Rupert Brooke and Wilfred Owen - 1233 Words

Rupert Brooke and Wilfred Owen Since the threat of war in some part of the world everyday and because of the colossal impact that it has had on our lives, it doesnt seem surprising that it is a popular theme of poetry. Sonnets are an extremely passionate form of poetry, used to show how the poet feels in their heart; both Rupert Brooke and Wilfred Owen create this passion in excellent, but very different ways. Anthem for Doomed Youth by Wilfred Owen is a Shakespearean sonnet reflecting on the callous life at war. Owen wrote this poem during his four months at Craiglockhart, a war hospital, whilst recovering from trench fever. Faced with many fatally injured men, this must have inspired him to write a great deal. Unlike†¦show more content†¦Made up of an octave and a sestet, the first stanza follows the Shakespearean sonnet form, whereas the second follows the Petrarchan sonnet pattern. Together the two stanzas invite the reader to visualize the prominence of the deceased soldier. Combining Englands traditions, legacy and his patriotism, Brooke talks of the place where he will spend his after life which is a cross between England and heaven. There is not as much of a connection between the poet and reader in Brookes sonnet as he is addressing you If I should die, think only this of me. I prefer the way in which Owen gets the reader interested by getting them to question their thoughts. In parts of the poem I feel that Brooke is just an arrogant man; That theres some corner of a foreign field That is forever England. There shall be In that rich earth a richer dust concealed; With this, Brooke makes it apparent that he believes that wherever he is buried will become purer as his English body shall turn to dust and become a part of it. I find this overly intense and I am almost disgusted, as I find it hard to believe that someone could feel so superior by merely being English. Although Owens poem is also very intense I find it easier to understand his thought process and can read it in agreement. Whilst saying this, in Brookes case, it may just be ignorance and he could quite easily be excused due to the factShow MoreRelatedThe Soldier By Rupert Brooke And Wilfred Owen1253 Words   |  6 Pagesand destruction. British poets Rupert Brooke and Wilfred Owen, for example, drew from their experiences as soldiers during the war and frequently address the themes of British Nationalism and patriotic self-sacrifice throughout their poetry. However, Brooke and Owen’s wartime experiences during the First World War were largely dissimilar. Consequently, their works contain vastly differing perspectives regarding the themes of Nationalism and self-sacrifice. Rupert Brooke’s sonnet â€Å"The Soldier,† writtenRead More The Views of Rupert Brooke and Wilfred Owen on War Essay2351 Words   |  10 PagesViews of Rupert Brooke and Wil My selected poems are The Soldier by Rupert Brooke and Dulce et Decorum est by Wilfred Owen. Both war poems but conveying their different feelings and presenting their views of war in radically different ways. The poets have polarized views of war with Rupert Brooke writing his poem in a romanticized and patriotic way referring to the possibility of death as a noble cause, for England the land that gave him life. This is at odds to how Wilfred Owen viewsRead MoreSimilarities Between Rupert Brooke, Siegfried Sassoon, And Wilfred Owen1531 Words   |  7 Pages World War I Poetry How it changed during the war Abby Schaubroeck Honors World Cultures Period 3 Ms. Beck 19 May 2017 Over the course of the war the perspective of literature, in specifically poetry, changed. Rupert Brooke, Siegfried Sassoon, and Wilfred Owen all share one common bond: these men were war poets. According to the Oxford Dictionary, the term â€Å"war poet† means â€Å"a poet writing at the time of and on the subject of war, especially one on military service during the FirstRead MoreThe Soldier By Rupert Brooke And Anthem For Doomed Youth By Wilfred Owen1367 Words   |  6 Pages‘The Soldier’ by Rupert Brooke and ‘Anthem for Doomed Youth’ by Wilfred Owen are two World War One era sonnets, both making a comment on what it means to die in war. The two poets show very different views on war, as both had very different experiences in war. Rupert Brooke died before he made it to war, his poem highlights the soldier as a hero and glorifies dying in war, in contrast Wilfred Owen shows a grittier side to death in war, as he experienced war first hand and his poem is real and brutalRead More The soldier by Rupert Brooke and Dulce et decorum est by Wilfred Owen886 Words   |  4 PagesWar Poetry - The soldier by Rupert Brooke and Dulce et decorum est by Wilfred Owen The poems The soldier by Rupert Brooke and Dulce et decorum est by Wilfred Owen are related to the events in WWI. These two poems concentrate on a similar subject, going to war, but have totally different points of view and contradict each other. Rupert Brooke has a patriotic point of view meanwhile Wilfred Owen has a critical opinion. Both of the authors use their own knowledge to show us how soldiersRead