The Factors Of Economics Was Or Was Not The Primary Reason...

The idea of expansion and migrating to other territories in search of quest and conquer has been prevalent in history time period after time period. There were the powerful militaries who came to a territory and conquered and prospered in wealth because of their strength and power. While there were other groups have failed to do such task. As time went on historians defined the task of extended a country s power through force of diplomacy or military power as imperialism. Imperialism has been the most dominant powerful force in the last four to five centuries in civilization. Imperialism has formed civilizations in entire continents while pushing out the indigenous people and destroying other civilizations in the meantime. In this case, we look at whether the factors of economics was or was not the primary reason for British Imperialism. Robert Huttenback believed that British Imperialism was a result from economic factor primarily. They thought â€Å"much, no doubt, remains to be said concerning the relationship between the empire and economics. but perhaps, when all is said and done, Cecil Rhodes came closest to summing the whole thing up when he said, not totally in jest, that imperialism was nothing more than philanthropy plus 5 percent!... A strange kind of philanthropy socialism for the rich, capitalism for the poor. (Huttenback 92) Although Britain was receiving techonology from dependant empires, Such as India, they were not directly benefiting financially from theseShow MoreRelatedImperialism in Africa Essay620 Words   |  3 PagesMelissa B5 Imperialism in Africa In the late 1800’s Europeans took over Africa, took their resources,enslaving the Africans, and changed the course of history. The Europeans took over Africa, which is called The Scramble For Africa, in 1884-1914. The Europeans took over because Africa was rich in raw materials, they wanted power, and they thought their culture was superior. The driving force behind imperialism was need for resources, political competition, and technological advances. One drivingRead MoreHow Did Imperialism Effect The Areas Of Africa, China, And India?1615 Words   |  7 PagesEffects of Imperialism How did imperialism effect the areas of Africa, China, and India? Imperialism is the act of a strong nation overtaking a smaller, weaker nation. There are many reasons why imperialism occurs, including motives from an economic standpoint, as well as just a way to show and achieve power. There were both positive and negative effects to imperialism, with the loss of many original citizens, but gaining different ways of life through cultural diffusion. For instance, many EuropeanRead MoreCause and Effect on World War 1 Essay743 Words   |  3 Pages1918. The war was between the world’s greatest powers as two opposing sides; the Central Powers and the Allies. It was a chain of events that had started this was which consist of key features such as imperialism, alliances, growth of militarism, crisis, and nationalism. It was the result of these accumulating factors that had eventually evoked war. The effects on World War One included over 8 million deaths, higher taxes, rationing of food, and etc. Imperialist is considered a primary cause of warRead MoreFactors Affecting Nigerias Underdevelopment1435 Words   |  6 Pagesendowed natural resources, and according to the â€Å"united nations statistics Nigeria is the 8th most populous county in the world with a population of 2.3%† (UN 2011).but the country still suffers the decay of underdevelopment due to certain avoidable factors that stand as unavoidable. What actually is underdevelopment? W.A Lewis 1963 says that a country may be â€Å"underdeveloped in the sense that its technology is backward when compared with that of other countries or in the sense that its institutions areRead MoreThe Causes Of The First World War1395 Words   |  6 Pagesof the primary superpowers. Although these two wars were notably different from political, social, and economic views, both of these event shared numerous similarities. One of the main causes of both World Wars was the concept of imperialism. During World War I, the Germans, the French, and the British were in competition to create the world s best, most significant and substantial empire. With the thought of imperialistic ways, the German would ally with the Austrians, and the British would allyRead MoreImperialism Question2012 Words   |  9 PagesWeek 5 Imperialism Questions 1. Even though most of Latin America became independent of European colonial rule in the 19c, what were some of the cultural influences and other ties that still existed between the two continents? Between 1810 and 1825, all the Spanish territories on the American mainland gain their sovereignty from Spain. Simultaneously, the power of the Catholic Church diminishes, including its patronage of the visual arts. During these war-torn years, cultural production declinesRead MoreImperial Reform in Britian from 1815 to 1870 Essay1391 Words   |  6 PagesThe period 1815 to 1870 was characterized by radical change in the character of the British Empire, to the extent that, by the end of the period, the empire consisted of two distinct parts: one made up of ‘dependent’ colonies, experiencing direct formal rule; and the other made up of self-governing ‘settlement’ colonies. This development occurred as a result of a series of social, political and economic reforms. In order to judge whether economic factors dominated imperial Read MoreWorld War I And Its America s Economy1248 Words   |  5 Pagesalso known as The Great War was the world s first global conflict. This was a war between the Allied powers and the Central Powers. The allies included Great Britain, France, Russia, Italy and of course the United States. The countries they fought against were known as the Central Powers this consisted of Germany, Austria-Hungary, Ottoman Empire and Bulgaria. WWI was an global war centred in Europe. This war affected the United States tremendously due to the economics. This war began July 28 1914Read MoreAmerican Imperialism Essay examples2429 Words   |  10 Pagespolitical life as a colony of the British Empire. However, as the 20th century dawned, the nation quickly found itself as one of the world’s leading imperial powers. Historians have proposed various reasons for this change in the American psyche. Historians from the progressive school of thought argue that economic interests dictated America n foreign policy; while academics of the Conservative or older patriotic tradition advocate that the nations brief foray into imperialism represented a â€Å"great aberration†Read MoreThe European Colonization Of Africa1461 Words   |  6 Pages1870s and 1900s, and was the invasion, occupation, colonization, and annexation of African territory by European powers during a period of New Imperialism. European control of the continent increased from 10 percent (1870) to 90 percent (1914), with only three territories, Saguia el-Hamra, which was later integrated into Spanish Sahara, Ethiopia and Liberia remaining independent of Europe’s control. There were many reasons for the European colonization of Africa, including economic and political motives

“Analysis Is the Critical Starting Point of Strategic...

Week 3 – DQ 1 â€Å"Analysis is the critical starting point of strategic thinking† – Kenichi Ohmae. What variables interfere so often with our ability to start the analysis aspect of strategic thinking? How important is the analysis? What techniques have you employed or seen successfully employed that may help provide the opportunity to start the analysis? Introduction Strategic thinking is defined as the management’s vision of the company; what it should look like in the future. It is the vision that drives the direction, nature and focus of the business. Strategic planning focuses on the ‘how’ aspects; How the organization is going to achieve that vision. Factors Influencing Analysis of Strategic Thinking It is important to†¦show more content†¦Techniques to Help Start the Analysis The following are some successful techniques which help to kick-start the analysis in strategic thinking. 1. Move Out of Comfort Zone During good times, management should continuously aim to improve their strategies. As technology improved, there are new boundaries for thinking, planning, evaluating and improving. 2. Differentiate between ‘What’ and ‘How’ Management should be able to clearly distinguish between strategy and operation issues. They should focus on the corporate vision; Defining what the organization will look like in the future. 3. Use an Ideal Vision Ideal vision refers to the vision that is measurable in terms of performance. This will then ensure that every individual in the organization has the same picture with regards to the corporate vision. 4. Defining the Need Need is defined as â€Å"the gap between current results and desired results-not gaps in resources, methods, procedures or means.† (Kaufman, 1992) Hence, the management focuses on the organization’s priority, which is the ‘What’ issue. It is important to identify the correct need to prevent wasting resources fixing the wrong needs. Conclusion An organization’s survival depends on factors such as increasing their market share in the industry, eliminating competitors, increase bargaining power with customers, successful collaboration; etc. However, perhaps the best way to

Why I Want to Study free essay sample

Now ,there are more positive changes than ever in Burma. Negotiations with the ethnic leaders for reconciliation , freedom of the press and the other changes are telling Burma is a very promising country. The new political situation with many changes is demanding many educated people from different ethnic groups to participate in the construction of the new democratic country. At the time like this, being a migrant teacher on the border can’t give me any satisfaction. My energy, vitality and hope tell me I need to take more responsibility for my country. What I have learned is not enough to be in an important role for the country. So I need to learn more. Then I discovered and realized that what the most relevant program for me is. That is IR (International relations). There are many ethnic leaders who love peace and who are thinking of refugee affairs. I don’t doubt their good willingness. We will write a custom essay sample on Why I Want to Study or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But having a good willingness alone is not enough to build peace. They also need to know how to build peace, how to reconcile among different ethnic groups and different religions. So we need many people from the different ethnic groups who are good at building peace and I want to be one of them. That is why I chose this program (IR). IR is the program for students who are interested in international and regional studies. The field of this program includes the study of the history, politics, the causes and consequences of war and the conditions for peace, cultures of regional systems around the world which are relevant skills for one who really loves peace and wants to help his people. There are also some other subjects that are supposed to be very useful for one who wants to work at an NGO in a country like Burma . They are the study of economics, global health, nutrition, and the environment as they relate to international relations. So if I study in this program, I will be able to help the people in my country as a peacemaker or as an ethnic politician or even as an NGO worker. To be accepted to universities where I can study this program, I need to get a sufficient TOEFL score. Therefore I am now studying to take a TOEFL test that I have never taken before. In conclusion, I want to study this program because I believe that I will be a great asset for my people and country if I have done it.

