Jones electrical free essay sample

The Lost Symbol Chapter 102-106

Section 102 Robert Langdon had frequently heard it said that a creature, when cornered, was equipped for phenomenal accomplishments of solidarity. Regardless, when he tossed his full power into the underside of his case, nothing moved by any means. Around him, the fluid kept rising consistently. Without any than six crawls of breathing room left, Langdon had lifted his head into the pocket of air that remained. He was currently up close and personal with the Plexiglas window, his eyes just inches from the underside of the stone pyramid whose confusing etching floated above him. I have no clue what this implies. Covered for longer than a century underneath a solidified blend of wax and stone residue, the Masonic Pyramid's last engraving was presently uncovered. The etching was an impeccably square framework of images from each convention imaginableâ€alchemical, prophetic, heraldic, heavenly, mysterious, numeric, sigilic, Greek, Latin. As a totality, this was emblematic anarchyâ€a bowl of letters in order soup whose letters originated from many various dialects, societies, and timespans. All out bedlam. Symbologist Robert Langdon, in his most out of control scholarly understandings, couldn't comprehend how this framework of images could be deciphered to mean anything by any stretch of the imagination. Request from this confusion? Outlandish. The fluid was currently crawling over his Adam's apple, and Langdon could feel his degree of fear ascending alongside it. He kept striking against the tank. The pyramid gazed back at him tauntingly. In wild eyed urgency, Langdon concentrated all of his psychological vitality on the chessboard of images. What might they be able to potentially mean? Tragically, the combination appeared to be unique to the point that he was unable to try and envision where to start. They're not even from similar periods ever! Outside the tank, her voice suppressed yet perceptible, Katherine could be heard sorrowfully asking for Langdon's discharge. In spite of his inability to see an answer, the possibility of death appeared to propel each cell in his body to discover one. He felt a peculiar lucidity of psyche, not at all like anything he had ever experienced. Think! He checked the matrix seriously, looking for some clueâ€a design, a shrouded word, an uncommon symbol, anything at allâ€but he saw just a lattice of disconnected images. Bedlam. As time passes, Langdon had started to feel a spooky deadness overwhelming his body. Maybe his very tissue were getting ready to shield his psyche from the torment of death. The water was currently taking steps to immerse his ears, and he lifted his head as far as possible, pushing it against the highest point of the container. Alarming pictures started blazing before his eyes. A kid in New England stepping water at the base of a dull well. A man in Rome caught underneath a skeleton in an upset final resting place. Katherine's yells were developing increasingly wild eyed. From all Langdon could hear, she was attempting to prevail upon a madmanâ€insisting that Langdon couldn't be relied upon to unravel the pyramid without going to visit the Almas Temple. â€Å"That assembling clearly holds the missing piece to this riddle! In what capacity would robert be able to decode the pyramid without all the information?!† Langdon valued her endeavors, but he felt sure that â€Å"Eight Franklin Square† was not highlighting the Almas Temple. The timetable is all off-base! As indicated by legend, the Masonic Pyramid was made in the mid-1800s, decades before the Shriners even existed. Truth be told, Langdon acknowledged, it was most likely before the square was even called Franklin Square. The capstone couldn't in any way, shape or form have been highlighting an unbuilt working at a nonexistent location. Whatever â€Å"Eight Franklin Square† was highlighting . . . it needed to exist in 1850. Lamentably, Langdon was drawing an all out clear. He examined his memory banks for whatever might fit the course of events. Eight Franklin Square? Something that was in presence in 1850? Langdon thought of nothing. The fluid was streaming into his ears now. Battling his fear, he gazed up at the lattice of images on the glass. I don't comprehend the association! In a froze furor, his psyche started heaving all the remote it could create. Eight Franklin Square . . . squares . . . this matrix of images is a square . . . the square and the compass are Masonic images . . . Masonic special stepped areas are square . . . squares have ninety-degree points. The water continued rising, however Langdon shut it out. Eight Franklin . . . eight . . . this lattice is eight-by-eight . . . Franklin has eight letters . . . â€Å"The Order† has eight letters . . . 8 is the pivoted image for unendingness . . . eight is the quantity of obliteration in numerology . . . Langdon had no clue. Outside the tank, Katherine was all the while arguing, however Langdon's hearing was currently discontinuous as the water was sloshing around his head. † . . . inconceivable without knowing . . . capstone's message unmistakably . . . the mystery stows away withinâ€â€Å" At that point she was no more. Water immersed Langdon's ears, rubbing out the remainder of Katherine's voice. An abrupt womblike quiet immersed him, and Langdon acknowledged he genuinely was going to kick the bucket. The mystery stows away within†Katherine's last words reverberated through the quiet of his tomb. The mystery covers up inside . . . Unusually, Langdon acknowledged he had heard these accurate words ordinarily previously. The mystery stows away . . . inside. Indeed, even now, it appeared, the Ancient Mysteries were provoking him. â€Å"The mystery covers up within† was the center principle of the secrets, encouraging humankind to look for God not in the sky above . . . but instead inside himself. The mystery covers up inside. It was the message of all the incredible otherworldly instructors. The realm of God is inside you, said Jesus Christ. Know thyself, said Pythagoras. Know ye not that ye are divine beings, said Hermes Trismegistus. The rundown continued forever . . . All the supernatural lessons of the ages had endeavored to pass on this one thought. The mystery covers up inside. All things being equal, humanity kept seeking the sky for the substance of God. This acknowledgment, for Langdon, presently turned into an extreme incongruity. At the present time, with his eyes confronting the sky like all the visually impaired men who went before him, Robert Langdon out of nowhere observed the light. It hit him like a jolt from above. The mystery stows away inside The Order Eight Franklin Square Instantly he comprehended. The message on the capstone was abruptly perfectly clear. Its significance had been gazing him in the face throughout the night. The content on the capstone, similar to the Masonic Pyramid itself, was a symbolonâ€a code in piecesâ€a message written in parts. The capstone's importance was disguised in so straightforward a way that Langdon could barely accept he and Katherine had not spotted it. Additional bewildering still, Langdon now understood that the message on the capstone did to be sure uncover precisely how to interpret the lattice of images on the base of the pyramid. It was so exceptionally basic. Precisely as Peter Solomon had guaranteed, the brilliant capstone was a strong charm with the ability to bring request from bedlam. Langdon started beating on the cover and yelling, â€Å"I know! I know!† Above him, the stone pyramid lifted off and floated away. In its place, the inked face returned, its chilling appearance gazing down through the little window. â€Å"I illuminated it!† Langdon yelled. â€Å"Let me out!† At the point when the inked man spoke, Langdon's lowered ears heard nothing. His eyes, in any case, saw the lips talk two words. â€Å"Tell me.† â€Å"I will!† Langdon shouted, the water nearly to his eyes. â€Å"Let me out! I'll clarify everything!† It's so basic. The man's lips moved once more. â€Å"Tell me now . . . or on the other hand die.† With the water ascending through the last inch of air space, Langdon tipped his head back to keep his mouth over the waterline. As he did as such, warm fluid immersed his eyes, obscuring his vision. Curving his back, he squeezed his mouth against the Plexiglas window. At that point, with his most recent couple of seconds of air, Robert Langdon shared the mystery of how to decode the Masonic Pyramid. As he wrapped up, the fluid rose around his lips. Intuitively, Langdon drew a last breath and braced his mouth shut. After a second, the liquid secured him altogether, arriving at the highest point of his tomb and spreading out over the Plexiglas. He did it, Mal'akh figured it out. Langdon made sense of how to settle the pyramid. The appropriate response was so basic. So self-evident. Underneath the window, the lowered essence of Robert Langdon gazed up at him with urgent and importuning eyes. Mal'akh shook his head at him and gradually mouthed the words: â€Å"Thank you, Professor. Appreciate the afterlife.† Part 103 As a genuine swimmer, Robert Langdon had regularly thought about what it might feel want to suffocate. He currently realized he would learn firsthand. Despite the fact that he could hold his breath longer than a great many people, he could as of now feel his body responding to the nonattendance of air. Carbon dioxide was gathering in his blood, carrying with it the instinctual inclination to breathe in. Try not to relax! The reflex to breathe in was expanding in power as time passes. Langdon knew very soon he would arrive at what was known as the breath-hold breakpointâ€that crucial point in time at which an individual could no longer willfully hold his breath. Open the cover! Langdon's intuition was to pound and battle, however he knew not to squander significant oxygen. Everything he could do was gaze up through the haze of water above him and expectation. The world outside was presently just a dim fix of light over the Plexiglas window. His center muscles had started consuming, and he realized hypoxia was setting in. Out of nowhere a wonderful and spooky face showed up, looking down at him. It was Katherine, her delicate highlights looking practically ethereal through the cover of fluid. Their eyes met through the Plexiglas window, and for a moment, Langdon thought he was spared. Katherine! At that point he heard her quieted cries of ghastliness and acknowledged she was being held there by their captor. The inked beast was compelling her to shoulder mind