MoreBritish Nationalism And Self Sacrifice By Rupert Brooke And Wilfred Owen s The Soldier 1265 Words   |  6 Pagesdeath and destruction. For example, British poets Rupert Brooke and Wilfred Owen drew from their experiences as soldiers during the war while frequently addressing the themes of British Nationalism and patriotic self-sacrifice throughout their poetry. However, Brooke and Owen’s wartime experiences were largely dissimilar. As a result, their works contained vastly differing perspectives regarding the themes of British Nationalism and self-sacrifice. Rupert Brooke’s sonnet â€Å"The Soldier,† written at theRead MoreComparing The Soldier by Rupert Brooke and Dulce Et Decorum Est by Wilfred Owen669 Words   |  3 PagesComparing The Soldier by Rupert Brooke and Dulce Et Decorum Est by Wilfred Owen World War I, probably the most horrible of modern wars, inspired some of the most beautiful and powerful poetry of the 20th century. Two very good examples are The Soldier by Rupert Brooke and Dulce Et Decorum Est by Wilfred Owen, both were written before and during the this war. Rupert Brooke was a well- educated English man who lived the enthusiasm of the whole country when the warRead MoreCompare and Contrast the Way Rupert Brooke and Wilfred Owen Approach the Subject of War2244 Words   |  9 Pagesemotionally charged poems. The horror of war and the spiritual degradation it inflicts is evident in the work of the World War I poets. Wilfred Owen (1893-1918) and Siegfried Sassoon (1886-1967) were both soldiers and poets. Their poems reflect the loss of innocence and the horrible mental and physical toll World War I inflicted on the world. †¨Both Sassoon and Owen wrote war poetry to inform people of the realities of war. Sassoons efforts to publicly decry the war were stunted when the militaryRead More To compare the ways in which these poems display the horrors of war.1616 Words   |  7 Pageshorrors of war. I have selected three poems, The Soldier, by Rupert Brooke, Dulce et Decorum Est, and Anthem for Doomed Youth, both written by Wilfred Owen. Compare how these poems show the horrors of World War 1. To compare the ways in which these poems display the horrors of war. I have selected three poems, The Soldier, by Rupert Brooke, Dulce et Decorum Est, and Anthem for Doomed Youth, both written by Wilfred Owen. I chose Anthem for Doomed Youth and Dulce et Decorum Est Read MoreThe Soldier By Wilfred Owen1376 Words   |  6 Pagesonly be put forth by one who has never experienced the inhumane devastation that each battle- each moment- causes for the minds and in bodies of every soldier. â€Å"The Soldier† was written by Rupert Brooke in 1914, just before World War One was about to begin, while â€Å"Dulce et Decorum Est.† was written by Wilfred Owen in 1917, during which Word War One was being fought harshly. Due to â€Å"The Soldier† being written before the War began, this poem depicts an idealized perception of war in which the subject

Why Don t Boys Play With Dolls Essay - 1291 Words

The feminist movement has been trying to change the idea of traditional sex roles and stereotypes in society for decades, but maybe the issue relies on society instead of biological differences. While these biological differences and research show that there are small differences in cognitive brain activity between the sexes, they also propose a theory that this â€Å"is the way it’s supposed to be† (Pollitt 2549). Although these differences exist it does not mean that sexes should have permanently assigned roles in society. Katha Pollitt, a feminist author and high profile activist wrote the essay â€Å"Why Don’t Boys Play With Dolls,† published in 1995 in The New York Times Magazine. In the essay, she argues that â€Å"biological determinism may reassure some adults about their present, but it is feminism, the ideology of flexible and converging sex roles, that fits our children’s future† (2549). Pollitt raises important ethical problems in her essay, gender roles and stereotyping. Throughout her essay she provides several claims to her argument and builds credibility with her audience by using rhetorical strategies. However, the argument also exhibits some minor flaws, which could in return limit its persuasiveness. This analysis will identify Pollitt’s three main claims and the evidence she uses to support them. I argue that overall Pollitt provides an effective argument by building her credibility and expanding her audience with the use of rhetorical strategies, such as ethos, pathos,Show MoreRelatedWhy Boys Don t Play With Dolls Essay956 Words   |  4 PagesI put quotes around the title â€Å"Why Boys Don’t Play with Dolls,† and I also made each first word of the essay title capitalize. In paragraph one I added this word ‘and she argues how’ and I also added that ‘Pollitt further demonstrates that women’s have the same power as any men have, but society doesn’t let women get higher than men.’ I also added the word ‘explains that’ after Pollitt. I also added the word ‘infer.’ I also added the word ‘author is comparing,’ and also ‘toys.’ I added this sentenceRead MoreWhy Boys Don t Play With Dolls By Katha Pollitt And Silko s Essays Essay1280 Words   |  6 PagesIn our society today, there are many ways identity plays a role in how people live their lives, as well as how people are viewed or treated by others. A big part of a person’s identity comes from their gender. Men and women are raised differently, whether it be their beliefs and ways of thinking, how they view their future, or the actions they choose to take throughout their lifetime. In both Katha Pollitt an d Silko’s essays, they discuss the differences in the lives of men and women and how theseRead MoreWhy Boys Don t Play With Dolls And The Gender Blur : Where Does Biology End And Society Take1330 Words   |  6 Pagesshould dress and act based on their sex. The majority of individuals accommodate to those roles early on, because of the influences their parents have on them. Such ideas of gender roles are exhibited at length in the two short essays, â€Å"Why boys don t play with dolls† by Katha Pollitt and â€Å"The Gender Blur: Where Does Biology End and Society take over?† by Deborah Blum, in which gender roles are shown to be sociological rather than biological. Pollitt is an award-winning poet also well known as a liberalRead MorePersonal, Social And Institutional Power1726 Words   |  7 Pagesexample of each type of power that is displayed in the movie. a. Personal power is the degree of control an individual has over their own decisions. In Remember the Titans, an example of personal power was when the white boy made a decision to start a fight with Petey Jones (a black boy) because Petey was talking to his girlfriend and threw the first punch. b. Social power is expressed in the way different people relate to each other, or in ‘social dynamics’. An example of social power in the film isRead MoreShort Story : The Doll 970 Words   |  4 PagesJason looked around the room, it looks like she isn t here â€Å"Hello† The doll said with a soothing voice, Jason looks around, but doesn’t see her at all it s dark â€Å"Over here, sorry i like the dark it makes my cooking smell better, well that s what the others say† She walks up to jason and stares at him, jason is disturbed how she s a living doll â€Å"Uh†¦Ã¢â‚¬  he says staying quiet â€Å"So did Dr.lowkey sent you here?† she asked â€Å"No, i chose to come in here† he said â€Å"Are you kidding me? Do you think i m someRead MoreGender Roles 22190 Words   |  9 PagesThe Psychological Effects of Gender Roles #8220;Let the boys be boys.#8221; You#8217;ve heard this phrase before. Often repeated by parents regarding their little boys. So what makes a boy, a boy? Rambo like characteristics? Muscles? Short hair? Wearing blue? Wearing T-shirts and jeans or playing with sporting equipment? Well last I remember, the main characteristics boys shared were penises. The role gender association play in the lives of our children can sometimes affect them negativelyRead MoreMasculinity : The Real World1297 Words   |  6 PagesLaura Tarantella Ms. Wolfe English 101 24 November 2015 Masculinity in the Real World Since the day you’re born, society has told you what you can and cannot play with, wear, and even say.The United States has designed an unrealistic definition of American masculinity. For men, society has told them how they are to fit into society’s mold of masculinity. They are bombarded with rules and restrictions, and are told that if they do not conform to fit the picture of the ideal man, they are deemedRead MoreAnalysis Of The Games 900 Words   |  4 Pagesother classmates. He seems to always want to be the one to choose the game and organized it by who can play. DJ picks games where more than 2 people can play. The games are very organized to where everyone has to take turns. Representational mapping is the category we believe he fell under. DJ was very organized with his games, he would choose people to play in the games. While watching DJ play he s very active and likes to talk a lot. When talking to his friends he mentions all the fun cool thingsRead MoreIt s Just A Regular Day1474 Words   |  6 Pageshead. Where s Tamaki-senpai? He should be here by now. I mean he s the president of the club, he should be one of the first few people here. I asked and yawned. I don t know, but do you want to eat cake with me to pass some time? Honey suggested cheerfully. The twins glanced at me as I got a slice of cake. Come on, I can t turn down cake like this! I smiled and got a small piece of cake on a fork, then went in for the bite when suddenly, I heard fast footsteps that seemed to get louder andRead MoreGender Socialization1694 Words   |  7 Pageswords: Its a boy, or Its a girl The baby is brought home and dressed in clothes that help friends, family and even strangers identify the sex of the child. Baby boys are dressed in blue and baby girls are dressed in pink. The baby boy may be dressed in a blue jumpsuit with a football or a baseball glove on it. The baby girl may wear a bow in their hair and flowered pajamas. As the boy begins to grow, he is given a miniature basketball and a hoop to play with. The girl is given dolls and doll clothes to

Senior Privileges Free Essays