Is this good enough free essay sample

When I first read this essay prompt my mind was blank†¦I tried, but could not think of how I should begin. Was my life story even interesting? However, I was cleaning my room, and I found a picture of my grandparents in South Korea. At that moment I couldn’t stop myself from crying. Tear drops fell from my cheeks and onto the picture, and at that moment I knew what I was going to write. Seven years ago I said good bye to my grandparents, and it was a devastating day for all of us because it was such a dramatic, life changing event. Before saying goodbye to my grandparents, it was just an ordinary day during summer break. The sun was shining bright, the winds were calm, and it was very quiet. As soon as I woke up, I jumped out of my bed and got ready to go outside. We will write a custom essay sample on Is this good enough? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page On a regular day, I would play outside until sunset, but for some reason that particular day, I just wanted to stay inside and watch TV. In the afternoon, the phone rang and I was surprised that someone had called because my grandparents didn’t know many people outside of the town where we lived. I answered the phone and my mom started talking to me. My heart stopped and I could not speak. When I was seven years old I spent a day with my mom and my brother, which was the only time that I remember seeing them. It was shocking to hear that my mom wanted me to go with her to the United States. There is a point to my short story. I was raised by my grandparents in a very small village of three thousand people in South Korea, and this is part of who I am. The village where I spent my early life was far away from the bigger cities. This might sound shocking but I did not know what pizza, spaghetti, hamburger, or other amazing foods were until I was introduced to them by my new st epfather who is an American. When I first saw my stepfather I thought to myself, he is a strange looking person. He appeared very tall; his nose looked long and pointy†¦not to mention he had blue eyes! It was very rare to see an American in a small village like the one I grew up in Korea. At this point, I was 11 years old and had no idea how to speak English, except for a few words. It was expected of me to go to an American school despite my lack of knowledge in vocabulary; I wrote and spoke in English, and before too long, I was speaking without any assistance. After attending two years in a DoDDS school on the military base in South Korea, I moved to Wichita Falls, Texas. In Texas, surrounded by Americans, I felt like a stranger. The first week of school I wasn’t a very active in trying to make friends, however, the kids kept bothering me. I tried to stay away from the kids that wanted to become my friend because I was shy and I couldn’t understand half of the things they were talking about. Everywhere I looked, someone was looking back at me and I wasn’t used to this much attention. It wasn’t like the school in Korea where I could feel comfortable just being me. However, because I was constantly surrounded by Americans, I was able to learn to speak English more quickly. Even though I felt out of place, I made progress by talking a little at a time. As I learned to speak more fluently, I made more friends and I was less shy towards others. That led me to try different activities such as track, football and basketball. I’ve played all four years and had much success. After the fourth year in Texas, my family and I moved to Ramstein, Germany, where I currently live. I have been living in Germany for about a year and half. During this time, I have traveled to many places and learned a lot about the German culture. To be honest, I never thought I was going to fit in. I had to make two major changes in my life in just c ouple of years. First, I had to adjust to bigger cities or even a bigger town, and all the new things that I didn’t know about that most kids were exposed to like: video games, music, and many American cartoons. I also had to speak English instead of Korean and attend an American school instead of a Korean school. Sometimes I thought it was crazy, but it got easier as I tried harder and I started to blend in with the people around me. I committed myself to different cultures and a different life style and adapted successfully. I have a very good attitude towards everything that has happened to me. The hardest thing I have ever had to do was leave my grandparents, who were like my parents for eleven years. They let me make the decision to stay in Korea with them or move to United States with my mom and stepfather. The decision I made was to move to the United States and that decision to strive to have a better life in U.S. will always be with me. In conclusion, I believe I ha ve many things to offer a college campus and I am looking forward to learning new things and meeting new people. I hope my positive attitude, exposure to different cultures and strong commitment will enrich the community I find myself in after high school.

Writing a Thank You Note

Writing a Thank You Note Writing a Thank You Note Writing a Thank You Note By Ali Hale Sending a thank you note is always a lovely gesture – and often an expected one. I’m sure that when you were a child, your parents encouraged (or forced) you to write thank you notes for birthday and Christmas presents. As an adult, you should still make a point of writing a thank you note to express gratitude in a number of situations. These come in both personal and business contexts: Personal It’s appropriate to send a thank you note: When you receive a gift (especially important for wedding gifts). When you’ve been a houseguest in someone’s home (this is sometimes called a â€Å"bread-and-butter letter†). When someone has done a particular favor for you. Business It’s appropriate to send a thank you note: After attending a job interview. After receiving a promotion or payrise. After a business lunch, dinner or party. When an acquaintance has given you their time and advice. When a manager or professor has supplied you with a reference letter. To co-workers who’ve given you a gift (this last one may fall into the â€Å"personal† category, depending on how well you know your colleagues). Obviously, the types of thank you notes you write in a personal context (to your grandma, for instance) will differ considerably from the types you write in a business context (to an interviewer whom you barely know). I’ll cover the â€Å"personal† and â€Å"business† notes separately, outlining the general structure and giving you some examples. Writing a Personal Thank You Note If merely expressing your gratitude doesn’t seem like a good enough reason to write a thank you note, you might like to read these words of advice from Leslie Harpold. I will also grudgingly tell you the hidden secret of thank you notes: They improve the frequency and quality of the gifts you receive. People like being appreciated, and if they feel you actually notice the nice things they do for you, they’re more likely to give an encore performance. How to Write a Thank you Note Ideally, your letter should be on paper rather than emailed. If you are emailing, you must send individual thank you notes rather than mass-emailing everyone who gave you a gift. In most cases for a personal note, it’s not appropriate to set it out as a formal business letter. Instead, use good-quality notepaper or a nice greetings card. Structuring a Personal Thank You Note You should put your address at the top (or, if you know the recipient will already have your address, simply put the name of your town and state). Add the date. Address the recipient as â€Å"Dear [[name]]†, then open the letter by thanking them for the gift, hospitality or kindness offered. Your second sentence or paragraph should give some indication of your enjoyment or use of the gift. Some people like to go on to share a little news, especially if they have been out of touch with the recipient for a while. Some etiquette experts, though, suggest that the thank you note should purely be about the recipient’s kindness, not about your own life. I believe that in a personal context, it’s fine to share your news. A good closing sentence or paragraph is one which looks forward to seeing or speaking to the recipient – especially if a reunion or holiday is coming up. Mentioning â€Å"thank you † again is a good idea, to emphasise the point of the letter. You should not end with â€Å"yours sincerely† but with a less formal phrase; â€Å"love† or â€Å"love from† is often appropriate for relatives, or â€Å"best wishes†, â€Å"warmest wishes† or even â€Å"thanks again†. Example of a Personal Thank You Note Here’s an example, from the Etiquette Grrls’ book More Things You Need to Be Told (p56): September 1, 2005 Dear Katherine, Thank you so much for the wonderful book about nineteenth-century architecture of Long Island that you sent me. Not only was it the perfect present (I haven’t been able to put it down!) but it will certainly come in handy for my studies. You always pick the perfect thing! Again, thanks so much, and I’ll talk to you soon. Love, Bitsy As you can see, a thank you note needn’t be long to be friendly, polite and effective. Writing a Business Thank you Note Thank you notes are mandatory and expected in some situations. A recent survey by CareerBuilder.com found that: Nearly 15 percent of hiring managers would reject a job candidate who neglected to send a thank you letter after the interview 32 percent said they would still consider the thankless prospect but that their opinion of him or her would diminish advice from Write Express As you can see, after a job interview, a thank you note may be a must. (This will depend on your career area and the business etiquette in your country.) And in any business situation, it never hurts to send a polite letter, whether or not you think it’s absolutely required. A business thank you letter is somewhat different to the sort you send to your Grandma in gratitude for your Christmas slippers. Your business letter should: Be typed, ideally on letter-headed paper. (Handwritten or emailed letters are okay if you know the recipient will prefer this.) Be sent promptly (within 24 hours of an interview, for instance). Be friendly but also professional. It would be very inappropriate to end a business thank you with â€Å"love from†. Structuring a Business Thank You Note As with the personal thank you note, there’s an easy formula to follow. Set your letter out as a proper business letter, using letter headed paper and including your address, the recipient’s address, and the date. (You can find instructions on US business letter format and UK business letter format here on Daily Writing Tips.) Address the recipient as â€Å"Dear [name],† erring on the side of caution regarding formality. (â€Å"Mr Jones† or â€Å"Dr Smith† rather than â€Å"Bob†). Start by thanking them for the interview, pay rise, promotion, event, or other occasion that you’re writing about. Go on to mention something specific about how it has helped you, or how you enjoyed the event. Be sincere, and make it clear how much you appreciate their time and effort. You may want to mention the next occasion on which you hope to see them – though try not to be presumptuous. If you’re writing a thank you note for an initial interview, don’t act as though you’ve already been given the job! End with â€Å"Yours sincerely† when writing to someone you don’t know well (an interviewer or acquaintance from another company). If you’re writing to your boss or manager, â€Å"Best wishes† or â€Å"Many thanks† might be an appropriate way to close your letter. Example of a Business Thank You Note There are some good examples at Business Thank You Note Samples, including this one: Dear [City officials names], Wed like to express our gratitude for the school administrators luncheon last week. The luncheon itself was very well done and enjoyed by all, but of course its the sentiment behind the gathering that means the most. The citys renewed united commitment is a boost to the administrations morale and a vote of confidence in the schools future. For that, we thank you . Best wishes, As with a personal note, a business thank you letter needn’t be long. Indeed, since the recipient is likely to be busy, you should try to be concise and stick to the point. And make sure you double and triple proofread your letter – especially if it’s one you’ve sent after an interview, in the hopes of being hired. Early impressions really do count for a lot. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Business Writing category, check our popular posts, or choose a related post below:What Does [sic] Mean?8 Writing Tips for BeginnersI wish I were...