College and University Accommodations for ADHD Students

College and University Accommodations for ADHD Students ADHD School Print College and University Accommodations for ADHD Students By Jacqueline Sinfield facebook twitter Jacqueline Sinfield is an ADHD coach, and the author of Untapped Brilliance, How to Reach Your Full Potential As An Adult With ADHD. Learn about our editorial policy Jacqueline Sinfield Updated on June 19, 2019 ADHD Overview Symptoms Causes Diagnosis Treatment Living With In Children Sanjeri/Getty Images Student accommodations are designed to support students with learning challenges so they can achieve their academic potential. Accommodations help ADHD students both in how they acquire information, for example in class, and how they demonstrate their knowledge in exam situations. Accommodations are intended to act as an equalizer between students, so that if you have ADHD youre not at a disadvantage academically. Theres no reason to feel ashamed or embarrassed about receiving accommodations. Providing these accommodations  were shown to be helpful for ADHD students. Helpful Accommodations for ADHD Students These are examples of accommodations for college students with ADHD. How Information Is  Presented Written instructions (rather just verbal)Help with reading assignmentsAbility to record the lectures (and be loaned recording equipment if needed)A note taker who writes the class notes Setting Sit exams in a quiet location Timing Extra time when sitting exams.  The standard is time and half, although some students are eligible for longer.Extra time to finish assignmentsReduced course load.  For example, you could be a part-time student and still get the benefits of being a full-time student. Advanced course selection   Picking your courses before other students means you can select classes at the time of day where it is easiest for you to learn. You can also pick your preferred teachers. Both of these options can help your grades. Who Should Get Accommodations? Students that have had accommodations in high school tend to be more inclined to have accommodations as soon as they reach college. They have already experienced the benefits first hand and know how helpful they are to their success. Some ADHD students were able to get good grades in high school without accommodations. When they reach university, where the volume of material to study increases and the academic standard is higher, they realize they would benefit from some additional support. This might not happen until the second semester or even the second year. Benefits of Accommodations for ADHD You are able to get the grades you know are capable of.It helps your self-esteem. The grades you get are a more accurate reflection of the hard work you are putting into your studies.Your college experience is less stressful and more enjoyable.With improved grades, you have more options after graduation, including taking a post-graduate program.If you have accommodations in college, you are also eligible for them when you take admission exams for professional schools, for example, LSAT or MCAT, or for graduate schools, for example, GRE or GMAT. Overcoming Reluctance to Request Accommodations Many students with ADHD are reluctant to ask for accommodations. Here are some common reasons why you might not pursue this option: You don’t want to be different from your friends.Having accommodations would feel like cheating and put you at an unfair advantage.You do not feel that you deserve them.You do not want to be labeled as someone with a disability.You feel overwhelmed at the thought of setting up the accommodations. Remember, accommodations were created to help students just like you. Rather than putting you at an unfair advantage, they ‘even the  playing field’ so you are on equal footing with your peers. This is not cheating!  Colleges and universities have a vetting process to make sure only students with studying challenges are given accommodations. If organizing accommodations feels overwhelming, ask for help. A parent, tutor, organized friend or even a member of staff at the Office for Student Disabilities Service could help guide you through this process. Whenever you learn about a topic, you feel empowered, less overwhelmed and more likely to take action. I asked Stephanie Moulton Sarkis some ‘Frequently Asked Questions’ about accommodations for ADHD students.  Dr. Sarkis is the author of 5 books about ADHD including “Making the Grade with ADD: A Students Guide to Succeeding in College with Attention Deficit Disorder. How Does an ADHD Student Get Accommodations in College? When you first get accepted to a college or university, visit their website. Find the webpage for  Office for Student Disabilities Service and start to initiate the accommodation process.  Tell them about your ADHD diagnosis and request student accommodations. The Office for Student Disabilities will then explain what information they need from you. Each school requirements are slightly different. However, typically they ask for a letter from a licensed clinic on letterhead paper, stating your diagnosis, how they arrived at the diagnosis and the date they saw you. There has been an important development regarding the information you need to provide. Previously, your test needed to have been carried out in the last 5 years. This is no longer the case. It can have been carried out at any time in your life if it meets the offices criteria. If you had a 504 in high school, you could include a copy of that plan too. What Happens Next? Once the administration work has been completed, you will be contacted by the Office for Student Disabilities and have an appointment with a member of their staff. They will let you know what accommodations you are entitled to. At some colleges, the Office for Student Disabilities will contact your professors to let them know about your accommodations.  Other colleges will give you a letter detailing your accommodations. Then you can show the letter to each of your professors at the start of the semester, either after class or during office hours. Most professors are familiar with how accommodations work; however, if they have any questions, either you or the Office for Student Disabilities can answer them. What Accommodations Do I Need? If you have had accommodations in high school, then you will be familiar with what accommodations are helpful to you. If accommodations are new to you, it might be harder to know which ones will help you. Accept all the accommodations that are offered to you, even if you do not use them. This is because it can take a long time to add accommodations. What Happens If  My Request for Accommodations Is Rejected? If your request is denied for any reason, you can appeal. Often a rejection is because the Office for Student Disabilities requires additional information. Once you have provided the information, the accommodations can be approved. If you need to take the further action, contact the Association on Higher Education and Disability (AHEAD) They are the organization responsible for overseeing the accommodation process. However, it is always simpler if you can talk to the school first. If I Have Accommodations in College, Will This Go Against Me in My Career? Schools are not allowed to disclose confidential information about you. There are strict laws about this. What If I Go to Private School? Any universities receiving a PAL grant must follow The Americans with Disabilities Act (ADA), which is a civil rights law that stops discrimination against people with disabilities in all areas of life, including schools. What Happens If I Change My Mind and Want Accommodations After All? Even if you did not apply for accommodations when you first enrolled in school,  it is not a problem. You can apply at any time. The only  downside is that the review process takes time to be processed and during this time, you will still be studying and getting grades. Any Other Advice for ADHD Students? Join a support group and meet other students in similar positions. This helps you to realize that you are not alone, and you can share experiences with people who really understand. The Office for Student Disabilities Service might run a support group, or will have the details of one that is held on campus.

Emotional Intelligence and Athletic Performance - 1744 Words

According to Salovey and Mayer (1990), â€Å"understanding emotions involves comprehension of how basic emotions are blended to form complex emotions, how emotions are affected by events surrounding experiences, and whether various emotional reactions are likely in given social settings. Regulating emotions encompasses the control of emotions in oneself and in others. An individual’s emotional intelligence is an indication of how he or she perceives, understands, and regulates emotions. In sum, emotional intelligence is a form of intelligence that involves â€Å"the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions† (Salovery and Mayer, 1990,†¦show more content†¦Research has pointed out the importance for us to develop a clear perspective on the theoretical development of EQ. Moreover, how this theory may or may not overlap with tradit ional forms of intelligence and with psychological skills and strategies as they relate to athletic performance. In the Lane et al. (2010) study, the researchers have explored the findings of how emotional intelligence is related to emotions experienced before successful and unsuccessful performances and how certain emotions are correlated with successful performances and poor performances. Previous research has shown that emotional intelligence is correlated positively with pleasant emotions and negatively with unpleasant emotions. Further, Lane et al. (2009c) found emotional intelligence scores correlated with frequent use of psychological skills. Athletes reporting frequent use of psychological skills (Thomas et al., 1999) also appear to report high scores on the self-report emotional intelligence scales. B. Comparison of the purposes posed by the studies The purpose of the Zizzi et al. (2003) study was to find a relationship between emotional intelligence and athletic performance in a sample of Division I baseball players. This study explored the relationships between emotional intelligence and the global measures of baseball performance in a sample of college baseball players. More specifically, aShow MoreRelatedThe Theory Of Ei As A Mental Ability861 Words   |  4 Pagesreferring to an individual’s tendency to manage his or her emotions and is usually measured using self-report style questionnaires (Laborde, Brà ¼ll, Weber Anders, 2011) such as the Trait Emotional Intelligence Questionnaire (TEIQue; Petrides, 2009). The EI as a mental ability approach considers EI as a form of intelligence. The approach defines EI as â€Å"a set of abilities that support the adaptive use of emotions as part of our cognitive process† (Rivers, Brackett, Salovey Mayer, 2008, p. 2) and is linkedRead MoreAnalysis Of Alfred Binet And L ewis Terman On Intelligence Testing1696 Words   |  7 Pagescomparing Alfred Binet and Lewis Terman on their approaches to intelligence testing there are some similarities amongst the two. One such similarity would be regarding content. Alfred Binet’s approach to intelligence testing consisted of tests that ranged in difficulty levels from easy to hard. These tests required one to demonstrate his or her own cognitive ability, decision making, and verbal skills. Lewis Terman’s approach to intelligence testing was an updated version of Binet’s. Terman also usedRead MoreEmotional Intelligence ( Eq ) And Emotional Quotient Essay1537 Words   |  7 PagesBobby Lindsey Mrs. Ehlers CollegeNow Comp 151 18 September 2016 Emotional Intelligence Many people ponder about the question â€Å"What is Emotional Intelligence (EI) or Emotional Quotient (EQ) and how is it different from Intelligence Quotient (IQ)?† Many people know about Intelligence Quotient or IQ and they probably hope to have a high one, but they may not realize there is also something called EQ and it plays a role in people’s lives every day. EQ is an important concept to learn and understandRead MoreThe Negative Effects Of Medications In Sports1602 Words   |  7 Pagesmentality remains a primary barrier. It is important however, not to assume the applicability of psychotropic medications among athletes. Due to the fact that, medications can have potential adverse effects that may have a deleterious impact on the performance of elite athletes. Thus, explaining why experts in the field of sports pharmacology are needed to consult athletes and coaches regarding the rational use of pharmacological management to comply with antidoping regulations. Despite widespread acceptanceRead MoreStereotype Threat And Its Effect On Social Group836 Words   |  4 Pagesperform worse on the specific task (Steele Aronson, 1995 in Krendl, Richeson, Kelley, Heatherton, 2008). This phenomenon is called stereotype threat. Stereotype threat is stated as the performance reducer when a negative stereotype message about someone’s own group is made salient to evaluate the performance and any of the member’s actions that conform the stereotype making it credible as a self-characterization in the eyes of others, and mainly in one’s own eyes (Steele Aronson, 1995). DuringRead MoreImportance Of Physical Education1277 Words   |  6 Pagesand emotional challenges. As the child grows, excellent physical education can advocate social, cooperative, and problem-solving competencies. Exceptional physical education programs in United States schools should be considered necessary because they are essential in progressing motor skills, physical fitness, and knowledge of concepts that provide lifelong, healthy ways of life. While physical education provides many benefits to children, most of these benefits are physical. The athletic programsRead MoreTalcott Parson s Theory Of Pattern Variables1490 Words   |  6 Pagestraits (i.e. race, gender, age) and the impact it has on other areas of life, such as academics or work ethic. For example, African Americans are frequently stereotyped as having a lower IQ, performing poorer in academic settings, but being more athletic oriented; they face this stereotype because of their ascribed trait of skin color, or race (which is already a socially constructed phenomenon), even as it has little to no actual impact upon these aspects of life (what correlation there often isRead MoreWomen s Participation For Sports1152 Words   |  5 Pagesand continue to show their strengths in endurance, resilience, and physical balance. They are also taking a much need and more collective stance in the promotion of sport democracy. Giving every participant a voice and a means to demonstrate their athletic skills and abilities both cognitively and physically during training as well as during competitions based on skill level regardless of the gender or disability of the athlete. Changed things much and may have even more firmly cemented the statusRead MoreThe Principles Of A Leader919 Words   |  4 PagesIntroduction â€Å"One’s philosophy is not best expressed in words; it is expressed in the choices one makes†¦and the choices we make are ultimately our responsibility.† –Eleanor Roosevelt. Political figures, service members, clergymen, and personnel in the athletic domain have substantial dialogue in trying to capture the essence of what comprises effective leadership. Leadership is hard to define because it depends vastly on its context. Through extensive personal reflection, I can narrow down my leadershipRead MoreWhy Leaders Differentiate Lmx Quality2755 Words   |  12 Pagesfindings show the positive relationships between the quality of LMX and subordinates’ performance such as task performance, job satisfaction, and organization citizenship behaviors (Gerstner Day,1997; Ilies, Nahrgang, Morgeson, 2007; Zhang, Wang, Shi, 2012). Additionally, high quality of LMX, in turn, influence on multilevel outcomes including subordinates, leaders themselves, group, and organizational performance outcomes (Liden et al., 2006, Henderson et al., 2008, Wilson et al., 2010). As researchers

