has set up a recruiting structure that gives international students scholarships with a pledge that these students will work in Australia for five years after graduation before returning to the mother country. Relationships are being developed to foster cooperation and understanding. The case study of such programs would enhance students understanding of international connectedness as international students. They can learn that the human experience is an increasingly globalized phenomenon in which people are constantly being influenced by transnational, cross-cultural, multi-cultural, multi-ethnic interactions. It is therefore important international students begin developing a deeper understanding of the worlds economic, social, a nd political issues.

Eating Disorders And Substance Abuse Essay -- Weight Loss Health Essay

Eating Disorders And Substance Abuse Common Eating Disorders: The two most common eating disorders are bulimia nervosa and anorexia nervosa. Both disorders, primarily affect young women, therefore the majority of the research on eating disorders has been done with women subjects. The onset of bulimia is between adolescence and early adulthood while the onset of anorexia is between early and late adolescence. Not only is the onset different but the disorders are unique. Bulimia nervosa is characterized by loss of control over eating which leads to food binges. These episodes are interspersed with episodes of purging, such as vomiting or laxative abuse, to keep weight down. The goal of anorexia is also to keep weight down , but to a more severe extent. Anorexia nervosa is marked by "a relentless pursuit of thinness, intense fears of becoming fat, and a distorted body image" (Lilenfeld 1996). There is a substantial weight loss and amenorrhea. These changes occur by either restriction of food intake which is labeled restrictive anorexia, or starvat ion with bouts of purging which is labeled binge eating/purging anorexia. Studies of Eating Disordered Individuals And Substance Abuse: The causes and issues underlying eating disorders still remain, for the most part, a mystery. For this reason much investigation has gone into any issues which may be related to eating disorders. The topic which will be analyzed in this paper is the comorbidity of eating disorders and drug/alcohol abuse. In a review of fifty-one studies by Lilenfeld and Kaye, rates of alcohol/drug abuse were found to differ significantly among restricting anorexics, binge eating/purging anorexics and bulimics. "Depending on the study analyzed, the rates of... ...of dual diagnosis. Therefore different and varied treatment programs are used in hopes of improving this problem. In essence, treatment of dual diagnosis is still a guessing game. Works Cited: Lilenfeld, L. & Kaye, W. (1996). The Link Between Alcoholism and Eating Disorders. Alcohol Health and Research World, 20, 94- . Schuckit, M. , Tipp, J. , Anthenelli, R. & Bucholz. K. (1996). Anorexia Nervosa and Bulimia Nervosa in Alcohol Dependent Men and Women and their Relatives. The American Journal of Psychiatrity, 153, 75- . Strober, M. , Freeman, R. ,Bower, S. ,& Rigali, J. (1996). Binge Eating in Anorexia Nervosa Predicts Later Onset of Substance Use Disorder. Journal of Youth and Adolescence, 25, 519- . Varner, l. (1995). Dual diagnosis: Patients with Eating and Subatance Related Disorders. Journal of the American Dietic Association, 95, 224- .