Generations of Economic Reforms in India Essays

Generations of Economic Reforms in India Essays Generations of Economic Reforms in India Essay Generations of Economic Reforms in India Essay Promotion of private sector De-reservation De-licensing Abolition of MRS.. Limit Abolition of the compulsion of the phased-production and conversion of loans into shares Simplifying environmental laws 2) Public Sector Reforms Disinvestment Corporations 3) External Sector reforms Abolition of quantitative restrictions on Imports Floating currency regime of exchange rate Full current account convertibility Reforms In the capital account Foreign Investment Liberal foreign exchange management (FEM.. Instead of FEAR) ) Financial Sector reforms 5) Tax Reforms Simplifying Broader Tax net Modernizing Checking evasion Result: Change from Command economy to Market driven economy. Didnt produce the desired results, hence need for 2nd round of reforms were felt. 2nd Generation Reforms (2000-01 onwards): 1) Factor Market Reforms (Fem..) Background: Before this, under Administered Pricing Mechanism (AMP): Petroleum, Sugar, fertilizers, Drugs, etc. A major section of these p roducts were produced by the private sectorhindered profitability. Considered as the backbone for the success of reforms In India. Dismantling of the Administered Pricing Mechanism (AMY Petroleum segment: Only Kerosene OLL and LAP remained under AMP while petrol, diesel, lubricants were deregulated. Income tax paying barnacles wont get sugar under TAPS. Fertilizers: Only urea under AMP. Many drugs were also phased out. Petroleum Fem.. Still continuing. Greater functional autonomy. Free leverage to the capital market. International tie-ups and Greenfield ventures. Disinvestment (strategic). 3) Reforms in the Government and Public institutions Also known as Administrative Reforms. Change in the role of Covet. From Controller to facilitator. ) Legal sector reforms Abolishing outdated and contradictory laws. Reforms in EPIC, Crop, Labor Laws, Company laws. Enacting suitable legal provisions for new areas like Cyber laws, etc. 5) Reforms in the Critical areas Reforms in the Infrastructure sector. Reforms in the agriculture, and agriculture extension. Reforms in social infrastructure-education and healthcare. Two segments in this type of reforms: a) Factor Market Reforms, b) a broader dimension of reforms biz. Corporate farming, RD in the agriculture sector (till now by the Covet only. But active participation of private sector felt. , irrigation, inclusive education and the health Some other areas that were addressed during the 2nd generation reforms: care. ) Increase in importance of the states as initiator of reforms and Centre to play a supporting role. 2) Fiscal consolidation in the form of FROM Act, 2003 and Fiscal Responsibility Acts (FRATS) by the states. 3) Greater tax devolution to the states. 4) More focus on the social sector especially-healthcare and education. 3rd Generation Reforms: Announced on the margin of launching the tenth plan I. E. 2002-2007. Provision for fully functional Penchant Raja Institutions (Pros). The Generation Reforms: Not an official generation of reform in India. Early 2002: A fully Information Technology enabled India. A two way connection between the economic reforms and IT with each one reinforcing the other. : Financial and Banking Sector Reforms Financial Sector Reforms: Background: A high level Committee on Financial System (CIFS) also known as Narcissism Committee I was set up on Gauge 1991 to examine all aspects relating to structure, organization, functioning, and procedures of the financial system introduced in the fiscal 1992-93. The recommendations were aimed at: ) Greater operational flexibility. 2) Internal autonomy of Sobs in their decision making. 3) Greater degree of professionalism in banking operation. Recommendations of CIFS: 1) On Directed Investment: Advised the RIB to use Moms increasingly instead of relying on CAR. RIB should pay interest on CAR of bank at a specific rate. The Covet. Should move towards market-based borrowing programmer so that the banks get benefits on their SSL investment. 2) On Directed Credit Programmer: Talks about Priority Sector Lending (SSL) by the banks. Should be phased out gradually. No more support required for priority sectors as they are already mature. Should not be a regular programmer- only in extraordinary cases such as weaker sections. Should be made temporary and not permanent. Should include only the weakest sections of the rural economy such as marginal farmers, rural artisans, village and cottage industries, tiny sector, etc. Redefined SSL 10% of the aggregate bank credit. Composition of SSL should be reviewed every 3 years. 3) On the Structure of Interest Rates: Interest rates to be determined by market forces. All controls on interest rates on deposits and lending to be withdrawn. SSL concessions and RIDE subsidies to be phased out. RIB: Sole authority to simplify the structure of interest rates. Bank rate: The anchor rate; All other interest rates to be closely linked to it. 4) On the Structural Reorganization of the Bank: Substantial reduction in the number of Sobs- mergers and acquisitions- greater efficiency. Dual control of RIB and DES, MOB should be withdrawn; RIB: should be the primary agency of regulation. Sobs: To be made free and autonomous. RIB to examine all guidelines and directives issued to Banks in the light of independence and autonomy of banks. ASS: Radical change in work technology and culture. Appointment of CM: Must be as per professionalism and integrity. An independent panel should be involved. 5) Asset Reconstruction Companies/ Fund: To tackle the menace of Naps. The Committee directly blamed the Gold and MOB for the sad state of affairs. Banking Sector Reforms: DCE 1997: Another committee set up on Banking Sector Reforms. Chairman: M. Narcissism Major Suggestions: Need for a stronger banking system; Mergers of the Sobs and Fails; The stronger ones to be merged while weaker ones to be closed. Tier banking structure suggested after mergers. ) Tier 1: 2-3 banks of international orientation. 2) Tier 2: 8-10 banks of national orientation. 3) Tier 3: A large number of local banks. Tier 1 tier 2: To serve the corporate sector. Higher Capital to Risk Weighted Adequacy Ratio (CAR). Budgetary recapitulations of the Sobs not viable and hence to be abandoned. Provision for Loan recovery to be strengthened. Naps for all banks suggested to be cut down. Rationalization of branches and staffs of Sobs. License to new private banks. Banks board to be duplicities. Board for Financial Regulation and Supervision to be set up for banks, financial institutions and NBS.

MBTI Essay Example | Topics and Well Written Essays - 500 words

MBTI - Essay Example As for me, I am fairly convinced that I have an ISTP personality type considering the fact that my decisions are heavily based on objective thinking rather than subjective thinking or some sorts of intuitions or feelings – for this reason, I am dealing with my colleagues, friends or acquaintances in a much more impersonal manner. I am also very logical and driven by certain level of analysis. I do not run out of activities because of my spontaneous lifestyle. Oftentimes, I am very flexible and can deal perfectly with immediate changes. I can adapt easily to changing situations without the help of other people. My independence can be described by my views of having a companion in doing a task: I believe that having to do something with someone else is just a waste of time. I think that working with a companion or in groups is not effective and does not bring efficient results because time and focus are divided; the consensus that you have to come up with precludes the possibili ty of arriving at an ideal solution because when there are two or more heads working on the task, you all have to agree with a neutral decision, which is not necessarily what you want individually. Therefore, participative management will never work for me – having to participate in group discussions or crowd sourcing is a painstaking activity to do. I am more of action than visualization or planning – I would rather work on the task rather than plan or spend more time on planning and organization, although they are also important in the process. I am pedantic and would love to do things over and over again until I achieve the result that I think is best. In terms of my communication style, I am more reserved and quiet. I do not really engage in group discussions. Since having a conversation is inevitable in a workplace setting, I therefore prefer to hear or see concrete information rather than abstract ones – this is my

Business analysis Essay Example | Topics and Well Written Essays - 1000 words

Business analysis - Essay Example The current ratio which is well above the benchmark of 1 should not be viewed as a healthy sign because the company is having major issues with its receivables and inventory management. The company has large amount of receivables pending resulting in high receivables days and the situation is the same for the company’s inventories. The company has good asset turnover but it is also declining over the period from 1993 to 1995. The company has a negative profitability in 1994 and 1995 because of its inability to generate profits. Though the company paid dividend in 1993 and 1994 the amount due from stockholders has been significant which could further dampen the company’s capital position. The financial ratios have been attached to this report as Appendix II. The company’s operating cash flow has declined sharply in 1995 leading to a negative figure of DM494,000 which surely have implications for the long term survival of the company if it is not able to recoup its business by altering its marketing and operating strategies. Marketing Analysis Haefren Baum is a home furnishing retailer which is engaged in selling high quality home furniture products of a German manufacturer Wiegandt GmbH Cologne. The understanding of the high-end furniture market suggests that the demand in this market is cyclical which is affected by two major factors – consumer buying confidence and also by the overall economic conditions. Due to the fall in the German economy during the year 1993 i.e. GDP indicated a negative growth of 1.2% the demand for furniture dropped and sales deteriorated. Haefren Baum’s sales also declined after 1993 showed as YoY decline of -19% (1994) and -5% (1995). In order to tackle the challenges the company cut down its pricing and also opened up new outlets Rhineland suburban areas however due to the competition attracting to the market it is difficult for a small retailer like Haefren Baum to survive for long as it is also fa cing problems with generating profits and maintain a strong cash position (Crane and Millett). Operations Analysis Since the company sells home furniture of Wiegandt GmBH Cologne therefore the amount payable to the company has reached DM 54,017.18. From the analysis it could be indicated that the operational efficiency of the company is becoming weak as the number of days that receivables are due for payment and the inventory held in its stock are increasing. Furthermore, the company is taking longer period to pay off its liabilities. The company has generated loss in 1994 and 1995 which suggests that the company is facing major difficulties in devising its strategies to coup up with the tough market conditions prevailing in Germany. Due to expansion of outlets the company’s borrowing has increased significantly and no positive outcome has been achieved. The credit department of the company must lay off loans and sell of non-profitable outlets to cut down pressure on its cash position. Appendix I: Cash Flow Statement Cash From Operating Activities 1994 1995 DM ‘000s DM ‘000s Net Profit -16 -55 -16 -55 (Increase)/Decrease in Receivables -386 35 (Increase)/Decrease in Inventory 8 -8 Increase/Decrease in Accounts Payables 8 88 Deferred Charges 32 0 Miscellaneous Accruals 74 -331 Current Maturities on Long-Term Debt 327 -223 Estimated Federal Income Tax -104 0 -41 -439 -57 -494 Cash Flow from Investing Activities Sale / (Purchase) of Net Buildings, Fixtures and

Teacher’s Day In India Essay Example for Free

Teacher’s Day In India Essay Since times immemorial, Indians have respected and idolized their teachers. Earlier, we used to call our teachers Guru and now its the contemporary Sir or Madam. Nevertheless, the role of teachers has remained the same. They were, are and will continue to be our guiding light, creating conditions conducive to our overall development. We will always be thankful to them for their constructive support. It is as an expression of this gratitude only that we celebrate Teachers Day in India. Teachers Day is a tribute to the hard work and devotion of the teachers all year long, to educate a child. In India, teacher’s day is celebrated on 5th of September every year. Indian Teacher’s Day is dedicated to Dr. Sarvepalli Radhakrishnan, who was a zealous advocate of education and one of the greatest scholars and teachers of all times, apart from being the first Vice President and the second President of India. As a mark of respect to this phenomenal teacher, his birthday came to be observed as Teacher’s Day in the country. On Teachers day, students across India dress up as their teachers and take lectures in classes that are assigned to the teachers they represent. Sometimes, teachers sit in their classes as students, trying to relive the time when they, themselves, were students. Also, functions are organized in schools on the special day, where students present dance performances, dramas, and various other programs to entertain their teachers. This day provides for a healthy interaction between teachers and students as well. Dr. Sarvepalli Radhakrishnan Dr. Sarvepalli Radhakrishnan was one of the most distinguished diplomats, scholars and teachers of India, apart from being the first Vice President and the second President of the country. As a tribute to this great teacher, his birthday is observed as Teachers Day across India.