Gender, Gender And Sex Matters - 904 Words

Gender and Sex Matters This class is all really interesting for me, except the two features I talked above, all the other topics are just too attractive and applaud me. The gender problems totally right, and I believe this happens in every country. When I translated â€Å"Sex† and â€Å"Gender† in the dictionary, it gives us the same meaning: male and female. Thus I ‘m really surprised when I found they have different meanings in class! As referred to by Allen, Sex is a biological classification while gender refers to cultural norms of femininity and masculinity. (Allen, 2011, p. 42) There are lots of boys whose femininity and lots of girls who wear like boys and they want to be boys. I know it cause my high school is a girls school, and many of my friends don’t love dressing and don’t love boys. They even hate their chest, and thinking of getting rid of it all day. However, we don’t have a physiology course talking about this. Talking about them, the next chapter sexuality is really connected. We don’t allow gay marriage in China, and although it does not touch the law, but it will cause a lot of problems in everyday life, it even leads you to death sadly. Five years ago, homosexual people in China were really active, they wants to get their right to happiness in China too, just like here in America and those countries support gay marriage. They start all kinds of activities, they want something like homophile movement (Allen, 2011, p123), which happened in the 1950s, middle-Show MoreRelatedSex And Gender : Today s Society902 Words   |  4 PagesSex and gender are words presented in very controversial topics surrounding the media in today’s society. But how do we know which in which environment to use the different terms? To what extent do you differentiate sex and gender? Until recent years gender and sex were used in the same context. 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The main purpose of the National Rifle Association (NRA) Free Essays

The main purpose of the National Rifle Association (NRA)[1] is to â€Å"promote and encourage rifle shooting on a scientific basis†.[2]   Along with this key initiative, the NRA has other promoting sights that harbor the same motto such as the Institute for Legislative Action[3], and the NRA Foundation[4] (Source Watch, December 2005). The goals of the NRA may be considered conservative because it is an organization priding itself on the proper use of gun control, and it repeatedly goes back to the second admendemnt that allows citizenry to bear arms. We will write a custom essay sample on The main purpose of the National Rifle Association (NRA) or any similar topic only for you Order Now    The goals tend to be more on the conservative side since the point of the organization is for citizenry to keep and use firearms and hold a militia in case of infringing governemnt control.   The side that counteracts any deceitful government with military action as the second amendment states[5], The Second Amendment guarantees: â€Å"A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.† This guarantees a citizen’s right to keep and bear arms for personal defense. The revolutionary experience caused our forebears to address a second concern — the ability of Americans to maintain a citizen militia. The Founding Fathers trusted an armed citizenry as the best safeguard against the possibility of a tyrannical government. The NRA then is a conservative organization.   This is true because the NRA is only for law-abiding citizens having guns while a liberal stance would be for no one having a gun.   That is the main difference.   Conservatives then believe that guns are used for self-defense.   The main base of the NRA is shooting according to a scientific basis, and therefore gun control is not ideal for an NRA member.   They believe that gun control laws are not applicable in today’s society although there are staggering statistics that prove that gun control does work because per capita countries with gun control laws have less gun related incidents and death[6].   In all the NRA is a very conservative organization. One of the main politicians that oppose the gun control issue is former congressman John Thune[7].   The politician that is for gun control is Senate Minority Leader Tom Daschle.   Their views are very much strictly conservative opposing fundamental liberalism.   In areas such a gun control and the laws arising in the senate for or against these laws both politicians have adamantly stood in contrast to the other, as the NRA website states in Cox’s article, Since 1986, Daschle has cast literally dozens of anti-gun votes in the U.S. Senate. He voted for the Clinton gun ban in 1994 and again earlier this year. He voted for prohibitions that would have shut down gun shows across America†¦ And as the leader of his party in the U.S. Senate, Daschle carries far more clout and control over fellow Democrats than you might think. And time after time, he has chosen to use that raw power against gun owners. In contrast, Daschle’s challenger, former Congressman John Thune, has been a committed defender of Second Amendment freedom since his first vote in Congress. During his tenure in the House, John Thune voted to prohibit the federal government from keeping computerized records of gun purchases and to protect the American tradition of weekend gun shows. These two politicians are polar opposites with issues concerning guns.   Of course on of the biggest debates on gun issues arose in the 2004 elections with John Kerry being obdurately opposed to guns and even wanted to ban them while Bush of course took the other stance and advocated guns and by extension the NRA. In the NRA’s goals of liberty, equality, and democracy hold true to the idea of freedom.   That is why the Second Amendment is so vital to the NRA’s standing infrastructure; it allows citizens to hold onto freedom with militia and guns in case of the inception of an autocratic government or despot scenario.   In this belief the NRA has a foundation dedicated to education about freedom and guns. The goal again of the NRA is to â€Å"promote and encourage rifle shooting on a scientific basis†.  Ã‚   The ideal of democracy is a nation for the people and the NRA seeks to uphold that goal.   In order to do so, and the maintain liberty, and equality the NRA foundation is a modicum that allows for people to exerise their right of bearing arms, as the website states, Established in 1990, The NRA Foundation, Inc., is a 501(c)(3) tax-exempt organization that raises tax-deductible contributions in support of a wide range of firearm related public interest activities of the National Rifle Association of America and other organizations that defend and foster the Second Amendment rights of all law-abiding Americans. These activities are designed to promote firearms and hunting safety, to enhance marksmanship skills of those participating in the shooting sports, and to educate the general public about firearms in their historic, technological and artistic context. The Foundation is about protection; protecting freedom through use of guns.   In all, the goals of the NRA in direct accord with their view of liberty, equality and democracy. There are however interest groups that exist that oppose the NRA and their beliefs.   Some of these groups are affiliated with animal protection.   Though the NRA does hunt animals they do so with proper licensure.   The animal rights groups (FETA, National Humane Society of America) oppose the use of trapping, baiting, and hunting with dogs.   The opposition stems from the NRA believing every animal should be hunted without restriction to the animal rights groups wanting to limit hunting on specific species (bear, dove, etc) because of endangerment and other issues. In other instances the NRA helps to control a rising population of animal through hunting, as the website further states, Animal â€Å"rights† extremists from The Humane Society of the United States and other groups came out in strong support of a bill to stop the bear hunt in Maryland. Maryland DNR opposes the legislation and maintains this is needed to properly manage the bear population. The opposition to guns and by extension to the NRA is that they do not regulate their hunting but instead say that hunting a citizen’s right.   On the other hand, the NRA helps to maintain population control by hunting.   If hunters (or NRA active supporters) did not hunt then the population might get out of control and that animal would invading the space of humans, and in the case of the white-tailed deer their numbers would increase steadily and more people would get into wrecks because their population wasn’t checked through the use of fire-arms.   Also, in the view of an NRA member, hunting is a legitimate means by which to supply their family with food; so not only is hunting good for society but it is also good for the family. The NRA also has volunteer positions in its organization.   These positions include duties such as protecting freedom for gun owners.   Volunteers answer calls for the organization, and are called EVC (Election Volunteer Coordinators).   These volunteers as the NRA website states, †¦all EVCs serve on a voluntary basis, and ARE NOT employed by NRA. Rather, like you, they are NRA Members and volunteers who have stepped forward to help organize fellow Second Amendment supporters in an effort to protect our freedoms. If you are able to give ANY time to assist with volunteer activities in support of local pro-gun candidates, please contact the EVC in your area. The point of becoming a volunteer is to be actively involved in the protection of the Second Amendment in one’s own community.   A volunteer makes their surrounding community aware of the NRA and its issues through town-hall meetings, writing letters, writing newspaper articles, and in other ways during election years so that the citizenry is aware of the gun issues at hand are better equipped with gun knowledge.   There are also volunteer organizations involved with promoting the ideas of the NRA, one of which is the Firearms Coalition of Colorado and as the NRA website states, Formed 14 years ago to fight the City of Denver`s attempts to ban numerous semi-auto firearms, the Firearms Coalition of Colorado (FCC) exemplifies just what it means to be a â€Å"volunteer organization.† During the last 14 years, working side-by-side with NRA-ILA, FCC has steadfastly continued its efforts to thwart countless attacks by anti-gun politicians at the local and state levels. These are the ladies and gentlemen that you commonly find working at 3:00 a.m. if that is what it takes to get the job done. The purpose of volunteers and volunteer organizations is to promote gun awareness and to advocate the Second Amendment. The NRA is an organization dedicated to fire arms and the proper use of such firearms.   It is a strong advocate of the Second Amendment and is proud to take control of guns and the rights of the citizenry to use those guns for personal purpose without the interference of the government.   As their website states, and this paper reiterates, the NRA was Established in 1975, the Institute for Legislative Action (ILA) is the â€Å"lobbying† arm of the National Rifle Association of America. ILA is committed to preserving the right of all law-abiding individuals to purchase, possess and use firearms for legitimate purposes as guaranteed by the Second Amendment to the U.S. Constitution. It is therefore an organization priding itself on protecting an individual’s freedom, equality and democracy.   To achieve this, volunteers work during elections to ensure everyone is aware of gun issues and how to ensure that guns are not banned from the country.   The right to bear arms is important to the NRA because it ensures that an autocratic government does not take control of the nation, and guns are an important decipherer in that equation of freedom. Work Cited Friends of NRA.   ;http://www.nrafoundation.org/; NRA Organization.   ;http://www.nraila.org/index.aspx; Source Watch.   (December, 2005).   National Rifle Association.  Ã‚  Ã‚  Ã‚  Ã‚   ;http://www.sourcewatch.org/index.php?title=National_Rifle_Association; [1] A foundation founded in 1871 ( [2] This quote can be found on the NRA website at, http://www.nra.org/ [3] This is the NRA’s lobbying arm, which means it is a group of legislatures promoting the cause of the NRA with politicians and other public officials. [4] a 501(c)(3) tax-exempt organization, which provides â€Å"a means to raise millions of dollars to fund gun safety and educational projects of benefit to the general public.† (NRA website). [5] This quote is found on the NRA website and it furthers to explain the cause of the organization in regards to its fundamental motto and the fact that the NRA is trying to protect and legislate a citizens right to weapons in case of a tyrannical government. [6] There is a list of other conservative related issues pertaining to the NRA that are: conservatives believe that background checks are not necessary for owning a gun, it is unlawful to license gun owners, again there is the Second Amendment for the bearing of arms to protect individual rights, the NRA also holds true that it is wrong for individuals to sue gun companies. [7] Of South Dakota How to cite The main purpose of the National Rifle Association (NRA), Essay examples