Islamic Management

Definition : Definition management â€Å"The conventional definition of management is getting work done through people, but real management is developing people through work. † Characteristic of conventional management : Examinees each resource sector and environment component in isolation Examines each resource sector and/or environmental component in isolation (e. g. , water, air, forests, fish) Focuses on biotic components; limited, if any, consideration of ecological processes (e. g. , hydrological process) Targets only specific resources of interest; typically those of commercial value Conflicting management policiesComparision Islamic management and conventional management 1. 2 CONVENTIONAL AND ISLAMIC UNIT TRUSTS 1. 2. 1 CONVENTIONAL UNIT TRUSTS Based on the Guidelines on Unit Trust Funds issued by the Securities Commission in October 1991, a unit trust fund company can only invest in authorized Malaysian assets, which include listed and unlisted securities of Malaysian companies, Malaysian Government Securities, Cagamas bonds, bankers’ acceptances, Negotiable Certificates of Deposits, Government Investment Certificates and cash (Banker’s Journal Malaysia, 1995).However, in March 1994, the Commission has provided a provision by which trust funds can invest (10% of portfolio) in overseas stock. Hence, conventional unit trust funds can invest in any of the above Malaysian assets without any restriction as long as the funds have not reached its maximum approved size. 3 1. 2. 2 ISLAMIC UNIT TRUSTS The Islamic unit trusts mainly focus on the investments in portfolios of ‘halal’ stocks and bonds complying with the Syariah principles.Such ‘halal’ stocks exclude companies involving in activities, products or services related to conventional banking, insurance and financial services, gambling, alcoholic beverages and non-halal food products and also companies whose products can cause illness, death, disease or even p romote social ills such as tobacco. From an Islamic perspective, the above industries are avoided as they represent elements that are forbidden by Allah and the harmful effects of such products on mankind (Smart Investor, 2002).The returns of Islamic unit trusts also avoid the incidence of ‘riba’ or usury interest through the process of cleaning or purification by the removal of such amounts representing the interest element. In instances where a fund has inadvertently made profits investing in non-permissible sectors, the fund will liquidate the investments. The proceeds of the gain will then be donated to charities. Mohd Nasir (2000) mentioned in his paper that the Syariah principle of ‘musharakah’ acts as a base for Islamic unit trust whereby it is a participatory financing involving agreement between the contributor of capital and the user.Therefore, the providers of funds or partners are the unitholders in an Islamic unit trust. A formal contract betwe en the unitholders, capital or fund, profit, the offer, the acceptance and the investment activities are also available within the practice of the Islamic unit trust. The concept of ‘al-wadiah yad dhamanah’ or guaranteed safe custody is involved in the operation of the Islamic unit trust fund. Prior to the funds existence, the owners of assets are the investors, custodian holder is the fund manager, and asset is the money invested.After the creation of the fund, the owners of assets are the unit holders, the custodian is the trustee and the assets include all assets of the fund. Besides that, the concept of ‘al-bai’bithamin ajil’ is also practiced in the Islamic unit trust whereby there is a transaction of buying and redemption of units of funds. In this case, the purchase or redemption price is the managers forward selling or buying price at the next valuation point when investors decide to buy or unitholders decide to redeem their shares. Moreover, the valuation point is the price at the close of business for the day.Nonetheless, based on ‘al-wakalah principle’, the price must be determined at the time the contract of sale or purchase is executed. As a result, the current practice of Islamic unit trust does not conform to the ‘al-wakalah’ principle. Thus, it has been suggested that daily historical price would be more appropriate in order to observe the Syariah principles (Shariff, 2002). Apart from having the same standard criteria for other conventional unit trusts as explained in the Securities Commission’s Guidelines on Unit Trust Funds (1997), the Islamic unit 4 trust funds must lso meet the criteria as advised by the Securities Commission’s Syariah Advisory Council (SAC) 2 . For example, the Islamic unit trust funds can only invest in securities approved by the SAC. The trust funds are also required to appoint a Syariah committee or syariah consultant who must be approved by the C ommission. As at October 25 th , 2002, the SAC has approved 684 securities [543 approved securities as at January 2 nd , 1999 (Arbi, 1999)] listed on the KLSE and classified them as ‘halal’ stocks thus can be bought by the Islamic trust fund managers

Modred essays

Modred essays A messenger comes from Modred to Arthur with an ultimatum. Arthur must either leave the land, in which case there will be no fight, or he must fight Mordred. Arthur chooses the latter option, believing it is too late to turn back. Arthurs men are doing a good job with all of the fighting. His men are on the run. King Kaberentin of Cornwell breaks rank and attacks the enemy with the fourth battalion. Mordred sends two more battalions to counter-attack, and King Aguisant takes the fifth battalion into battle. Arthur takes his battalion and charges Mordreds. I dont understand why there was so much fighting back then. That definitely shows that we are born violent and not necessarily taught. Many of Arthurs knight fall dead. Finally, Arthur and Mordred meet, Mordred is dead, but not before Mordred mortally wounds Arthur. Arthur goes to the chapel and prays. Again, I dont understand why is he praying he knows hes going to die eventually. Arthurs court is no longer needed, and disappears from the world. It is just Girflet and King Arthur left Girflet is dismissed. Why do they call their house of prayer the Black Chapel? So now King Arthur is dead but not before a boat of women come and take him away? Why? What is the point of that? Why dont they have women fight? I guess because the guys fought like maniacs back then. The names got really confusing after a while, so, Hector, Lancelot, and Lionel are brothers. Gawain in Jerusalem killed King Baudegamis during the quest for the Holy Grail. (pg. 24) Bors is Hector, Lancelot, and Lionels cousin. They were all knights in Arthur court. Gawain is Arthurs nephew. Because there are so many people in this story it is very confusing to stay up on it. ...