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A summary of Into The Wild Through reading Into The Wilds, I have resented a lot of emotions mostly anger. I have never thought that such person would stand in greater instance in relationship to the environmental movement like McCandless until causing his own death. What sense then can we make of this tragedy, and I do believe the death of Chris McCandless was tragic. It is tragic because he confused isolation with solitude. If one seeks escape for its own sake and runs away from the world only because it is intensely unpleasant, then one will not find peace and one will not find solitude. Chris McCandless seemed to be running away, away from people, friends, institutions, and most significantly from living in right relationship with others. He began to turn away from friendships and companions, to espouse unpopular causes and to speak out at every opportunity against oppression and government intervention. He set out on a journey of self-discovery and independence by traveling to the deserts of many states . He walked away from the comfortable surroundings of his home, his family, and his friends, intending to live a solitary life in the desert because he determined that mainstream society does not hold a place for him. And him who went "into the wild" on a journey of self-discovery and illumination, was particularly unique in the attempt to find himself in the wilderness because even he abandon everything such as money clothers and more he realized that he needed those in the deserts in order to survive. During his odyssey, McCandless met and lived with several people whom he considered to be friends. Although he rarely took their advice or accepted any material gifts from them, he seems to have left a lasting impression. To Ron he wrote the following: We just have to have the courage to turn against our habitual life style and engage in unconventional living . . . you don't need me or anyone else around to bring this

In what ways and to what effect, does Milton use comparison in Paradise Lost Book II? Essay

Paradise Lost is one of the greatest epic poems of the 17th century, written by John Milton. This is a poem of twelve books describing the fall of man in blank verse, in a manner that is at par with Virgil’s Aeneid for the Romans and Homer’s Iliad for ancient Greece. Milton has several ways of using comparison, which he uses profoundly throughout Book II. Allegory, allusions, contrasts, the comparison between heaven, earth and hell, and the different arguments in the book are the most significant and prominent in his poem, and both pertain to his grand style as well as his motifs. Towards the end of book II, Milton presents an allegory of the two figures Sin and Death at the gates of hell who represent their respective abstract ideas and principles, which he develops throughout the entire poem. As they are abstract ideas, they cannot be visualized, thus Milton gives them physical attributes to further allude to the ideas they represent. Sin is described as â€Å"†¦ woman to the waist, and fair, But ended foul in many a scaly fold Voluminous and vast, a serpent armed With mortal sting.† (II.650-53) With this description, it’s clear to see that Sin is an allegory of Eve because Eve is also beautiful and â€Å"fair† on the outside, but deep inside is evil and tempted by a â€Å"serpent†, even if she is not composed of one. Also, Sin explains how she was seduced by Satan, and as a result of their fornication, conceive Death. She then explains how Death raped her â€Å"†¦in embraces forcible and foul† (II.793) and created monsters that are â€Å"hourly conceived And hourly born, with sorrow infinite To me;† (II.797-99) Both Eve and Sin are seduced by Satan, have excruciatingly painful labor, and bring about the beginning of mortality for all of mankind as a result of sin. Milton has created Sin as an allegory of the whole concept of sin, and furthermore, suggested that women accomplish their sin by being seductive and beautiful, yet evil and serpent-like. Death on the other hand, is a shadow-like creature, described as having a â€Å"†¦head The likeness of a kingly crown had on.† (II.672-73) He is allegorically the consequence of both Sin and Satan’s sin. Interestingly enough, Death is in control of his condition, and instead of enduring suffering himself, he enjoys inflicting human pain. This can clearly be seen as a symbolic, comparative representation of death on earth and how it often inflicts human pain, as well as the way in which us humans are not in control of it. The effect of this comparative literary technique enables the reader to stretch the imagination in order to effectively draw symbolic conclusions and make logical deductions. Another effect of this technique is that it introduces multiple interpretations. For example, another interpretation of Sin and Death is that they could be the pathway for humans to enter Hell through Death, and Sin could simply be one who has paved that way by giving birth to eternal mortality, or alternatively they could be an allegory of The Holy Trinity. These different interpretations lead to a deeper understanding of t he poem, and make it all the more intriguing. As well as making allegorical allusions, Milton also makes allusions to other literary works. The first allusion he makes is in the first two lines of Book two; â€Å"High on a throne of royal state, which far Outshone the wealth of Ormus and of Ind,†¦Ã¢â‚¬ (II.1-2) are an allusion to Ormus and Ind. Ormus is an island in the Persian Gulf, and Ind is an abbreviation for India. He makes reference to these places because they’re highly celebrated for their pearls and jewels. â€Å"Sage he stood, With Atlantean shoulders fit to bear The weight of the mightiest monarchies;†(II.305-7) is another allusion to the Greek mythological figure Atlas, who was able to carry the world. Milton uses references to specific people and places in order to emphasize and reinforce the grand stature of the character(s) he Is referring to, which in the above examples, would be Satan and Beelzebub respectively. Another purpose of his allusions is to further extend the reader’s imagination and understanding, whilst creating vivid imagery in the reader’s mind, through comparisons. Lastly, these allusions are important in his work because they not only make his writing exotic, but they also add a lot of weight and grandeur to his style. Another comparative literary feature that is quite prominent in Milton’s works is the use of contrasts, such as antitheses and oxymoron’s. These figures of speech are important in Paradise Lost because they are used to convey and accentuate vivid, yet unorthodox imagery. â€Å"To that bad eminence† (II.6) and â€Å"†¦this darkness light†(II.220) are among his many uses of oxymoron’s. This poetic device not only extends the imagery of the poem, but it also heightens the message or emotion behind it in a non-literal sense. A powerful example of antithesis which is not in Book II, but was still discussed in class is, â€Å"Hee for God only, Shee for God in him†. This is a powerful example because Milton has conveyed sharply contrasting ideas in an emphatic, yet adorning way. Accompanying this feature are the contrasts between light and dark to convey good or bad. With this, his contrasts also include high and low (in terms of altitude or status), and God and Satan. Milton’s strong imagery of light and darkness to convey these contrary ideas could be attributed to his blindness. Although he describes Satan as a powerful being, he generally describes hell as dark, fiery and very low, as opposed to heaven which is described as light and highly exalted. This can be noted in â€Å"What can be worse Than to dwell here, driven out from bliss, condemned In this abhorred deep to utter woe; Where pain of unextinguishable fire†¦Ã¢â‚¬  (II.85) and a few lines later he states â€Å"He from Heaven’s higth†(II.190) Contrasts like these are important because they help us to further extend our understanding of Milton’s paradigms of food and bad, and from this, we can deduce that the absence of light in Hell and in Satan symbolize the absence of God in all his glory. Milton’s contrasts of light and dark, and high and low to convey good and bad are also used to contrast Heaven, Hell and Earth. Milton presents a hierarchy based on the proximity to God. Heaven is at the top of the hierarchy where â€Å"Heaven’s high Arbitrator† (II.359) sits, and the primary quality is light. Hell is at the very bottom of the hierarchy and is portrayed as the antithesis of heaven, which is primarily dark. â€Å"As he our darkness, cannot we his light†(II.269) Is a phrase which best portrays the strong contrasts between the two places. Earth is depicted as the young, vulnerable middle-ground connected to both Heaven and Earth. It is also the battlefield that Beelzebub suggests they try to corrupt because he knows that although there is goodness on earth, it is not at par with that of Heaven’s, and is thus able to be defeated. It is portrayed as the neutral middle-ground by Beelzebub who states that the new race of man is â€Å"To be created like to us, though less In power an excellence, but favoured more Of him who rules above;† (II.349-351) Also, Milton’s geographical description of hell has similar physical features as earth (Mountains, rivers, valleys), however, the only difference is that hell has the worst in nature. Milton describes hell as â€Å"†¦dark and wild, beat with perpetual storms Of whirlwind and dire hail, which on firm land Thaws not,† (II.588-90) with streams â€Å"Whose waves of torrent fire inflame with rage.† (II.581) By knowing that Hell is the degenerated form of nature, and that Earth is the middle-ground, we can deduce that Heaven is the more natural and aesthetically pleasing form of nature. This further highlights the hierarchical contrast between the three places. An interesting observation I made was that Earth is connected to heaven with a gold chain and connected to hell through a dark gulf (Chaos and Night). This shows the contrast between the journey to Heaven and Hell. Milton is implying that throughout life, Man must choose to make the difficult, strenuous journey up the gold chain into Heaven, or take the easy way and perambulate down to Heaven through the wide gulf. These hierarchical contrasts and comparisons not only give clarity to the settings in the poem, but also give us a deeper understanding of the nature of the characters in the story. Most importantly, it provides a philosophical and theological context for the poem and it gives us deeper insight into the beliefs and prin ciples that Milton adheres to, without being persuasive. The hierarchy and balance of good and evil are also portrayed and compared through the different speeches given by arch devils Moloch, Belial, Mammon and Beelzebub. Milton seems to depict a certain balance between good and evil or Heaven and Hell, and from that, it is clear that he believes that good will always reign over evil. The first arch devil to speak is Moloch. He proposes open warfare on a battlefield. He believes they have nothing to lose because â€Å"What can be worse Than to swell here, driven out from bliss, condemned In this abhorred deep to utter woe;† (II.85-87) So he clearly believes that nothing can be worse than living in hell anyway. Lastly, he says even if they are defeated in the battle â€Å"†¦if not victory, is yet revenge†(II.1.5). The second speaker is Belial who disagrees and suggests that they stay in hell in the hope that God will forgives them, or over time, they will grow used to the eternal pain and suffering. He has based his reasoning on the belief that even if God could kill them, he never would, and because he is almighty, he can see everything they are doing, and thus, they might be subjected to an even worse hell. The third speaker, Mammon, disagrees to both proposals and suggests that they build a kingdom in hell that will someday be equal to Heaven, because open warfare would be unavailing, and they would not want to go back to living in heaven eternally anyway. Finally, Beelzebub proposes that they do neither. He states that war will be futile because there is no place where God does not reign, so instead, Beelzebub tells them of a new race that God created called â€Å"Man†, and suggests that they seek revenge against him by seducing Man to their side. This is the decision that is unanimously agreed upon. All these proposal’s present Milton’s views about the balance of good and evil, as well as his theological beliefs. The first proposal is rejected because open warfare between Heaven and Hell would be ineffective as Heaven and righteousness will always conquer evil. Belial’s proposal is dismissed because the fallen angels would never be forgiven by God because evil will never go away, thus, the fallen angels will always exist. Finally, as Mammon suggests, there will never be peace between Heaven and Hell because Hell will never match up to Heaven’s greatness, and although Hell will always exist, it will always be under God’s control. The reason Beelzebub’s proposal is agreed upon is because Milton believes that Earth, and therefore Mankind, is the neutral, middle-ground between Heaven and Hell, Angels and Devils, as well as good and evil. It therefore serves as an effective battleground for good and evil forces on earth, as well as in the souls and consciences of mankind. The effect of these comparisons gives us further insight into the beliefs of the philosophical and theological elements in Milton’s time period, as well as the relative forces of good and evil, and how they effect the lives of mankind. In conclusion, there are various ways that Milton uses comparison in Paradise Lost, which each have different effects that range from the introduction of multiple interpretations, to simply extending our understanding of the story through vivid imagery. The comparisons that Milton uses are so complex that they are all connected in some way or other, and this alone gives us an even deeper understanding of the theological and philosophical messages conveyed in the poem. Ultimately, Milton’s intension was to tell the story of Man’s fall, and with his comparisons, he has managed to do much more than just that.

