Gender Inequality Of The Work Force - 1305 Words

For centuries, human beings have constantly dealt with various forms of discrimination; whether it is religion, race, gender or other factors that make individuals different from one another, discrimination occurs every day. Inequality in the work force is a type of discrimination that is prevalent globally. Females, who are as equally educated, trained and experienced as their male colleagues, are not receiving equal pay — resulting in a gender wage gap. According to a study conducted by Christianne Corbett, M.A. and Catherine Hill, Ph.D. (2012), women, around the age of 23, who graduated from the same post-secondary school as men in 2008 and who were employed full-time in 2009 earned 82 cents for every dollar that men earned. Moreover, after many years of a consistent female to male earnings ratio of approximately 60%, the relative salary of females started to increase sharply in the late 1970s, with a continuous, yet slower and more fluctuated rise thereafter (Blau and Kahn , 2016). The Institute for Woman’s Policy Research (IWPR) has tracked this trend and predicted that it will likely take 45 more years for females to ultimately reach wage parity with males (Hegewisch and DuMonthier, 2010). With the increased opportunity for careers and contribution in the workplace by men and women, alike, the gender wage gap continues to be an important social issue in modern society. This disparity in wage matters because discrimination against woman based on gender roles is notShow MoreRelatedReport On Gender Inequality And Inequality Essay1403 Words   |  6 PagesDATE OF SUBMISSION: REPORT ON GENDER INEQUALITY Introduction Gender inequality is a state in which there is an unequal treatment or perceptions of individuals based on their gender. (forum, 2014). Gender inequality have been brought about by both people perspective and also through inheritance. Gender inequality have brought about degradation of economic status of the country. Gender inequality goes hand in hand with economic status of a country. Gender inequality plays a great role in increaseRead MoreGender And Work : Women s Roles1618 Words   |  7 PagesBridget Steele Dr. Katie Worman Ross SOC 4043 7 October 2017 Gender and Work Midterm Gender and work exist sociologically as a way to maintain both authority and inequality. Women’s roles throughout history shed a light on the expectations and stereotypes that exist today; however, navigating a gendered economy and overcoming sex segregation continues to be a challenging task for most women. Wages continue to be uneven, and wives continue to bear most of the child rearing and domestic responsibilitiesRead MoreWomen s Faced Ridiculous Discrimination909 Words   |  4 Pageshaving very little independence from their husbands, and being thought to have inferior brains. They had no right to vote; they couldn t be part of a jury and had no rights to property and they were even being claimed as men s property. Gender inequality has always been around and men have always been considered stronger, faster, and hard-working while women have always been seen as weak and inferior. Women have been brought up to be mothers and have been forced to practice staying home whileRead MoreThroughout Centuries Gender Has Been A Social Construct1363 Words   |  6 Pages Throughout centuries gender has been a social construct that enforces gender norms and as a result, gender inequality was born. Gender inequality has prevailed and can be observed throughout most cultures, education, labor force, and in our own personal lives. At a very young age we are introduced to a gender identity based upon the sex we were born with. Girls are associated with the color pink, dolls, nurturing tendencies, and inclined to be more emotional. While boys are associated with theRead MoreInequality Between Men And Women1315 Words   |  6 Pages Inequality between Men and Women Trisha Stafford American Public University System Mrs. Decter Table of Contents Introduction 3 Defining â€Å"Social Problem† 3 Explaining Sociological Viewpoint 3 Chosen Social Problem Introduction 3 Thesis 3 Defining Sexism 3 Why is it a social problem? 3-4 Statistics 4 Identifying and Defining Four Concepts Related to Sexism 4-5 How is this problem being addressed? 5 Conclusion 6 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreGender Inequality : A Social Problem1728 Words   |  7 Pagesand where its future lies. The best explanation on why gender inequality is, always has been, and will continue to be a social problem is from the functionalist perspective. Functionalist focus on how a society creates the social problem and then analyzes how and why the social issue has been maintained over the years. The objective reality is that gender inequality has and always will be a major issue in society. The scope of gender inequality has changed drastically over the years, but there is stillRead MoreSocial Construction Of The Labor Market1169 Words   |  5 Pagesresults and learn to challenge these norms (gender norms). That is why unions are being created, to fix these problems of inequality people face in the labour market. It may never be the intention of the labour force to propagate gender inequality, or perhaps not out rightly so. Unfortunately, the social construction of society has created norms that individuals unconsciously follow and pass on from one generation to another. With these norms intact, inequality exists in the labour market; it exists inRead MoreGender Inequality : A Critical Issue That Affects Women s Rights1662 Words   |  7 PagesGender Inequality Research Paper Gender inequality is a critical issue that affects more women than their male counterparts all around the world. Gender inequality is a form of legal discrimination towards women’s rights. In order to progress and grow as a community and society, gender equality needs to be acknowledged. According to LISTVERSE, the top ten â€Å"extreme† examples of gender inequality towards women that exists around the world today, specifically in the Middle East and North Africa, areRead MoreGender Inequality Within A Competitive Athletic Workplace870 Words   |  4 Pages101 December 9, 2015 Gender Inequality What are the types of gender inequality in this world? Inequality is when there are two things that are not the same. For example, antonyms, they are when two objects don t have similar qualities. This means there are differences between the two. It can be beneficial or very discriminating. The definition for gender inequality is the unequal treatment, or perceptions of individuals based on their gender. Gender inequality is between the male andRead MoreGender Inequality For Women Working1209 Words   |  5 Pages Women Inequality: Gender Inequality for Women Working in the US Labor Force. By Karla Hernandez English II Mrs. Desai 6 May 2016 Karla Hernandez Mrs. Desai English II 6 May 2016 Women Inequality: The Gender Inequality for Women Working in the US Labor Force. According to the International Trade Union Confederation ever since 1979 the equality gap in pay had gone up, in 2010 women now earned 81% of what male employees earned. That later changed the wage gap opened, woman pay dropped by

Essay on True and Every Day Heros - 1421 Words

There was an article in The Japan Times, October 2, 2013 by a person named Kyodo. In the article they talked about a great daring, heart wrenching sacrifice of a young Japanese woman that was riding along with her elderly father one day. When going along they came upon a set of railroad tracks. The train was steadily moving along those tracks towards them. The young girl noticed an elderly man lying on the tracks. She yelled to her father, â€Å"I have to, I have to move him, and I have to save his life.† These heroic words were the last words that this elderly father would hear from his daughter. That day pulling the man to safety the young Japanese girl was hit by the train while she saved the man’s life. Greg Botellio, Vivian Levo, and†¦show more content†¦In this story Ms. Tuff is the hero to the children of the school, hero to the gunman, and definitely a hero to the cops who the gunman wanted to kill. In the book, â€Å"The Hero’s Journey† b y Harold Bloom there is a story of two young men of Hellenic and Roman decent wanted to bring social order upon their homelands. Achilles and Aeneas, set out on a self-sacrificing journey to bring the order to their homes by battling. The stories of these two battling men were to provide wisdom and a will to survive. They desired a social change and order to their societies and lived their lives to do so. Heroic to say the least to live their life to better that of their lands. Ernesto Quinonez from Bodega Dreams (2000) wrote a story about struggling inner city children trying to just get by. Every day they would be harassed and belittled by their teacher Mr. Blessington. Mr. Blessington would always tell the children they were going to end up in jail and never make anything of themselves. On the other hand, there was one teacher that seemed heroic like. Mr. Tapia was a teacher that was always on the children to better themselves. He did not want the children to fail but showed them tough love. Mr. Tapia always told his students he cared about them and tried to be their hero. Mr. Tapia told a young man named Sapo what to do to not go to juvie after he had bitten Mr. Blessington in the neck. Mr. Tapia’s actions saved a young man’s life but inShow MoreRelatedHeroism Essay1270 Words   |  6 PagesHeroism Today is an important day. Because you have a difficult decision to make. Will you embrace the gift that you’ve been given? Or will you stand by and waste it away, another day? Will you honor those who came before you, that created this earth and this world for you to experience? Or will you let them down by living with a negative mindset that holds you back? You are the author of your own superhero comic each day is a new page. You get to choose the type of character you want to be. YouRead MoreEssay about Heracles: From the Myth to a Disney Movie1627 Words   |  7 Pages Since the days of mythological origin to the origin of pop culture, various mythological stories have been adopted and presented to newer generations. Some of these presented adaptations of mythological stories have significantly been modified in order to be deemed entertaining by audiences in a pop culture generation. Thus, my study will seek to compare mythological heros during their time to how they h ave been depicted in modern day. Moreover, my study will analyze the similarities and differencesRead MoreComparison of Beowulf to Superman966 Words   |  4 Pageschronicles of Superman, cultures all throughout the world have taken it upon themselves to weave a fabrication of a fantastic being, said being a hero of a sorts, that always makes it to defeat the bad guy and save the day. Even whence we as human beings always tend to have our political, social, economic and religious differences, at the end of the day we all have one thing in common that fills our dreams with hopes of the future, of safety, of a peaceful life; heroes. Helping to define who we areRead MoreThe True Virtues of a Hero: From Old Age to New Age1175 Words   |  5 PagesPeriods shape the view of a gallant from day one till now. From the tales of Beowulf, Le Morte d’ Arthur, and Sir Gawain and the Green Knight, an epic hero’s persona becomes the ideal image of an admirable character. Regardless of all the faults encountered, with certain characteristics such as honor, courage, loyalty, and honesty, an epic hero can mean so much to an individual. Just as the old ages, not every individual can have the full combination of a hero. As years past and time changes, theseRead MoreMy Father : A Hero Is A Hero1002 Words   |  5 Pagesbe, but easily recognize in others. Wait, how do we define what makes a hero, a hero? A hero is one who is kind, courageous, smart, determined and selfless. They often do what is better for the greater good and not themselves. This is seen in both Greek and Modern heroes, whether it is cutting off Medusa’s head or defeating the Riddler, they show these qualities in one way or another. We also see these qualities in parents, true everyday heroes. While they may not have super strength or the abilityRead MoreAristotle’s Model: the Play as a Whole1469 Words   |  6 Pagesthe basis of the Poetics (Aristotle 61). Therefore, when comparing the choices Lobby Hero by Kenneth Lonergan and The Philadelphia Story by Philip Barry for the play of the season, unification and regularity of all three elements. After comparing and contrasting both plays, Lobby Hero fits the Aristotle’s model’s three elements, plot, character and thought better than The Philadelphia Story does because Lobby Hero has a more consistent development of action, characters’ personality and emotions. Read MoreEssay on Anglo-Saxon History and Beowulf1586 Words   |  7 Pagesthe word â€Å"hero† might be interpreted in one of four ways. First off in mythology and legend, a hero is often of divine ancestry. He is endowed with great courage and strength, celebrated for his bold exploits, and favored by the gods. Secondly, a hero is a person noted for feats of courage or nobility of purpose, especially one who has risked or sacrificed his or her life. Thirdly, a hero can also be described as a person noted for special achievem ent in a particular field. Finally a hero is definedRead MoreA Hero’s Breakdown Essay1117 Words   |  5 PagesIdeas abound of what true heroism is in this day and age. To some, a true hero may be the person that led their favorite sports team to a championship. To others, true heroes are the doctors that helped a loved one get better from a serious illness. Some even see the person that gives them inspiration on a day to day basis as a true hero. To many, however, a true hero is so much more than that. To many, a true hero is the one that goes the extra mile t follow a strict moral code, both at home andRead MoreAnyone Can Be a Hero1524 Words   |  7 PagesAnyone Can Be a Hero By Jennifer L. Jefferson Com/150 July 8, 2012 Sonya Macon Anyone Can Be a Hero Everyone has heard through some type of media resource that there are no more heroes in the world today, that any or everyone we look up to has a bad reputation or not worth our time and eventually will steer us in the wrong direction. To our understanding this is not true there are heroes in our world, Webster dictionary defines hero as a male figure that displays superior courage and strengthRead MoreThe Challenges and Complexity of Heroism1154 Words   |  5 PagesMany people believe that ‘a true hero’ is someone with superpowers and can perform super feats that a regular human is not able to do. Many people also believe that heroes have to be powerful in all they do: powerful in strength, powerful in brains, powerful with the people, powerful with themselves. All of this is not true. A complex hero is a man who embodies the characteristics of valor, benevolence, and fearlessness. A complex hero is someone that has valor because if they have this, then they