Policy Setting in Job Training Programs

Introduction Employment and Job training program is a valuable tool for ensuring organizations, and even nations at large, gain in terms of increased workers’ productivity. From the dimension of the workers, employment and the on-job training programs are beneficial in the sense that, they result to investment in workers’ abilities and careers, often improving them in the course of execution of such programs. For fresh graduates, employment and job training programs provide them with an amicable opportunity to both learn and work.Advertising We will write a custom critical writing sample on Policy Setting in Job Training Programs specifically for you for only $16.05 $11/page Learn More For the purposes of realization of these benefits, it is critical that organizations, in both public and private sectors, develop effective policies that guide proper and smooth running of employment and job training programs. The question is, thus, how shoul d it be done? Assuming the position of an external policy analyst, the paper seeks to answer this interrogative. Akin to development of employment and on job training programs policies, within organizations, is the need to distinguish between two technical terms learning and training. Friedlander and Robbins argue, â€Å"Training’ suggests putting stuff into people, when in essence we should be developing people from the inside out, so they achieve their own individual potential – what they love and enjoy, what they are most capable of, and strong at doing, rather than what we try to make them be† (923). Based on this argument, it is perhaps plausible to argue also that training is the province of organization’s concerns while learning is the concern of people working for the organization on an individual basis. This infers that learning is chiefly an outcome of training, which can be achieved or fail to be achieved, depending on the trainee’s leve ls of interest and intellectual abilities. Consequently, the paper proposes that employment and job training policies need to be formulated and implemented, in such a way that, such peculiar differences, amongst the target persons, are well addressed in the attempt to achieve enormous success of employment and job training programs. While formulating employment and job training policies, it is critical that substantive flexibility is provided. The paper argues that flexibility in policies development and enactment is relevant in the sense of making sure that mechanisms of incorporating dynamic changes, in terms of technological innovation in the programs, are provided. This implies that, problems should be redefined whenever an attempt is made to derive a new approach in deploying job training programs, in seeking to improve the productivity of the organizational workforce. However, any employment and job training program policy needs to be structured such that, it always defines th e problem at hand, considers philosophical and cultural perspectives of the organization (guiding principles, values, ethos, and visions among others), and people (their abilities and financial limitations).Advertising Looking for critical writing on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Moreover, it should define legal contexts (in terms of discrimination, safety and health); methods of career development, recruitment, succession and selection; financial planning; and social responsibility perspectives (diversity, environment, ethics, sustainability and social corporate responsibility among others). Training program timing, scale and geographical factors, methods of measuring and evaluating policy achievements, and system tools, among others also need factoring in the policy formulation, implementation and evaluation phases. With this in mind, this paper focuses on policy development in the area of employment a nd job training programs. The paper begins by considering problem definition, followed by policy goal setting, then policy tools, and finally, consideration of probability of the proposed policy ability to get into an agenda. Problem definition Upon passing of the 1961 area redevelopment act in the U.S., policymakers embanked on reshaping and also endeavoring to upgrade skills coupled with employment prospects of people who garnered low income via employment and job training programs that were highly publicized. Many of these programs kicked off their concerns, by availing vocational training opportunities to people, who were displaced and dislocated before shifting in covering people who lived in poverty. Many of the persons, regarded as weak in the vocational training programs, were largely economically disadvantaged in the sense that, they had a long history that was ideally poor. As Friedlander and Robbins note, â€Å"during the 1960s the menu of services provided to economical ly disadvantaged people expanded, but since that time their variety and content have not changed very much† (927). However, the goals and orientations of employment and job training programs in the U.S. policies can be argued as having shifted incredibly. For example, within the last four decades, training programs policymakers have indeed changed their emphasis with regard to low costs as opposed to services that are high cost in nature with regard to the extent in which they serve the interests of the unemployed people who often are economically disadvantaged. Much change has also been realized, in the context of such programs capacity, to serve youths in comparison to adults, particularly dropouts of high schools. The main problem is that such programs fail to produce substantive earning and or employment gains among the youths. This problem is widely supported by the results of non-experimental evaluations coupled with alternative social experiment program models with the exception of findings of Job Corps program. Friedlander and Robbins reckon, â€Å"Some evaluations, including one experimental evaluation, report that Job Corp programs services modestly increase participants’ employment rates and earnings† (933).Advertising We will write a custom critical writing sample on Policy Setting in Job Training Programs specifically for you for only $16.05 $11/page Learn More The services provided by Job Corps are, however, expensive but comprehensive in nature. The ability of the Job Corps’ employment training program to produce positive results is indeed, however, impacted by the fact that cost benefits analysis show that earnings increase derived from Job Corps training fails to justify the costs incurred in conducting the trainings. Ideally then on margin, chances are that the society may be better off in case the employment training resources could have been channeled to adults other than youths. Stat istically, expenditures on employment training program in the U.S. amount to 0.1 to 0.2 of the GDP depending on the nature of the program being implemented (Heckman, LaLonde, and Smith 43). Almost all other OECD member countries spend much more than the U.S. on employment training program as a share of their GDP (Heckman, LaLonde, and Smith 47). By considering the magnitude of poverty in comparison to wages inequalities among economically disadvantaged people- who are often targeted by employment and job training programs, it becomes challenging and often sheds light on why training program produces little impact on wages structure and or output. Employment and training programs, with regard to the policies establishing them, they ought not to affect the well-being of participants, on average. Apparently, based on evaluations, existing programs fails to integrate participants in the realm of the economic mainstream. Indeed even though job training programs may be primarily argued as effective in conducting training, from the workers dimension depending on the differences existing between various people especially their learning abilities, they may fail to ensure that workers indeed learn as intended. Consequently, amid making people disadvantaged economically less poor, the programs may fail to reduce poverty levels substantially, yet this aim is their noble role. Surprisingly enough, majorities of the programs are executed under lower costs per participant, than the annual cost of normal schooling. Heckman, LaLonde, and Smith exemplify this point by asserting, â€Å"In 1997, programs operated under the Job Training Partnership Act (JTPA) spent on average about $3,000 per participant† (82). Arguably then, anticipating employment and training program to hike productivity output per participant to a sufficient level so that yearly earning escalate, by for instances thousands of dollars, infers that social investments need to have internal return rates tha t are extraordinary. In the modern-day, technologies deployed in organizations incredibly change virtually almost overnight. It is thus almost impossible to anticipate that, skills transferred to the population, through formal schooling, would do much such dynamic. Evidently, a mechanism of ensuring that workers remain updated with the emerging innovative technologies and methods of production, especially the ones that reduce production costs, is indispensable.Advertising Looking for critical writing on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Essentially, such knowledge is more likely to be transferred to people through employment and training programs that to date forms a concern of every organization that seeks to remain competitive. Reforms of employment and training policies are thus not an option, but a must for embracement by organizations. This aspect is perhaps largely significant by considering that, the question of effectiveness of employment and training program are likely to attract large public interest, especially by noting that, creativity and innovation are the key drivers of modern economies. Arguably, continuous training is the core of workers productivity output improvement. One of the most plausible ways of ensuring that employees continuously learn is the deployment of vocational training in every sector of production-something many nations have ardently embraced. However, change of policies governing vocational training is essential to make the current vocational training program more effective. To resolve the problem of failure, of employment and training programs to produce substantive earning and or employment gains among the youths, calls for change of the vocational training programs from being voluntary to mandatory. However, these trainings consume money and hence, the government essentially needs to either fund them on differed payment mode or treat then as part of essential services it provides to the citizens free of charge. Where charging is necessary, then, temporary assistance to needy families needs being considered. Policy goal setting The goal of developing vocational training policy by declaring that, it is mandatory for every student to attend mandatory vocational education and training program, in the due course of his or her education, is pegged on the idea of improving chances of students being considered for jobs upon clearing their formal education. Students, who have attended technical and vocational training programs, have experience on their line of s pecialization and hence are better placed to handle responsibilities delegated to them with minimal on the job training. Additionally, the goal of making such a policy is based on the belief that by placing students on mandatory vocational training program, they would get a lid of stereotyping associated with their careers. This has the consequences of making them develop impression that is realistic in relation to their careers of choice. Moreover, students would get acquaintance with their specialties’ â€Å"culture of industry and commerce, to develop the students understanding of the role and functions of different employees within an organization and to provide the discipline of employment† (Conger 30). Making technical and vocational training mandatory is necessary, especially by considering that, experience has shown that technical and vocational training institutions have an immense opportunity of having their students placed, as compared to other students who do not attend such programs. In this essence, the goal of making technical and vocational training mandatory is to ensure that students become demand-driven, dynamic, competitive, at both national and international levels, and quality conscious. Ensuring that students develop abilities to respond to work environmental dynamics would apparently mitigate the challenges previously encountered in training programs over the first two decades of the last four decades in which upon conducting on the job training, minimal results were obtained in terms of increased workers productivity outputs in comparison to the costs incurred during the training forums. Even though setting the goals of making technical and vocational training mandatory may sound as having the capacity of providing students with mechanisms of being recruited for jobs quick enough upon completion of the formal studies, several nations experience a number of drawback towards institutionalization of technical and vocational training programs. For instance, in India, technical and vocational training has been widely acclaimed as having the ability to improve the output of new job entrants. However, technical and the vocational training program policies have experienced immense challenges, because in India, there exists low priorities amongst the citizens for vocational training, insufficient industries for linkages, inadequate trainers and teachers, and non-existence of vertical