Health Literacy and its Impact on Patients Essay

Health literacy is the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions. Low health literacy has a negative impact on a patients health status and use of the health care system. Patients with low health literacy levels cannot make decisions regarding their health care or follow instructions on medications and health maintenance behaviors. This can affect health care in a variety of ways. It is the health care provider’s responsibility to ensure that patients with low health literacy levels are identified and measures are taken to ensure those patients understand their options and instructions. To educate these patients, health care providers need to develop resources that are easily understood and interview skills that can ensure patient comprehension. Research has shown that patients with a low health literacy level may be more likely to have problems following verbal or written medical advice and medication instructions or understanding health-related materials. This review discusses the commonness of health literacy and its impact on patients and the health care system, and provides recommendations for creating supplemental literature at the appropriate level. The use of these tools and improved physician interview skills will establish a better physician/patient relationship and continue to encourage patient participation in the health care process. By providing the patients with the basic knowledge to understand and adhere to the instructions given to them and the confidence to communicate any questions or concerns, the hospital is promoting a better patient/physician relationship. There was a study conducted in 2003 by the National Assessment on Adult Literacy that was released in 2006 that included a Health Literacy component that evaluated patient’s health literacy in three main categories: clinical, preventative, and navigation of the health care system. These three categories were designed to reflect things that patients would see or be asked to do in their daily lives. There were examples such as following medication instructions, scheduling health screening tests and finding one’s way to the appropriate location for a medical appointment within a health care facility. The results of this study indicated that 36-38 of adults in the United States had a basic or below health literacy level or were not literate in English and could not participate in the assessment. Another 55% of U. S. adults reported having a mid-range level of health literacy which showed room for improvement. Patients who have low health literacy levels often are not able to comprehend and follow the instructions on a medication bottle or determine the dosage information on over-the-counter medications. The inability to understand the information requested on a health care form can prevent an individual from having adequate health care coverage or having access to care when it is needed. If a patient does not have the ability to identify when treatment is needed for a medical condition, make the appointment and navigate through the health care system to be treated, their health can suffer. By not seeking medical attention at the beginning of an illness or not accessing the appropriate point of entry in a health care clinic, the patient is reducing the chance of having a positive health outcome. People with lower health literacy may wait to seek medical attention rather than utilizing preventative health services. These patients often have higher rates of admission and use services that are designed for more critical patient care. When faced with a disease or health care condition, patients are often turning to a variety of places for health information such as the internet, magazines, or books. Adults with basic or below basic health literacy levels did not turn to such resources. Physicians are with a patient such a short amount of time at each visit, yet they have so much they need to provide to the patient. At a visit to the physician several new concepts are being introduced to the adult such as discontinuing a the use of a current prescription, modification of the prescribed dose, or introducing a new medicine. It is of great importance to verify that the patient understands what is being said to them. Asking the patient to demonstrate what they just heard is more effective in gauging whether a patient understands the information. There can be additional time spend with patients, or supplemental materials can be provided to patients who have difficulty processing this critical information. Other factors that can have a negative impact on a person’s comprehension of health-related materials include limited English language skills, chronic health conditions, hearing problems, or vision problems. In order for patients to be able to most effectively use these health education materials, they should be written at lower reading levels using simple words and pictures to emphasize points. Low health literacy is a problem that continues grow in patients in the health care system, contributing to a lack of use of services, often leading to negative health outcomes. Hospitals should focus attention on their forms and the health education materials they are distributing to the patients to ensure that there materials are appropriate for all levels of health literacy. Having forms that are more easily understood may increase a patient’s ability to access and utilize appropriate hospital services. Also by giving patients more appropriate health education materials will encourage them to become more actively involved in their care by providing them with the confidence to make decisions about their treatment. As the individual relationship is built between patient and care team, the trust will follow to ask questions about information that is not clear and seek assistance when it is first needed instead of when it is a critical situation. DeMarco, Joanna. ( 2011, Spring). The Importance of Patient Education Throughout the Cotinuum of Health Care. 295-301. Journal of Consumer Health. Retrieved April 4, 2012 from EBSCOhost.

The US legislative system Essay Example

The US legislative system Essay Example The US legislative system Essay The US legislative system Essay The US legislative system is a wonderful source of fabulous cases. It seems that no other state has had so many bizarre lawsuits during the all history of legislative system existence. One of the most known cases of modern times is Stella Liebeck vs. McDonalds. It’s incredible but a simple woman managed to sue large corporation, win the case while most contemporaries considered her claim to be hopeless. In this essay we will overview the core of the case and how decision on it influenced the US tort law.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã ‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In February 1992, Mrs. Stella Liebeck bought a cup of coffee at a drive-through window of a McDonalds in Albuquerque, New Mexico. She was not the driver of the car and the coffee was spilled while the car was parked. That is, Ms. Liebecks grandson had pulled the car to the curb so that Liebeck could add cream and sugar to her coffee and the vehicle was stationary before she placed the cup of coffee between her knees and attempted to remove the lid for the purpose of adding cream and sugar. As she lifted one side of the lid, the coffee spilled onto her lap. Immediately, the coffee was absorbed by her sweatpants. Her clothing forced what was later learned to be â€Å"super-heated coffee† against her skin.  Ã‚  Ã‚   (zurich.com/main/productsandsolutions/industryinsight/2004/march2004/industryinsight20040318_005.htm)The McDonalds coffee Ms. Liebeck purchased was served at a temperature of between 180 and 190 degrees Fahrenh eit. For home use, coffee is generally brewed at 135 to 140 degrees. If spilled on skin, any beverage heated to between 180 and 190 degrees will cause third-degree burns in two to seven seconds Ms. Liebecks injuries were severe. She suffered full thickness burns (third-degree burns) and scalding to her inner thighs, groin and buttocks. A vascular surgeon determined that Liebeck suffered full thickness burns over 6 percent of her body. She was in the hospital for eight days and had to undergo extremely painful procedures to remove layers of dead skin, as well as several skin grafting and debridement treatments (the surgical removal of tissue).Ms. Liebecks original intention was to obtain legal help in order to be reimbursed for her medical expenses, which were said to have totaled nearly $20,000. However, McDonalds refused to pay her medical bills. This led Ms. Liebeck to file a product-liability suit.  Ã‚  Ã‚  Ã‚  Ã‚   (canf.bc.ca/briefs/mcdonalds.html)The case was considerd as a tort one. Tort law is easy to describe at a general level and hard to define more precisely. Tort comes from a Latin word meaning twisted or turned aside, so a tort is an act that is turned aside from the standard of proper conducta wrongful act. If you punch your neighbor in the nose, run over a pedestrian by driving carelessly, or injure a customer by serving burning hot coffee, you have committed a tort. (Some torts involve only economic harm and not physical injury, such as falsely accusing someone of being a crook or using fraud to induce them to enter into a financial transaction.) All of these are wrongful acts for which the victim can receive an award of money damages. Tort law permits private persons to take the lead in implementing its policies. All torts cases are brought by private individuals or businesses, not by the government acting as the prosecutor. (Sometimes the government is a party to tort cases, but then it is in the same position as any other plaintiff or def endant.) The federal and state governments establish court systems to referee disputes, but private parties drive the tort system by their complaints and defenses.Thus, the tort system does not require a sons. Stella Liebeck and McDonalds, for example, not the Food and Drug Administration or the Consumer Products Safety Commission, drive the debate about how hot is too hot for coffee. Second, tort law is made up of relatively general rules, such as a rule that an auto manufacturer has to make a car in such a way that it does not contain a defect rendering it unreasonably dangerous. What that means is fleshed out in the context of individual cases and can be hotly contested, but it does not require the law to specify in advance, in tedious detail, how a car must be built and what safety devices it must containThird, tort law links the deterrence and compensation policies to the objective of fairness by requiring that the compensation to the victim come from the wrongdoer. Once an inj ury has occurred, it seems right that the wrongdoer should be punished and the victim should be compensated. There is a neat symmetry to the mechanism that accomplishes both objectives at the same time. If the wrongdoer is criminally prosecuted, the victim still bears her loss; if the victim has her bills paid by insurance, her loss is compensated but the wrongdoer gets away without taking responsibility.During the trial process, McDonalds produced documents showing more than 700 claims by people burned by its coffee between 1982 and 1992. Some claims involved third-degree burns substantially similar to Liebecks. This history documented McDonalds knowledge about the extent and nature of this hazard. McDonalds also said during discovery that, based on a consultants advice, it held its coffee at between 180 and 190 degrees Fahrenheit to maintain optimum taste. McDonalds own quality assurance manager testified that a burn hazard exists with any food substance served at 140 degrees or a bove and that McDonalds coffee was not fit for consumption because it would burn the mouth and throat.The quality assurance manager further testified that the company actively enforces a requirement that coffee be held in the pot at 185 degrees, plus or minus five degrees. He also testified that while burns would occur, McDonalds had no intention of reducing the holding temperature of its coffee. Plaintiffs expert, a scholar in thermodynamics as applied to human skin burns, testified that liquids at 180 degrees will cause a full thickness burn to human skin in two to seven seconds. Other testimony showed that as the temperature decreases toward 155 degrees, the extent of the burn relative to that temperature decreases exponentially. Thus, if Liebecks spill had involved coffee at 155 degrees, the liquid would have cooled and given her time to avoid a serious burn. McDonalds also argued that consumers know coffee is hot and that its customers want it that way. The company admitted its customers were unaware that they could suffer third-degree burns from the coffee and that a statement on the side of the cup was not a warning but a reminder since the location of the writing would not warn customers of the hazard.A jury awarded Ms. Liebeck $200,000 in compensatory damages. This sum was reduced to $160,000 because, appropriately, she was found to be partially responsible for the incident. More significantly, the jury members saw fit to punish McDonalds. The jury awarded Ms. Liebeck $2.7 million in punitive damages. This amount represented approximately two days of profit for the restaurant chain. It also represented the single most publicized aspect of this case. The trial court subsequently reduced the punitive award to $480,000- or three times compensatory damages- even though the judge called McDonalds conduct reckless, callous and willful. Subsequent to remittitur, the parties entered a post-verdict settlement. Post-verdict investigation found that the temperat ure of coffee at the local Albuquerque McDonalds had dropped to 158 degrees Fahrenheit.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  That was a slight description of the case. One can have his own opinion concerning the case but the jury decision can’t be changed.  Ã‚   (atlanet.org/ConsumerMediaResources/Tier3/press_room/FACTS/frivolous/McdonaldsCoffeecase.aspx)To my mind the jury made right decision basing on the appropriate law. Tort law is desiganted to protect consumer from unprincipled producer. In our case McDonald appeared to be careless as it many times before received claims r egarding the temperature of coffee. And as a result of McDonald’s negligence Ms. Liebeck burnt herself with too hot coffee. At the same time there is one point that makes this case bizarre. Everybody who buys coffee at McDonald’s knows that coffee is hot, very hot. This fact might have been the core of McDonald’s defense but it was neglected by the quantity of previous cases and awareness of the company management about such harmful facts.I must admit that the jury, after hearing all the facts and arguments taught McDonalds and other corporations a lesson: If you recklessly make or sell a dangerous product, you will be held accountable. McDonalds suffered substantial, but hardly outrageous, financial punishment for its irresponsible practices. Mrs. Liebeck was compensated for her injuries. And folks like me are less likely to get burned. That’s exactly how our legal system is supposed to work. Thats also why the insurance, tobacco, and other major industr ies want to change it. They think it works too well. The age and consequences of the plaintiff’s burn influenced the decision of the jury first of all. The same would happen if a child had been burnt though the decision may have differed if it were middle-age person. The jury is always more eager to defend unprotected people such as old age, children, diasabled and so on.The jury’s decision helped not only Ms. Liebeck, after trial investigation discovered that McDonald’s reduced temperature of served coffee to 155 degrees; the case also influenced other potentially dangerous conduct: The Wendys chain reduced the temperature of its hot chocolate, served mostly to children. While critics of the tort system say that Liebeck vs MsDonald’s case was harmful to business, they claim that consumer shall be also responsible for the actions that lead to traumatizing. They say if, for example, a person burn himself preparing tea according to the instruction on the te a box, will he have reason to sue the Tea Company? It seems to be insane but it’d be the tea of the company that result burns. The only way to prevent such fabulous cases is developing of detailed instructions or warning for the customers to shift all preparation and consumption responsibility on them.If I were an owner of a small restaurant I would definitely change my serving policies. I would ask my waiters to warn customers that coffee, tea or other beverages are too hot, or I would decrease the temperature of serving beverages. Also I would add notices to the menu, like, caution: tea is very hot or chilly is very spicy.