Bridge of San Louis Rey essays

Bridge of San Louis Rey essays In this story the Marquesa's daughter, Dona Clara, is a very different child compared to her parents. Having a high intellect, She shares the traits of intelligence, coldness, and independence. Dona Clara was a very intelligent child growing up. She had high hopes and set a lot of goals when she was very young. Having faith in her knowledge, she constantly corrected her mother's speech and english, as if the role of mother and daughter were reversed.eventually when Dona Clara was old enough, she left her family and moved across the country to Europe, and became the official Spokeswoman for the Spanish Court. Unlike her mother, Dona Clara was quite the intellect. Throughout this story you notice that Dona Clara is a very cold hearted person. a good example of this is when she was growing up, not only did she constantly correct her mother's grammar and any other errors she might have had, but she never shared the same love for her parents as most children did growing up. It didn't stop there either. As I mentioned earlier, Dona Clara eventually moved away from her mother. However, she didn't only move away from her mother just for the sake of getting a good job in her social skills, but she wanted nothing to do with her mother, because she couldn't put up with the way she was (always drunk, very inferior in intellect compared to her daughter, scrubby looking, dirty). At one point in the story, the Marquesa decided to go on a trip to visit her daughter, but the end results were the Marquesa "kissing the door on the way out." She went back home, still with no such luck of receiving the same love she felt for her daughter. Despite her intellect , Dona Clara was a very cold person. However, had Dona Clara received the letter her mother had sent to her about how she was going to change her life around before she died on the bridge, would Dona Clara's person have changed completely? This book shows one trait that I find significant to ...

Darwin Assignment Essay Example | Topics and Well Written Essays - 500 words

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Fantasy Vacation Research Paper Example | Topics and Well Written Essays - 750 words

Fantasy Vacation - Research Paper Example My flight was scheduled for 3rd March as time duration of reaching Venice from Dayton is more than 12 hours. I took flights on Air France which comprised of two stops; one from Dayton to Atlanta and then from Atlanta to Paris and then from Paris to Venice; the complete duration time was nineteen hours and thirty minutes. Venice is amongst superb destination places that have to offer various attractions to visitors; it is recognized worldwide for having spectacular range of Museums, architectural pieces, entertainment avenues, luxury hotels and five star restaurants (Venice Sights 3). Travelling within the city is very easy as it has various modes of transportation such as buses, trams, metros and trains. When planning to go to Venice, it is also recommended that cities nearby Venice are visited and people can easily go via cars or even on foot. When vacations are spent in the city, it looks like it is the most relaxing and awesome place for the visitors. Since hotel booking was done online, car was provided by Crowne Plaza Venice East to take visitor to hotel. Its interior has been designed in a most artistic way and all facilities were accessible at the hotel from food to tour guide. For first time visitors, hotel offers attractive packages of tour guides; it covers entire range of places that should be visited in Venice. Venice is divided into six districts and each of them have numerous attractions for visitors and the districts are broken down along its main street known as the Grand Canal which is the heart of its historical center; on its northern side are Castello, San Marco Sestieri and Cannaregio and on southern side of Canal are San Polo, Dordoduro Sestieri and Croce. On the western side of Venice is its main railway station, known as Santa Lucia which is the single road that connects Venice to closed mainland (Kerr 6; Ormand 5). On its eastern side is San Marco Square along with popular