mobility. Moreover, India boasts inflexible curriculum, non-agreement of various agencies, and absence of overall social appreciation of the roles of vocational education, among others. Application of the policy declaring that technical education and vocational training are mandatory needs also to embrace certain aspects in its formulation if at all the goals of vocational education and training are to be meet precisely. These aspects include; expansion and upgrading of vocational training and education, expansion and upgrading of technical and higher education, promotion of research in institutions of education and also redesigning patterns of education at school levels to ensure that skills development is facilitated. Government being the primary organ charged with ensuring the successful implementation of policies applicable at national fronts, on its part needs to ensure that vocational training and education program polices are fully implemented by declaring its roles precisely. Within the broader goals of making technical and vocational training mandatory, a government needs to strengthen, reinforce, and reform vocational training and education. It also needs to enact extra policies that ensure the capacity of technical and vocational training is expanded, by incorporation of the private sector coupled with promotion of academia and industry interaction, in the endeavor to ensure that, the gaps that may exist between skilled labor demand and supply is magnificently narrowed. Policy tools Policy tools are essentially engineered to serve as a variety of various evaluation approaches often applicable in the broadest probable application. The main objective of putting in place tools for policy evaluations is to derive the fundamental foundation of basing possible reforms on the proposed policy. In education policies formulation and implementation, there exist several reasons as to why policy tools need being set in place. One of the reasons is â€Å"to assess the nature and magnitude of the opportunities and constraints that face the systems that provide education and training† (Fetterman 18). Secondly, policy tools enable both private sector and the government to establish priorities in the allocation of resources for implementation of resource-constrained policies that are of national interest. This reason is enormously crucial while determining the capacity of likelihood of success of a policy seeking to make technical and vocational training mandatory and part of educati onal curriculum in the U.S. This move is particularly significant, since as argued before, for success of such a policy there needs to be heavy channeling of resources to according temporary assistance to needy families. Upon identification of the constraints, mechanisms of dealing with the constraints are enacted, and hence providing the basis for weighing possible options. Tools and instruments essential for implementation of the policy, stated herein as, â€Å"every person shall undergo mandatory technical vocational and training program as part of her or his qualification requirement†, must have cost elements ingrained in them. This means that justification of costs for running such a policy in relation to the anticipated economic gain is relevant. Therefore, in this context, policy tools are indeed not only mechanism of reflecting outcomes of a given policy, but also a way of providing informed guidance in an attempt of categorization of a policy as relevance or irreleva nt both in public and private domains. Bearing in mind the cumbersome process of making policies in the U.S., providing the platforms of classification of the policy this way, may provide a more competitive edge for resulting in the consideration of the proposed policy in the agenda. Apparently, if the policy is not included in the agenda, it cannot proceed to the next phases before it is approved. In attempting to push for the implementation of the policy, desirability and affordability are somewhat critical elements for consideration. The argument for desirability is that, technical and vocational training follows systematic procedures, just like any other form of education, and thus it could have myriads of benefits and desirable effects. Reforms in polices are intended to ensure improvement of outcomes from the contexts of quality and quantity of outcomes. Data providing evidence of investments, in technical and vocational training capacity to result in enhanced economic growth and increment, in employment rates could, in this end, support the desirability of making technical and vocational training mandatory. However, as previously argued, this endeavor would call for substantive government funding. Ideally then, pegged on the need to contemplate on the aspects of opportunity cost incurred if the policy is negated from inclusion in the agenda often would provide a coercive force to the policymakers who are mindful to the welfare of the society especially while choosing between beneficial and most beneficial policies for inclusion in the agenda. On the other hand, consideration of costs as a critical tool for ensuring successful implementation calls for taking into account valid dimensions of costs attributed to making technical and vocational training mandatory. These costs are either direct costs, for example, payments of salaries of technical and vocational trainers and teachers, and the costs of financing temporary assistance to needy families’ kitty or indirect costs. Indirect costs would entail aspects, such as costs for failing to provide financial incentives to needy families and or reduction in total payments payable at technical and vocational training institutions, as reflected in the in economic indicators, such as levels of unemployment and living standards of people. More importantly, analysis of costs needs to go beyond financial costs and involve political and social capital, among others. Consideration of costs as a tool for promoting the relevance of the policy, arguably entails putting policies makers in conditions of substantive evaluations and considerations of various possible policies for inclusion in the agenda which if not addressed would translate into increased indirect cost in future. This means then that the policy tool relies heavily on information availability and persuasions. Assessment of likelihood of incorporation of the policy in the agenda Getting an issue into a plan is one of the essentia l steps in policy development to address certain perceived social problems. This implies that unless an issue appears on an agenda, addressing it in a policy becomes a nightmare (Birkland 59). In fact, a lot of research has been done, by scholars, to determine the processes of getting issues into an agenda, coupled with issues that make an agenda and when such issues deserve to form part of an agenda. Despite the fact that numerous conditions that impair people’s abilities to contextualize issues relating to justice and fairness exist, evidently, not every condition is a problem requiring government interventions through policies. Unemployment is indeed a social challenge not only in the U.S. but also across the globe. Particularly, during recession, organizations prefer retaining workers who are highly productive to have high levels of output, while ensuring that cost of production is maintained as low as possible. With the conceptualization of this economic argument, and wi th justification of the fact that unemployment constitutes a social problem and that vocational training and education may increase chances of job selection coupled with hiking economic growth, getting the policy into an agenda is widely possible. However, challenges may be encountered, especially considering the cumbersomeness of policymaking process of the U.S. This aspect is perhaps significant by considering that, in some situation, some issues are considered as issues, while others are treated as non-issues, and hence hardly make it to the agenda list. Some issues are more likely to get into the agenda than others are. Among the reasons, why some issues do not make it to the agenda level includes problem definition, crowding an issue with other issues; the problem may be an illegitimate concern of the state, non-decision making and issues irrelevancy. The seriousness of issues is expressed in their definition. Poorly defined problems would consequently end up neglected in the a gendas. However, even though the problem may have been defied properly, its concerns may be irreverent to the state. However, it is anticipated that in the attempt to make vocational education and training mandatory in the U.S., the link between it and increased productivity indeed would make the policy being considered as an issue. Perhaps, by considering the concept of non-decision-making issues raised by a Bachrach and Baratz, it is apparent why some issues end up as being agendas while others do not. As Bachrach and Baratz reckon, â€Å"non-decision making in a power context is based on the presumption that political consensus is commonly shaped by status quo defenders, exercising their power resources and operated to prevent challenges to their values and interests† (901). A social condition, which attracts keen interests from the wider society, constitute a social problem, which needs solution often arrived at, after the issue of concern is incorporated in a public agen da. However, some issues that attract immense public interest are non-issues, perhaps because the concerned population may lack the ability to site solution as they may lack the power to do so (Birkland 87). Even if solutions are available, they may largely violate the interests and the status quo of those influential figures that would set the mechanisms of enabling the incorporation of the issue into an agenda. This implies that, though a social condition may be an agenda issue, the larger population may be forced to embrace it as part of their lives since they are incapacitated to push for likely solutions to it. A fear is also expressed that, the concerns of vocational training and fostering placement of fresh graduates may be treated as non-issues, and thus produce an impediment for the policy being incorporated in the agenda. Several reasons would account for this fear. In the debate of whether it is relevant making vocational education and training mandatory or not, it is ant icipated it would derive many disagreements among policymakers especially considering the hefty costs that go into it in terms of provision of temporary assistance to the needy families to meet its costs, and this scenario breeds fear. However, taking a condition entailing â€Å"actual disagreements in preferences among two or more groups† (Bachrach and Baratz 904) as comprising an issue is confusing. The question is, even if disagreements exist, do they attract the attention of the wider society. If so, does the wider society have the power to solicit suggested solution? In addition, if so, is the power limited to the extent that it does not violate the status quo of those in power? Any precondition for compliance with the two queries may make an issue end up being a non-issue and in the context of making vocational training and education mandatory, hinder it from getting into the agenda. Conclusion In the paper, it has been argued that employment and job training programs a re a valuable tool for ensuring organizations and even nations at large gain in terms of increased workers’ productivity. Research proves that employment and job-training program raises the probabilities of job recruitments among people. Investment in technical and vocational training is arguably one of the ways of enhancing employment and job training programs in the U.S. From this assertion; the paper proposes that in the U.S., a policy that makes technical and vocational training mandatory needs to be enacted. However, the success, of putting such a policy into an agenda, is challenging, considering the cumbersomeness of the policymaking process in the U.S. Hence, substantive tools need to be put in place, for ensuring that the proposed policy gets into an agenda. Apart from clear and concise problem definition in a manner that it amounts to a social problem and hence worth public attention, consideration of elements such as cost and benefit of making technical and vocatio nal training mandatory may indeed play a crucial role in facilitating articulation of the policy into the agenda. For these reasons, the paper has paid incredible attention in problem definition, goal setting, and the examination of policy tools by assuming the position of an external policy analyst. Works Cited Bachrach, Peter, and Morton Baratz. â€Å"Power And Its Two Faces Revisited: Reply To Geoffrey Debman.† American Political Science Review 69.3 (1975): 892-904. Print. Birkland, Thomas. After Disaster: Agenda Setting, Public Policy, And Focusing Events. Washington, DC: Georgetown University Press, 2008. Print. Conger, Stuart. Policies Guidelines for Educational and Vocational Training. Paris: UNESCO, 2006. Print. Fetterman, Martins. Foundations of Empowerment Evaluation. Thousand Oaks: Sage Publications, 2000. Print. Friedlander, Douglas, and Paul Robbins. Evaluating Program Evaluations: New Evidence on Commonly Used Non-Experimental Methods. American Economic Review 8 5.4 (1995): 923–937. Print. Heckman, Johnston, Duncan Lalonde, and James Smith. The Economics and Econometrics of Active Labor Market. Amsterdam: North Holland, 1999. Print. This critical writing on Policy Setting in Job Training Programs was written and submitted by user Nathalie Hawkins to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Dr. Heideggers Experiment Essays