Night Creature Hunter’s Moon Chapter 4 Free Essays

Jessie and her boyfriend turned toward me. I gritted my teeth so my mouth wouldn’t fall open. Not only was he Indian, but he also was quite possibly the most gorgeous man I’d ever seen. We will write a custom essay sample on Night Creature: Hunter’s Moon Chapter 4 or any similar topic only for you Order Now Even better than Damien, the possible figment of my imagination. He towered over Jessie, his body lithe and strong. The way he held himself screamed some kind of martial arts training. His hair was short, and a golden feather swung from one ear. He was exotic – both wild and tame. I couldn’t seem to stop staring. â€Å"You must be Leigh. Welcome.† The man held out his hand, but Jessie yanked him back. â€Å"Just one minute there, Slick; the duchess is being a pain in my ass.† â€Å"Since that’s awful easy to do, Jess, I’m not going to hold it against her.† I smiled. He had her number. â€Å"I’m Will.† He offered his hand again, and I managed to shake it before Jessie could stop us. â€Å"Will Cadotte.† â€Å"Leigh Tyler,† I returned. â€Å"And you think Jessie is going to get us killed why?† Not only was he sharp, but his hearing wasn’t bad, either. â€Å"Attachments.† I shrugged. â€Å"You can’t have them if you’re going to be a Jdger-Sucher.† I glanced at Edward. â€Å"What’s the matter with you? Didn’t you check her out better than this? Or is he a new development?† I couldn’t say I blamed her. Cadotte was a damn fine development. But I wasn’t going to get my neck torn out or my head blown off because Jessie couldn’t keep her mind off his assets. â€Å"He is one of us, too.† I stared at Edward for a long moment. â€Å"It’s finally happened.† â€Å"What is that?† â€Å"You’ve gone senile. I must say, you hide it well.† He narrowed his pale blue eyes. â€Å"Watch your mouth, young lady. I know what I am doing.† That remained to be seen. I glanced at Cadotte. â€Å"No offense, but you don’t seem like much of a hunter.† â€Å"Probably because I’m not.† â€Å"He is the expert I spoke of.† I looked Cadotte up and down. â€Å"I just bet he is.† Cadotte threw his arm out, stopping Jessie before she could spring across the room and kick my ass. Or at least try. We were going to go round and round before this was over. It was only a matter of time. â€Å"You must forgive Leigh,† Edward said. â€Å"She is devoted to the job.† â€Å"Don’t apologize for me. I’m the one who has to train her. I can see she’s gaga over him. If he’s in danger, she’ll be useless.† â€Å"On the contrary, Jessie was very useful, even when Will was in grave danger. It is one of the reasons I chose her.† My eyes met Edward’s. His were determined and I accepted the inevitable. Jessie was one of us now, and so was the boyfriend. â€Å"What kind of an expert is he?† â€Å"He’s right here,† Cadotte said. â€Å"I’m a professor of Native American history, with a specialty in totems.† â€Å"Which will do us any good why?† His lips twitched. For some reason Cadotte found me more amusing than annoying, which only annoyed me more. Of course that was very easy to do. Jessie and I had more in common with each passing moment. â€Å"I live to acquire obscure data.† â€Å"Will was invaluable during our escapade with the wolf god,† Edward said. â€Å"The wolf god is gone.† â€Å"But not forgotten,† Jessie whispered. A shadow flickered across her face. Will took her hand. I wondered what was up with that, and since I’d never been one to shut my mouth, I asked. â€Å"You knew the wolf god well?† â€Å"She was my best friend.† â€Å"Nice friend.† â€Å"At least I had one.† â€Å"Girls – † Mandenauer broke off as Jessie and I both snarled at him. â€Å"I mean, ladies, must you?† â€Å"I think they must,† Cadotte murmured. â€Å"It’s a territorial thing.† â€Å"Why don’t they just pee on the trees as we do?† â€Å"It’d be quieter,† Cadotte agreed. I stared at Edward, then shifted my gaze to Jessie. â€Å"What did you do to him?† Jessie frowned. â€Å"Nothing.† â€Å"He never made jokes before he met you.† â€Å"Then my work here is done.† She brushed her palms together. â€Å"Leigh, if we cannot laugh once in a while, what good is living?† Edward asked. â€Å"I don’t know; what good is it?† Silence fell over the room. Edward glanced away. Jessie and Will stared at me with something akin to pity in their eyes. And they didn’t even know me. I threw up my hands. â€Å"Never mind. Where am I staying? Just don’t say here, because you can forget it.† â€Å"As if,† Jessie muttered. â€Å"There was one room for rent in Crow Valley,† Edward said. â€Å"Only one? No cabin? No hotel?† Jessie rolled her eyes. â€Å"You aren’t in Kansas anymore, Duchess.† I winced. Kansas. Did she know? Or was that just a lucky guess? Edward, ever sensitive to my pain, jumped in. â€Å"Crow Valley is not a resort area. No one comes to this town on vacation.† From what I’d seen so far, I understood why. â€Å"Why do they come?† â€Å"To retire.† â€Å"Here?† â€Å"What’s wrong with here?† Jessie demanded. â€Å"I’ve lived here – or near enough – for most of my life.† â€Å"My sympathies.† Her eyes narrowed. Yep, she definitely wanted to punch me. Which worked out well, because I wouldn’t mind slugging her just for the hell of it. Cadotte stepped in again. â€Å"Crow Valley was originally a mining town. That’s why they call Wisconsin the Badger State.† â€Å"I thought it was because you had too many badgers.† In my opinion, one was too many. I’d met a few badgers in my travels, and they were mean little fucks. â€Å"We do.† Will’s expression said he’d encountered a few himself and had about as high an opinion of them as I did. â€Å"But the nickname originated with the miners, who were called badgers because they dug in the ground.† â€Å"What kind of mines?† â€Å"Lead mostly. Some zinc and copper.† â€Å"And there’s a mine here?† â€Å"Yes, but it closed a long time ago. The town remained. It’s a beautiful area. Very peaceful.† â€Å"If you like snow eight months out of twelve, summer for one month, if you’re lucky, and so many trees you can’t see the sun half the time,† I muttered. â€Å"Some people do.† Cadotte was very good at smoothing the waters and imparting information without seeming to lecture, even though he was. He must have been an excellent professor. Just as I had once been an excellent teacher. I put that thought right out of my head and focused on what he was saying. â€Å"A lot of folks from the big cities who came north with their families for vacation have retired in Crow Valley. They don’t want to live in a tourist trap.† â€Å"So this entire town is made up of old people.† Easy pickings for the werewolves. â€Å"Not entirely. An older community needs a lot of services. Medical, restaurants, entertainment. I’d say Crow Valley is fifty-fifty between retirees and the regular Joes who wait on them.† â€Å"A very large transient population then.† In my experience, waiters, bartenders, and other service people moved around a lot. I know I would. â€Å"Which makes it hard to tell if there’s a new werewolf in town.† â€Å"I never said this was going to be easy,† Edward murmured. â€Å"That is why I called you.† His praise warmed the cold spot in my chest that had been there since I’d met Jessie. She was too tall, too confident, too palsy with Edward, and too damned lucky to have Cadotte. I needed to get over my jealousy. It wasn’t as if I wanted her life. I knew better than to get close to anyone, and sooner or later Jessie would know better, too. I didn’t want to be around when that happened. So I’d do my job and get out of Dodge. â€Å"Point me toward my room, would you? Nighttime’s a-wastin’.† Everyone exchanged glances. â€Å"What?† I growled. I hated being treated like an outsider – even when I was. â€Å"It’s just†¦Ã¢â‚¬  Cadotte shrugged. â€Å"Since I’m not sure what’s going on yet, it might be a good idea to refrain from killing them for a while.† â€Å"Sounds like a bad idea to me.† â€Å"What if killing them is what they want?† â€Å"That makes no sense.† â€Å"Does anything make sense with werewolves?† Good point. If I could believe in werewolves and assorted other creatures of the night, pretty much anything was possible. Even that killing them was what they wanted. Still, if I wasn’t going to blast a few werewolves, what was I good for? â€Å"You can train Jessie,† Edward said, as if he’d heard my thoughts. I scowled. She grinned. â€Å"As soon as Will has some idea of what we’re up against, the two of you can begin to hunt,† Edward soothed. There was no way I was hunting with Jessie or anyone else. There was no way I was sitting on my ass and letting werewolves wander free to do their dirty deeds and make more werewolves. But I didn’t have to tell them that. â€Å"Fine,† I said. â€Å"We’ll start tomorrow.† The way Edward beamed at me, I would have felt bad for deceiving him. If I were capable of such a feeling. Everyone talked at once, offering to show me to my room – on the other side of town. But I wanted to be alone. How else was I going to sneak away? â€Å"Just give me the address,† I snapped. â€Å"No problemo.† Jessie snatched a paper from the end table, scribbled something on a corner, and tore it off. Will flinched at the sound and sighed. â€Å"Jessie, could you check and see if that’s a rare document or something important before you go tearing it into shreds?† â€Å"Huh? Oh, sorry.† She shrugged and handed me the corner anyway. Then dug into her pocket for the key. I stifled a smile. As annoying as she was, there were times when I sympathized with her. How did she stand living with an egghead like Will Cadotte? He pulled a pair of glasses from his pocket, settled them on his nose, then bent over the end table to read what was left of his precious paper. I got a good glimpse of his ass. Maybe this assignment wouldn’t be so bad after all. I’d never been much of an ass woman, even before I’d caught sight of Fitzgerald’s chest and become bewitched by all that pale Irish skin and manly muscle. However, that didn’t mean I couldn’t admire beauty when it was displayed right in front of me. I pulled my gaze from Will’s jeans. My eyes collided with Jessie’s. While most women would be mad to find another ogling their boyfriend’s behind, she merely looked amused and shrugged as if to say, What can you do? For just an instant I liked her. Then she opened her mouth. â€Å"I’ll be at your place at seven a.m.† â€Å"Like hell.† â€Å"Leigh is not a morning person,† Edward explained. â€Å"Well, I have to work at night, so morning is when we’ll train.† â€Å"We’ll train when I say we’ll train. At noon.† I narrowed my eyes. She narrowed hers. We stared each other down. I was reminded of films I’d studied of real wolves. Dominance struggles. Alpha and beta animals. Well, I was the alpha around here, and she’d damn straight better get used to it. We might have stared at each other all night, but Cadotte grabbed Jessie and kissed her again. Edward showed me to the door. The first round hadn’t gone at all the way I’d planned. He stepped into the hallway behind me. â€Å"I must leave.† â€Å"Already?† My voice sounded wan and needy. Pathetic. What was the matter with me? Thankfully Edward didn’t seem to notice my sudden regression to the wimpy girlie-girl I’d once been. â€Å"Elise requested I come to the compound as soon as I could. There is an†¦ issue which requires my attention. You do not need me here with both you and Jessie, as well as Will, on the job.† â€Å"When can you get back?† â€Å"I am not sure. You’ll be fine. Just show Jessie everything I showed you and anything new you have learned along the way.† He put his hand on my shoulder. His fingers felt like dry twigs. Would they snap under too much pressure? For the first time I could remember, I was worried about Edward. He was very, very old, and today he seemed even older. â€Å"Keep me informed,† he said. â€Å"On the lovely Internet. What an invention.† I smiled. Edward was fascinated with the Internet. His was both a charming and a convenient obsession. We walked out together, climbed into separate cars. I watched his until the taillights disappeared over a far hill, then drove down the main street of Crow Valley, which had been quaintly labeled Main Street, until I found a road called Good. â€Å"They are hysterical in this town,† I muttered as the carriage of my rental car scraped along the rutted, gravel-strewn surface of Good Road. I clattered along in the night for quite a while, even began to wonder if Jessie’s idea of a joke was sending me off on a path that led nowhere. The trees made a canopy over my car, shutting out any light, making the air seem to throb against the windshield in a cool, velvet haze. I could smell the forest – the evergreen scent of pine, the musty aroma of dying leaves, and the tang of summer gone away too soon. I had almost decided to turn back when I heard it. The faint, exotic drift of music. I kept driving. The sky glowed dimly, as if city lights pulsed in the distance. But I knew from the map I’d studied before leaving Minneapolis that there wasn’t a town of any identifiable size within a hundred miles. So what were those lights, and who was playing music? I nearly ran into the answer. My car rolled up one side of an impressive bump, then slid down the other. I shot into a clearing and nearly slammed through the front wall of a tavern. â€Å"What the – ?† Cars were parked all around the building at odd angles, as if the patrons had arrived drunk. Music spilled out the open windows – jazz – as out of place in this forest as I was. There was no sign on the building, no neon lights announcing McGinty’s or Cheers, just a bright yellow spotlight perched at every corner of the tavern, blaring into the trees as if to keep whatever lurked there at bay. â€Å"One helluvan odd place for a bar.† But in the single day I’d been in Wisconsin, I’d noticed they did taverns up right. There had to be one on every corner of every town I’d driven through. Why should Crow Valley be any different? Although I didn’t see a corner anywhere near here. There also didn’t appear to be anything resembling a room for rent. I was going to hold Jessie’s head under a faucet when I got back to her place. I glanced around for a space big enough to pull a U-turn and caught a glimmer of motion from the woods. â€Å"Well, hell-o,† I murmured as Damien Fitzgerald slid out of the trees and headed for the front door. He’d found his shirt and his shoes since I saw him last. He appeared to have a penchant for black. What had he been doing between then and now? Only one way to find out. I shut off the engine, climbed out of my car, and hurried across the grass toward the tavern without a name. How to cite Night Creature: Hunter’s Moon Chapter 4, Essay examples

