Fate And Free Will Oedipus The King - 1136 Words

Clearly depicted, in Oedipus the King, is the Greek s popular belief that fate will control a man s life in spite of man s free will. Throughout the story, the concept of fate and free will plays an integral part in Oedipus destruction and ultimately the death of his family. Destined to marry his mother and murder his father, Oedipus was guided by fate. When Oedipus learns of his fate he immediately tries to prevent it, as did his mother and father. This prophecy, as warned by the Oracle of Apollo at Delphi, was absolute and would inevitably come to pass. As for free will, Oedipus actions, temper, impulsive nature and pride (hubris) as well as his poor judgment (hamartia) all contributed to his eventual downfall because he made those choices. Fate, in Oedipus the King, is understood to be what is going to happen or what the gods make happen. The gods have control of what happens in the story. Therefore, while it seems Oedipus has free will, his fate is determined by the gods which limits and compels Oedipus to make certain personal choices. The king and queen of Thebes had a son named Oedipus. Upon the arrival of their son the king, Laius, and the queen, Jocasta, went to see the Oracle at Delphi who foretold their fate. The Oracle told Laius and Jocasta that their son was going to kill his father and marry his mother. This, of course, struck fear into the rulers. Having seen the Oracle about another matter, Laius and Jocasta believed the Oracle, but they alsoShow MoreRelatedEssay on Oedipus the King: Oedipus Struggle with Fate and Free Will771 Words   |  4 PagesIn our world today, fate and free will remains the biggest mystery of all; is everything we do controlled or do we have the freedom of choice? In the story Oedipus the King by Sophocles, the author uses the idea of fate and free will to explain the struggle of Oedipuss life. Fate and free will is explained as; fate is controlled by an outside supernatural force, and there is no way of controlling it. Free will is when each of us is responsible and controls al l aspects of our own life. The authorRead MoreDestiny, Fate, Free Will and Free Choice in Oedipus the King - Role of Fate635 Words   |  3 PagesThe Role of Fate in Oedipus the King In Oedipus the King, one can easily see the tragedy that comes when Oedipus lives out fate, although not of his own intentions. Oedipus did everything in his own power in order to keep the prophecies from being fulfilled. One might even say that Oedipus ran from fate. Webster defines tragedy as a medieval narrative poem or tale typically describing the downfall of a great man. Oedipus the King is certainly a tragedy, and as Dr. Lucas states in his blogRead More Destiny, Fate, Free Will and Free Choice in Oedipus the King - Defining Fate1000 Words   |  4 PagesFate in Oedipus Rex      Ã‚  Ã‚   During ancient times, the Greeks believed very strongly in a concept called fate.   What is fate?   Fate can be defined as a cause beyond human control that determines events.   It can also be defined as the outcome or end of some sort.   In Oedipus Rex, King Oedipus is a character that lived by fate and died by fate.   This element of fate truly impacted the storyline and the plot, while allowing for some interesting developments that may have been unforeseen byRead More Destiny, Fate, Free Will and Free Choice in Oedipus the King - The Fate of Oedipus1239 Words   |  5 PagesThe Fate of Oedipus in Oedipus the King    In Oedipus the King there comes a point in the play where Oedipus learns something that plays an important role throughout the play.  Ã‚   He learns from a   oracle that he will eventually kill his own Father and sleep with his own mother.   As one could imagine this is a shock to Oedipus, and he does not believe the oracle.   However, he cannot prevent any of this from happening because it is his fate.   Oedipus is a victim of circumstancesRead More Destiny, Fate, Free Will and Free Choice in Oedipus the King - Driven by Fate1105 Words   |  5 PagesThe Role of Fate in Oedipus Rex Before we approach this complex question inductively, we are at first obliged to contemplate what definitions and assumptions are being made. This essay, perhaps more so than others, requires a more extensive look at this aspect of the question, because of the sheer variety of possible responses. However, I now have reduced them to three possibilities. Firstly, we could make the assumption that perhaps as destiny controls all fates, then Oedipus character wasRead More Destiny, Fate, Free Will and Free Choice in Oedipus the King3894 Words   |  16 PagesThe Concept of Fate in Oedipus Rex  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚  Ã‚   To the first-time reader of Sophocles’ tragedy, Oedipus Rex, it seems that the gods are in complete domination of mankind. This essay will seek to show that this is not the case because the presence of a tragic flaw within the protagonist is shown to be the cause of his downfall.    In the opening scene of the tragedy the priest of Zeus itemizes for the king what the gods have done to the inhabitants of Thebes:    A blight isRead MoreOedipus the King: Fate Vs Free Will Essay639 Words   |  3 Pages Oedipus the King, was written by Sophocles between C.A.496-406B.C. In this play, Oedipus is a great example of Sophocles’ belief that fate will control a man’s life no matter how much free will exists. Oedipus is a man of unflagging determination and perseverance, but one who must learn through the working out of a terrible prophecy that there are forces beyond any man’s conceptualization or control. Oedipus’ actions were determined before his birth, yet Oedipus’ actions are entirely determinedRead More Destiny, Fate, Free Will and Free Choice in Oedipus the King - Victim of Fate3445 Words   |  14 PagesThe Victim of Fate in Oedipus Rex The question has been raised as to whether Oedipus was a victim of fate or of his own actions.   This essay will show that Oedipus was a victim of fate, but he was no puppet because he freely and actively sought his doom, although he was warned many times of the inevitable repercussions of his actions. When first considering this topic, I speculated that maybe it was the destiny of Oedipus to suffer, but a friend asked me to explain why Oedipus, in the actRead MoreOedipus the King: Fate and Free Will Essay example2539 Words   |  11 Pages â€Å"‘Tragedy is an imitation, not of men, but of action and life, of happiness and misery’† (Milch 12). This statement by Aristotle reflects the ideas portrayed in the play Oedipus Rex. Written by Sophocles, Oedipus Rex is a play which combines tragedy with irony to tell a story of a noble king who falls short of his greatness. The play was written around 430 BC and originally intended for an Athenian audience. They considered Sophocles their most successful playwright and consequently, hisRead More Boundaries of Destiny, Fate, Free Will and Free Choice in Oedipus the King1282 Words   |  6 PagesBoundaries of Fate and Free Will in Oedipus the King    The ancient Greeks firmly believed that the universe was guided strictly by order and fate. In Oedipus the King, Sophocles has examined the relationship between free will and fate, suggesting that free will paradoxically exists inside the boundaries of fate. It may be concluded, however, that man has free will and is ultimately held responsible for his own actions.    Oedipus destruction was brought about by a combination of fate and free