Dr. Heideggers Experiment Essays Dr. Heideggers Experiment Paper Dr. Heideggers Experiment Paper 8. Was this a true â€Å"experiment†? If so, what was being tested? In the short story Dr. Heideggers Experiment, by Nathaniel Hawthorne, rather than observing the effect on people of the water from the Fountain of Youth, there is a true experiment behind. Though the narrator spends chunks of description on how the water changes people’s appearance and action, the inner human nature is what it really tests. As the doctor said before the experiment, it would be well that, with the experience of a lifetime to direct you, you should draw up a few general rules for your guidance, in passing a second time through the perils of youth. Though not explicitly shown in the story, it is apparent that the experiment involves more than physical changes. Concerned with the behavior of people, Dr. Heidegger is not just interested in the physical effect of the water. Will anyone ever learn from previous experiences? Will people make the same mistakes if they have a chance to start over ? What’s the relationship between age, appearance, and action? The experiment is true for it raises several questionable issues related to human nature and reveals certain answers through the behaviors of the four people in the story. a) Why did he select four people of such similar personality? Would it not have been a more productive and interesting experiment had differing personalities been included? By selecting four people of similar personality, Dr. Heidegger could have a better understanding on his experimental subjects and reached his purpose. One fact in common is that â€Å"they were all sad old creatures who had been unfortunate in life†. Namely, these four elders all squandered their money and reputation due to youthful foolishness. As the purpose was to explore the human nature (whether people would change), he knew that if given a choice to be young again, they would be the ones who wanted to change most. Yet, all of them proved the doctor wrong in the end, which clearly served the purpose of the experiment as well as made it more representative. If differing personalities were included, it would make the experiment harder to conclude, digress from its purpose, and lose its precision. Controlling variables was an important step to reach the result which was to examine whether youthful foolishness could be changed. Besides, it wouldn’t be any more productive since any successful experiment aiming to figure out a general phenomenon requires more than one subject. And in this case, four was a better choice. ? b) What did Dr. Heidegger expect to see? What might have been his initial hypothesis? Support your thinking with reference to the story. Dr. Heidegger expected to see a change in behaviors when the four guests were given a do-over chance. Before they drank the magical water, he reminded them that it would be well that, with the experience of a lifetime to direct you, you should draw up a few general rules for your guidance, in passing a second time through the perils of youth. † In other words, he wished his four guests would change whatever caused their previous failure and stop making the same mistakes. He hoped to see a positive transformation which the elders used their lifetime wisdom to guide themselves in the right way. However, as high as his expectation appeared to be, his initial hypothesis wasn’t exactly ideal. When he asked the four friends to assist him, he claimed that â€Å"For my own part, having had much trouble in growing old, I am in no hurry to grow young again†. That is, the doctor himself had no intention to be young even though he once had some miserable time, just like his guests. Thus, we can conclude that the reason he just wanted to be an observer was that he believed people would make the same mistakes even granted a second chance. ? c) What, if anything, did he expect his â€Å"subjects† to learn from the experiment? What might have been his purpose? As his guests suffered in their youth and lost their vigor, he might expect them to learn that since people couldn’t change, they might as well accept the reality. After the experiment, Dr. Heidegger said, Well – I bemoan it not; for if the fountain gushed at my very doorstep, I would not stoop to bathe my lips in it – no, though its delirium were for years instead of moments. Such is the lesson ye have taught me! As we can see, Dr. Heidegger knew this water did no good on people except creating illusions. And even in fake reality, people still remained who they used to be without single change despite of their senility. â€Å"Pressing the withered rose to his withered lips† Dr. Heidegger also said that I love it as well thus as in its dewy freshness. Compared with his subjects, Dr. Heidegger appeared to possess more wisdom and virtue, which was the two presents of age. He loved the way he was, for his age gave him wisdom. Therefore, all he did was to tes t his friends with the expectation that they would learn to change, or at least realize the inevitability of old age and death, and then embrace their presence after all these. The purpose of this experiment might be to discover the relationship between age, appearance, and behavior. Age, despite of physical senescence, depends more on the state of mind. Though the guests were seen to act differently due to their youthful appearances, the real reason was their inner self, who they thought they were. However, the experiment also proved that one was not likely to change who he or she really was even given another chance.

8 interview questions when applying to a call center -The JobNetwork

8 interview questions when applying to a call center -The JobNetwork Whether they take orders or offer customer service, call centers are all fairly similar. So there are a number of common questions you can expect to be asked when interviewing for a call center job. Here are 8 to anticipate, along with some suggestions for how to answer them. 1. â€Å"Can you tell me about yourself?†How to Answer It: Emphasize your people skills, since call center work involves talking to people all day. If you’ve ever done volunteer work, now would be a good time to talk about how much you love it. Just be sure to give a fleshed-out answer. The interviewer wants to know more than the kind of information that is already on your resume. Go deeper than your basic statistics.2. â€Å"What do you think a call center is like?†How to Answer It: Stay positive! Maybe taking calls all day is not your ideal job, but if you really want this one, you need to describe a call center as an environment of excellent customer service with employees who are flexibl e, cheerful, and extremely helpful.3. â€Å"What do you know about our company?†How to Answer It: Before going on your interview, do a little research about the company for which you are interviewing. Being able to rattle off a few details about the company in very positive terms reveals an attention to detail, a team-player spirit, and a willingness to do your homework. Not having a substantial response signals that you don’t take getting this job very seriously.4. Question: â€Å"Why do you want to work here?†How to Answer It: Explain that you have the people skills necessary for call center work. If you don’t have call center experience- and you probably won’t if you are asked this particular question- describe your other work or life experiences relevant to call center work. If you’ve ever worked with customers or clients before, or ever had to defuse potentially explosive situations, you should mention such experiences in your response. 5. â€Å"What is quality customer service?†How to Answer It: There’s really only one answer to this question: â€Å"Going above and beyond expectations† is quality customer service.6. â€Å"What are your strengths and weaknesses?†How to Answer It: This is a common question in any job interview. If you’re trying to get a call center job, your strengths should include patience, problem-solving, excellent communication skills, fast learning, and friendliness. Discussing your weaknesses can be a sly way to further emphasize your strengths. For example, you can offer â€Å"I tend to work myself too hard† as a weakness. Just don’t mention anything too negative.7. â€Å"What is the salary you expect to make here?†How to Answer It: Ideally, you would just request the standard salary for someone with your qualifications rather than a specific figure. If the interviewer asks for a specific figure, keep it reasonable without aiming too lo w or you may end up making less than you deserve. Do some research to find out how much someone with your qualifications should earn at a call center.8. â€Å"Where do you see yourself in five years?†How to Answer It: This common question is a way to find out if you plan to stick around or regard the job as a temporary steppingstone. A company is not going to want to hire you if you plan to move on quickly, so tell the interviewer that in five years you see yourself working for this very company†¦but promoted to a more powerful position!

Sexism Essay Example | Topics and Well Written Essays - 1750 words

Sexism - Essay Example Gender would be considered as a social construction. The opportunities and treatment that face people would largely be presented in reference to such a person’s sex, hence a form of discrimination referred to as sexism. Benatar defines sexism as economic and cultural structures that create and propagate rigid. and elaborate sex-marking and sex-announcing patterns that cause division of the species based on sex into subordinates and dominators. Sexism would thus be considered as systemic where the system favours those with overall power. It is basically the wrongful discrimination of a person on the basis of such a person’s sex. The wrongfulness of this discrimination could be out of individual beliefs about a particular sex or because such a discrimination would unjustly harm the discriminated persons. The dominance of one sex in any society would imply that there is a sex that is being oppressed. Benatar (12) introduces first sexism in reference to cases where girls ha ve been victimised. These girls and women have been killed due to their female sex in places where there is strong preference for sons, referred to as female infanticide. Widows would also be forced to end their lives in the name of rituals such as the India’s sati. Neglect could also cause deaths of girls and women especially in times of short food supplies in communities where sons would be prioritised as girls would be left to die out of malnutrition. Many millions of girls have been deprived of education as the boys on the other hand would be provided with education. Even in places where girls would be allowed to access primary education, the ladder tilts to favour the boys in higher education. In Saudi Arabia, women have been prohibited from riding motorcycles or bicycles or driving vehicles. Sexism through language Language has perpetuated male dominance through trivialising, ignoring and sexualising women. The use of he in cases of unspecified sex and the generic term mankind in reference to humanity are some example in English that enhance sexism. Additionally, promiscuity would usually be applied to women only. Towards the end of the 20th Century, gender neutral language had been promoted and has been largely attributed to feminism rise. This language avoids gender specific titles and other usage considered to be sexist. Supporters argue that gender specific title and pronouns exhibits systemic bias that excludes people based on their gender. Their proponents however argue that promoting gender neutral language would lead to grammatical distortion of meaning. Other languages around the world, in contrast to the western Indo-European languages had gender specific pronouns arise recently in the early 20th Century. Turkish is one of the examples. Colonialism saw most cultures revolutionise in an attempt to be modernised or westernised through addition of gender specific pronouns. As a result, about a century ago, these gender neutral pronouns beca me gender specific. Sexism in mass communication media Mass media, including movies, newspapers, television and magazines widely reflect what the society assumes about gender. Movies, particularly pornography objectifies gender by depicting scenes where women would be coerced, humiliated, dominated or even sexually assaulted. It entails psychological, physical or economic coercion of the women folk to perform and model in such movies. But with the modern rise in feminism, magazines have largely been concerned with the achievements of women. Despite this, various magazines still define women in reference to men behind them. Eitzen and Baca-Zinn (268) document studies which have shown that