Organizing Public Good Provision Lessons From Managerial Accounting

Question: Discuss about the Organizing Public Good Provision for Lessons From Managerial Accounting? Answer: Introduction For a small business, the amount of profit is determined by the proper utilization of variable cost and absorption cost (Weygandt et al. 2015). An organization must understand the implication of each costing method that can be utilized in the organization. Each of the methods of costing, whether absorption or variable, is valid under the principle of Generally Accepted Accounting Principle (GAAP). In this assignment, variation involving absorption costing and variable costing will be presented, and an organization will be selected for analyzing the best costing method. Difference between absorption costing and variable costing All types of costs that an organization is bearing falls under absorption cost, which are fixed costs and cost of production. On the other hand, according to Needles Crosson, (2013), the types of variable costs that are related to organizations production fall under the variable costing. Certain companies that use variable costing keep the fixed costs and overhead costs separate from the cost of production. The types of fixed costs that distinguish abortion costing and variable costing are related to overhead expenses (Islam Hu, 2012). These costs include building rental and salaries that do not change with the level of production. An organization has to pay the utility bills and office rent every month was not considering whether it produces a thousand products or not a single product. The ideal pricing is not considered perfectly by variable costing as variable costing does not consider all the types of costing that an organization has to bear, and thus profitability is not achieved (Kwak et al. 2015). On the other hand, variable costing helps an organization to find out which product will deliver more profit while manufacturing than the other will. Absorption costing helps an organization to comply with the generally accepted accounting principles (GAAP). Absorption costing helps an organization to calculate and file its taxes. Absorption costing helps an organization to account for its net profitability specifically when the organization sells different products in a different accounting period (Khalil Simon, 2014). Through absorption costing, an organization does not get into account of the amount of profit that it will achieve for different product lines. Using Absorption Costing and Variable Costing An organization selected for this analysis is Bullard Company, which is the producer of clock radios. This organization uses Just-in-time method for production and thus it has a never-ending amount of inventory. The costing process is differentiated into three months. Month 1: Quantity of units produced equally with quantity of unit sold From the figure, it is identified that while the quantity of produced units is equal to the quantity of sold units, then the total profit is $90,000, which can be identical by both of the costing methods. With the help of absorption costing, fixed mechanized operating cost are entirely expensed as all the units that are created are sold (there is no ending inventory). On the other hand, with variable costing, fixed mechanized operating cost are treated to be the phase costs and so are constantly disbursed in the phase occurred. Just for the reason that all the costs are treated as the same without taking into account of the costing method utilized, profit is identical. Month 2: Quantity of units produced is greater than the quantity of unit sold In this month, absorption costing shows the higher profit. A fraction of fixed manufacturing overhead costs is found to be retained in the ending inventory, which is considered as the asset in the balance sheet, until the goods are sold. On the other hand, considering variable costing, the fixed manufacturing overhead costs is expensed in spite of a number of sales. Thus, when the quantity of unit production exceeds the quantity of sales, then the variable costing shows lower cost and higher income. The dissimilarity in amount of revenue by the two method = $ 4,000 [$ 79,000 - $ 75,000] Month 3: Quantity of units produced is lesser than the quantity of unit sold Using variable costing, $ 40,000 for fixed manufacturing overhead costs persists to be disbursed, as all the 10,000 units that are created are sold. For an additional 1000 units, $4,000 are pulled from the inventory in the third month is also expensed. Thus, it can be identified that when less amount of units are produced, then, absorption costing results in lower profit and higher cost. The difference amounting to profit in between two methods = $ 4,000. [$105,000 - $ 101,000] Method of costing to be used For the particular organization explained above, Absorption costing as to be utilized. With the help of such costing, the organization will be able to keep the right account of income in the balance sheet as soon as the inventory is required to be replenished. The absorption will help the organization when to sell its manufactured products at the time of accounting period (Brady Burrows, 2013). Each of the products in the inventory has the fixed overhead value, and the manufacturer assigns a per-unit price of each of the fixed expense. The organization will be able to show the amount of expense until the items in the inventory are sold or processed out. This costing method will help in improving the amount of profit in the organization. The organization will be able to keep a current record of its profits regarding the amount of inventory that is involved. The organization is using the just-in-time method and thus the amount of inventory is to be recorded from time to time and accor ding to the amount of inventory, the revenue generated will be kept as a record in the balance sheet and thus, cash flow will be controlled (Arruada Hansen, 2015). Conclusion From the above discussion, it can be identified that both absorption and variable costing is required for an organization. Still, it has to be considered that absorption costing will affect in the profit figures, as the costing process will artificially inflate the profit. This is because, for the organization considered above, the manufacturer will not deduct the total amounts of fixed overhead costs, if the manufactured products are not sold. This will hamper in the profit and loss statement, as it will not denote the total amount of expenses that the manufacturer had in one particular phase. Reference List Arruada, B., Hansen, S. (2015). Organizing public good provision: Lessons from Managerial Accounting.International Review of Law and Economics,42, 185-191. Brady, T., Burrows, R. (2013). An Instructional Case For Courses In Financial Accounting, Auditing, Managerial Accounting, Ethics, And Fraud Examination.Journal of Business Case Studies (JBCS),9(4), 337-342. Islam, J., Hu, H. (2012). A review of literature on contingency theory in managerial accounting.African journal of business management,6(15), 5159. Khalil, M., Simon, J. (2014). Efficient contracting, earnings smoothing and managerial accounting discretion.Journal of Applied Accounting Research,15(1), 100-123. Kwak, W., Shi, Y., Lee, C. F., Lee, H. (2015). Group Decision-Making Tools for Managerial Accounting and Finance Applications. InHandbook of Financial Econometrics and Statistics(pp. 791-840). Springer New York. Needles, B., Crosson, S. (2013).Managerial accounting. Cengage Learning. Weygandt, J. J., Kimmel, P. D., Kieso, D. E. (2015).Financial Managerial Accounting. John Wiley Sons.

Hamlet Flaws Essays (863 words) - Characters In Hamlet,

Hamlet Flaws Hamlet's Flaw: The Central Question of the Play? If the main question of the play is "Why doesn't Hamlet kill Claudius at once upon hearing the ghost's accusation?" The easiest answer is that if Hamlet had done so, the play would have ended in Act I. And then "Hamlet, Prince of Denmark" would be a tragedy of plot writing skills. If we must find ourselves looking for an answer to the central theme, a long analytical expedition is in order In his 1904 work "Shakespearean Tragedy," *A. C. Bradley describes "Hamlet" as a play which includes eight violent deaths, adultery, a ghost, a mad woman, and a fight in a grave. Here are all the ingredients of a horror story. Bradley then asks the question, "But why in the world did not Hamlet obey the ghost at once, and so save seven of those eight lives?" The answer to this question lies not in the fact that had Hamlet done so the play would have ended in the first act. The answer lies in the character of Hamlet. Precisely, what is it that delays Hamlet from acting on his father's ghost's command? Let's look at some typical views. Is it the fact that at that moment Claudius is surrounded by courtiers and his Swiss guard? No, for throughout the play Hamlet never refers to any external trouble in drawing near and killing Claudius. Hamlet states in Act IV, scene 4 that he has "...cause and will and strength and means To do't." Does Hamlet want to bring Claudius to civil justice? Again, no. Hamlet organizes the play within the play not to persuade others of Claudius's guilt, but to convince himself: "if 'a do blench, I know my course." (Act II, scene 2). Throughout the play, Hamlet never talks of public justice. He talks instead of violent death: "To quit him with this arm?" (Act 5, scene 2) Hamlet's mission and his purpose is to kill his uncle, not to bring him to the bar of justice. Would slaying Claudius trouble Hamlet's conscience? Not at all. Hamlet may question the integrity of the ghost however, he never questions his course if the ghost is real. On the contrary, Hamlet blames himself for not acting quickly: "O what a rogue and peasant slave am I!" (Act 2, scene 2) and "How all occasions do inform against me," (Act 4, scene 4). Does Hamlet lack courage? Apparently not. Hamlet rarely misses a chance to insult the king. Hearing a noise behind the arras in his mother's bedroom he whips out his sword and thrusts, unhesitatingly through the curtain. He sends Rosencrantz and Guildenstern to their deaths without a second thought. When his ship is attacked by pirates, Hamlet is the first to board the pirate ship. He fights with Laertes in Ophelia's grave, duels with Laertes, and, dying himself, runs the king through completing his mission. Does Hamlet simply substitute thought for action? As we have seen, Hamlet is a man of action. Why, then does he not act promptly in executing his father's ghost's command? A.C. Bradley offers this explanation: "Hamlet has received a violent shock to his moral being. Hamlet adored his father; that father has met an untimely death." "So excellent a king," (Act I, scene 2) His mother has shown what to Hamlet is a despicable nature-marrying almost immediately following Hamlet's father's death: "O God, a beast that wants discourse of reason would have mourned longer." (Act I, scene 2) and has married a man Hamlet finds utterly hateful and contemptible: "My father's brother, but no more like my father than I to Hercules." (Act I, scene 2) Finally, there is the loss of the crown "Popped in between th' election and my hopes," (Act V, scene 2). These, especially the disclosure of his mother's weak nature, poisons Hamlet's mind and impregnates in Hamlet a despair of human nature. To Hamlet, life is ". . .an unweeded garden That grows to seed, things rank and gross in nature possess it merely." (Act I, scene 2) Thus weakened, Hamlet is unable to act on his father's ghost's command. So after all is said and done I wonder if we have truly found the answer we were looking for or is it simply put as this: "The central question of the play is, a question without an answer if one is seeking the answer within the play. Shakespeare was supposed to supply us with an answer, or at least with a reason why there is