Ethical Standards for School Counselors Free Essays

Ethical Standards for School Counselors were adopted by the ASCA Delegate Assembly, March 19,1984, revised March 27, 1992, June 25, 1998, and June 26, 2004. Preamble The American School Counselor Association (ASCA) is a professional organization whose members are certified/licensed in school counseling with unique qualifications and skills to address the academic, personal/social and career development needs of all students.Professional school counselors are advocates, leaders, collaborators and consultants who create opportunities for equity in access and success in educational opportunities by connecting their programs to the mission of schools and subscribing to the following tenets of professional responsibility: * Each person has the right to be respected, be treated with dignity and have access to a comprehensive school counseling program that advocates for and affirms all students from diverse populations regardless of ethnic/racial status, age, economic status, special needs, English as a second language or other language group, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity and appearance. We will write a custom essay sample on Ethical Standards for School Counselors or any similar topic only for you Order Now * Each person has the right to receive the information and support needed to move toward self-direction and self-development and affirmation within one’s group identities, with special care being given to students who have historically not received adequate educational services: students of color, low socio-economic students, students with disabilities and students with * Each person has the right to understand the full magnitude and meaning of his/her educational choices and how those choices will affect future opportunities. Each person has the right to privacy and thereby the right to expect the counselor-student relationship to comply with all laws, policies and ethical standards pertaining to confidentiality in the school setting. In this document, ASCA specifies the principles of ethical behavior necessary to maintain the high standards of integrity, leadership and professionalism among its members.The Ethical Standards for School Counselors were developed to clarify the nature of ethical responsibilities held in common by school counseling professionals. The purposes of this document are to: * Serve as a guide for the ethical practices of all professional school counselors regardless of level, area, opulation served or membership in this professional association; * Provide self-appraisal and peer evaluations regarding counselor responsibilities to students, parents/guardians, colleagues and professional associates, schools, communities and the counseling profession; and * Inform those served by the school counselor of acceptable counselor practices and expected professional behavior.A. Responsibilities to Students A. 1. Responsibilities to Students The professional school counselor: a. Has a primary obligation to the student, who is to be treated with respect as a unique individual. b. Is concerned with the educational, academic, career, personal and social needs and encourages the maximum development of every student. c. Respects the student’s values and beliefs and does not impose the counselor’s personal values. d. Is knowledgeable of laws, regulations and policies relating to students and strives to protect and inform students regarding their rights. A. 2. Confidentiality The professional school counselor: a.Informs students of the purposes, goals, techniques and rules of procedure under which they may receive counseling at or before the time when the counseling relationship is entered. Disclosure notice includes the limits of confidentiality such as the possible necessity for consulting with other professionals, privileged communication, and legal or authoritative restraints. The meaning and limits of confidentiality are defined in developmentally appropriate terms to students. b. Keeps information confidential unless disclosure is required to prevent clear and imminent danger to the student or others or when legal requirements demand that confidential information be revealed. Counselors will consult with appropriate professionals when in doubt as to the validity of an exception. c.In absence of state legislation expressly forbidding disclosure, considers the ethical responsibility to provide information to an identified third party who, by his/her relationship with the student, is at a high risk of contracting a disease that is commonly known to be communicable and fatal. Disclosure requires satisfaction of all of the following conditions: * Student identifies partner or the partner is highly identifiable * Counselor recommends the student notify partner and refrain from further high-risk behavior * Student refuses * Counselor informs the student of the intent to notify the partner * Counselor seeks legal consultation as to the legalities of informing the pa rtner d.Requests of the court that disclosure not be required when the release of confidential information may potentially harm a student or the counseling relationship. e. Protects the confidentiality of students’ records and releases personal data in accordance with prescribed laws and school policies. Student information stored and transmitted electronically is treated with the same care as traditional student records. f. Protects the confidentiality of information received in the counseling relationship as specified by federal and state laws, written policies and applicable ethical standards. Such information is only to be revealed to others with the informed consent of the student, consistent with the counselor’s ethical obligation. g.Recognizes his/her primary obligation for confidentiality is to the student but balances that obligation with an understanding of the legal and inherent rights of parents/guardians to be the guiding voice in their children’s lives. A. 3. Counseling Plans The professional school counselor: a. Provides students with a comprehensive school counseling program that includes a strong emphasis on working jointly with all students to develop academic and career goals. b. Advocates for counseling plans supporting students right to choose from the wide array of options when they leave secondary education. Such plans will be regularly reviewed to update students regarding critical information they need to make informed decisions. A. 4. Dual Relationships The professional school counselor: a.Avoids dual relationships that might impair his/her objectivity and increase the risk of harm to the student (e. g. , counseling one’s family members, close friends or associates). If a dual relationship is unavoidable, the counselor is responsible for taking action to eliminate or reduce the potential for harm. Such safeguards might include informed consent, consultation, supervision and documentation. b. Avoids dual relationships with school personnel that might infringe on the integrity of the counselor/student relationship. A. 5. Appropriate Referrals The professional school counselor: Makes referrals when necessary or appropriate to outside resources.Appropriate referrals may necessitate informing both parents/guardians and students of applicable resources and making proper plans for transitions with minimal interruption of services. Students retain the right to discontinue the counseling relationship at any time. A. 6. Group Work The professional school counselor: a. Screens prospective group members and maintains an awareness of participants’ needs and goals in relation to the goals of the group. The counselor takes reasonable precautions to protect members from physical and psychological harm resulting from interaction within the group. b. Notifies parents/guardians and staff of group participation if the counselor deems it appropriate and if consistent with school board policy or practice. c.Establishes clear expectations in the group setting and clearly states that confidentiality in group counseling cannot be guaranteed. Given the developmental and chronological ages of minors in schools, the counselor recognizes the tenuous nature of confidentiality for minors renders some topics inappropriate for group work in a school setting. d. Follows up with group members and documents proceedings as appropriate. A. 7. Danger to Self or Others The professional school counselor: a. Informs parents/guardians or appropriate authorities when the student’s condition indicates a clear and imminent danger to the student or others. This is to be done after careful deliberation and, where possible, after consultation with other counseling professionals. . Will attempt to minimize threat to a student and may choose to 1) inform the student of actions to be taken, 2) involve the student in a three-way communication with parents/guardians when breaching confidentiality or 3) allow the student to have input as to how and to whom the breach will be made. A. 8. Student Records The professional school counselor: a. Maintains and secures records necessary for rendering professional services to the student as required by laws, regulations, institutional procedures and confidentiality guidelines. b. Keeps sole-possession records separate from students’ educational records in keeping with state laws. c.Recognizes the limits of sole-possession records and understands these records are a memory aid for the creator and in absence of privilege communication may be subpoenaed and may become educational records when they 1) are shared with others in verbal or written form, 2) include information other than professional opinion or personal observations and/or 3) are made accessible to others. d. Establishes a reasonable timeline for purging sole-possession records or case notes. Suggested guidelines include shredding sole possession records when the student transitions to the next level, transfers to another school or graduates. Careful discretion and deliberation should be applied before destroying sole-possession records that may be needed by a court of law such as notes on child abuse, suicide, sexual harassment or violence. A. 9. Evaluation, Assessment, and Interpretation The professional school counselor: a. Adheres to all professional standards regarding selecting, administering and interpreting assessment measures and only utilizes assessment measures that are within the scope of practice for school counselors. b. Seeks specialized training regarding the use of electronically based testing programs in administering, scoring and interpreting that may differ from that required in more traditional assessments. c. Considers confidentiality issues when utilizing evaluative or assessment instruments and electronically based programs. d. Provides interpretation of the nature, purposes, results and potential impact of assessment/evaluation measures in language the student(s) can understand. e.Monitors the use of assessment results and interpretations, and takes reasonable steps to prevent others from misusing the information. f. Uses caution when utilizing assessment techniques, making evaluations and interpreting the performance of populations not represented in the norm group on which an instrument is standardized. g. Assesses the effectiveness of his/her program in having an impact on students’ academic, career and personal/social development through accountability measures especially examining efforts to close achievement, opportunity and attainment gaps. A. 10. Technology The professional school counselor: a. Promotes the benefits of and clarifies the limitations of various appropriate technological applications.The counselor promotes technological applications (1) that are appropriate for the student’s individual needs, (2) that the student understands how to use and (3) for which follow-up counseling assistance is provided. b. Advocates for equal access to technology for all students, especially those historically underserved. c. Takes appropriate and reasonable measures for maintaining confidentiality of student information and educational records stored or transmitted over electronic media including although not limited to fax, electronic mail and instant messaging. d. While working with students on a computer or similar technology, takes reasonable and appropriate measures to protect students from objectionable and/or harmful online material. e.Who is engaged in the delivery of services involving technologies such as the telephone, videoconferencing and the Internet takes responsible steps to protect students and others from harm. A. 11. Student Peer Support Program The professional school counselor: Has unique responsibilities when working with student-assistance programs. The school counselor is responsible for the welfare of students participating in peer-to-peer programs under his/her direction. B. Responsibilities to Parents/Guardians B. 1. Parent Rights and Responsibilities The professional school counselor: a. Respects the rights and responsibilities of parents/guardians for their children and endeavors to establish, as appropriate, a collaborative elationship with parents/guardians to facilitate the student’s maximum development. b. Adheres to laws, local guidelines and ethical standards of practice when assisting parents/guardians experiencing family difficulties that interfere with the student’s effectiveness and welfare. c. Respects the confidentiality of parents/guardians. d. Is sensitive to diversity among families and recognizes that all parents/guardians, custodial and non-custodial, are vested with certain rights and responsibilities for the welfare of their children by virtue of their role and according to law. B. 2. Parents/Guardians and Confidentiality The professional school counselor: a.Informs parents/guardians of the counselor’s role with emphasis on the confidential nature of the counseling relationship between the counselor and student. b. Recognizes that working with minors in a school setting may require counselors to collaborate with students’ parents/guardians. c. Provides parents/guardians with accurate, comprehensive and relevant information in an objective and caring manner, as is appropriate and consistent with ethical responsibilities to the student. d. Makes reasonable efforts to honor the wishes of parents/guardians concerning information regarding the student, and in cases of divorce or separation exercises a good-faith effort to keep both parents informed with regard to critical information with the exception of a court order. C.Responsibilities to Colleagues and Professional Associates C. 1. Professional Relationships The professional school counselor: a. Establishes and maintains professional relationships with faculty, staff and administration to facilitate an optimum counseling program. b. Treats colleagues with professional respect, courtesy, and fairness. The qualifications, views and findings of colleagues are represented to accurately reflect the image of competent professionals. c. Is aware of and utilizes related professionals, organizations, and other resources to whom the student may be referred. C. 2. Sharing Information with Other Professionals The professional school counselor: a.Promotes awareness and adherence to appropriate guidelines regarding confidentiality, the distinction between public and private information and staff consultation. b. Provides professional personnel with accurate, objective, concise, and meaningful data necessary to adequately evaluate, counsel, and assist the student. c. If a student is receiving services from another counselor or other mental health professional, the counselor, with student and/or parent/guardian consent, will inform the other professional and develop clear agreements to avoid confusion and conflict for the student. d. Is knowledgeable about release of information and parental rights in sharing information. D. Responsibilities to the School and Community D. 1. Responsibilities to the School The professional school counselor: a.Supports and protects the educational program against any infringement not in students’ best interest. b. Informs appropriate officials in accordance with school policy of conditions that may be potentially disruptive or damaging to the school’s mission, personnel and property while honoring the confidentiality between the student and counselor. c. Is knowledgeable and supportive of the school’s mission and connects his/her program to the school’s mission. d. Delineates and promotes the counselor’s role and function in meeting the needs of those served. Counselors will notify appropriate officials of conditions that may limit or curtail their effectiveness in providing programs and services. e. Accepts employment only for positions for which he/she is qualified by education, training, supervised experience, state and national professional credentials and appropriate professional experience. f. Advocates that administrators hire only qualified and competent individuals for professional counseling positions. g. Assists in developing: (1) curricular and environmental conditions appropriate for the school and community, (2) educational procedures and programs to meet students’ developmental needs, and (3) a systematic evaluation process for comprehensive, developmental, standards-based school counseling programs, services, and personnel. The counselor is guided by the findings of the evaluation data in planning programs and services. D. 2. Responsibility to the Community The professional school counselor: a.Collaborates with agencies, organizations, and individuals in the community in the best interest of students and without regard to personal reward or remuneration. b. Extends his/her influence and opportunity to deliver a comprehensive school counseling program to all students by collaborating with community resources for student success. E. Responsibilities to Self E. 1. Professional Competence The professional school counselor: a. Functions within the boundaries of individual professional competence and accepts responsibility for the consequences of his/her actions. b. Monitors personal well-being and effectiveness and does not participate in any activity that may lead to inadequate professional services or harm to a student. . Strives through personal initiative to maintain professional competence including technological literacy and to keep abreast of professional information. Professional and personal growth are ongoing throughout the counselor’s career. E. 2. Diversity The professional school counselor: a. Affirms the diversity of students, staff and families. b. Expands and develops awareness of his/her own attitudes and beliefs affecting cultural values and biases and strives to attain cultural competence. c. Possesses knowledge and understanding about how oppression, racism, discrimination, and stereotyping affects her/him personally and professionally. d.Acquires educational, consultation, and training experiences to improve awareness, knowledge, skills, and effectiveness in working with diverse populations: ethnic/racial status, age, economic status, special needs, ESL or ELL, immigration status, sexual orientation, gender, gender identity/expression, family type, religious/spiritual identity, and appearance. F. Responsibilities to the Profession F. 1. Professionalism The professional school counselor: a. Accepts the policies and procedures for handling ethical violations as a result of maintaining membership in the American School Counselor Association. b. Conducts herself/himself in such a manner as to advance individual ethical practice and the profession. c. Conducts appropriate research and report findings in a manner consistent with acceptable educational and psychological research practices. The counselor advocates for the protection of the individual student’s identity when using data for research or program planning. d.Adheres to ethical standards of the profession, other official policy statements, such as ASCA’s position statements, role statement, and the ASCA National Model, and relevant statutes established by federal, state, and local governments, and when these are in conflict works responsibly for change. e. Clearly distinguishes between statements and actions made as a private individual and those made as a representative of the school counseling profession. f. Does not use his/her professional position to recruit or gain clients, consultees for his/her private practice, or to seek and receive unjustified personal gains, unfair advantage, inappropriate relationships, or unearned goods or services. F. 2. Contribution to the Profession The professional school counselor: a. Actively participates in local, state, and national associations fostering the development and improvement of school counseling. b.Contributes to the development of the profession through the sharing of skills, ideas, and expertise with colleagues. c. Provides support and mentoring to novice professionals. G. Maintenance of Standards Ethical behavior among professional school counselors, association members, and nonmembers, is expected at all times. When there exists serious doubt as to the ethical behavior of colleagues or if counselors are forced to work in situations or abide by policies that do not reflect the standards as outlined in these Ethical Standards for School Counselors, the counselor is obligated to take appropriate action to rectify the condition. The following procedure may serve as a guide: 1.The counselor should consult confidentially with a professional colleague to discuss the nature of a complaint to see if the professional colleague views the situation as an ethical violation. 2. When feasible, the counselor should directly approach the colleague whose behavior is in question to discuss the complaint and seek resolution. 3. If resolution is not forthcoming at the personal level, the counselor shall utilize the channels established within the school, school district, the state school counseling association, and ASCA’s Ethics Committee. 4. If the matter still remains unresolved, referral for review and appropriate action should be made to the Ethics Committees in the following sequence: * state school counselor association American School Counselor Association 5. The ASCA Ethics Committee is responsible for: * educating and consulting with the membership regarding ethical standards * periodically reviewing and recommending changes in code * receiving and processing questions to clarify the application of such standards; questions must be submitted in writing to the ASCA Ethics chair. How to cite Ethical Standards for School Counselors, Papers