Vietnam War Brigadier General Robin Olds

Vietnam War Brigadier General Robin Olds Born July 14, 1922, in Honolulu, HI, Robin Olds was the son of then-Captain Robert Olds and his wife Eloise. The oldest of four, Olds spent the majority of his childhood at Langley Field in Virginia where his father was stationed as an aide to Brigadier General Billy Mitchell. While there he also associated with key officers in the US Army Air Service such as Major Carl Spaatz. In 1925, Olds accompanied his father to Mitchells famed court-martial. Dressed in a child-size air service uniform, he watched his father testify on Mitchells behalf. Five years later, Olds flew for the first time when his father took him aloft. Deciding on a military career at an early age, Olds attended Hampton High School where he became a standout in football. Declining a series of football scholarships, he elected to take a year of study at Millard Preparatory School in 1939 prior to applying to West Point. Learning of the outbreak of World War II while at Millard, he attempted to leave school and enlist in the Royal Canadian Air Force. This was blocked by his father who forced him to stay at Millard. Completing the course of study, Olds was accepted to West Point and entered the service in July 1940. A football star at West Point, he was named an All-American in 1942 and later was enshrined in the College Football Hall of Fame. Learning to Fly Selecting service in the US Army Air Forces, Olds completed his primary flight training in the summer of 1942 at the Spartan School of Aviation in Tulsa, OK. Returning north, he passed through advanced training at Stewart Field in New York. Receiving his wings from General Henry Hap Arnold, Olds graduated from West Point on June 1, 1943, after completing the academys accelerated wartime curriculum. Commissioned as a second lieutenant, he received an assignment to report to the West Coast for training on P-38 Lightnings. This done, Olds was posted to the 479th Fighter Groups 434th Fighter Squadron with orders for Britain. Fighting Over Europe Arriving in Britain in May 1944, Olds squadron quickly entered combat as part of the Allied air offensive prior to the invasion of Normandy. Dubbing his aircraft Scat II, Olds worked closely with his crew chief to learn about aircraft maintenance. Promoted to captain on July 24, he scored his first two kills the following month when he downed a pair of Focke Wulf Fw 190s during a bombing raid over Montmirail, France. On August 25, during an escort mission to Wismar, Germany, Olds shot down three Messerschmitt Bf 109s to become the squadrons first ace. In mid-September, the 434th began converting to the P-51 Mustang. This required some adjustment on Olds part as the single-engine Mustang handled differently than the twin-engine Lightning. After downing a Bf 109 over Berlin, Olds completed his initial combat tour in November and was given two months leave in the United States. Returning to Europe in January 1945, he was promoted to major the following month. On March 25, he received command of the 434th. Slowly increasing his score through the spring, Olds scored his final kill of the conflict on April 7 when he destroyed a Bf 109 during a B-24 Liberator a raid over LÃ ¼neburg. With the end of the war in Europe in May, Olds tally stood at 12 kills as well as 11.5 destroyed on the ground. Returning to the US, Olds was assigned to West Point to serve as an assistant football coach to Earl Red Blaik. Postwar Years Olds time at West Point proved brief as many older officers resented his rapid rise in rank during the war. In February 1946, Olds obtained a transfer to the 412th Fighter Group and trained on the P-80 Shooting Star. Through the remainder of the year, he flew as part of a jet demonstration team with Lieutenant Colonel John C. Pappy Herbst. Seen as a rising star, Olds was selected for a US Air Force-Royal Air Force exchange program in 1948. Traveling to Britain, he commanded No. 1 Squadron at RAF Tangmere and flew the Gloster Meteor. With the end of this assignment in late 1949, Olds became the operations officer for the F-86 Sabre-equipped 94th Fighter Squadron at March Field in California. Olds next was given command of the Air Defense Commands 71st Fighter Squadron based at the Greater Pittsburgh Airport. He remained in this role for much of the Korean War despite repeated requests for combat duty. Increasingly unhappy with the USAF, despite promotions to lieutenant colonel (1951) and colonel (1953), he debated retiring but was talked out of it by his friend Major General Frederic H. Smith, Jr. Shifting to Smiths Eastern Air Defense Command, Olds languished in several staff assignments until receiving an assignment to the 86th Fighter-Interceptor Wing at Landstuhl Air Base, Germany in 1955. Remaining abroad for three years, he later oversaw the Weapons Proficiency Center at Wheelus Air Base, Libya. Made Deputy Chief, Air Defense Division at the Pentagon in 1958, Olds produced as series of prophetic papers calling for improved air-to-air combat training and the increased production of conventional munitions. After assisting in generating the funding for the classified SR-71 Blackbird program, Olds attended the National War College in 1962-1963. Following graduation, he commanded the 81st Tactical Fighter Wing at RAF Bentwaters. During this time, he brought over former Tuskegee Airman Colonel Daniel Chappie James, Jr. to Britain to serve on his staff. Olds left the 81st in 1965 after forming an aerial demonstration team without command authorization. Vietnam War After brief service in South Carolina, Olds was given command of the 8th Tactical Fighter Wing at Ubon Royal Thai Air Force Base. As his new unit flew the F-4 Phantom II, Olds completed an accelerated training course on the aircraft before departing to take part in the Vietnam War. Appointed to instill aggressiveness into the 8th TFW, Olds immediately placed himself on the flight schedule as a rookie pilot upon arriving in Thailand. He encouraged his men to train him well so that he could be an effective leader for them. Later that year, James joined Olds with the 8th TFW and two became known among the men as Blackman and Robin. Increasing concerned about F-105 Thunderchief losses to North Vietnamese MiGs during bombing missions, Olds designed Operation Bolo in late 1966. This called for 8th TFW F-4s to mimic F-105 operations in an effort to draw enemy aircraft into combat. Implemented in January 1967, the operation saw American aircraft down seven MiG-21s, with Olds shooting down one. The MiG losses were the highest suffered in one day by the North Vietnamese during the war. A stunning success, Operation Bolo effectively eliminated the MiG threat for most of the spring of 1967. After bagging another MiG-21 on May 4, Olds shot down two MiG-17s on the 20th to raise his total to 16. Over the next few months, Olds continued to personally lead his men into combat. In an effort to raise morale in the 8th TFW, he began growing a famed handlebar mustache. Copied by his men, they referred to them as bulletproof mustaches. During this time, he avoided shooting down a fifth MiG as he had been alerted that should he become an ace over Vietnam, he would be relieved of command and brought home to conduct publicity events for the Air Force. On August 11, Olds conducted a strike on the Paul Doumer Bridge in Hanoi. For his performance, he was awarded the Air Force Cross. Later Career Leaving the 8th TFW in September 1967, Olds was made Commandant of Cadets at the US Air Force Academy. Promoted to brigadier general on June 1, 1968, he worked to restore pride in the school after a large cheating scandal had blackened its reputation. In February 1971, Olds became director of aerospace safety in the Office of the Inspector General. That fall, he was sent back to Southeast Asia to report on the combat readiness of USAF units in the region. While there, he toured bases and flew several unauthorized combat missions. Returning to the US, Olds wrote a scathing report in which he offered deep concerns in regard to a lack of air-to-air combat training. The following year, his fears were proven true when the USAF incurred a 1:1 kill-loss ratio during Operation Linebacker. In an effort to aid the situation, Olds offered to take a reduction in rank to colonel so that he could return to Vietnam. When this offer was refused, he elected to leave the service on June 1, 1973. Retiring to Steamboat Springs, CO, he was active in public affairs. Enshrined in the National Aviation Hall of Fame in 2001, Olds later died on June 14, 2007. Olds ashes were interred at the US Air Force Academy. Selected Sources Robin Olds: BiographyAce Pilots: Major Robin Olds in World War IIUS Air Force: Legendary Fighter Pilot Robin Olds Dies