In the past, my high school gave more privileges to the seniors, although they have taken the privileges away from the seniors every year one by one. Currently, the only privileges seniors have over the underclassmen are leaving five minutes early for lunch and having the senior courtyard for lunch. We believe seniors should have more privileges or benefits than the school gives to us. We will write a custom essay sample on Senior Privileges or any similar topic only for you Order Now After EHS took away senior privileges like going off-campus for lunch and leaving class five minutes early, students rebelled and started to sneak out for lunch saying they have Career Center or GHS third block. Although the administration started to notice the students coming back after thirty minutes, the students started to be dismissed to continue going off-campus for lunch. The problem with not leaving class early is that students began sneaking out of class and detention numbers increased because sneaking out is not allowed. The senior class can relate to this issue and would like to go off-campus for lunch and leave class five minutes early. The future upcoming seniors would also like the same privileges. The current seniors have looked forward to senior benefits since being a freshman. By the time the freshmen class finally reached senior status all of the privileges the previous seniors had gained were taken away due to misjudgment and carelessness. The administration’s defense is that the seniors’ of previous classes disregarded safety concerns. Although high school students normally disregard the administration’s safety concerns one of the purpose of being a senior is to understand safety before they enter the real world. Although safety is a current issue we believe seniors are capable of being careful and influencing the underclassmen of being cautious. EHS may be responsible for the students during the day; we believe that students and parents can sign a permission slip where if the student gets in a wreck while out for lunch then EHS will not be responsible for any injuries. We believe seniors understand that going out for lunch is a privilege and if there are any complaints or problems the student’s privileges can will revoked at any point of time. We believe senior privileges can be taken away if senior abuses their privileges then they will have their privileges taken. Although previous classes have acted in a way that they would have been revoked eventually the administration should consider giving privileges back to seniors. We believe having senior benefits will cut down on the discipline issues EHS may have to deal with. EHS should offer more senior privileges than mentioned above. We think administration could add a few more benefits for seniors such as having a free period during the day, if the senior has A’s and B’s they could leave campus for the period. Although it would be mandatory for students to receive permission by parents and for the students to sign out when they leave campus and back in when they come back on campus for the rest of the day. For students that do not have the required grades and permission they can use the period to study and bring up their grades to earn the right to go off campus for the period. Our idea is right because it helps rebelling out of the schools and it will slim down the discipline issues of the seniors. It will also help the seniors prepare for college or the working world next year. How to cite Senior Privileges, Essay examples

Culture Nature free essay sample

Culture, Nature A ; Freedom: Treating Juvenile Offenders. Essay, Research Paper Culture, Nature A ; Freedom: Treating Juvenile Offenders. Groneman Argiro, T. W. Civ. 205 December 12,1996 In Kansas, Juvenile wrongdoers are sent to? Young person Centers? . These are simply Child prisons, lockdown installations for childs. This manner of intervention goes against every thought of growing put frontward in this category. In this paper I will seek to warrant the usage of residential intervention strategies through the thoughts found in several of this semesters writers ; including T.Huxtley, Rousseau, DuBois, Freud, A.Huxtley, and Mill. The Ideals set Forth by these intellectuals should be the footing for all intervention, to break the persons and society. First, We can look to DuBois. He believes that people can alter their ain consciousness. He shows this through his Immersion narration. This can # 8217 ; t work in a young person centre. The lone cultural ideal here is the Master/slave dialectic between staff and young person. The sides work apart. The two can # 8217 ; t articulation because one does non see the other. There is no manner to be? above the head covering? of their position. In a residential intervention mode, Relationship edifice is cardinal to success. The young person need to experience the head covering has been lifted. It allows them to explore safely and see the universe in a greater position. The position as other is removed and a true balance displaces the maestro / slave one. Following, we can look at Mills Ideas on