The Beckhams Essay Example For Students

The Beckhams Essay The way I see it a very open title for discussion and so in this essay I get to write whatever I want about well anything well nearly! Ive decided to write about the Beckhams. Whenever I see the Beckhams in photographs or on the TV etc, which is rather often, I smile. That is smile not smirk or snigger or sneer. I smile because its good to see two young healthy people so in love. A lot of people are highly critical of the Beckhams but they say far more about themselves when they do, all of it bad. Who criticises Victoria for being to thin? People who are so self assured they think there better than anyone else. Who slams the Beckhams for being greedy? Not those who have spent their lives working selflessly for others but the money grabbers who are simply jealous of what they have. People from privileged backgrounds cannot understand how a kitchen fitters son came to be living the good lie while they live life trying to scrape money together. Despite being called Posh there is nothing Posh about Victoria she was simply given the name the same as Sporty, Scary, Baby and Ginger making out that she is a self obsessed fashion victim (Shall I war the little Gucci dress the little Gucci dress or the little Gucci dress?) only an idiot would think that she was really like that. We don not hate the Beckhams because they have lots of moneyThe Queen of England who is supposed to stand fro all, rides around in a gold couch and wears jewels on her head so heavy she is bound to have a creek in her neck. That is greed no matter how many countries she visits or how many tights she turns on. I believe many people hate the Beckhams because they made it all by themselves. The inherited rich the ones who think it is not what you know but who you know that matters that is who really annoys me born with a silver spoon in their months. They did not make it fair and square not through their own hard work and dedication. The Beckhams did not sponge off anyone or wait for a parent to die or trade off a famous name or good connections. This is why Victoria gets so much more attention drawn to her than say Palmer Tomkinson the sort of person who would be a nobody if they had not been related to a somebody. Its hard to believe that two young successful people who are completely devoted to each other anger so many people much more than other celebrity couples. A beautiful young girl on the arm of some old man. Fine. A man who trades his wife in for a newer model. Swell. A footballer who beats up his wife or girlfriend. Give him an award. A successful gorgeous man who loves his wife and son. Get away what a wimp.I think many people criticise David too much he is a confident young man who takes an interest in his feminine side wearing a sarong or thong every now and again. Rich successful and sexy the Beckhams are above all happy. The Beckhams have been frowned upon for quite a while now for showing displays of happiness I consider those people to have no emotions. I think that is the one thing that makes Victoria and David better than other celebrities and that is why they get so much more exposure than anyone else. All celebrities have a sob story about how they had an awful child hood and that is why they are gay/an alcoholic/or addicted to drugs. So many people are like this the Beckhams are not that is possibly another reason why people dislike them-they dont fit into a stereotypical celebrity role. .uffda174531462c750426eebe2f58e608 , .uffda174531462c750426eebe2f58e608 .postImageUrl , .uffda174531462c750426eebe2f58e608 .centered-text-area { min-height: 80px; position: relative; } .uffda174531462c750426eebe2f58e608 , .uffda174531462c750426eebe2f58e608:hover , .uffda174531462c750426eebe2f58e608:visited , .uffda174531462c750426eebe2f58e608:active { border:0!important; } .uffda174531462c750426eebe2f58e608 .clearfix:after { content: ""; display: table; clear: both; } .uffda174531462c750426eebe2f58e608 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uffda174531462c750426eebe2f58e608:active , .uffda174531462c750426eebe2f58e608:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uffda174531462c750426eebe2f58e608 .centered-text-area { width: 100%; position: relative ; } .uffda174531462c750426eebe2f58e608 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uffda174531462c750426eebe2f58e608 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uffda174531462c750426eebe2f58e608 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uffda174531462c750426eebe2f58e608:hover .ctaButton { background-color: #34495E!important; } .uffda174531462c750426eebe2f58e608 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uffda174531462c750426eebe2f58e608 .uffda174531462c750426eebe2f58e608-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uffda174531462c750426eebe2f58e608:after { content: ""; display: block; clear: both; } READ: The Fellowship Of The Rings EssayBut even more than that people hate what I envy most not their mansion, their cars, their wedding photos or their matching outfits but their love for one another. When we look at Posh and Becks we see a bullied girl and a shy boy teased about how he specks. Who through their own will and dedication became swans that both love each other and their son dearly. The Beckhams are the revenge of nerds turned prom King and Queen through their fame, love and money. Feared by the sour and loved by the sweet. Victoria and David are having their day in the limelight. I think they should be left alone and as my mother says If you have nothing nice to s ay dont say anything at all. I wish the Beckhams all the luck in the world and I hope I can be that happy one-day.

Writing Effectively with Appropriate Phrases Essay Example

Writing Effectively with Appropriate Phrases Essay This essay analyzes and compares four sets of sentences and judges them on effectiveness and appropriateness.   The first set’s sentence is, â€Å"You did not do very well on that test.†Ã‚   This sentence is a frank, direct assessment of the results of a test, and it implies that the student is capable of better performance.   An instructor would be acting appropriately if she used this sentence.   The other sentence in this set is, â€Å"You bombed that exam.†Ã‚   This assessment is colloquial, insensitive and inappropriate coming from a formal instructor.   However, if this same assessment was delivered from a student’s peer, it might be appropriate and perhaps even humorous.The second set of sentences is, â€Å"Your hospital tests do not look promising,† and â€Å"I’m afraid you are going to die in the near future.†Ã‚   The former sentence is an appropriate and direct delivery of poor medical news that a healthcare provider might deliver to an ailing patient.   It informs the patient of his grim prognosis, but in a compassionate and professional manner.   The latter sentence could only be delivered by the most insensitive of healthcare providers.   It completely lacks compassion for the patient’s dire circumstances, and it serves to eliminate any hope that the terminally ill patient may harbor.   This sentence is wholly inappropriate.The third set is, â€Å"The operation cost us 100 troops†, and â€Å"One hundred of our men were killed in the battle.†Ã‚   The former sentence lacks the dignity and gravity that these military deaths deserve; it is inappropriate and disrespectful to the fallen soldiers.   The latter sentence, while delivering the same unfortunate message, is much more appropriate and fitting.   It imparts a sense of deep loss and implies that the deceased soldiers were part of a respected family.The final set of sentences is, â€Å"I’m not sure you are up to this particular assignment,† and â€Å"You’re not smart enough to do this assignment well.†Ã‚   The former sentence is an appropriate admonishment that might be delivered by a superior to a subordinate.   It gets the message across without rudeness and insensitivity.   The latter sentence is inappropriate and judgmental.   It rudely presumes a lack of intelligence and it would never be uttered by a business professional.