Migrant Workers in North America Research Proposal

Migrant Workers in North America - Research Proposal Example Migrant labor in different forms is found in North America, South Africa, India, Western Europe, and the Middle East. In both the Middle East and Europe, migrant labor habitually has been employed for urban instead of agricultural work and entails prolonged durations of residence (Foner, 2001). In contrast, in Northern America, migrant work is inclined for agricultural work, largely during times of harvest. The necessity for agricultural migrant labor develops from the cyclic nature of yielding (Williams, 2004). Problem Statement The purpose of this study is to highlight the status of migrant workers in North America. Despites migrant labor patterns being present in different parts of the globe, not any can be compared with the magnitude and extent of the labor patterns in the United States. Migrant laborers may be moved to their work areas by a contractor who is charged with the responsibility of supplying the farm owners with the required workers or the migrant laborers may go to t he farms by themselves (Frum, 2000). Therefore, this study will investigate all aspects of migrant workers in North America (Hanson, 2006). Significance This study should be conducted so as to help people become familiar with the topic of migrant workers on North America. ... Nevertheless, during the period of 18th and 19th centuries, when slaves were set free and the slave trade was outlawed, workers from the foreign areas started to be recruited to compensate for the need for low-priced labor (Wright, 2003). In addition, there were a large number of sources for cheap workforce. Laborers from China were among the first people to be transported to North America in considerable numbers. Nevertheless, the federal administration restricted movement migration from this area with the 1882, Chinese Exclusion Act. During the start of the 20th century, individuals from the Philippines and Mexico started to enter North America to work in the farms as cheap laborers. In addition, different sources of low cost agricultural labor in this period came from untrained European migrants (Borjas, 2007)Unlike Philippine, Mexican, or Chinese laborers who came to North America purposefully to provide cheap labor in farms, European migrants did not come to North America to pre cisely work as laborers (Zimmermann, 2005). Nevertheless, they were employed as laborers in these farms. In addition, numerous a large number of Chinese, European, Philippine, and Mexican immigrants who moved to North America as laborers did so with the objective of finally buying their own lands and farms. Nonetheless, because of the complexity encountered in getting sufficient capital, this objective was frequently not attained. Literature Review In the Northern part, migrant labor travels regularly from south to north after the harvesting period, while in the Southern part migrant labor moves from north to south after harvest. The majority of agricultural laborers travel in well

Essay --

I am certainly in no means becoming a scientist but I do like keeping up with what is happening in the world science wise as well as other things. I’ve seen how the media and politics have blurred the lines between what information is backed up by evidence and what is not. In Sagan’s essay I found that some of his tools to detecting ‘baloney’ are tools that I see myself use on a day to day basis without thinking or in school when I’m writing papers that are using logos, pathos, or ethos. I think everyone should try and practice Carl Sagan’s tools in baloney detection, as it would benefit you as a person to have substantial information with solid evidence. I agree that it is important to have independent confirmation of the ‘facts’ as Sagan said. I use this method most of the time at work; I work in health care and deal a lot with sending documentation to doctors. I have come across multiple times that a doctor’s office will say they never received a document and when I’m questioned about it, I always show the confirmation sheet that shows that the fax went through to the doctor’s office. If I only had my word that I sent it, I don’t have the evidence to back up my calm and it becomes a he said she said situation. Another good example having independent confirmation is say you’re having an argument with someone and they are just denouncing the evidence you found from performing a test, look into getting another set of results done from the same test by another person to show that not only have you come up with the same results but another person has also found the same evidence of your claims in their results. Another tool Sagan mentions that I believe is very good to practice is encouraging substantive debates. I don’t kn... ...ts that show that Greece is one of the most seismically active countries in the world. Be it having an argument in politics, science, or simple reasoning; these tools for detecting baloney are very useful and important. You don’t want to be that moron at a party just spewing ignorant nonsense just because it was what you read in a tabloid magazine that states that the world is going to end in the next few days by a massive asteroid hitting the Earth; you also don’t want to be the person caught believing what that moron is saying to be true without having good facts. I don’t always know when I use these tools but I know that how I think most of the time falls along the guidelines of these tools. I rather be properly informed of what I am learning or I rather be persuaded in a different view of something as long as it has substantial evidence to back up its claim. Essay -- I am certainly in no means becoming a scientist but I do like keeping up with what is happening in the world science wise as well as other things. I’ve seen how the media and politics have blurred the lines between what information is backed up by evidence and what is not. In Sagan’s essay I found that some of his tools to detecting ‘baloney’ are tools that I see myself use on a day to day basis without thinking or in school when I’m writing papers that are using logos, pathos, or ethos. I think everyone should try and practice Carl Sagan’s tools in baloney detection, as it would benefit you as a person to have substantial information with solid evidence. I agree that it is important to have independent confirmation of the ‘facts’ as Sagan said. I use this method most of the time at work; I work in health care and deal a lot with sending documentation to doctors. I have come across multiple times that a doctor’s office will say they never received a document and when I’m questioned about it, I always show the confirmation sheet that shows that the fax went through to the doctor’s office. If I only had my word that I sent it, I don’t have the evidence to back up my calm and it becomes a he said she said situation. Another good example having independent confirmation is say you’re having an argument with someone and they are just denouncing the evidence you found from performing a test, look into getting another set of results done from the same test by another person to show that not only have you come up with the same results but another person has also found the same evidence of your claims in their results. Another tool Sagan mentions that I believe is very good to practice is encouraging substantive debates. I don’t kn... ...ts that show that Greece is one of the most seismically active countries in the world. Be it having an argument in politics, science, or simple reasoning; these tools for detecting baloney are very useful and important. You don’t want to be that moron at a party just spewing ignorant nonsense just because it was what you read in a tabloid magazine that states that the world is going to end in the next few days by a massive asteroid hitting the Earth; you also don’t want to be the person caught believing what that moron is saying to be true without having good facts. I don’t always know when I use these tools but I know that how I think most of the time falls along the guidelines of these tools. I rather be properly informed of what I am learning or I rather be persuaded in a different view of something as long as it has substantial evidence to back up its claim.