How to Write a Research Essay in Economics Detailed Guide

How to Write a Research Essay in Economics Detailed Guide Writing a research essay in Economics – a good research essay – takes time. By good, we don’t mean an A+ essay since a lot of essays get A’s, but they aren’t necessarily of the finest quality. By a good research essay, we mean a project that fulfills its potential, complies with the demands of the tutor, and, what is more important, communicates with the intended readers. In your Economics courses, you might be required to write research essays. You may be required to review the literature or a book on a particular topic; you may be asked to take a certain position and defend it or to take someone else’s viewpoint and assess its weak and strong points. You may be required to pose an interesting question in the field, research, and answer it, or to explain some real-life situation with the help of economics concepts and theories. Regardless of the task, it may be helpful to think of your research essay as having three key parts: the beginning, the middle, and the end. In the beginning section, you’re required to introduce your topic, as well as give the purpose of the essay. Researching Economics Topics An integral part of writing a research essay in Economics is researching the topics available in the field. The reality is that the way in which you research your topics sheds a lot of light on the way in which this type of papers is written. Regardless of the topic that interests you, it is important first to become aware of the literature available on the subject, and the estimation techniques and models employed. What are the most popular issues today? Why are they important? What issues have previous researchers encountered? Are the research results consistent from project to project, or are they mixed? Where exactly is more thorough research required? You may have your Economics topic assigned, or you may be given an opportunity to write on the issue of your choice. If you’re given the research topic in Economics, think if it should be a general overview of the issue or a specific analysis. Narrow your topic down if necessary. If you haven’t been given a topic, you have some work to do. At the same time, this opportunity also provides you with the advantage to pick a subject that is relevant or interesting to you. First, think about your purpose. Is your research to persuade or just to inform? Once you’re done with this stage, you will have to do some research on the chosen topics. Finally, evaluate all the options that you have. If your task now is to educate your readers, pick an issue that you have already studied in your Economics course. If you’re going to persuade, select a subject that you’re passionate about. Whatever the key mission of your research, ensure that you’re interested in the issues that you work with. Below, you will find some of the popular topics to use for the research essay at any academic level: Economies of the New World: The Growth of Early Canada; The Effect of Purchasing Local Produce on the Economy; Pricing as a Risky Choice: Uncertainty in a Monopoly Market; The Future of Economic Systems in Former USSR Republics; The Trade Balance as an Endogenous Variable; The Role of Institutions in a Country’s Growth and Development; The Advertising Problems Behind the Closure of a Company; International Economic: Balance of Payments and Trades; Relationship Between Mature Industries Dominating Small Towns and Their Local Cultural Factors; The Crash of Wall Street in 2008: Main Causes and Lessons Learned; Measures a Business Can Takes to Survive an Economic Crisis; Comparative Research of the Economies of the US and China; Exchange Rate Implications of Border Tax Adjustment Neutrality; The Financial and Non-Financial Support of Family in Successful Entrepreneurship Development; The Pros and Cons of a Private Health Care System; The Role of the International Monetary Fund in the Financial Success of Asian and European Countries; How Ecology and Nature Are Assimilated Into Business; Direct/Indirect Impacts of Liberal Immigration Policies on the Inflow of Multinationals in the United States; Consumption and Social Integration: Empirical Evidence for Migrant Workers from China; Ways of Prevention of Global Imbalances in Economics; The Role of Social Media Marketing Play in Stimulating Supply; The Role and Contribution of Social Entrepreneurship in the United Kingdom; Economic Instability and Macroeconomic Policy; Gender Differences and Difficulties in the Labor Market; The Impact of Nike and Its Products on Ecology. Organization of the Research Essay When organizing your research essay in Economics, keep in mind that your readers are impatient and busy. A lot of readers never read the whole thing from start to finish. They do skim. Thus, your task here is to make it easy for them to skim. Most readers are eager to know your basic result. Only a few of them do care about how your research differs from the other Economics experts have to say. For that reason, you have to make sure your research essay is not just a list of facts, terms, figures, and hundreds of things that you’ve tried in your research. Instead, make sure your content flows smoothly and does not include unknown or blurred terms. The Introduction Section The introduction of the research essay in Economics should start with what the writer does in the project, i.e., the major contribution. Once you mention that, feel free to tell something unexpected to your readers. They will be much more motivated to read the rest of your research essay if you challenge their intuition from the get-go. The point is that your audience has much more interesting things to do than read your research essay in Economics. So, make them interested in your thesis statement and convinced of the importance of your research in the introductory section. The first sentence is usually the most difficult to produce. Don’t begin your introduction with philosophy, ‘The field of economics has changed dramatically over the past two decades.’ It’s a waste of both your time and paper space. Instead, begin your introductory paragraph with your central contribution: ‘Slavery was the engine for the economic growth of the United States for much of the country’s history. The capital for western railroads and canals came from the North, whose wealth – in shipping, banking, textiles, and insurance – was in turn created on the basis on the slavery-based economy even after the authorities put an end to slavery in some states.’ A good idea for the research essay introduction is to puzzle or surprise your intended reader’s intuition so that s/he would be curious to read the rest of the project. For instance, ‘There isnt a single economic theory that can explain the success of Singapores economy. The latter is quite complex since it combines extreme features of socialism and capitalism.’ The Body The body of the research essay in Economics describes, researches, explains and argues your topic. Each main idea that you have will turn into a separate section within the essay body. The first body paragraph of your research essay contains your strongest argument unless you have something more obvious to say. The first sentence is called the topic sentence, and it related directly to the examples that you’ve mentioned in your introduction. Keep in mind that the body paragraph containing only one sentence that cites the words of Abraham Lincoln or any other VIP person is not enough, no matter how wise their saying is. Instead, explain to the reader, in detail, why the example is important and, more importantly, in what way the example is related to your research question. Writing the Conclusion When it comes to the final part of your research essay in Economics, it is important to keep in mind that your concluding segment should work in tandem with the introductory part. In a way, your conclusion is the so-called upside-down version of your intro: whereas in your opening paragraph, you move towards the thesis statement, in the concluding section, you start with it. Conclusions in the research essays in Economics are typically brief. Usually, they recap what you have already said in your text. You may also use your concluding section to restate your research purpose/question, as well as restate each of your principal findings. Feel free to talk about the policy implications of the research results and point out the ways in which your research can be either improved or extended. If you write a research essay on ‘Brexit as a Reason Behind the Economic Growth Slowdown of the UK,’ a perfect way to round up your paper would be, ‘There is significant uncertainty around who would lose or gain domestically from Brexit, again depending on whatever new economic governance framework replaces the membership in European Union. The outcome will most likely differ according to region, social group, locality, or employment sector among the potential cleavages. There are, however, indications that Brexit could draw attention to inequality: for instance, the results of our research insist that the burden of Brexit would 99% fall more heavily on the households with low income.’ Professional writers recommend reading your intro and conclusion side by side. In case of the research essay in Economics, these two segments should be consistent with each other: the research question, thesis statement, and the conclusion that you state in your introduction part should be the same you give in your conclusion. However, the concluding part should be not just a reflection of your introduction. Keep in mind that whereas the research essay intro speaks to the components of the project that are about to come, the final part should speak to the issues that go beyond your research. In other words, when you check the essay that you’ve just accomplished, the concluding part should also look ahead. Choose Your Sources Wisely Fortunately, there are resources in Economics that will help you with your research, especially when you have tough questions on the list. There are some Economics encyclopedias, for instance, that comprise various entries that are usually reviews of the literature. Among the most useful, pay attention to The New Palgrave Dictionary of Economics and the International Encyclopedia of the Social and Behavioral Sciences. Besides, it’s recommended to regularly consult sources like the Journal of Economic Perspectives and the Journal of Economic Literature. The articles in both sources are published by the authors of the American Economic Association and contain articles on all possible Economic subjects. Add the Finishing Touches When you’re done with the writing stage, you might think that you’re ready to submit the piece. Wrong. Before you even think that your research essay is a finished paper, pay attention to the smallest things. Check the paragraphs’ order. Make sure the strongest points go first and at the end of the body, with the rest of the details falling in the middle. Besides, you need to ensure the order of your paragraphs makes sense. If you’re working on the research essay on the Economics strategy of Dubai, make sure that the paper includes the following information: the creation of Dubai, economic profile, why western investors choose Dubai, future development predictions. Consult the requirements of your research essay, if any. Many tutors and college professors provide different formats of instructions, which is why you have to make sure your paper complies with the desired format. Finally, review what you have created. Read and re-read your research essay in Economics to see if your thoughts and ideas connect with your topic. Check your text for spelling and grammar mistakes. If you’re looking for a good spell and grammar checker, consider using Language Tool or Grammarly to detect any incorrectness in your work.

Discussion board 2.2 Essay Example | Topics and Well Written Essays - 500 words

Discussion board 2.2 - Essay Example The target behavior is one upon which people want to emphasize upon the behavior in essence. Similarly this is measurable and observable at the same time, and is stated within an operational capacity. Hence behavior is important to ascertain because it mentions the significant pointers that are a part of the human life. Behavior is hard to define due to a number of issues because its impacts are either short term based or one for the long term. Behavior leads towards practicing a general act or form that demands a change in attitude (Parnaudeau, 2011). There are a number of examples that have been mentioned in the power point, all of which have one context or the other as far as work manifestations are concerned for the human beings. The examples suggest the basis of success as to how the power point lists down the behavioral regimes and what kind of changes would be deemed as successful right from the onset of one such understanding. The power point also mentions the basis of the AB Cs of behavior which are clearly distinguished by the antecedent, the behavior and the consequence. These tenets list down the significant pointers which play a very imperative role at the formation of the ABCs of behavior in this day and age.