Aristotles Views On Politics essays

Aristotle's Views On Politics essays Regime Change We have two great philosophers, Plato and Aristotle. These are great men, whose ideas have not been forgotten over years. Although their thoughts of politics were similar, we find some discrepancies in their teachings. The ideas stem from Socrates to Plato to Aristotle. Plato based moral knowledge on abstract reason, while Aristotle grounded it on experience and tried to apply it more to concrete living. Both ways of life are well respected by many people today. Plato started his teachings in remembrance of his good friend, Socrates. After his death he traveled back to Italy and studied under Pythagoras. Some years later he began The Academy. Much of the curriculum taught was dedicated to the teachings of Socrates. During this time he began to write down his thoughts about politics and development of a regime. Developing different aspects than Socrates. The Republic is the most important dialogue within Platos teaching of politics. It deals with the soul, which, as we k now from the beginning, at the level where one must make choices and decide what one wants to become in this life, and it describes justice as the ultimate form of human, and the ideal one should strive for both in life and in state. Justice as understood by Plato is not merely a social virtue, having only to do with relationship between people, but virtue that makes it possible for one to build their own regime and reach happiness. The Republic is a political, and a work dealing with what traits or virtues one must have, as its whole purpose is to show that the one cannot be separated from the other. Politics is nothing more than the attempts of man to put order or disorder in his social life or regime. There is no way people can bring order in their social life if one does not first put order in their life, nobody is able to lead others unless one first leads oneself. Peoples soul are made up of several parts, as will be sh...

Philosophical Quotes on Beauty

Philosophical Quotes on Beauty Beauty is one of the most intricate and fascinating topics of philosophical discussion. It has been taken up in relation to a host of other subjects, such as truth, the good, the sublime, and pleasure. Here is a selection of quotes on beauty, divided into different themes. Beauty and Truth Beauty is truth, truth beauty, - that is all \ Ye know on earth, and all ye need to know. (John Keats, One on a Grecian Urn, 1819)Although I am a typical loner in daily life, my consciousness of belonging to the invisible community of those who strive for truth, beauty, and justice has preserved me from feeling isolated. (Albert Einstein, My Credo, 1932)The pursuit of beauty is much more dangerous nonsense than the pursuit of truth or goodness because it affords a greater temptation to the ego. (Northrop Frye, Mythical Phase: Symbol as Archetype, 1957)I must not say that she was true |Yet let me say that she was fair |And they, that lovely face who view |They should not ask if truth be there. (Matthew Arnold, Euphrosyne)Truth exists for the wise, beauty for the feeling heart. (Friedrich Schiller, Don Carlos)O, how much more doth beauty beauteous seem| By that sweet ornament which truth doth give! (William Shakespeare, Sonnet LIV)If truth is beauty how come nobody has their hair done in a library? (Lily Tomlin, American comedian) Beauty and Pleasure Tis impious pleasure to delight in harm.And beauty should be kind, as well as charm. (George Granville, To Myra)Beauty is pleasure objectified - pleasure regarded as the quality of an object (George Santayana, The Sense of Beauty)The roses of pleasure seldom last long enough to adorn the brow of him who plucks them; for they are the only roses which do not retain their sweetness after they have lost their beauty. (Hannah More, Essays on Various Subjects, On Dissipation) Beauty and the Sublime Whereas the beautiful is limited, the sublime is limitless, so that the mind in the presence of the sublime, attempting to imagine what it cannot, has pain in the failure but pleasure in contemplating the immensity of the attempt. (Immanuel Kant, Critique of Judgment)What give all that is tragic, whatever its form, the characteristic of the sublime, is the first inkling of the knowledge that the world and life can give no satisfaction, and are not worth our investment in them. The tragic spirit consists in this. Accordingly, it leads to resignation. (Arthur Schopenhauer, The World as Will and Representation)When I look out on such a night as this, I feel as if there could be neither wickedness nor sorrow in the world; and there certainly would be less of both if the sublimity of Nature were more attended to, and people were carried more out of themselves by contemplating such a scene. (Jane Austen, Mansfield Park)Whatever is fitted in any sort to excite the ideas of pain, and danger, that is to say, whatever is in any sort terrible, or is conversant about terrible objects, or operates in a manner analogous to terror, is a source of the sublime; that is, it is productive of the strongest emotion which the mind is capable of feeling .... When danger or pain press too nearly, they are incapable of giving any delight, and [yet] with certain modifications, they may be, and they are delightful, as we everyday experience. (Edmund Burke, A Philosophical Enquiry into the Origin of our Ideas of the Sublime and Beautiful)A thing of beauty is a joy forever | Its loveliness increases; it will never |Pass into nothingness; but still will keep | A bower quiet for us, and a sleep |Full of sweet dreams, and health, and quiet breathing. (John Keats)

Nokia co Essay Example | Topics and Well Written Essays - 3000 words

Nokia co - Essay Example There are several frameworks for analysis for Marketing. One framework tackles issues on the basis of the values that they infringe, another analyzes ethical concerns on the basis of who it affects, while the last one categorizes the terms used by marketing professionals. Each framework categorically analyzes the social responsibility of Marketing to be bound by ethics in its pursuit of its objectives. While it is often argued that Marketing is always evil, being one-sided and aims only at product promotion and sales, in reality, it is not often the case. Marketing, in its quest to gather a huge amount of profits from the various strategies involved, basically aims to bring to the consumers the benefits of a particular product or service. In the process, it establishes two types of relationship between message sender/ producer to message receiver/ consumer. It could either be cooperative, in which both benefits from the communication process, or adversarial in which a power struggle is developed between the two parties (Marketing Ethics 2008). Among other ethical issues concerning Marketing, there are three primary negative results being argued as consequences of the marketing process. First is the fact that the producer always ends up influencing the choices of the consumers to the point of manipulating values so it can sell its products. Second is the idea that the consumer’s right to decide for himself is violated because marketing damages personal autonomy. Lastly, in a producer’s effort to get the largest possible market share, it consequently damages competitors through fierce rivalry. Various Codes of Ethics are recognized in the process of analyzing Marketing. All of which aim at being vigilant in ensuring that Marketing efforts are being implemented without violating ethical rules. Globalization refers to the process of increasing integration between units around the world. It is term that encompasses a broad area, which includes

Arguing about the risk of investment in a certain kind of stock Essay

Arguing about the risk of investment in a certain kind of stock - Essay Example Since stocks are considered as most volatile and risky investments, therefore, to make an investment into any stock requires considerable analysis and exploration of different factors which may have a direct or indirect impact on the stock prices. Since 2007, overall activity in the stock markets has been depressed due to different factors and currently the markets are suffering due to sovereign debt crisis in EU zone. (Elliott). Despite such economic uncertainty and decline in economic activity, there are sectors which are booming and can provide one of the most lucrative investment avenues to the investors. Stocks like Facebook, semi-conductor industry stocks, as well as 3M are some of the stocks which can provide real benefits to the investors at every level. It is also, however, important to note that the personal risk and return preferences are always individual and remain as an individual decision. This paper will discuss the risks involved in the stocks such as Facebook, NXP a nd 3M, as well as will explore as to how the risks may emerge and how investors can actually invest into such stocks. Stocks Investment Before discussing the different stocks, it is important to provide a general introduction to the stock investment and how they can be approached from the investment point of view. Historically, the returns on the stocks, as well as bonds remained volatile; however, stocks have returned more over the period of time. It is also critical to note that the bonds are considered as safer investments because they hold the preference over the stocks and the bondholders are paid fixed interest income over the period of bond maturity. It becomes the obligation of the bond issuers to pay regular interest over the period of the bond and return the principal at the end. However, this is not the case with the stocks and the shareholders are not paid any principal at the end neither they are guaranteed that they will be paid regular dividends. These characteristics of the stocks, therefore, make them risky and investors can only invest into them if they believe and understand the overall risks involved. It is critical to note that stockholders, however, are given the ownership into the firms and they can also participate into the overall decision making for the firm (Siegel). The value, return and risks on the stocks, therefore, are relatively unique and different and need expertise and certain degree of business acumen to decide as to whether to invest or not. Facebook Shares World is experiencing a new internet boom and internet websites are becoming one of the hottest investment avenues for the investors. Different types of websites and services such as Facebook, Google, Zynga have been able to attract huge attention of the investors due to the sheer potential of growth involved in them. Recently Zynga, one of the leading makers of social games, launched its IPO and was successfully oversubscribed by the investors in the global markets (Ra ice and Randall). Such receptivity towards these types of stocks, therefore, suggests that the investors are ready to understand the risks involved into dot com companies and are also willing to assume them. Facebook Inc. is the leading social networking site with millions of active users who use Facebook every day. What is important to note, that the overall user base of the site is global and as such it has global