Cross Cultural Business Negotiations (United States and Japan) Essay

Abstract Understanding Cultures and acquiring skills necessary to make a cross cultural business negotiation a successful and pleasant experience for both parties involved requires much more than just the overview of the culture and it becomes hard because of the complexity of the culture to grab the entire core of a foreign culture without investing enough time and effort into it, however initial understanding of the concepts can be a good start. General perception is that American business men or managers at times feel out of their comfort zone when negotiating with their Japanese counterpart because of the behaviours demonstrated by Japanese which are, just like any other culture, are simply based on their assumptions , beliefs, norms and customs which are unfamiliar to other party. Understanding the cross cultural aspects are highly beneficial for either of the parties involved and can highly facilitate communication by decreasing the chance of any possible misunderstanding. Either Americans or Japanese both have tendency to bring their own cultural background with them while negotiating which of course affects the behaviours and ultimately the end result. American and Japanese cultures hardly have any similarities so clashes caused by cultural differences are inevitable for example what may be considered acceptable by the standards of one party might not be acceptable by the standards of other. This makes understanding the cultural issues and behaviours in depth more important especially for Americans if they plan to negotiate with Japanese because Japanese might not give any direct clue about where the negotiation is heading as Americans expect from other American managers during business negotiations. In this paper many cross cultural areas based on different models are discussed which helped us to identify the similarities and differences between these cultures, understanding of these similarities and differences can help managers to formulate right strategies to achieve maximum output from the negotiation process and make cross cultural interactions and negotiations a pleasant experience for both  parties involved. Cross Cultural Business Negotiations (United States and Japan) In today’s global world, businesses are continuously expanding all over the world. For the business world, there are no boundaries or borders. Companies are always moving to new places and finding new business opportunities, new business partners. And in this search, they are often expanding their business across countries. Although, companies are adopting an international approach and partnering with other companies across borders, in this process they have to cope with the cultural differences of different countries. Talking about American and Japanese business culture, there are huge differences between the two. If an American businessman decides to do with business with any Japanese company, he will have to plan and prepare for his meeting extensively. First, let’s talk about the differences in American and Japanese culture. GLOBE Study was able to establish nine cultural dimensions which allowed capturing the differences and similarities between different societies and cultures in the basic nature of it, which consists of behaviours and artefacts, different beliefs and values a particular society have, interpreting patterns and assumptions. It allowed GLOBE to create country clusters. Now According to GLOBE’s country clusters U.S.A is in Anglo cluster whereas Japan is in Confucian cluster and differences become greater as the distance between clusters increase. Anglo and Confucian cultures are almost on the opposite sides. This means they hardly share similarities in context of dimensions given by Hofstede. Power distance is first and recent trends suggest that Japan has just now started making its place near the world average in power distance for example victory of the democratic party of Japan in the elections of 2009 as they vowed to diminish the power of bureaucrats which makes it evident that they are becoming less tolerant of the power distance but still they have a long way to go. Americans on the other hand always had a low power distance as the Anglo cluster ranks high in participative approach but Confucian is at the bottom before Middle East. In Case of individualism Japan is at the collective end of the individualism/collectivism. Recent trend suggests that the relationships between employee and employer in Japan are becoming strained but collectivism is still more dominant. In context of this dimension  Americans have one of the highest scores in individualism. The hierarchal structures of American organizations are designed for convenience and to make superiors accessib le. Managers have high dependency on individual employees for their expertise. Next dimension is of Masculinity/Femininity and Japan has one of the most masculine society around the globe. According to Hofstede’s original sample Japan ranked highest among all the countries in this dimension. Like many other dimensions trend in this dimension has also started shifting in Japan for example the equal employment opportunity legislation which happened in mid 80’s helped removing many barriers for the women but still according to studies more than 60% of working women quite their jobs after their first child. High ranking of Japan in masculinity also indicates that the Japanese society is driven by competition and achievement. Low score on masculinity or being placed on or close to femininity end means that the dominant values in particular society are caring for others and being more concerned about quality of life. Americans ranked just slightly above the middle on masculinity which means that distance between these two cultures in context of this dimension is considerable. Next dimension is uncertainty avoidance. Talking about Japanese, generally they have tendency to avoid uncertainty but as in past years some manufacturers left Japan and this trend affected the tolerance for uncertainty in work environment. If trend continues it can significantly reduce the number of people who are loyal to the employer and can flourish the entrepreneurial trends which are commonly seen in United States as it will affect the number of job opportunities available domestically. Students after graduation will face immense competition and will probably have one shot at employment or they will be frozen out of the job market. United States is more risk taking society but currently it had also started to lean toward uncertainty avoidance because of some different trends, for example decline of the stock market and recent recession period of 2007-2009 plus the housing bubble bust. All these factors made people to seek for security and less risky investment opportunities. Another factor which might have effected is the treat they have from other emerging nations which are economically becoming more powerful and it can cause Americans to take more defensive stance and to look for more stable grounds rather than being risk taking society. One other dimension called pragmatism which deals with the  behavioural trend of people about having the explanation of the things. If we talk about normative societies most of the people require of have a strong desire to have an explanation but in pragmatic societies, people might not require explanation for everything because they consider it almost impossible that a person can fully understand the phenomena around them because of the complexity of life. Americans have tendency to check and analyse the information they receive for validity. This trend in culture makes us consider most of the Americans as non-pragmatic but t he fact that they are very practical should not be confused. Japanese culture is more of a high context culture. In Japanese business culture, they have more sense of belonging i.e. insider vs. outsider. They are more focused towards building long term relationships. Japanese are more relationship oriented rather than task oriented. They are more focused on communicated understanding rather than formal information. On the other hand, American culture is kind of a low context culture. It is more oriented towards rules and tasks. Tasks are given more importance than relationships. Relationships are usually short-term dependant on the tasks. Now as we have established the base and have the general understanding about the differences and similarities among both cultures we can move forward to the negotiation process between American and Japanese Managers. When an American manager plans on doing business and negotiating with a Japanese manager, the American manager of course has to be more prepared compared to the Japanese. Although both managers will have to be prepared for the meeting and negotiat ion on their behalves, still in case where American is approaching the Japanese, he will have to fully understand the culture and cultural differences, and then plan accordingly for meeting and negotiation. High context cultures are always harder to enter due to the fact that you cannot instantly create close relationships which are a trait of a high context culture. Americans need enough time to understand and gather information about the culture, and plan extensively before they are prepared enough for the meeting with such huge cultural differences. They will have to work continuously to build relationship that Japanese can trust and consider an insider. Although tasks are important to Japanese, still they are more focused on feelings rather than opinions and facts. As discussed before American culture promotes individualism while Japanese culture is more  towards collectivism. It is due to these and many other differences that the Japanese culture is looked at as a big obstacle in the way of doing business with Japanese companies or in Japan but once they have enough understanding and have enough preparation the simple differences and ways of Japanese culture are not that hard to start building relationship and earning the opportunity to become a part of Japanese business. For example, if an American manager wants to do business with a Japanese manager, and he is looking forward to a great start and getting a positive response, the first step in the meeting will be the greeting. Greeting is an important part of Japanese culture. Japanese people are always too polite. The bow is an integral part of Japanese greeting, to show gratitude. Although, westerners are not expected to bow, they are greeted with handshake combined with a slight bow from their Japanese counterpart. The next step is the exchange of business cards. In Japanese culture, followed by greetings, all the professionals present in the meeting are expected to exchange their business cards. It can be seen as a way of introducing yourself and your organization. An American manager should collect enough information and work on clarifying meanings of different aspects before getting into a meeting with any Japanese manager, as in Japanese culture, it is considered impolite to directly say somet hing or directly refuse. Disagreement is usually expressed nonverbally. Even if the Japanese are not interested to do business with you, they will not communicate it verbally or directly, in fact they will wait for you to lose interest. Even if talking about employees, in Japanese culture, non performers don’t get fired. They could be transferred to another department or any other organization but are not fired. So the American manager has to be prepared for understanding this type of situation where he could anticipate the response of his counterpart. When talking about meetings, American manager must understand that to Japanese, meetings usually mean the opportunity to exchange information. Decisions are not usually made in meetings. In Japanese culture, meeting could be attended by subordinates but no one is expected to give any response at that time. It might seem to the foreigner in this situation that no one is taking interest but he should not be disheartened. This is how Japanese usually do bu siness. They don’t discuss with outsiders. What American managers can do is they can take along an interpreter to help  better understand the Japanese counterpart and the meaning of their behaviour. Japanese people also take time to develop trust and a better relationship. So it is not expected to get on the spot response from them. Japanese managers want to develop good and long lasting relationships before moving ahead in the business. In Japanese business culture, the core pillar of the culture is the company. The company shapes the image of the person. So much importance is given to the company that even in their usual matters of life; decisions like marriage or renting out property are based on the company one works in. If someone wants to rent an apartment, the landlord will want to know in detail about the company that person works in. Even if that person changes the job, he will be obliged to let the landlord know. Then the landlord will take decision about continuing to let that person live there or not based on the reliability of the new company. Japanese people are socially ranked based on the company they work for. Japanese people are not expected to change jobs. The careers are developed within the company compared to careers developed within the market in American culture. In Japanese culture, people are expected to work for the same company throughout their life until they retire. This is helpful for both the company and the employee. Company saves the cost of new hiring and training while employees choose to be on a safe path and they have a sense of security in their careers. The same thing can be connected to business partners. Japanese managers will not move forward until they get to build a trustworthy relationship with an American manager. But once the relationship is developed, it will go a long way and the Japanese would like to keep on doing business as they look for consistency . This Japanese sense of loyalty could be very beneficial for the foreign company. Another part of Japanese culture is punctuality. So when planning for a meeting, the American manager should take note of being on time. They have exact specified start times and end times. Even deadlines are strictly followed. So being on time also shows your interest and helps develop some of the trust. Another aspect of Japanese business culture is that they don’t talk about money specifically. If money is discussed right away, it is taken as if the only concern is money here and that is all the reason negotiations are taking place. Japanese managers like to refer to money by expressions that are associated with it like payments, profits, wages, salaries etc and they only discuss it  what they consider to be the right moment for it. Still their major concern is always about building relationships. If any manager starts away by talking about money he will be considered greedy and ill mannered. One reason of not talking about money is that they consider counterparts to be outsiders unless they are able to develop enough trust. Also in cases where Japanese managers think that they are comparatively in weak position, they avoid using negative words while talking about their organizations. It is expected that the other company will not be interested to do business with them if they are in a weak position. So in such cases, they attract the interest of the other company by using words such as profits and success. Japanese managers try to develop interest in their company by taking confidence in their company and showing satisfaction in their performance. At first, Japanese managers like to gather as much detail as possible about their counterpart and about the organization they are representing. It is then followed by a careful decision of whether they are ready to do business with them or not. So American managers should not get in any hurry and should not be expecting on the spot response. The first step for the Japanese managers is to determine the value of whatever is being offered. Even the foreign manager should not jump to talking about money as this is considered as an ill manner when one talks about money before them making a decision whether or not they want the service or business partnership. So any manager should wait for them to start talking about money as for Japanese, money or price is the second step in any negotiation although for Americans, this is considered to be an important part of any negotiation. Before entering into negotiation, American manager should study or understand the importance of nonverbal communication in Japanese culture. As we know that Japanese managers or businessmen are not that much straightforward, so their response is often portrayed by non verbal expressions or their body language. Non verbal communication could include facial expressions, eye contact and other body language. But it could prove to be hard to detect as Japanese people are very subtle compared to Americans. Another strong part of Japanese culture during any business meeting is the exchange of gifts. Japanese always present their counterparts with gifts or exchange gifts as this is considered to be a demonstration of appreciation and courteous feelings. They consider it to be the part of  their manners to give or receive gifts by standing up and using two hands. If these manners are not followed, Japanese feel hurt and take it as no value was given to their gift. A gift also serves the purpose of showing that they want to have some kind of relationship built with each other. The intention of building a relationship is made clear. Exchange of gifts is considered to be a part of Japanese greetings. As for Americans, gift giving is usually associated with asking for any favour or getting a return out of it. But for Japanese it is a mere custom and a way to praise. Contrary to American business culture, a delay in making any decision is not considered to be someone’s inefficiency. They rather take it as a difference in decision making process. But once they take the responsibility of completing a job, one can easily put their faith on them even if it is out of reach of their capabilities and they have a way of coming out with exceptional results. Conclusion Compared to other business cultures in the world, the Japanese business culture is unique in its own way. And it may seem like an obstacle, but once one get to understand the basics of culture, it also provides security to their business by building life time relationships. Some of the traits of Japanese culture are their loyalty, consistency, collectivism, their way of giving respect. If American managers do their research before meeting Japanese managers for negotiations, and take care of little details while complimenting them in accordance with their culture, Japanese will be very pleased and any negotiation can be expected to result in favour of both the parties. Japanese are pleased by foreign managers who are acquainted with their customs and they will in return make the American managers feel more comfortable and relaxed. And at the same time it will be beneficial by enhancing the communication among both parties. In short, awareness of cross culture is the key to better comm unication between two so distant cultures. References: Brislin, R. (1970). Back-translation for cross cultural research. Journal of Cross Cultural Psychology, 1, 185–216. Arizona Republic, September 14, 1986, â€Å"Meishi: Card of status,† p. F-1 and F-8. Wall Street Journal, â€Å"Aunt Helen: Japan’s Answer to Dear Abby,† March 26, 1987, p. 36. Barnett, A. & Kincaid, D. (1983). A mathematical theory of cultural convergence. In William B. GudyKunst. ed., Intercultural Communication Theory: Current Perspectives. (pp. 171-179). Beverly Hills. CA: Sage. Economist. (2010). Into the unknown: A special report on Japan. Nov. 20, 1–16. Hofstede, G. (2001). Culture’s Consequences: Comparing Values, Behaviors, Institutions, and Organizations Across Nations (2nd ed). Thousand Oaks, CA: Sage Publications. World Economic and Social Survey. (2007). New York, NY: United Nations. Wu, M. (2006). Hofstede’s cultural dimensions 30 years later: A study of Taiwan and the United States. Intercultural Communication Studies, 15, 33–42. House, R., Javidan, M., Hanges, P. & Dorfman, P. (2002). Understanding cultures and implicit leadership theories across the globe: An introduction to project GLOBE. Journal of World Business, 37, 3–10.