Gender In The Media Movie Review Example | Topics and Well Written Essays - 1500 words

Gender In The Media - Movie Review Example The main focus of the paper rests on presentation of female characters relative to male characters. The analysis demonstrates how the female characters adapt the lead roles within Television series, as well as male characters. Television shows adopts several perceptions on society and can be employed as a reflection of reality, depicting the world as external to the text meaning. Introduction Sociologists assert that gender is more of a social performance rather than a biological fact. The sitcom Big Bang Theory relies on individual choice as the possible explanation of the shortage of women within science rather than highlighting institutionalized sexism among scientists. The show largely draws from general stereotypes found in the Sci-fi/fantasy genre in which men are perceived as heroes and women depicted as skimpily dressed and depicted as helpless (Gauntlett, 2008). The show projects the assumption that women do not subscribe to nerd culture and that the cultural stereotypes of the desperate, antisocial, Sci-Fi obsessed video game addicted hacker is unappealing to women’s feminine sensitivities. Role of the Media in Socially Constructing Gender The media mirror and construct the social world. The media that people consume including movies, news stories, music, videogames, and TV shows deliver subtle (and no-so-subtle) messages that largely shape and inform people’s attitudes on race, gender, and class. Comprehension on the impact of the messages on the audience is essential to developing supportive media and industry practices (Gauntlett, 2008). Past studies have demonstrated that representation of women within media tends to reinforce the patriarchal hegemony with the portrayal of women as subordinate to men. Being born a man or a woman within any society is bigger than a simple biological fact bearing social implications. Women can be considered as a creation of the masculine gaze, whereby masculine conception of woman gave rise to idealiza tions and norms, which strongly impacted on the behaviors of women lacking power to challenge the male views of their sex. The social construction framework highlights that there is no essential, universally distinct character which is feminine or masculine behaviors impacted by a broad range of factors such as ability, religion, class, body shape, and sexual preference (Ross, 2012). Gender theory argues that both men and women actively engage in constructing their gendered identities. The construction of gender identities can be perceived as dynamic, changeable, and ongoing rather than fixed or static (Campbell & Carilli, 2005. How Television Shows Construct Gender The concept of gender identity is diverse from gender stereotypes influencing perceptions of personality traits frequently tied to one’s gender, such as expressiveness in women and instrumentality, in men. In most cases, the products of narration of popular culture emanate from the collective and inscribed in it, whereby their deconstruction and analysis uncover the ideological background of gender and social hierarchies overriding the period of creation. Gender norms have been undergoing changes within the last three decades with an unprecedented reach and speed. The boundaries of gender as a social structure may be shaped by taboos that define social power relationships via prohibition on transgressions and violations of the binary gender code, or heterosexist gender discourse. Patriarchal gaze is at the

The impact of culture on entrepreneurial management Essay

The impact of culture on entrepreneurial management - Essay Example Hofstede defines culture as â€Å"the collective programming of the mind, which distinguishes the members of one human group from another†¦. Culture, in this sense, includes systems of values; and values are among the building blocks of culture† (Hofstede & Hofstede, 2005). Culture is learned and not inherited. Individuals are born into and shaped by that culture which has been existing. This culture influences the way we think, behave and act. Culture can be referred as the acquired knowledge that people use to interpret experience and to generate social behaviour (Rugman & Hodgetts, 2002). Cultural differences can be found at the regional, national, ethnic, and organizational levels. Hence, Hofstede (1991) suggested that cultural influences on organizations "are most clearly recognizable at the national level" (cited by Justin, 2002). This has been the most widely accepted definition of culture and this essay will determine the impact of culture on indigenous entreprene urs, immigrant entrepreneurs and women entrepreneurs. Culture influences attitudes and behavior, varies within and across nations and within and across ethnicities, and is strongly embedded in indigenous communities. (Lindsay, 2005). Culture influences the motives, values, and beliefs of individuals (Hayton, George, & Zahra, 2002) that reflects on their attitudes. In term of business, people would view and conduct their business differently according to their attitude, which is derived from their own culture. â€Å"If we learn anything from the history of economic development, it is culture makes all difference† (Landes, 1998). Maznevski et al., (2002) state that culture is a group-level phenomenon, but it influences individuals’ perception, values and behaviour, especially with respect to social interaction. It is thus evident that culture is an important factor of economic success. Culture is a big influence

Examining The Mentor Relationship Between Students And Nurses Nursing Essay

Examining The Mentor Relationship Between Students And Nurses Nursing Essay   There are many faces to nursing. The nursing role includes various responsibilities, including more than nursing patients, all  having the same objectives with the aim to producing whatever might improve the development of nursing, which will eventually be of benefit to patients.   Patients do not realize that nurses need to prepare and guide students to help them become competent nurses. Student nurses have to go through a three year program to become a nurse, but the academic side of learning is not enough to become a good nurse. A nurse must practice to master all the skills required to be able to care for patients in a professional manner. The educational nursing process has continued to evolve and new challenges are being raised.   One of the great challenges in development is the process of mentorship and supervision of nursing students, where the main goal is to guide students through their clinical placement, to make sure that they become the most competent practitioners. This process is called mentoring. A mentor is a practitioner who facilitates learning by supervising and assessing the nursing students in their clinical practice area.(English National Board For Nursing, Midwifery and Health Visiting Department of Health (2001) Preparation for Teachers and Mentors: A New Framework of Guidance. ENB/DH, London.). Mentors helps to bridge the gap between the theory and practice, and so nursing students develop an understanding about their profession. There are clinical tutors available from  nursing universities who can guide students in clinical practice, but mentoring by the nurse working in the ward of practice has the most advantage since the latest techniques, tools and protocols are familiar and used continuously. Jarvis (1992) argued that teachers of nursing cannot be up to date with practice if they are not practicing. A mentor who is non active cannot give expertise guidance to real life scenarios. A  relationship needs to be formed between the nurse and the student, which should be motivated by the fact, that by sharing their knowledge, they are helping to improve the entire health system, through improving the quality and quantity of more competent newly qualified nurses, who will eventually become their own colleagues. Consequently, the more reliable new colleagues will be, the more responsibility and workload in the ward can be shared, and managing the ward can become straightforward. Managers should be more understanding and compliant to mentoring in the wards, as  lack of time is the biggest restriction that obstructs supervising. Time which nurses can dedicate to mentoring is very limited in the wards, as these have to perform their nursing duties as usual. In the past mentors did not exist and student nurses had to learn the hard way, many times through trial and error, which frequently could have been detrimental to the patients. There was no one delegated, with the duty to guide the student nurses, who were young, fragile and afraid when entering this real life scenario. Due to lack of staff, student nurses were used as an extra pair of hands, sometimes doing tasks which they had not mastered.  Some  were so naive,  even confessing to the patient this is the first time Im doing this procedure, and the patient already frightened from being in hospital, has to endure the knowledge that he is being used as a guinea pig. Nowadays patients are not going through these experiences anymore. Today nursing students are in hospital to learn and acquire experience under supervision and are not given tasks to practice on patients, unless a mentor is convinced the student has acquired the ability to perform such tasks. Procedures are explain ed to the mentee so that they can understand while observing their mentor and later bring forward any difficulties or suggestions.   Part of mentoring is being a role model, to be of inspiration to others. A role model does not need to be in the highest rank, just a qualified nurse who carries out a role in a manner that makes others desire to be just like him/her.   Gordon (2003) suggests that role modelling, has a very strong influence on forming how students perform. We are all inspired to become a role model and finding one, who fulfils our expectations, gives us a clear vision of what we want to achieve and what we want to become. Students who are well motivated and have a sound theoretical knowledge can learn a lot through observing a good nurse while practicing. It is easier for the student to retain practical knowledge when it is visualized than when it is thought in the classroom. Students will realize what has been learned from observing, only when given the opportunity to try out the procedure for themselves under supervision. Producing competent professionals, with all its complex combinations of knowledge, performance, skills and attitudes needs contribution from nurses, patients and managers. Without effective mentoring, and knowledge acquired through the professional education, it is difficult to achieve this state of competence   Beyond doubt mentors have a leading role in our profession; their importance is vital in the continued success of nursing and to make the student feel connected to the placement area. A mentor can be seen as an advisor, teacher, role model and counsellor, adapting to different situations. Allowing students to participate in patient care under supervision, while giving them opportunity to experience and practice a variety of skills, will surely result in better quality care delivered to patients.   To conclude Mentoring is a brain to pick, an ear to listen, and a push in the right direction John C, Crosby (1859-1943). American politician

An Occurance at owl creek bridge :: essays research papers

Throughout the story, we are able to see of different of a world Ambrose Bierce lived in compared to the one that we know. This is the first part of the story that noticed, because in today’s world, no man would ever be hung, let alone executed for tampering with a bridge.   Ã‚  Ã‚  Ã‚  Ã‚  Peyton Farquhar grew up as a rich southerner. He had everything that a man could want at that point in time: a wife, children, land and slaves. However, he had always felt something was missing. Due to the fact he was unable to fight in the army, he did not feel like he was really a man. This is why he was willing to anything as â€Å"no service was too humble to him to perform in aid of the south, no adventure too perilous for him to undertake if consistent with the character of a civilian who was a soldier at heart†. Farquhar was blinded by his enthusiasm at it ultimately resulted in his demise. His actions to tamper with the bridge did not completely end in failure. The illusion of escape and heroism that he went through prior to his death, was the most alive he has ever felt.   Ã‚  Ã‚  Ã‚  Ã‚  Looking back at Farquhar imagined journey back to his house, you begin to realized the pains and emotions that we was experiencing were more of a man hanging, than of one that just escaped from one. The first example is when Farquhar enters the forest and is surprised to see how dense the forest was, as â€Å"he had not known that he lived in so wild a region† and the stars were in an unfamiliar pattern that night as well. He also refers to the pain he experiences in his neck and his were feeling â€Å"congested† and he could not close them. This is because there is great force being applied to his neck and head from the noose. Farquhar was also because to experience thirst so great that his tongue was beginning to swell, but his tongue was really swelling from the pressure applied by the rope. He began to walk on the untraveled avenue, which symbolizes the avenue of death, and could no longer feel the ground beneath his feet. It felt as if he were w alking on air, which proved to be an indication of hanging.   Ã‚  Ã‚  Ã‚  Ã‚  Peyton also notices a very loud, striking sound as he tries to concentrate on his wife and children.

English Speech †After The First Death Essay

English speech Good morning, teachers and year 11’s, Identity is one of the main themes in the novel ‘After the First Death’ by Robert Cormier. Identity defined is the individual characteristics by which a thing or person is recognized or known by. Throughout the book, Kate, the main character is constantly changing her emotions and the way she acts showing her different sides. When the main character, Kate appears, She is said to be ‘silent’. This tells the reader, that she does not want to confront the terrorists, which also brings us to the point that Kate is not a very brave person. When the reader first meets Kate it had said that,† She regarded then in shocked silence, mouth agape, eyes wide open with disbelief.† This tells the reader that she is terrified and scared. The central theme of self identity is presented multiple times through main characters such as Kate. She struggles with finding her true identity and becoming brave. My visual representation represents how Kate and the children on the bus are pure and superior to Miro and artkin. The black and white are conflicting colours and white rocks show that the children and Kate are pure and the black shows Miro and Atkin. The black represents the colours of the balaclavas and the colour of Miro’s skin. The black also is a less superior colour than white, representing that the children and Kate are more important. The ratio of white to black rocks demonstrations that there more innocent characters than immoral characters in the novel. The jar is the thing that all the characters have in common; they are trapped in this and cannot get out. This represents the situation they are all in. Wanting to get out but cant. Thankyou†¦

Power and COntrol in Hawk Roosting

Power and COntrol in Hawk Roosting Comparing Macbeth and Hawk Roosting - Sample Answers (Theme = Power and Ambition)Grade GIn Shakespeare's play a man called Macbeth kills the king to get his power. Ted Hughes's poem 'Hawk Roosting' is about a hawk who thinks he is powerful.Grade FIn Macbeth Shakespeare writes about Macbeth and Lady Macbeth who have a plan to kill the king and take over. "Hail, King thou shalt be." Ted Hughes writes about a hawk and how powerful he is: "My manners are tearing off heads."Grade EShakespeare shows that Lady Macbeth wants to be a powerful character because she wants to kill the king so that Macbeth can become the new king: 'You can putt this night's great business into my dispatch."Ted Hughes also writes about power, but from the point of view of a hawk. We know that the hawk has a high opinion of itself: 'I kill where I please because it is all mine.'The sleepwalking Lady MacbethGrade DThe theme of power/ambition is explored in Macbeth and 'Hawk Roosting.' Shakespeare focuses on Lady Mac beth's relationship with Macbeth. When Lady Macbeth learns about the witches' prophecy that Macbeth will become king, she hatches a plan to make it happen.Ted Hughes also writes about ambition because the hawk in the poem wants to be the best: "Now I hold Creation in my foot." A difference between them is that the hawk is very confident about his own power, but Macbeth is too loyal to the king to be able to reach his ambition.: "We will proceed no further in this business. He hath honoured me of late." Lady Macbeth is more ambitious than her husband.Grade CTed Hughes's poem ' Hawk Roosting' shows the world as seen from a hawk's point of view.