English Language Learners Essay Example for Free

English Language Learners Essay English Language Learners (ELLS) are usually foreigners who composed the minority students of the country. Even if they are not native citizens of the United States there needs and rights should be properly respected and protected especially in terms of the process of their learning of the English language. The succeeding paragraphs will discuss some cases that affect the rights of these ELLs. The cases of Lau v. Nichols (1974) and Plyler v. Doe (1982) have substantial improved the education of ELLs. The unanimous decision of the Supreme Court in the case of Lau v. Nichols orders that all students should have an equal access not only to facilities, textbooks, teachers and curriculum but also in learning the English language. The court believes that difficulty in comprehending the English language deprives the student of meaningful education. Moreover, the case of Plyler v. Doe opens the doors for immigrants to enroll their students in public schools. This gives immigrant children the right for free public education regardless of whether their parents are documented or not (Legal Responsibilities of Education Agencies Serving Language Minority Students). Other judicial rulings like in the case of Serna v. Portales (New Mexico, 1974), Cintron v. Bretwood (New York, 1978), and Castaneda v. Pickard (Texas, 1981) have also contributed in enhancing the rights of ELLs as well as in addressing their needs. These are clearly shown by the bilingual and bicultural instruction programs that were implemented after the court found out that Spanish students are discriminated in the Serna v. Portales case. Equal treatment among ELLs are also further emphasize by the remaining two cases wherein it made sure that the bilingual programs would uphold both languages rather than subordinating the other one. Lastly, the Castaneda v. Pickard case has a very important role in the enhancement of the right of ELLs because it served as a basis in assuring a school’s compliance with the Equal Educational Opportunity Act of 1974 (Legal Responsibilities of Education Agencies Serving Language Minority Students). In all these, it is seen that judicial rulings are indeed important because there interpretation of the law had been a way in order to improve the situation of ELLs in their learning process. Work Cited â€Å"Legal Responsibilities of Education Agencies Serving Language Minority Students†. 1995. 28 August 2008 http://www. maec. org/legal. html.

Environmental Ethics Essay -- Global Warming Climate Change

The Need for Environmental Ethics â€Å"Unless humanity is suicidal, it should want to preserve, at the minimum, the natural life-support systems and processes required to sustain its own existence† (Daily p.365). I agree with scientist Gretchen Daily that drastic action is needed now to prevent environmental disaster. Immediate action and changes in attitude are not only necessary for survival but are also morally required. In this paper, I will approach the topic of environmental ethics from several related sides. I will discuss why the environment is a morally significant concern, how an environmental ethic can be developed, and what actions such an ethic would require to maintain and protect the environment. The most obvious reason that the environment has moral significance is that damage to it affects humans. Supporters of a completely human-centered ethic claim that we should be concerned for the environment only as far as our actions would have a negative effect on other people. Nature has no intrinsic value; it is not good and desirable apart from its interaction with human beings. Destruction and pollution of the environment cannot be wrong unless it results in harm to other humans. This view has its roots in Western tradition, which declares that â€Å"human beings are the only morally important members of this world† (Singer p.268). William F. Baxter exemplifies this anthropocentric viewpoint. In his book People or Penguins: The Case of Optimal Pollution, he argues that society should respect and attempt to preserve environmental balance only if the benefits to humans outweigh the costs. Baxter claims that, since there is no normative definition of â€Å"pure† air or water, society should aim for a level of pol... ...osystem Services With Efficiency, Fairness, and Sustainability as Goals.† Daily 49-64 * Daily, Gretchen C., ed. Nature’s Services: Societal Dependence on Natural Ecosystems. Washington, D.C.: Island Press, 1997. * ---. â€Å"Valuing and Safeguarding Earth’s Life-Support Systems.† Daily 365-373. * Fritsch, Albert J. Environmental Ethics: Choices for Concerned Citizens. Garden City: Anchor Press-Doubleday, 1980. * Myers, John Peterson. â€Å"Perspectives on Nature’s Services.† Daily xvii-xviii. * Shirk, Evelyn. â€Å"New Dimensions in Ethics: Ethics and the Environment.† Ethics and the Environment. Proc. of Conf. on Ethics and the Environment, April 1985, Long Island University. Ed. Richard E. Hart. Lanham: University Press of America, 1992. 1-10. Singer, Peter. Practical Ethics. 2nd ed. Cambridge: Cambridge University Press, 1993.

Return to Paradise Essay

Return to Paradise Return to Paradise is a film that has a lot of meanings within the story line. But also has many ethical issues among the morals that are in today’s society. Three ethical issues in the film are capital punishment, drug use, and media treatment. Capital punishment is an ethical issue because it is highly opinionated. Some people believe that people shouldn’t have to die to pay for their crime, while others believe that death is the best way to pay for what they’ve done as a consequence. This makes an argument that if someone has killed another human, should they be killed too? It makes it hard in different countries as their laws may be different and death penalties can really occur and happen. Drug use is also an ethical issue because they believe they aren’t harming anyone and a majority of the drug users want illicit drugs to be legalised. A lot of today’s society argues that the drug users affect more than just themselves such us driving under the influence of drugs, can lead to other innocent people into serious injuries or death in a crash. Media treatment is another ethical issue in the film; this is because M.J Major wanted the story to get out so bad it was more important than Lewis’s life. This is an ethical issue because the media have the rights to tell the story to the public but in a bit to try save Lewis’s life instead of just telling the story. In the start of the film, Sheriff was completely an individual and his worldview was all about himself and what he wanted to do; what is best for him. Sheriff was also a pleasure seeker and really only cared for the wellbeing of himself. For example, when Tony, Sheriff and Lewis were riding a bike they borrowed and crashed it, Lewis wanted it to return it to the owner but sheriff didn’t want to get into trouble and threw the bike away. Also Sheriff left all the hash they had in a bin outside of the house where Lewis stayed and the cops found out about that and bike. When Sheriff found out that Lewis was in prison, he definitely didn’t want to go back, he thought about spending 3-6 years in prison for someone else and didn’t want it. Sheriff then fell in love with Beth. After he found out that Beth was Lewis’s sister, he realised what he wanted and knew his mistakes, with this his worldview changed. In court he confessed to all the crimes that had been put on Lewis, taking responsibility for his actions really was a change of person. Sheriff had  developed a humanistic world view and also a Christian view on life. He believed at the end that every life was worth just as much as his own, and that everyone deserves to live and have the same rights. Throughout the film in the plot and themes, the film promotes and encourages Christian values and ethics. The film shows and promotes these values and ethics through the character of Sheriff. At the start of the movie, Sheriff was a selfish and individual person, but towards the end of the movie he became a loving and caring person, thinking of others and not about himself. It is a noticeable change when he just starts thinking of others. To show the Christian values, they promote them through Sheriff about helping and thinking of others, compassion and that everyone’s life is worth as much as your own. This is also shown when Sheriff stops thinking of the wellbeing of himself and really tries to help Lewis. Sheriff was willing to give up a bit of his life to save Lewis’s life. Sheriff shows human value by going back to Malaysia and not leaving with Tony, he also fell in love and Beth became a big part in showing him the right way. Just before Lewis died Sheriff was showing great compassion to Lewis making sure he knew he wasn’t alone and everyone was there for him.

Are professional athletes paid too much? Essay

The Right to Bear Arms Is the right to bear arms needed for U.S. citizens today? Should we have the right to retaliate if other freedoms are seized? Should we have the right to hunt? Should we have the right to protect our belongings and families? If you said yes to any of these questions, then you probably believe that we do need protection, hunting, and other freedoms that are vital. First, U.S. citizens have the right to protect themselves. For example, robberies and other crimes occur every day and people are entitled to protect themselves. If we don’t have the right to bear arms, then gas-station cashiers would not be able to protect themselves and the money in the cash register. Another example is that if someone breaks into your home to steal from you or hurt you, how are you going to protect yourself and your belongings? The police take too long to get to your home, so we need our right to bear arms! While it is important to protect ourselves, it is also important to hunt. It has been a sour ce of food since the beginning of time. Unless hunters are able to use guns there will be less food on the table for many Americans. Hunting is also a sport and a hobby to many Americans. Teenagers, adolescents, and young adults are always complaining about being bored. Hunting is an important activity to this age group, so the government does not need to take this away from U.S. citizens. While protection and hunting are very important, it is also important to remember that when the government takes one freedom they can also take others. In fact, once the government seized our right to bear arms, they could take away our freedom of speech. We would not be able to retaliate if they took our right to bear arms, so they would have full power and dictatorship over all U.S. citizens. Another freedom the government could take is our freedom of religion. It would be easier for them to control how we did everything, because we can’t do anything about it without guns. Finally, these three reasons are excellent reasons for why I support the right to bear arms. All of these reasons are proof for how we would not have much freedom at all without the second amendment. Our ancestors put this amendment in the Bill of Rights for many reasons, but these are just a few. Even if you don’t support the right to bear arms,  these reasons could persuade anyone to support it. Protection, hunting, and freedom of speech/religion for American citizens are the reasons for why I support the second amendment.