Developing Management Capability Speech or Presentation

Developing Management Capability - Speech or Presentation Example Your first lines, therefore, should be creative, exciting and interesting. b) 'These next lines are good, and they can be effective if said with passion that will show the listeners how significant a small percentage (like 2 per cent) can be when considered in context of the base amount which, in this case, is 1.2 billion in euro. Assuming that these figures are all well-researched and accurate, this part should serve to be when the you - the speaker - convince the listeners that what you are presenting is worth looking into. The presentation slides used to highlight these lines should show pictures of the market that the listeners would want to tap. Without such critical slides, the important point relayed by this part of the presentation - the market you want them to target - will just be missed by the listeners. c) These lines should never be said, "What sort of things do I mean by informational-educational This is not the best example, but it will help to illustrate the idea: Sotheby's has produced a video guide to eighteenth-century French furniture." They are ineffective points that will only ruin your presentation. These lines give your listeners the feeling that your presentation is not the best that you can give or do. Citing examples to make things clear would be effective only if the examples used for the purpose are the best and the most fitting. It is one big blunder to use second-best examples to illustrate a point; and it is another equally big blunder to actually tell the listeners that the example you are about to name is actually not the best. To be persuasive and convincing, your listeners should be made to feel that you took pains to put together for them a great presentation that contains accurate data and intelligent choices of words, examples, and lay-out of the slides. d) "Now I'd like to talk about where I see the opportunities in this market. I see them at the high end - the affluent - I think it's a defined target, it has a lot of discretionary income, and its interests lie in the areas I want to market into." These lines are ineffectively worded. There are better ways to put the points therein to words. Instead of those lines that rather sound dragging, you should instead use a slide or two to show the listeners a diagram of the entire DVD-renting population and then to specifically point out the specific part of it that represents the market niche that you want to capture. Attaining such goal should be doable if your listeners will be fired up and become enthusiastic and passionate believers of what you yourself believe in. e) "The project would investigate the viability of starting a production and distribution outfit in Europe; it would investigate the potential product portfolio in the market, and would essentially turn an idea into a business proposition that can be put to a bank to raise capital." These lines would dampen the excitement roused by your earlier lines. These are ineffective points, unless they are rephrased and discussed with more optimistic and energy. The financing concerns are to be dealt with by the finance people, and maybe the conservative and serious words are the ones to use when talking with them. But when talking to a group for the purpose of

Effects of Upholding the Traditions Research Paper

Effects of Upholding the Traditions - Research Paper Example The research paper "Effects of Upholding the Traditions" aims to examine the effects, both positive and negative, of traditions in the society. A tradition is a belief mostly manifested through behaviors. Such behaviors are portrayed by members of a group or even a society. These behaviors can be traced from a certain origin and hence given a meaning. This implies that the behaviors practiced are significant to that particular group or society and, therefore, can be explained. This study will analyze the concept of tradition as depicted in the article â€Å"The lottery†. It will specifically look at the effects of traditions in society. It will examine both the positive and negative aspects of traditions. Some of the positive effects are: fostering socialization, enhancing unity, nurturing responsibilities, fostering harmony, passing on of traditional values and enhancing virtues in the society. Some of the negative effects include; acting blindly without questioning, can lead to conflict between the old generation and the new generations, can lead to evils and barbaric actions. The society should identify the positive traditions that lead to positive effects and uphold them. On the other hand, harmful traditions that lead to negative effects should be done away with. Traditions can enhance unity in the society. From the lottery article, this unity is seen when there is concern shown for those who had not arrived for the event; others were late while others did not show up for one reason, or another.

How do you define violent crime illistrate with examples Essay

How do you define violent crime illistrate with examples - Essay Example It also looks into the social reaction and impacts of crime (Newburn 2007). The study looks at the criminals themselves. The term criminology is borrowed from R. Garofalo, an Italian law scholar. Criminologists are involved in the study of criminals’ mindset. The aim is to understand what motivates the criminals (Nexis UK 2003). Certain things may be crimes in one society but legal in another. A criminologist explains these social and cultural variances. Criminology explores the various types of punishments and why some societies opt to have them (Newburn 2007).This study includes a study of that suggest why crimes are committed. This is necessary in understanding violent crimes. Some of the violent crimes theories include classical, individual trait and positive theories (Singer & Gardner 2003). Classical theory suggests the reason why people commit a crime is because they are satisfied that the benefits of the crime outweigh the cost. When the punishment is harsh, then crimi nals fear committing the crime according to this theory (Nexis UK 2003). According to the positive theory, crime happens out of both internal and external factors. The social and biological factors contribute to the positive theory (Singer & Gardner 2003). Some of the social factors that contribute to crime include poverty and illiteracy. Individual trait theory suggests that the psychological and biological factors contribute directly to criminal behavior. According to this theory, biological factors help to distinguish between non criminal and criminal traits (Newburn 2007). Crime, therefore, is a result of natural instincts arising from innate behaviors according to individual trait theory. Therefore, this theory suggests that some people have a natural desire to do violent crimes. According to individual trait theory, such people love to be violent genetically. As a result, no amount of punishment can control their violent tendencies (Nexis UK 2003). Limiting interaction with th ese violent criminals becomes the only way to prevent these crimes. According to individual traits theory, violent criminals should be alienated from the society. Violent crimes can result from extreme emotions like rage or hate. These extreme emotional states can be directed to both people and animals. Sometimes it is demonstrated through kicking a dog. According to Weiner and Sagi (1990), a violent crime can be defined as any threat or attempt to use physical force by a single or many people resulting in non physical or physical harm (Nexis UK 2003). The definitions of violent crimes tend to include the cause of the crime. Violent crimes are thought to be actions directed to other people in a face to face confrontation. Many believe that there has to be physical contact for violent crimes to occur. Violent crimes may result from frustrations (Singer & Gardner 2003). However, violent crimes may be purposeful and intentional. Violent crimes can stem from socially acceptable and appr oved activities. Sports violent crimes are legal given the environmental circumstances in which they happen. According to Atyeo, the pain inflicted in sports is not perceived to be a real pain. Yet it fully falls under the definition of violent crimes (Newburn 2007). Boxing is seen as fun while the players injure each other leading to death in extreme cases. There is an observation that legitimizing violent sport crimes can cause athletes to be violent