Martin Luther King Jr. Vs Malcolm X Essays - Community Organizing

Martin Luther King Jr. Vs Malcolm X Essays - Community Organizing Martin Luther King Jr. Vs Malcolm X Martin Luther King Jr. and Malcolm X Martin Luther King Jr. and Malcolm X grew up in different environments. King was raised in a comfortable middle-class family where education was stressed. On the other hand, Malcolm X came from and underprivileged home. He was a self-taught man who received little schooling and rose to greatness on his own intelligence and determination. Martin Luther King was born into a family whose name in Atlanta was well established. Despite segregation, Martin Luther Kings parents ensured that their child was secure and happy. Malcolm X was born on May 19, 1925 and was raised in a completely different atmosphere than King, an atmosphere of fear and anger where the seeds of bitterness were planted. The burning of his house by the Klu Klux Klan resulted in the murder of his father. His mother later suffered a nervous breakdown and his family was split up. He was haunted by this early nightmare for most of his life. From then on, he was driven by hatred and a desire for revenge. The early backgrounds of Malcolm X and Martin Luther King were largely responsible for the distinct different responses to American racism. Both men ultimately became towering icons of contemporary African-American culture and had a great influence on black Americans. However, King had a more positive attitude than Malcolm X, believing that through peaceful demonstrations and arguments, blacks will be able to someday achieve full equality with whites. Malcolm Xs despair about life was reflected in his angry, pessimistic belief that equality is impossible because whites have no moral conscience. King basically adopted on an integrationalist philosophy, whereby he felt that blacks and whites should be united and live together in peace. Malcolm X, however, promoted nationalist and separatist doctrines. For most of his life, he believed that only through revolution and force could blacks attain their rightful place in society. Both X and King spread their message through powerful, hard-hitting speeches. Nevertheless, their intentions were delivered in different styles and purposes. King was basically a peaceful leader who urged non-violence to his followers. He travelled about the country giving speeches that inspired black and white listeners to work together for racial harmony. (pg. 135, Martin Luther King Jr. and the Freedom Movement) Malcolm X, for the most part, believed that non-violence and integration was a trick by the whites to keep blacks in their places. He was furious at white racism and encouraged his followers through his speeches to rise up and protest against their white enemies. After Malcolm X broke away from Elijah Mohammed, this change is reflected in his more moderate speeches. Malcolm X and Martin Luther Kings childhoods had powerful influences on the men and their speeches. Malcolm X was brought up in an atmosphere of violence. During his childhood, Malcolm X suffered not only from abuse by whites, but also from domestic violence. His father beat his mother and both of them abused their children. His mother was forced to raise eight children during the depression. After his mother had a mental breakdown, the children were all placed in foster homes. Malcolm Xs resentment was increased as he suffered through the ravages of integrated schooling. Although an intelligent student who shared the dream of being a lawyer with Martin Luther King, Malcolm Xs anger and disillusionment caused him to drop out of school. He started to use cocaine and set up a burglary ring to support his expensive habit. Malcolm Xs hostility and promotion of violence as a way of getting change was well established in his childhood. Martin Luther King lived in an entirely different environment. He was a smart student and skipped two grades before entering an ivy league college at only the age of 15. He was the class valedictorian with an A average. King paraded his graduation present in a new green Chevrolet before his fellow graduates. He was raised in the perfect environment where dreams and love were generated. King and Xs childhoods are a study in polarity. (pg. 254, Reflecting Black) Whereas, Malcolm X was raised in nightmarish conditions. Kings home was almost dream-like. He was raised in a comfortable middle-class home where

Conflict Resolution Research Paper Example | Topics and Well Written Essays - 250 words

Conflict Resolution - Research Paper Example This makes it dependent on inspirational communication. Unlike persuasive communication, the latter aims at motivating and promoting growth in an organization (DuBrin, 2011). Listening skills enhance effective communication in a powerful way so that the listeners easily get the message. The art of listening is an essential item of communication; thus, when the audience adapts to the necessary listening skills, the process becomes easy. For example, the audience should remain calm during communication to avoid distractions that could tamper with the message. Asking questions depicts a picture of good reception. The audience should not be biased about the speaker but be open-minded and listen to their content. For example, during a conversation the participants should practice turn taking and listen to their partners. These skills result in an effective communication process (Downs & American Society for Training and Development, 2008). In order to avoid the barriers in cross-cultural communication, people should learn and appreciate each other’s cultures. In the process, they comprehend different languages, thus facilitating successful cross-cultural communication. In addition, the use of non-verbal communication enhances proper intercultural communication. When an individual cannot hear, signs and observation play a vital role in understanding the message being delivered to them, such as eye contact (Stringer & Cassiday, 2009). To overcome cross-cultural barriers that already exist, the creation of cultural awareness is extremely essential. This aims at educating people on the importance of cultural diversities and urges them to be open-minded and respectful. In addition, in public places an interpreter should be provided for the audience. This is an effective strategy that prevents conflicts and misinterpretation of information (Stringer & Cassiday,

Network system , Cloud Networking Essay Example | Topics and Well Written Essays - 1750 words

Network system , Cloud Networking - Essay Example It decreases latency or network load. However, this new concept has many challenges’ in future. This research paper presents the new concept of â€Å"Cloud Networking† and its design architecture, sustainability and security in the networking infrastructure. The primary goal of this report is to explain the challenges, solutions and need that are associated with cloud networking. Key words: Cloud Networking, sustainability, Design, Architecture and Infrastructure. I. INTRODUCTION Cloud computing is a very broad term and includes a variety of aspects and dimensions, which are very helpful in hosting a large number of applications and making them available to any device at any time [1]. Mostly it is used by business houses whether they are big, small or medium size. But the concept first originated back in the days when cloud computing was introduced by companies like Google, Yahoo, Amazon, etc. and now is used on a large scale in organizations like Dell, IBM, HP, Microso ft, and alike. The emergence of cloud networking has eliminated the concept of ‘silo computing’ where an application or software was of restricted use and available to only selected systems. A cloud networking system creates multiple layers and multi-tiered systems inside a cloud server, allowing for enhancement of cloud protection and security and application of complex software [2]. The report aims at understanding the development of cloud networking, its impact on the environment and how various organizations joined forces to formulate plans to protect the natural surroundings. II. DEVELOPMENT OF CLOUD NETWORKING There has been a paradigm shift in how computers are used to store, manage and retrieve data in an organization. The very concept of cloud computing has satisfied the uneven demands of users who wanted cheap computing resources which was able to record, store, retrieve and disseminate information. Cloud networking poses some new challenges when compared to c onventional OSI systems. Many new components and dimensions have been added to the use of computers, the internet is one of them. The cloud network now includes a layer of web applications, which is additional in comparison to traditional OSI systems [15]. Cloud networking works with IaaS (Infrastructure as a service) and SaaS (Software as a Service) while aiming at reducing consumption of energy and cost, leading to a green cloud. Though in early times, sleep mode was seen as a very effective way of decreasing energy usage, but now as servers are required to be online 24*7, expenditures made for maintaining them have increased by many folds; cloud networking is the solution for it. The concept behind the development of cloud networking is using Software as a Service (SaaS). There are a large number of servers in a data centre and several processors intensive software which requires more processing power, in which case they need more developed networks which are capable of handling big data storage capacity and transferring capability [20]. Figure 1: Software as a Service (SaaS) [15] A. ATTRIBUTES OF CLOUD NETWORKING Scalability: There are a large number of nodes that are involved in a cloud network. It is necessary that they must measure the rate of successful message and information delivery to the user

The day that changed my life Essay Example | Topics and Well Written Essays - 500 words

The day that changed my life - Essay Example After finishing my classes, I intended to go and play with my friends as usual. However, my mother stopped me and said: â€Å"Son, you have to finish your homework first. If not, I will not let you go out and play with your friends!† After I heard my mom saying that to me, I gave up arguing with her. I walked to my room very slowly because I did not want to do the homework. I was angry and sad. I used my tears as a â€Å"weapon† against my mother. However, my mother was angry too so any â€Å"weapon† was useless. Because of my strong emotions, my mother locked me in my study room and took all toys and games away from me. Finally, I made a compromise with my parents. I started to do my homework. However, it was not easy to calm down when I just started doing my homework. I shouted, tore paper from the notebook and threw it everywhere to show my dissatisfaction. After these crazy actions, I was pacified. I went to the window and looked outside. I saw that many children were playing games; they were jumping, and running and laughing. When I heard them were laughing, I thought they were laughing at me. Suddenly, I said to myself, â€Å"why should I play with my friends before doing my homework first?† I spent a few minutes thinking about these questions, but I could not find the answers. I sat down and did my homework. I did not finish until it was dark outside. When I finished, my father came into my room and talked to me. He said, â€Å"if you want to have more time to play in the future, you have to finish your homework first. If you want to be a good student, and son, spend more time studying instead of playing.†Eventually, I found the answers I needed from my father’s conversation. The answer was that I wanted to be a good student and a good son. I realised that studying can make my parents happy and make them relax from their hard work. Since the day my father talked to me, I significantly changed my behaviour. I became a good student who likes to study.

Sections of the Library Essay Example for Free

Sections of the Library Essay 1. Acquisition Section The objectives of the Acquisition are Selection , Ordering and Accessioning of books in Accession Registers. The library procures those books which are recommended by the teachers / Scientists of the university. Further Chief Librarian also takes initiative in selecting books of general nature and text books. The list of recommended books is placed before the Primary Purchase Committee (PPC) exclusively for selection of books and periodicals. Orders are placed when the PPC approves the list of books and journals. 2. Processing Section Processing Section undertakes two vital functions, viz. , (a) Classification and (b) Cataloguing (a) Classificaton Class numbers are given to the books according to the Dewey decimal Classification Scheme (DDC). (b) Cataloguing Books are catalogued according to Anglo American Cataloguing Rules -II (AACR-II) . For each book three entries are prepared. 3. Circulation Section The function of the circulation section centers round issue and return of the books. The lending period without fine is one month. The over due fine rupee one per day is charged on every book issued beyond the lending period. 4. Current Periodical Section Current Periodical Section is located at the ground floor. In this section , journals which are subscribed to the library for the current year are displayed. 5. Reference Section -Reference books are not issued , but readers may consult it within the premises of the Library. The reference books are shelved in three different Halls. Reading Hall I : For current information. Reading Hall II: For books on Agriculture and allied subjects. Reading Hall III: For books on Home Science 6. Text Book Bank Section There is a separate Text Book Bank ( TBB ) Secton in the Library. Books from TBB are issued for one semester against a nominal charge of Rupees 2 ( two) for each book. 7. Reprography Section The facility to photostat is also available in the library against a nominal charge of 75 paise per document. 8. Exhibition-cum-Conference Section In this section collection of books / documents of a few eminent scientists are available . Informations regarding different courses inside and outside the country are also found here . 9. Stack Areas The library is proud of having large stack areas. Side by side, the facility for reading is also available in this stack room 10. Back Volume Section A large number of bound old journals are available in the Back Volume section. These journals are  arranged alphabetically by title. 11. Computer Unit Computer unit is the latest addition . Preparations are about to develop this section. SectionAbout The Stacks— The Dewey Decimal System (000. 00 ABC)The stacks are generally considered the NON-FICTION section of the library. Here, books are classified and arranged by number in the Dewey Decimal System. The general categories for Dewey are below: 000 Generalities 100 Philosophy psychology 200 Religion 300 Social sciences 400 Language 500 Natural sciences mathematics 600 Technology (Applied sciences) 700 The arts 800 Literature rhetoric 900 Geography history  This is not a section students â€Å"browse†Ã¢â‚¬â€it is difficult to locate a book if you don’t know its number! Reference—REF The second Dewey section—usually not for general checkout. Oversized—OvzThis is the third Dewey section, where books that are too large for the shelves in the stacks are located. In-house readers usually know that the Guinness Book of World Records is on the first shelf of this section. Biography—B 92The biography section is placed just before fiction. Here, you find books on a specific person, organized alphabetically by last name. Short Stories—SCLocated between Biography and Fiction is the Short Story Collection. Books that are only made up of short works are located here. Fiction—FThe fiction section is alphabetized by author’s last name. Books by each author are then organized by title. Graphic Novel—GrNvlThis collection is the â€Å"Not for Checkout† collection. We try to keep a variety of comics, manga, and special graphics for your in-house use. If you’ve never read something like this, ask a librarian for suggestions! Different materials used in the library 1. magazines 2. newspapers 3. reference books 4. encyclopedia 5. dictionaries 6. books films 7. computer terminals 8. audio-visual equipment circulation books.