Experience Psychology, 3rd edition Essays (947 words) - Psychology

Experience Psychology, 3rd edition Essays (947 words) - Psychology Experience Psychology, 3rd edition Chapter 11, Social Psychology Vocabulary, Key Terms Affectionate love or companionate love: Love that occurs when an individual has a deep, caring affection for another person and desires to have that person near. Aggression: Social behavior whose objective is to harm someone, either physically or verbally. Altruism: Giving aid to another person with the ultimate goal of benefitting that person, even if it incurs a cost to oneself. Attitudes: An individual's opinions and beliefs about people, objects, and ideas; how the person feels about the world. Attribution theory: The view that people are motivated to discover the underlying causes of behavior as part of their effort to make sense of the behavior. Bystander effect: The tendency for an individual who observe an emergency to help less when other people are present than when the observer is alone. Cognitive dissonance: An individual's psychological discomfort (dissonance) caused by two inconsistent thoughts. Conformity: A change in a person's behavior to coincide more closely with a group standard. Deindividuation: The reduction in personal identity and erosion of the sense of personal responsibility when one is part of a group. Discrimination: An unjustified negative or harmful action toward a member of a group simply because the person belongs to that group. Egoism: Giving to another person to ensure reciprocity; to gain self-esteem; to present oneself as powerful, competent, or caring or to avoid social and self-censure for failing to live up to society's expectations. Elaboration likelihood model: Theory identifying two ways to persuade: a central route and a peripheral route. Empathy: A feeling of oneness with the emotional state of another person. Ethnocentrism: The tendency to favor one's own ethnic group over other groups. False consensus effect: Observers' overestimation of the degree to which everybody else thinks or acts the way they do. Fundamental attribution error: Observers' overestimation of the importance of internal traits and underestimation o the importance of external situations when they seek explanations of another person's behavior. Group polarization: The solidification and further strengthening of an individual's position as a consequence of a group discussion or interaction. Groupthink: The impaired group decision making that occurs when making the right decision is less important than maintaining group harmony. Informational social influence: The influence other people have on us because we want to be right. Investment model: A model of long-term relationships that examines the ways that commitment, investment, and the availability of attractive alternative partners predict satisfaction and stability in relationships. Mere exposure effect: The phenomenon that the more individuals encounter someone or something, the more probable it is that they will start liking the person or thing even if they do not realize they have seen it before. Normative social influence: The influence other people have on us because we want them to like us. Obedience: Behavior that complies with the explicit demands of the individual in authority. Overt aggression: Physical or verbal behavior that directly harms another person. Person perception: The processes by which an individual uses social stimuli to form impressions of others. Positive illusions: Favorable views of the self that are not necessarily rooted in reality. Prejudice: An unjustified negative attitude toward an individual based on the individual's membership in a group. Relational aggression: Behavior that is meant to harm the social standing of another person. Risky shift: The tendency for a group decision to be riskier than the average decision made by the individual's group members. Romantic love or passionate love: Love with strong components of sexuality and infatuation, often predominant in the early part of a love relationship. Self-fulfilling prophecy: Social expectations that cause an individual to act in such a way that the expectancies are realized. Self-perception theory: Bem's theory on how behaviors influence attitudes, stating that individuals make inferences about their attitudes by perceiving theory behavior. Self-serving bias: The tendency to take credit for one's successes and to deny responsibility for one''s failures. Social cognition: The area of social psychology exploring how people select, interpret, remember, and use social information. Social comparison: The process by which individuals evaluate their thoughts, feelings, behaviors, and abilities in relation to others. Social contagion: Imitative behavior involving the spread of behavior, emotions, and ideas. Social exchange

Become an Adjunct Professor

Become an Adjunct Professor In the academic world, there are several types of professors. In general, an adjunct professor is a part-time instructor. Instead of being hired on a full-time, long-term basis, adjunct professors are hired based on the number of classes needed and by the semester. Usually, they are not guaranteed work beyond the current semester and are not given benefits. While they may be retained over and over again, being an adjunct is more of a temporary role in general. Adjunct Professors Contracts Adjunct professors work by contract, so their responsibilities are limited to teaching the course they have been hired to teach. They are not required to conduct research or service activities at the school, as a typical professor would participate in. In general, adjunct professors are paid $2,000 to $4,000 per class, depending on the university or college at which they teach. Many adjunct professors hold full-time jobs and teach to supplement their income or to expand their networking capabilities. Some teach simply because they enjoy it. Other adjunct professors teach several classes at several institutions each semester in order to earn a living from teaching. Some academics argue that adjunct professors are taken advantage of because many so desire to keep a foot in academia despite heavy workloads and poor pay, but it still makes good financial sense for different professionals and institutions. Pros and Cons of Adjunct Teaching There are advantages and disadvantages to becoming an adjunct. One perk is that it can bolster your image and help you develop a professional platform; another is that you will not have to get involved in organizational politics that plague many institutions. The pay is much lower than a regular professor, though, so you may feel like you are doing the same amount of work as colleagues and getting paid less. Its important to consider your motivations and goals when considering a career or job as an adjunct professor; for many people, its a supplement to their career or income instead of a full-time career. For others, it can help them get their foot in the door to becoming a tenured professor. How to Become an Adjunct Professor To be an adjunct professor, you will need to hold a masters degree at the least. Many adjunct professors are in the middle of earning a degree. Some have Ph.D. degrees. Others just have a lot of experience in their respective fields. Are you an existing graduate school student? Network in your department to see if there are any potential openings. Also, inquire locally at community colleges to break in and get some experience.

Evidence Based Nursing Essay Example | Topics and Well Written Essays - 1000 words

Evidence Based Nursing - Essay Example Additionally, the nurses seek to undertake a self completed survey, which implies that the mothers will only be questioned and the nurses will document the results of the survey in wait for the final findings. This raises the ethics components since, the nurse is exposed to becoming judgmental on their subjects given the scope of the research. Question 1b In order to protect the human subjects’ rights of this study population, the IRB must assess various components including the right to self-determination. In this regard, the IRB must assess whether the employers of the nurses clearly and in articulate writing, informed the nurses about whether the participation in this particular research in a condition for employment and thereby expose any relevant risks associated with the study. As such the IRB must analyze the risks to benefit ratio of the study and document whether the eminent risks and/or benefits are clearly described. Further, with the minimal risk guidance level, th e IRB must prove whether the prevailing risks are greater than the minimal risk and the available measure of mitigating the risks. Additionally, the IRB must assess the subjects’ vulnerability in the study and how the researchers have handled the informed consent component. This will involve the IRB in investigating whether the nurses’ selection of the subjects is appropriate and whether the burden of participation is likely to fall on those who will actually benefit from the findings of the research. In this regard, the IRB might question the hospitalized mothers’ involvement in the survey while the focus of the survey is to address child abuse. It is imperative that abuse to children involve parents subjecting their children to unlawful conditions and/or treatment. Therefore the involvement of the parents in the survey will instantly raise the question of subjects’ vulnerability. The other components that IRB will have to assess in this study includes w hether the subjects are given incentives, issues to do with extra safeguards and privacy and confidentiality components of the survey (Beyae & Slattery, 2006). Question 1c The unique ethical concerns of this study could stem from the fact that nurses are obliged to observe confidentiality and privacy in serving the interest of their clients, however, the study seeks to expose the nurses to violate that obligation. When the nurses will question the mothers of hospitalized children within the given age bracket and record the results as sources for the survey, then the privacy of the clients will be violated. Question 1d As a prerequisite condition for allowing the study, the IRB member will seek clarification on the underlying components of study including the specific ways that the nurses have planned to address the eminent ethical issues concerning the privacy and the right to informed consent so as to ensure that the survey achieves the stated objectives without subjecting the stud y subject’s, who could be vulnerable to undue pressure as the IRB provisions demand. Question 1e As a matter of principle, the nurses will conduct the survey within the scope of the IRB provisions and thus remain vigilant in ensuring informed consent and privacy and confidentiality of the subjects are adhered to. In this regard, the nurses will remain advocates of the subjects in the sense that they will make sure the subjects’ confidentiality since they will apply procedures that are in

Technology Leadership is a Business Strategy Essay

Technology Leadership is a Business Strategy - Essay Example Even if there were some computers in an organization, it was only with the most senior employees or in research departments. Now though, things have moved on. The development of the internet by the US Army and its public release in the 1980s has created quite a phenomenal change in information technology (Moschella, 1997). Internet forms the very backbone of our society today. New generations fear thinking how we managed to get stuff done when we didn't have this much technology in our lives. Technology leadership goes far beyond the conventional planning processes. It is about the change it can bring about in the very foundations of running the company and the ways and means with which it is run. It creates a whole new way of defining efficiency and goal achievement strategies (Sosik, 2004). This means that the role of the executive director is vital in the deployment of technology. So, technology can not be a success in an origination if employees are not comfortable with it or they do not know the huge benefits of it. We continuously study optimization strategies and efficient working conditions in almost every course, be it related to science or the business fields. This is because computers and technology have helped humans today see that they can get more work done in lesser time. The absolute importance of technology is that an organization accomplish in getting much more work done in a small amount of time and the output is error free as well. Technology today is not even expensive to buy. Many small business organizations are still running on vintage hardware and still are way in the lead because their staff know how get the best out of what has been provided to them. Companies like Microsoft and Linux developers research and develop operating systems with software that is not only easier to use than their previous editions, but which can accomplish more at the same time. We are talking about multitasking. Imagine for a moment, the importance of doing several time consuming tasks at the same time. It takes accountants and engineers hours to develop circuits on paper. But, using computer software, they can produce error free results in a matter of a few minutes. Consumer goods companies like Unilever and Procter & Gamble replace their hardware after every three years just to cope up with the increasing change in computing technology. They know the importance of technology in their goal achievement techniques. This fact is also helped by the fact that each CEO of the company is fluent and comfortable with the use of technology and in annual board meetings they are able to convince the board members, who can actually make or break the company if they disagree with technological innovations, on deploying better and more efficient technology and train employees in the area of using this new technology. Use of technologies in banks like Standard Chartered is vital. The prime example of this is an ATM machine. How easy is it to take your cash out of a machine rather than stand in queues waiting for your turn at the counter Conclusion Technology leadership is the quality most required in today's top companies. This is the reason they are at