Teens Decreasing Morality Essay Example for Free

Teens Decreasing Morality Essay Some aspects of moral values among university students in three societies: Poland, Australia and the Philippines J.J. Smolicz, D.M. Hudson and M.J. Secombe1 Graduate School of Education, Adelaide University The paper reports the findings from a comparative study of moral values undertaken among university students from five universities in the Philippines, Poland and Australia. The aim of the study was to compare the way students brought up in different cultural traditions, but subjected to the homogenizing trends of globalization, evaluated what they deemed as the most appropriate solutions to some of the basic life dilemmas facing individuals today. The respondents were senior undergraduate and postgraduate students drawn from education and social science faculties in two independent Catholic and three secular state universities. A total of 448 students participated in the study, with 80 to 100 students originating from each university. This paper presents a detailed analysis of one example from each of three categories of moral dilemmas, in which students were asked to state their position in relation to twelve issues including abortion, extramarital affairs and stealing. In addition to providing concrete data on themselves, students indicated whether they believed the actions listed were wrong, acceptable or dependent on circumstances. The students’ responses to the issues showed a generally consistent position for each university along a value orientation continuum ranging from Traditional Christian to ‘Post-modern Individualist’. The degree of support for Traditional Christian values varied, however, from issue to issue according to the university and country under investigation. moral values; abortion; infidelity; stealing; tertiary students; international. INTRODUCTION As a result of global secular influences, it could be expected that responses to moral dilemmas would have become more uniform across different cultural and ethnic and religious groups. In order to ascertain any possible modification to or rejection of traditional moral values crossculturally, the study sought the views of young people who were university students in three different countries and in institutions with different ideological profiles. The researchers had access to the collection of comparable data in Poland, the Philippines and Australia countries very different in their regions, cultures and histories. It should be stressed that the study did not aim to take the form of a statistical analysis of variables to test a pre-established hypothesis which could lead to any predictions for a wider population. This comparative study was not funded by any organisation, but was the result of co-operative efforts among colleagues in the three countries concerned. The authors, in particular, would like to express their gratitude to Ms Monika Koniecko, Professor Elzbieta Halas, Dr Illuminado Nical, Ms Susana Manzon and Mr Robert de la Serna for the contribution they have made to the data collection and analysis of this paper. The theoretical framework of the study is based on the humanistic sociological conceptualization of Znaniecki, in which the term ‘moral values’ refers to the meanings which group members are expected to accept as a guide to right and proper conduct and the way in which they should act in their daily life. Znaniecki (1963: 267-70) draws an important theoretical distinction between the ideological attitudes which individuals profess in terms of the religious and moral values of their group, and the tendencies to action which these same individuals reveal in the specific contexts of daily life. UNIVERSITY PROFILES Data were gathered from a total of 448 respondents, drawn from five different universities. The number in each institution ranged from 80 to 109 (80 in Leyte and Adelaide; 89 in Warsaw; 90 in UAP and 109 in KUL). In Poland, the student respondents were drawn from two universities. One of these can be regarded as firmly set within the Catholic tradition. In 1918 the Catholic Church established the Catholic University of Lublin (KUL) as a privately funded institution in a provincial centre in the east-central part of Poland. Over the period of Communist rule, it functioned as the bastion of Catholic religious and moral values in Poland. Today it is a medium-sized university with faculties reflecting its religious base: Theology, Canon and Civil Law, Christian Philosophy, Humanities, and Social Sciences as well as specialised institutes in Polish Church History, Higher Religious Education and Migration. Many of its students have gone to the priesthood and a variety of leadership positions in the Church and society at large. The second Polish university which provided respondents for this study was Warsaw. A state institution, originally founded in the early nineteenth century, Warsaw is a very large university, with a full range of humanities, social science and natural science faculties. Its position in the heart of a capital city, renowned for its high culture in music, art, literature and the theatre, yet traditionally strongly linked to the Polish Catholic Church, has had an important influence on its ethos in providing access to moral values based in the Catholic tradition, as well as its more atheistic, anti-clerical counter-tradition. Two other groups of respondents were drawn from universities in the Philippines. One set was provided by the University of Asia and the Pacific (UAP), which is a private university in Manila, established by the Opus Dei order of the Catholic Church. Its ethos reflects the Opus Dei dedication to Catholic spirituality and emphasis on intellectual, political. educational and business leadership. It is best known for its high profile research specialisations in economics, political economy and business management, as well as its undergraduate College of Arts and Sciences. Its fee-paying structure and high entrance standards make it an à ©lite institution, both socially and academically, and its total enrolment of around two thousand students is still relatively small. The second Philippines institution from which respondents were drawn was the provincial state university at Tacloban on the island of Leyte in the eastern Visayas. The Leyte Institute of Technology (LIT) sees its role as providing for the practical educational needs of the surrounding community which has maintained a strong commitment to Catholic values reflecting the local community. It offers degrees in vocational disciplines, applied science and technology and teacher education, with a particular emphasis on post-graduate studies in education. At present time there are around seven thousand students enrolled at the Leyte Institute. The two universities in the Philippines were chosen to provide contrasting communities within the overall Catholic ethos of the country. UAP could be regarded as an intellectual centre closest to the teachings of the magisterium of the Church. Opus Dei is rightly regarded as a bastion of traditional Catholic teaching because it has scrupulously upheld the full and undiluted doctrine of the church. LIT, in contrast, is a comparatively small regional university, chosen because it had no metropolitan glitter about it, was state-run and attracted a technically oriented clientele from financially and socially modest homes, in one of the poorest provinces of the country. The strong Catholic orientation of the Philippines was very apparent, however, in that seminars were normally begun with a prayer and Catholic feast days were regularly observed, even though it was a state university. For the Australian section of the study, respondents were drawn from Adelaide University, which was established as a public institution in the late nineteenth century, the third oldest university in Australia. Situated in the capital city of the state of South Australia, it offers a wide range of degrees across the disciplines of science, agriculture, engineering, the professions, economics, music, humanities and social sciences. The student body currently numbers close to thirteen and a half thousand. Like most government-funded educational institutions in Australia, Adelaide University is strongly secular in ethos and has traditionally regarded religion and theology as sectarian pursuits, inappropriate for university students, while its philosophy department has been openly atheistic (Duncan and Leonard, 1974). The students participating in the study came from the Graduate School of Education. Poland and the Philippines, the two predominantly Catholic countries investigated in this study, both inherited a strong Catholic tradition anchored in the post-Tridentum spirit. The respondents from the four Polish and Filipino universities who claimed to be Catholic (over 80%) would formally be expected to uphold the religious and moral values prescribed by their church and know that any deviation would be regarded as a sin. Evidence on which values were being rejected or regarded more relativistically and how frequently constitutes valuable information on changes taking place in moral values in countries which have long been regarded as strongholds of Catholicism. METHOD Student participants from the five universities were asked to complete a questionnaire on their religious and moral beliefs. For students in the Philippines and Australia the questionnaire was in English, but a Polish version was used for the respondents from Poland. Some questions were designed to gather concrete data concerning the respondents’ background: gender, age, language use, level of parental education and religious affiliation. There was also a series of questions to gather cultural data i.e. these were concerned with the students’ beliefs and moral perceptions and other attitudes in relation to the moral/religious convictions among them. Responses to Specific Moral Issues When presented with moral issues which epitomized contemporary moral dilemmas, participants were asked to indicate whether they agreed that action concerned was wrong: whether its moral status depended on the situation; or whether they considered the action not wrong. The range of responses available was: †¢ †¢ †¢ †¢ Considered Wrong Situation dependent Not wrong No opinion The questions and responses were thus deliberately framed in terms of the maintenance of traditional moral values. Data were initially summarized in frequency distributions for each university. Of the twelve situations presented to the respondents, one example from each category of issues will be discussed. viz. Abortion classified as a ‘Life and Death issue’: Abortion: A Life and Death Issue This issue proved important in the analysis because of the polarisation of data. There was a clear distinction between the percentage of responses which considered abortion to be wrong from the three Catholic oriented universities, including LIT, and the two more secular ones. Traditional moral values on abortion were strongly maintained on this issue especially at the three Catholic oriented universities: UAP (93%), KUL( 80%) and LIT (74%) while in Warsaw (49%) only half gave evidence of supporting these values. Even lower, the Adelaide figure of 25% who considered abortion to be wrong, could be seen to reflect a society where abortion is legally available, virtually ‘on demand’. In the case of responses rejecting traditional values, Adelaide respondents (44%) stood out as having the highest percentage of rejectors of traditional values. Warsaw (12%) is aligned with LIT on 15% in this response an indication of much lower rejection among students who lived in predominantly Catholic societies, than the secular society of Adelaide which largely accepted abortion. Abortion was an issue of debate, depending on the situation, for students from Adelaide (30%) and Warsaw (34%) rather than for the three Catholic-oriented universities LIT (4%), UAP (6%) and KUL (14%). These students were upholding the traditional Catholic teachings. The situational response indicated that some students considered an issue was neither right nor wrong in itself. If they had doubts about it, they could choose this option to record individual responses . Extra-Marital Affairs: A Sex and Marriage Issue There was a marked convergence of responses in relation to this issue. The majority of students from all five universities agreed in maintaining traditional opposition to such actions: UAP were unanimous on 99%. Warsaw(70%) and Adelaide (69%) showed a similar stance in opposing this issue. In this regard, Warsaw and Adelaide respondents almost matched the frequency levels from LIT at 73% and KUL at 85%. The ‘ranking’ of the university responses is similar to the previous issue, abortion, but there is general consensus. The responses on the upholding of traditional moral values had their mirror image in the data showing rejection of such values. There was strong evidence of less acceptance for ‘extramarital affairs’ at Warsaw (1%) and Adelaide (5%) where responses to this option were at a very low level, comparable to UAP(1%) and KUL (1%). The respondents at LIT (14%) showed some approval of the issue but the number was relatively small. The third response option, reflecting a more situational approach, was valuable in highlighting issues where there was a high degree of ambiguity or uncertainty. Low scores, in contrast, suggested that the respondents in the group concerned had made up their minds to be either upholders or rejectors of traditional morality. The relativistic view was comparatively high and shared by as many as 26% from Warsaw and 23% from Adelaide indicating the doubts some students expressed depending on the situation. STEALING: A Human Relations Issue The issue of ‘stealing’ was also striking in the way a large degree of consensus was displayed among students from all universities but the pattern of response differed markedly from those shown for the other two issues. ‘Stealing’ elicited the highest response of moral rectitude with over 70% of students in all universities and over 80% in three of them considering stealing as ‘wrong’. ‘Stealing’ was also the issue which elicited the highest level of support for any traditional value among Warsaw students (87%). With a corresponding figure of 82% at KUL, stealing seems to evoke a particularly strong sense of ‘wrong’ among Polish students. It is interesting to note that UAP students, who were the highest upholders of moral values on virtually all other issues, were below Warsaw at 81% in the case of ‘stealing’. Adelaide students with their dual Protestant and secularist orientations, also demonstrated greater acknowledgment of ‘stealing’ as ‘wrong, than for any other issue (74%). At Adelaide 41% of respondents indicated that they belonged to one of the Protestant denominations whilst 30% claimed that they had no religion a response which did not occur at all in any of the other groups of participants. The remarkable unanimity of responses for this issue from students at all universities was also seen in the complementary rejection of traditional values, in that only very few claimed outright that ‘stealing’ was not wrong. Only LIT showed a relatively high proportion of those rejecting traditional values, amounting to 14%. In contrast, while on most moral issues Warsaw and Adelaide displayed a high degree of permissiveness, Adelaide showed no more than 4% of respondents, and Warsaw had no-one who condoned stealing. The figures for KUL and UAP were minimal 3 and 2%. Overall stealing was not acceptable as an issue. The minimal number of students at Warsaw and KUL, UAP and Adelaide who openly condoned stealing has to be considered alongside the proportion who expressed relativistic attitudes by indication that their judgement of whether stealing was ‘wrong’ or ‘not wrong’ would depend on the circumstances. Respondents from Adelaide (21%) and UAP (17%) expressed some doubt in relation to stealing which was somewhat higher than Warsaw (12%) and KUL (16%). The figure for LIT was as low as 6% which reflects the pattern for all universities as seeing stealing as ‘wrong’. These findings suggest that moral issues in social relationships are not necessarily seen to be tied directly to Christian beliefs, despite their specific prohibition in the Ten Commandments. Findings raise questions such as : Is stealing related to established ‘legal’ rather than ‘moral’ codes? For some Protestants, what constitutes sin and restitution for sin becomes very much more a matter for the individual conscience and there is a greater tendency to adopt relativistic attitudes where what constitutes right and wrong depends on personal judgement of the situation. CONCLUSIONS The various responses to these three issues provide valuable information on the relative ‘holding power’ of Christian (mainly Catholic) beliefs in Poland and the Philippines when compared with mainly Protestant (or religiously indifferent) Australia. The responses also throw light on differences among the various moral values examined, in the extent of their support or rejection. In the three predominantly Catholic universities (UAP, LIT and KUL), traditional Christian values continued to be upheld for ‘abortion’ in the life and death issue. In the two universities where there has been a tradition of secularist values, there is a much greater rejection of traditional moral values, together with a substantial number of those with a relativistic orientation expressing an essentially ambiguous stance. One issue on which Warsaw and Adelaide join forces with the Catholic oriented University is on the issue of ‘extra-marital affairs’, a ‘Sex and Marriage Issue’, with about two third of responses upholding a traditional negative view of such practices. This particular value appears to hold no relationship to Christian religious belief or non-belief, assuming a virtually universalistic dimension. The same situation apprears to hold for the ‘social relationship’ issue stealing. Responses from students in all five universities favour the upholding of traditional moral values for this issue which is considered more frequently ‘wrong’ by Warsaw students than by respondents from all other universities. There is a minimal rejection of the traditional norms that condemn ‘stealing’. It is the rejection of certain moral propositions when the respondents openly admit that certain actions which are contrary to traditional morality are no longer ‘wrong’ which put them in conflict with the religious authority to which they officially subscribe. What is clear is that some of the traditional values are changing within the orbit of particular Christian denominations. The results suggest that believers display a spirit of selectivity among moral values showing traditional disapproval for certain actions, while revealing a proclivity for greater permissiveness in relation to others. 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