Examination Of Muted Group Theory Sociology Essay

Examination Of Muted Group Theory Sociology Essay Imagine for a moment that you find yourself in an exotic and far off land. You have been forced to live in a foreign country that speaks a completely different language than yours. You struggle day after day not just to articulate yourself in this strange, foreign tongue, but to simply be heard and have your opinions appreciated by your new peers. Instead you find your new neighbors disregard every word you say and write you off as inarticulate or just plain dumb; or even worse they ignore your unique existence and experiences altogether. This is exactly the sort of phenomenon that Muted Group Theory details and why it is so incredibly fascinating. This literature review will define exactly Muted Group Theory and its basic tenets are, delve into the theorys origins, and provide a few examples of its further use before moving on to several research studies illustrating the theory in practical, scientific application. The Muted Group Theory of Communication seeks to explain and rationalize the faults inherent in language and the ways in which it fails many of its users. While most individuals would simply dismiss language merely as a tool of communication to be molded in order to fit their specific needs; in actuality, language acts as a dominant and controlling factor in establishing and shaping its users. Muted Group Theory asserts that because language was developed primarily by the dominant group of society; specifically white males of greater income and socio-economic status, that minority cultures and non-dominant groups such as women, individuals of lower economic means, and non-whites are thus muted by their own lack of influence on the formation of their language (Wood, 2008, as cited in Turner West, 2009). Because non-dominant groups have had little to no contribution towards the creation of their language they are poorly served by it. Muted Group Theory emphases a minority groups inabi lity to fully and properly articulate themselves or designate their unique experiences due to the necessity of translating their individual views and opinions into what is essentially a foreign language (Wood, 2008, as cited in Turner West, 2009). The language of a particular group does not consistently support or function for all of its members with any sense of equality due to the disparity in their involvement in their languages development (Kramarae, 1981 as cited in Orbe, 1998). Muted Group Theory posits that language acts as a representation of a societys overall ideologies. The dominant sector of a group conceptualizes a means of communication which not only maintains, but perpetuates their specified worldview and establishes it as the correct and proper language for all of said groups remaining members (S. Ardener, 1975, as cited in Orbe, 1998). As it is defined as a critical theory, the Muted Group Theory of Communication is both valuable and worth exploring because it str ives to reexamine the established status quo of a society or culture, it highlights the imbalances and unfairness within said society for its possibly unsuspecting inhabitants, and lastly; and most importantly, it proposes potential solutions to these problems plaguing said culture (Turner West, 2009). Muted Group Theory interestingly illuminates individuals to the unconscious methods through which a language and its creators dictate and manipulate interpersonal behaviors and relations as well as concepts of ones own self-identity. Muted Group Theory finds its origins within the research of social anthropologists Edwin and Shirley Ardener and their work on social hierarchy and structure. Muted Group Theory developed following the Ardeners examination of the, at the time, male dominated fields of ethnography and social anthropology (Turner West, 2009). Individuals and groups which inhabit the highest tiers of a social hierarchy define the specific communication system within a culture and the non-dominant groups are thus relegated to working within the confines of whatever communication guidelines the ruling class has consciously or unconsciously imposed upon them. Subordinate groups are thus rendered mute as the mainstream structures of communication echo the dominate groups perceptions (E. Ardener, 1978, as cited in Orbe, 1998). A further implication of Muted Group Theory founded by the Ardeners is that the silencing of women as a muted group bears a direct correlation to deafness of their male counterparts. The notion put forth here is that even if a minority group has yet to be muted, on the whole or in a specified subject, the continued obliviousness committed by the dominant group as they ignore the assessments and opinions of their subordinates results in a lack of any further articulation on said subject by the non-dominant group as they thus become muted over time (S. Ardener, 1978, as cited in Turner West, 2009). Put simply, a dominant group, by not understanding or completely ignoring the views of their subordinate counterparts, can in essence silence these views completely. The repercussions of this sort of passive thought suppression are staggering. The undesirable ideologies and wishes of a silent minority can be expunged over time simply by ignoring them. This idea is highly reminiscent in the old adage to ignore a bully into leaving one alone. Though its genesis lies with the work of Edwin and Shirley Ardener, Cheris Kramarare is commonly regarded as the true founder of Muted Group Theory. Kramarares work expanded on the ideas brought on by the Ardeners, and tailored it primarily to the study of communication. Kramarare focused Muted Group Theory into three paramount assumptions: women, and other minority groups, view the world far differently from men due to the division of labor, due to male-centric political superiority, mens views and communication systems are given priority, thus restricting the communication of women, and other subordinate cultures, and lastly, in order to effectively partake in a society, non-dominant groups are forced to shoehorn their own ideologies into the dominant groups established system of expression (Kramarare, 1981, as cited in Turner West, 2008). Kramarares work expanded the bounds of Muted Group Theory and inspires further inquiry and analysis to questions and concepts raised by the Ard eners initial research. Far more intriguing than the unfortunate in-articulation of minority groups brought on by Muted Group Theory are the stunning implications of the theory on the development of an individuals self-concept. From birth men and women are treated vastly different by society at large. From the color of the clothes they are put in to the way in which they are described, male and female infants are immediately indoctrinated by the societal views and expected gender roles of the dominant group they were born into. Muted Group Theory further invades into ideas of self-concept via the ways in which dominant groups perceive society. Female nurses, for instance, are limitedly defined by societys dominant group as either hardened battle-axes of anti-femininity, or ultra-compassionate and sensitive angels of mercy. These highly constricting labels, imposed by dominant groups, limit these women to identifying themselves as one of these two, polar descriptors (Callan, 1978, as cited in Turner West, 2 009). Because of the restricted definitions provided by dominant groups, these nurses can only potentially conceive themselves as aligning with one of these completely differing camps and are thus limited in the development of their own self-concept and individual identity. The first of the research studies examined here focuses on the muting inherent in the culture of date rape found on many college campuses. A rape culture can be defined as an environment which supports attitudes conducive to rape and increase sexual violence risk factors (Buchwald, Fletcher Roth, 1993, as cited in Burnett et all., 2009). The study in question, Communicating/Muting Date Rape: A Co-Cultural Theoretical Analysis of Communication Factors Related to Rape Culture on a College Campus was authored by Ann Burnett, Jody L. Mattern, Liliana L. Herakova, David H. Kahl, Jr., Cloy Tobola, and Susan Bornsen and was first published in the Journal of Applied Communication Research in November of 2009. Burnett et al. (2009) sought to uncover how certain attitudes and outlooks regarding the act of rape, as expressed by social, individual, and cultural perspectives, stemmed from various behaviors preceding a possible rape, during a rape itself, and as a response to a rape occurring. Th ese attitudes served to mute college students, primarily women, and possibly perpetuate the continued creation of a rape culture on college campuses. Their research primarily utilized Muted Group Theory in a co-cultural theoretical paradigm in order to define campus rape culture through communication focused on rape and sex, the negotiating of sexual consent, the potentiality of a rape to occur, a rape itself, the aftermath and repercussions of a rape, and peoples perceptions of, and reactions to, date rape (Burnett et al., 2009). Burnett et al.s (2009) study methodology chiefly utilized hermeneutic phenomenological inquiry. Hermeneutic phenomenological inquiry involves delving into the shared, lived experiences of individuals who have been involved in a specified phenomenon (Lanigan, 1979, as cited in Burnett et al., 2009). Researchers utilizing a phenomenological approach search for any central, underlying themes behind a given experience and attempt to develop general or universal implications from them (Creswell, 2007, as cited in Burnett et al., 2009). Phenomenological inquiry involves researchers gathering descriptions of lived experiences, reviewing the various capta found to uncover any essential themes of the experiences, and discovering any interrelatedness among the established themes (Nelson, 1989, as cited in Burnett et al., 2009). The capta for Burnett et al.s (2009) study were gathered through nine separate focus groups at a Midwestern university. These focus groups contained five with just wome n, two of only men, and two groups were co-ed in composition. The university in question housed an approximate population of 12,000 students, contained fifteen fraternities or sororities, and had a Division 1 athletics program on campus. The study did not specify a need for focus group members to have been rape victims to be involved. Focus group moderators utilized an open-ended conversational style in order to encourage member participation (Nelson, 1989, as cited in Burnett et al., 2009). Topics put to the focus groups included various definitions of, and motivations for, rape, alcohols role in rape, post-rape options, potential reasons why rape is not reported, how to avoid possible rape scenarios, and group members perception of the prevalence of rape on their campus (Burnett et al., 2009). Following this, the gathered capta were reduced by recognizing what given factors were essential to the experience and which were not, and then attaching meaning to the essential elements re maining by contrasting and comparing the different given experiences and how the identified themes contributed to them (Nelson, 1989, as cited in Burnett et al., 2009). Burnett et al.s (2009) results indicated an ambiguity surrounding date rape that silences potential, meaningful intercourse on the subject and mutes both possible and actual victims of date rape. Burnett et al. (2009) found that focus group members had great difficulty in pinpointing a firm definition of date rape as they felt situational factors affected any interpretation of the event. For instance, although sexual consent was suggested as an essential element, focus group members probed which non-verbal and verbal actions could be construed as consent. Because they had no firm way of defining what date rape was, both male and female participants were muted from recognizing the signs of date rape or when to report it. Students are thus forced to rationalize their notions of rape because their culture, the college campus, fails to do so (Burnett et al., 2009). On an individual, psychological level, the focus group members, even the women, utilized primarily dominant, male-driven language to characterize known date rape victims as overtly promiscuous individuals whose state of dress could almost function as a form of consent. Participants also noted how males are often praised for extreme sexual prowess and a high number of partners whereas women are cast in a negative light for the same sort of behavior. These common views reiterate the dominant position of men in society and their influence on the language and ideologies concerning date rape (Burnett et al., 2009). From a post-rape perspective, female focus group members questioned the strength and validity of their ability to communicate a lack of consent. This sort of interrogation places the responsibility for the rape on the victim (Burnett et al., 2009). Both female and male focus group members agreed that the reporting of date rape is muted due to further ambiguity regarding the cor rect steps to take following a rape and a fear of others reactions to said rape. This fear of victim blaming only serves to further isolate and mute anyone who has been the victim of date rape or knows a victim who is choosing to remain silent (Burnett et al., 2009). Additional dominant groups such as a colleges administration and staff can silence victims and perpetuate a date rape culture through a lack of backing for anti-rape preventative education and post rape support services on campus. This lack of recognition of date rape in the dominant discourse leads individuals to mute themselves via various explaining-away tactics in order to not contradict the mainstream. Following their study, Burnett et al. (2009) concluded that both male and female students participate in the inherent muting of a date rape culture and that date rape victims are actively muted before, after, and even during a rapes occurrence. The largest factor in the continued perpetuation of campus date rape culture is the failure of the student population to properly and affectively define what constitutes date rape and sexual consent. Because there is no firm classification of either of these, date rape victims, and potentially the rapists as well, have no clue they are actually involved