Fresh Direct Case Study Example | Topics and Well Written Essays - 1750 words

Fresh Direct - Case Study Example This paper outlines that Jason Ackerman and Joseph Fedele. As a result, many retail grocery stores started offering their service online by developing their websites; online grocery shopping was considered as the best way of doing shopping for food and it affected sales of various retail giants. In order to place an order, the customers need to have an order of $30 along with delivery fees. The company was significantly impacted when competition intensified in the industry as competitors started offering local organic and grown food items but there were some aspects that these emerging competitors were unable to compete with the company. FreshDirect claimed to have revenue of about $250 million which is an increase of almost $20 million from previous year; the customer base is within the range of 20-25%. YourGrocer has been launched with strategy focusing on bulk buying as customers prefer to order in large quantities of goods and get instant deliveries which is being offered by this online grocery store According to Johnson et al., Porter’s five forces model is important for assessing the position of a company in its industry. It will help in making decisions strategically that will help in increasing profitability of FreshDirect. The threat of new entrants is low in online grocery industry as new entrants will have to invest huge capital amount and need to have experience along with understanding about advance technological system for efficient management. Any new entrant will have to learn various aspects on online grocery stores and have access to reliable suppliers and well-known distributors. Customers these days are aware of various options that are available online and have high power for bargaining their prices and needs. It is easier for customers to switch to other competitors if they are not provided high quality products at affordable price range.

Should We Eat Pork Philosophy Essay

Should We Eat Pork Philosophy Essay Nowadays, people pay more attention on choosing what we eat. At the same time, the issue of animal rights and welfare is being raised and discussed in the society. Dogs have been considered as our companion animals for over 30,000 years (Waugh, 2012), while pigs are being considered as farm animals in most countries. Dogs are loved and cared by human; staying with us and we provide them with comfortable living environment. However, pigs live in intensive factory farms with indecent living conditions, being packed in small areas and treated inhumanely, and being treated as food to human. This situation reveals the problem of unequal treatment between pigs and dogs and it leads us to the topic: should we eat pork if we do not eat dogs? Most people against eating dog meat but they allow eating pork; they object to cruelty to dogs while enjoying the produce by cruelty to pigs. We are showing our prejudice towards pigs when we are labelling them as meat, because it turns pigs as something, and we are objectifying them as food to human (Grillo, 2012). They are both animals, but what are the differences between pigs and dogs and what is wrong in pigs that make them deserve poorer treatment? Given that pigs and dogs are both animals, then they should be given same treatment. If we refuse to eat dogs, then we should not eat pork. In the following, I will be introducing the problem of moral inconsistency, followed by arguing that indeed pigs and dogs are very similar, and the value of them should be independent of their relationship with humans. Possible arguments from the opposite side, along with some responses will be addressed in the later part. Psychologists mentioned that people are always inconsistent in our attitude and behaviour, and Elizabeth Anderson once mentioned in her book that she is puzzled and confused with moral inconsistency when she saw pet owners wearing fur coat (Herzog, 2011). We are fed with absurdity when we have inconsistent attitudes and selective empathy towards pigs and dogs, and carnisim is the invisible belief system which drives us to choose what to eat (Joy, 2011). We need to be consistent in ethics so as to avoid contraction between our beliefs, values and actions. Being consistent also reflects our integrity as human beings. There are several reasons behind moral inconsistency. The A-B-C model is a widely accepted theory which talks about our attitudes. Our attitude is guided by three components, they are Affect, Behaviour and Cognition (Herzog, 2011). Attitude is how people think and feel towards something, behaviour is your action, cognition is how well you understand that issue. Sometimes, people may encounter moral inconsistency because of keeping a pet, which they are emotionally attached to dogs or other companion animals; or they do not understand how pigs suffering during the process of slaughtering, which they do not consider it as an issue to pigs to be treated inhumanely and killed. People may refuse to eat pork once they see, smell or listen to sounds and situation in the slaughterhouse. Chris Diehm, an environmental philosopher discovered that even when people are pointed out with moral inconsistency, we often think of ways to turn personal behaviour into something reasonable and justifiable (Herzog, 2011). Some of us do realise the differences in our relationships and the way we treat different pigs and dogs; however, we remove our inconsistency by changing our beliefs instead of changing our behaviour so as to feel comfortable. People are unwilling to admit that we are inconsistent or incoherent mainly due to our interest and selfishness, some love the taste of pork and they defend eating pigs. Although Hal Herzog mentioned that moral incoherence is one of the inevitable features of human nature (Herzog, 2011), it is not an excuse of treating pigs and dogs unequally. Human nature does not justify moral incoherence; rather, our human nature, especially our ability to reason and intelligence makes us distinctive from other animals. Instead, human should make good us e of the ability to reason and morality to achieve moral coherence and consistency. Now I will turn to the reasons why pigs and dogs deserve same treatment from human. First of all, pigs and dogs are similar in two ways, both psychologically and physically. In psychological point of view, pigs and dogs are also sentient animals, which they have emotions and they have the ability to experience happiness and sadness. Pigs can be both optimists and pessimists, and their living environment is one of the factors affecting their emotions (Berkoff, 2011). Furthermore, both of them have long term memory of their experience in pain and pleasure, especially for pigs, they not only suffer their own pain, but witness and remember pain of others (PETA, 2013). It has been proved in different scientific reports that both pigs and dogs are very intelligent. They can also develop complex relationships with other species, and they care what happens to them (Grillo, 2012). Each animal, including pigs and dogs has their unique personality and characteristic. In biological point of view, according to the classification of living things, pigs and dogs belong to the clas s of mammals. They have many common characteristics, such as being vertebrates, warm-blooded, having furs and hairs and sweat glands, as well as they undergo internal fertilization. In terms of physical appearance, they have similar teeth and heart structure. They can also perform simple tasks that children are able to do, and doing different tricks like jumping hoops, bowing and standing (Angier, 2009). It is also found that both pigs and dogs have certain preferences towards temperature, such as under cold conditions, dogs need to wear clothes, and pigs can turn on the heater when they are given the chance and turn it off when they feel hot (PETA, 2013). There are a lot misunderstandings or unknown facts about pigs that makes them inferior to dogs. Regarding the psychological and physical similarities, differences in biological structure or emotions do not justify unequal treatment towards pigs. Secondly, some people hold the idea that human are superior to other animals, so that we have the right to treat them according to their relationships with us, and their values depends on how close we are. Paul Taylor brought out the idea of species egalitarianism and biocentrism on the ground that not only are animals members of the community, they are also teleological centres of life that each animal is a unique individual pursing its own good in its own way (Taylor, 1986). Generally, there are three kinds of values being identified in animals, which are the commodity, amenity and moral value (Norton, 1988). Commodity value refers that species can be made into products and being sold in market, for example wool and alligators for making clothes and handbags. Amenity value refers to the presence of animals which improves our lives in a recreational way, such as fishing, hunting or watching performances. Moral value refers to values in species themselves, which includes intrinsic an d inherent value; and that value is independent of human (Regan, 2006; Taylor, 1986). The moral value is a universal value, which can be found in all species and it is the same in all species. Unlike commodity and amenity value, moral value does not come in any degree (Regan, 2006). Therefore, animals have their own life and they do not fully depend on human although different species are interdependent in some way. Even if their values depend on human, it would be a mistake if we overlook their own moral values and independence. Moral value of animals is highly related to the problem of moral inconsistency. Most people responding to some questionnaires stated that they treasured and valued the independent value of animals, which they agreed animals exist independent of any use (Randall, 1986). In spite of the findings from the questionnaires, human place commodity and amenity values on top of moral value of animals in most of the time. Those three values should come together in parallel, and hold equal importance. Furthermore, animals with further relationship with us do not mean that we should or have the rights to treat them unequally and inflict harm on them. We do not know someone does not mean we should hurt that person, and the same applies to animals. Pigs and dogs are independent creatures; they do not live for us. Despite pigs and dogs are highly similar and they have independent moral values, people hold the opposite view have other arguments that they believe it is fine to treat pigs and dogs in different way. In the following, I will be presenting their objections and some responses why their arguments do not stand. Some people may argue that pigs and dogs are very different in nature, which means they are not the same when they are born to and born for. People mean that dogs are bred to be friends and companions of human, while pigs are bred as farm animals to be food and meat to feed human. The ones holding this view consider both dogs and pigs as means to human. We should not consider pigs and dogs as tools to serve and satisfy human needs since we are not the only species on the world (Regan, 2006). They do not live for us as mentioned previously that animals have independent moral value from us. The nature indeed does not shape animals distinctively for different purposes or uses; it does not separate animals from animals into different categories. It is our intuition or practices which lead us to the idea that pigs and dogs are different. Using the example of human, we are not born to be someone; it is our experience that shapes us. Therefore, it does not make sense in claiming that pigs a nd dogs are born differently. People may say that history and our own culture contributes to the differences between pigs and dogs and the act of eating pork, it makes nothing wrong in following our customs. We develop our practices by learning from our ancestors and parents, copying their way of living including their eating habits. However, following culture and customs does not mean we are acting rightfully or the act is ethically good. For example, racism, gender inequality and slavery existed since long time ago; do we say that they are justifiable because our culture and customs that treat people in different manners and ways? We should not make judgements only base on culture and customs, but also our morality, critical mind and rational thinking. It is undeniably difficult to change our practices and beliefs in a short period of time. A person is easily being tempted when the idea of treating pigs and dogs first comes to his mind; and it certainly takes time to change our habit (Herzog, 2011). Another argument which is likely to be given by pet lovers who eat meat is that dogs have higher instrumental value. In the past, dogs hunt for human and they are being considered as loyal since long time ago. They stay with us during our ups and downs, offering love and companionship. They can protect human, our property and children, dogs are also being used to detect bombs and drugs (Wogrinrich, 2011); while pigs are only being considered as food to human. Although dogs seem to have higher instrumental values in our life, actually they are equipped with all those talents because they are trained. Some may say dogs can recognise drugs because of their sensitivity in smelling. However, when we look deeply on how dogs identify different types of drugs, it is because they are being taught by human. If they are not trained, their strengths could not be expressed. It is because we human choose them to be taught rather than pigs, it does not mean that pigs cannot perform those tasks and actions, pigs are also trainable as they are intelligent. Pigs can also be our companion animals and we can keep them in our homes. We stereotyped pigs as stupid and dirty, which refrained people from getting close with them in the past. In this way, we cannot support the argument that we do not eat dogs because they are useful, it is human who makes them useful, and we can also provide pigs with skills so that they can have higher instrumental value. Rick Dove, an animal welfare campaigner once said Its an idiotic double standard: you cant kick a dog, but you can lock a pig up in a small crate and take her piglets away before she can nurse them properly, as any mother is programmed to do. This is mans insane inhumanity at its worst. (Kirby, 2010); dog lovers who claim that they love and care about animals are contradicting if they eat pork, who truly love animals should not be morally defending causing one harm and suffering to satisfy their own pleasure. It is hypocritical to love one but totally neglecting the other. If we agree to eat pork, we should accept eating dogs as well regarding their similarity and moral values. If we refuse to eat dogs, then we should not eat pork. Years ago, people have not thought of refusing to eat shark fins due to our traditions and customs, yet people are asking others stop eating shark fins now. Some may not think of treating pigs and dogs and other animals consistently and coherently similarl y. Value changes as time passes, it is the matter of time that people should put this matter into practices. Not only between pigs and dogs, but the other animals should also be given same treatment to show our respect to them as one of the members in community.