in a date rape. The scope of this study, while thorough on the campus it took place, is in actuality quite limited. Because Burnett et al. limited their focus to one specific college campus in one specific area of the country it cannot be considered an entirely accurate representation of possible rape cultures on college campuses across the board. Along with its scope, the studys testability is extremely limited because of their research methodology. While relying on interpersonal communication allowed for a more personal and in-depth examination of various individuals experiences with date rape, these particular views are that of the individual in question and cannot be affectively measured with any sort of documentable accuracy. The parsimony and heurism of the study are both notable, however. At its core, the explanation for the continuance of date rape culture is exceedingly simple and direct and the new thinking initiated by the study is of paramount importance. Hopefully, colleges can use the data provided here to better arm their student bodies against possible date rape in the future. The second research study being examined here involves the gender specific effects of muting on outdoor ropes challenge courses. The study, authored by Phillip A. Irish III, first appeared in the Journal of Experiential Education in 2006. Irish (2006) sought to discover the myriad of effects that verbal muting, a primary means for modifying a courses objectives, has on both genders and how successfully they can accomplish the tasks set forth by the moderators of these ropes courses when thusly limited. The ultimate goal of the study was to better arm ropes course facilitators with documented research to supplement their own experience and intuition in an effort to further the communication enhancing nature inherent in these sorts of challenges. The ropes course study examine two primary hypotheses: on specifically masculine-attributed outdoor ropes courses, muted males will experience stronger goal engagement, specified by proximal distance to said objective, than their muted, female counterparts, and, conversely, the greater time spent on a particular task will result in greater disengagement of muted males, measured by increasing distance from goal, than muted females in the same given time span. The methodology of Irishs (2006) study involved adult groups being given one of three possible outdoor ropes challenges: Doughnut, Thread the Needle, and Water Wheel. These challenges were selected specifically for because they involve the team members navigating a specific, centralized piece of equipment while simultaneously not limiting participants free movement about the challenge arena. These trials were also selected due to their generally male oriented objectives, such as lifting individual members up into the air. In differing groups, either all of the men or all of the women were verbally muted though gesturing and pantomime were allowed. The average group makeup consisted of five males to three females with individuals being lined up and divided my height in an effort to spread the height advantage out to each group. Distance measurements were taken every two minutes during the planning phase of the given challenge. The results of Irishs (2006) study indicate varying shifts in involvement by both sexes in regards to factors of group composition and the handicap of verbal muting. When looking at group makeup, there was no correlation on the involvement of males or females in the task based upon the increased number of females in the group, or male involvement based on the increased number of males in the group, however, when the number of males increased, regardless of other factors involved, female involvement dropped significantly. When the influence of verbal muting is examined, again, male involvement is curiously unaffected by muting or not, but female involvement dramatically lowered when they were muted. Irish (2006) felt his research was successful in terms of providing future researchers a methodology for empirically measuring involvement and interest in a task with relation to muting and non-muting factors. While muting had little variant effect on the position and involvement of males, muted females were generally twice as far away from the specified goal as non-muted females (Irish 2006). Muted females seemed to disengage entirely from the task as the positioned themselves farther away from the goal than their male counterparts. Irishs (2006) research shows slight correlation to male disinterest and disengagement overtime, but not enough, he felt, to be entirely conclusive and supportive of his original hypothesis. Irish posits that greater effect of muting on women may be due to the verbally communicative style generally attached to women. The implications of Irishs research on future Muted Group Theory are compelling. Even though Irish was not trying to illustrate the ways in which male dominant groups subjugate female non-dominant groups, the results of his research still support that central tenet of Muted Group Theory. As discussed previously, Muted Group Theory posits that male originated language forces women to translate everything into what essentially amounts to a foreign tongue. Irishs examination demonstrates how the severity of the male language barrier places women in an ingrained mindset of near constant verbal translation in order to be heard and understood by their male counterparts. When this verbal element is removed from their repertoire, women are left with no further tools to successfully navigate the ropes course or contribute in any meaningful way; because of both an inability to fully articulate themselves in a now non-verbal, male-centric language and because their male counterparts will essent ially ignore their female-oriented non-verbal communication tactics. The scope of this study is quite narrow as it only delves into a small aspect of muting; however, the study provides a high level of testability as the data provides an easily repeatable experiment in an effort to replicate the results and has great utility as it can be used to reinforce the basic notions of Muted Group Theory. The third research study being explored delves into the realm of email communication and how the once gender neutral communication arena now exhibits gendered voices which are being muted. The study, authored by Heather Kissack and Jamie L. Callahan was first published in the Journal of European Industrial Training in 2010. Kissack and Callahan (2010) sought to critically asses the validity of newfound research indicating increased textual gender cues in regards to preferred language use in email based communications. Kissack and Callahans goal was to illustrate how the muting of feminine voices occurs even in email communications. The methodology of Kissack and Callahans (2010) study is fairly straightforward. The study utilizes a vast array of previously completed research into the foundations and implications of Muted Group Theory on subjugating the speech of women and draws logical correlations to previous research on male-female communication in a structured organization as well as studies on genders impact on email conversing. The arguments posited are logically consistent and draw understandable conclusions between already researched topics. Kissack and Callahan (2010) discovered that feminine voices are more than simply marginalized in the work place as was once believed, but are in fact muted as well. Despite lacking the visual and audio cues of verbal language, email communication has still developed unique male and female centric consistencies which allow them to be easily distinguishable to a given reader (Corney, de Vel, Anderson, Mohay , 2002, as cited in Kissack Callahan, 2010). Even if the names of sender and receiver are omitted, either sex can easily identify the gender of email senders as gender specific language cues aid in this accuracy (Savicki et al., as cited in Kissack Callahan, 2010). Kissack and Callahan (2010) successfully accomplish their studys goal of shedding light on the still prevalent issues of feminine voice muting, specifically in an arena that most thought to be gender neutral be default. What is most intriguing about the work of Kissack and Callahan is that the majority of email users would claim the format to be primarily without gender bias. After all, the anonymity presented on the internet allows a user to appear as any gender they wish. This research study shows great logical consistency and scope through the great volume of research Kissack and Callahan have done to draw successful correlations between preexisting research topics. This study also shows potential to stand the test of time because it initiates a heuristic response to a fairly modern invention and the biases that have unfortunately come along with it. These growing trends could even be reexamined in the future to further track the validity of Kissack and Callahans work and to measure if any improvements have been made in the field. Kissack and Callahan focus strongly on the critical aspects of Muted Group Theory in an effort to inform (re: warn) our modern, technology-dependent society; as forward thinking as we think we are, to the dangers of gender muteness now creeping its way into email communication. The suggestions of their work are frightening. If gender bias and muted groups can find new life thriving in technology can these relics of a bygone era ever truly be stamped out? The fourth study observed focused on the application of two primarily feminism based theories, standpoint theory and Muted Group Theory, to emphasis the resilience and fortitude of individuals living in rural America and plan more effective methods of community-based healthcare promotion to better suit their needs. The study was authored by Deborah Ballard-Reisch and was first published in Women Language in 2010. Ballard-Reisch (2010) sought to rectify the vast differences in her previous research on the lives of rural Americans with that of some of her statistician and epidemiologist peers whose own research painted a vastly different, and far less optimistic, picture of frontier life. Ballard-Reischs (2010) methodology, in a similar fashion to the previously explored work of Kissack and Callahan, utilized a veritable melting pot of formerly gathered research and theoretical ideologies in an effort to repurpose them into a grounded, community based approach to better serve the healthcare needs of diverse rural and frontier constituents. Ballard-Reisch (2010) combined aspects of Muted Group and Standpoint Theories together with engaged scholarship and a community-based participatory research approach to more effectively recognize the strengths, needs, health issues, and dynamics of these rural residents to create and exercise far more efficient health promotion interventions. Ballard-Reischs research showed that rural areas contain a higher percentage of older adults than anywhere else in America (U.S. Census Bureau, 2009, as cited in Ballard-Reisch, 2010) and that women constitute a far larger portion of this percentage than anywhere else in the country; representing 52% of individuals aged sixty to sixty-four, and representing 68% of individuals aged 85 or older (CDC, 2010; ERS/USDA, 2001, as cited in Ballard-Reisch, 2010). Ballard-Reisch also discovered that despite containing a far larger portion of elderly Americans, one of the largest groups of consumers of healthcare products and services in the country (Wright, Sparks, OHare, 2008, as cited in Ballard-Reisch, 2010), rural areas hold a far lower concentration of able, effective healthcare professionals than their urban counterparts (ERS/USDA, 2007, as cited in Ballard-Reisch, 2010). The engaged scholarship approach suggested by Ballard-Reisch emphasizes collaboration and cooperation between both r esearchers and collaborators in a learning community to cultivate a theoretical and practical knowledge base (Van de Ven, 2007; Barge Shockley-Zalaback, 2008, as cited in Ballard-Reisch, 2010) and the community based participatory approach she posits underlines the participation of community members along with scholars to more properly research and address various issues of mutual interest (Israel et al., 2005, as cited in Ballard-Reisch, 2010). Ballard-Reisch (2010) theorizes that these two approaches in tandem can be utilized to unmute the healthcare issues of the disenfranchised elderly population of rural America and more successfully serve their needs. Ballard-Reisch believes the older individuals living in rural America must un-silence themselves and take an active role in shaping the future of their health. Ballard-Reischs research highlights the ways in which rural Americans, primarily older women, have their problems muted by a mainstream that instead chooses to focus its attention on the healthcare needs of urban individuals only, leaving the frontier population to fend for themselves. Because they are members of several non-dominant groups; elderly, female, and rural-based, these individuals are triply muted and to such an extent ignored by the urbanite healthcare professionals they so desperately need. Ballard-Reischs proposed solution would seem to be the most effective approach as it plays to the community focused nature of these rural areas and allows them the forge their own path to health moving forward instead of relying on the otherwise preoccupied dominant, urban groups for a hand out that may never come. Ballard-Reischs ideologies most notably show heurism as they seek to stimulate new kinds of thinking to solve old problems. The utility is less substantial as Ballard-Reis chs ideas require a lot of additional legwork and extensive knowledge and research of individuals who are often less educated, and less willing to educate, than their urban counterparts. The ramifications of Muted Group Theory are astronomically important. Something as simple and taken for granted as ones language has astounding implications towards ones ability to not only articulate their thoughts, but also generate said thoughts in the first place. By not having a specified word for something; whether it be an object, an idea, or a feeling, that notion cannot exist. It is fascinating to explore how; hopefully unconsciously, white, heterosexual, upper-class, males have strictly dictated for muted groups exactly how they can not only think, but perceive.