Present and Future Benefits of Solar Powered Homes Essay -- Argumentat

Present and Future Benefits of Solar Powered Homes Introduction   Ã‚  Ã‚  Ã‚  Ã‚  The following is a feasibility study on the need to apply solar power for homes and the benefits to be expected from it. This report contains information on the expected benefits of using solar power for homes in place of traditional methods of power such as electricity and gas. Solar power is beneficial to consumers because it saves them money compared to the increasingly high prices of conventional methods of generation. Solar power is also beneficial to society because it is much safer for our environment than the burning of fossil fuels or the use of nuclear power that is characteristic of gas and electricity power. This report explores solar power as an alternate and superior means of power generation for homes. Discussion and Results â€Å"Photovoltaics—A Path to Sustainable Futures†, a journal article by Joshua M. Pierce states that since 1957, electricity demand in the US has increased by over 450% while the US population has increased by only 50%, which illustrates how the demand for electricity has grown. During the first half of the 20th century, the national average price of electricity decreased as more efficient generating units were brought into service and this general trend has continued, but more electricity is needed so there is a need for different methods of generation like nuclear and solar power. Nuclear and fossil fuel generation have many negative environmental impacts, so there is a need for change which enables consumers to reduce dependence on these harmful technologies. â€Å"Photovoltaics—A Path to Sustainable Futures† states that new technology such as solar power has become a primary focus for researchers and they not only believe solar power to be environment ally safer but more cost effective as well. All of us are electricity consumers and therefore are familiar with this issue that directly affects us. When looking at alternate ways to produce electricity, one matter that particularly stands out is the consumer’s cost for the use of electricity compared to the use of solar power. According to www.solcomhouse.com, over 200,000 homes in the U.S. use some type of solar technology and more than 10,000 homes are entirely power by solar energy. The advantages of using solar power for homes, also known as Photovoltaic systems, are numerous. Many solar-power... ...rgy. References Passive Solar Buildings by J. Douglas Baccomb is a book that we have used that explains a broad survey of solar power-energy technologies and the reasons for their increased use. WWW.solcomhouse.com by The Ozone Hole, Inc. is a web site that gives an overall definition of solar power and its many uses. â€Å"Convincing the Home Builder to Build Solar Homes- Evaluation of the Passive Solar Workshop for Builders† by S. Klein is a journal article that discusses the increasing need for electricity and the most cost effective and environmentally safest way to keep up with the demand. â€Å"Photovoltaics -- A Path to Sustainable Futures† Volume 34, 20022002 by Joshua M. Pierce is another journal article that explains the technical, social, and economic benefits and limitations of PV technologies to provide electricity. Solar Heating Systems: Analysis and Design with the Sun-Pulse Method by Gordon F. Tully is another book that we used for our background information on how solar energy systems work. WWW.Millionsolarroofs.com by the U.S. Department of Energy is a web site that contains information on government programs supporting the use of solar power generation in homes.

The Rebranding of Lenovo After Its Acquisition of Thinkpad

The Rebranding of Lenovo after Its Acquisition of ThinkPad Chinese company Lenovo, founded in Beijing in 1984 and incorporated in Hong Kong in 1988, has gone through rebranding after its 2005 acquisition of the ThinkPad PC business from U. S. firm IBM. [1] Since then, Lenovo has risen to become the top PC maker alongside Hewlett-Packard, and analysts point to its ThinkPad products as a major factor behind its success. Lenovo's acquisition of IBM's personal computer division accelerated access to foreign markets while improving both its branding and technology.Before 2005, Lenovo lacked international recognition, attention to user and user experience outside China. The acquisition of the ThinkPad not only helped Lenovo promote brand image, but also helped it build the awareness in overseas markets. In order to extend the market and compete against its competitors Lenovo has pursued innovative new PC designs such as its popular IdeaPad Yoga products, ThinkPad Helix, and ThinkPad Twist. Lenovo has achieved significant success with this high-value strategy and it now controls more than 40% of the market for Windows computers priced above $900 in the United States. 2] Keeping the original name ThinkPad, Lenovo puts its brand identity in front of it. The brand value of ThinkPad has been successfully kept after being acquired by Lenovo. Shipments of Think-branded computers have doubled since Lenovo's takeover of the brand, with operating margins thought to be above 5%. [2] Lenovo has aggressively expanded the ThinkPad brand away from traditional laptop computers in favor of tablets and hybrid devices such as ThinkPad Helix and the ThinkPad Twist. Lenovo ThinkPadThinkPad line has filled up the blank of high-end products, completing the whole product lines of Lenovo. Now, Lenovo offers a multiplicity of product lines, and successfully seizing both high-end and low-end market. ThinkPad products are aimed at producing enterprise machines and high-end consumer products and positioned to compete with Apple in the high-end market. While, other product lines, such as IdeaPad and Essential, are focusing on mid- and low-range products, competing with HP, Deal as well as other mid-and –low range price PC producers.To improve its brand awareness in the international retail market, Lenovo has invested heavily in media and promotion. Lenovo hoped to establish a worldwide brand image of cool and innovative, rather than a synonym for cheap. Lenovo has purchased the advertising space during Super Bowl and a popular TV show â€Å"Glee†. One ad shows a Lenovo notebook open its parachute after being thrown out of an airplane, which displays the Quick Launch feature of the Lenovo notebook. In the lobby of the Lenovo U. S. building, the tagline â€Å"For those who do† can be easily found everywhere.Lenovo was also cleverly advertised in a Hollywood movie Transformers: Dark of the Moon. In the movie, a computer transforms into a robot friend of th e hero, Shia Labeouf — and the name of the computer company is there for all to see: Lenovo. â€Å"Chinese enterprises are looking for better opportunities to promote brands globally, and Hollywood is a good platform,† said Liu Siru, head of the advertising company Filmworks China Entertainment Marketing, which is operating in the US movie hub[3]. References: [1]: Company history of Lenovo on their official website, http://www. enovo. com/lenovo/us/en/history. html [2]: [From guard shack to global giant; Chinese industry â€Å"From guard shack to global giant; Chinese industry†]. The Economist. January 12, 2013. Retrieved February 5, 2013. [3]: Chen Jia: Remake, Remodel and Rebrand: Chinese firms need to raise their game to gain international recognition, October 2, 2011. [4]: Craig Stephen (August 20, 2012), China’s Lenovo may be one-off success,MarketWatch, August 20, 2012. [5]: â€Å"Face value: Legend in the making†. The Economist, February 6, 2013.