civilization. He would wish to promote the ethical motives of the human head. To make this, we must continually prove the criterion. New thoughts must be able to go around freely. We must weigh how all actions consequence others. This can non be done in these Youth centres every bit good. They have really specific codifications and any inquiring is reprimanded. Cultural inflow is at a deadlock and Censor ship is at it # 8217 ; s highest possible degree. A residential intervention mode gives all thoughts a free shooting. Self Government, A system used by the young person assures a safe environment to portion all feedback and new thoughts openly, to non judgmental ears. it looks at how one # 8217 ; s action are related to others and provides a? safe topographic point # 8217 ; for all look. Leting thoughts to remain fresh and moral stableness and growing to boom. This leads us straight to the dehumanisation described by T.H. Huxtley. First, we have the effects of Social-Darwinism. We are utilizing our ain projections of nature for a theoretical account. These kids are being culturally pushed aside for advancement, stuck in mini prisons. Where, instead than repair jobs, we push them into enduring so that we may accomplish additions. Then there is the thought of the Gospel of wealth. Why aid these childs? My money is a merchandise of an evolutionary force, so is there arrangement. Helping would merely disrupt their penalty. These Youth Centers besides rob them of their ability to run into the ends of our society # 8217 ; s Protestant work ethic. They have no part! These three things allow us dehumanise these kids and set their duty off on others. Residential intervention, on the other manus, removes the Gospel of wealth outlook ; earn every bit much as you want, pecuniary forces are non evolutionary. Intervention is cardinal to Residential Treatment, no penalty of lower categories. This system makes everyone equal. This flows into the work ethic remotion every bit good, everyone contributes and the group benefits. No single benefit is given out. If one is good, so all are good. Finally, it erases the mask of Social- Darwinism. The young person work to run into ends for each other. No 1 wants to be above the remainder. A strong whole aid everyone separately every bit good. A hebdomad whole causes bitterness and green-eyed monster. A expression at Wiesel gives us penetration to the consequence of the political establishment on lt ;< br /> these Centers. Are these childs a merchandise of our civilization? If so how do we maintain this from happening? The reply is non to lock them up. What household bonds were available? Alternatively of locking the childs up, we need to happen our error! Rationality has an chance to neglect here. Residential intervention Lashkar-e-Taibas everyone be separate and specify their ain significances of life, between being and life itself. This helps each young person find significance in life virtuousness of their ain experiences. From here we can travel to A. Huxtley. His positions show what would go on if civilization wholly displaced nature in society. This translates to the society of a young person Center. Young person Centers are wholly denaturalized, about to the point of being unfertile. The hereafters of these young person should non be predestined, and mapped out as in a young person centre. Here advancement is mapped. In a residential manner intervention setup the societal control is through self authorities and peer interactions, non a cultural controlling organic structure. Besides the myth of advancement is dismantles. Residential intervention looks for alteration non advancement. These ongoing alterations allow for humanity. There is an handiness of true human values, non merely the pop civilization presented in the prison centre. Finally, we can look at Freud. His thoughts link the behaviours exhibited to inner jobs with household and society. He brings into inquiry the moral and cultural values instilled by other establishments such as church and school. He attempt to put things in several different classs. First, The Eros and Thantos Dialectic. Agressivity bent in the balance here. Our household construction should allow us set the primary agressivity we have in cheque. Regardless, Freud expressions to the individual and the cultural locale for replies. A young person centre is merely a storage installation. There is no curative addition achieved in these Child Prisons. They simply use reactive steps to halt behaviours, alternatively of looking for ancestors proactively. Once once more residential intervention has an border. Through the self authorities, relationship edifice procedure, and cultural challenges, the young person in these scenes work on the exterior ancestors that may be set uping their behaviours. This, in add-on to uncluttering the deformed cultural position, besides provides a locale for job resolution and rational treatments of thoughts. It provides a vehicle for the young person to get down the ego seeking required to look into some of these thoughts and happen a better world. Growth and derive for all is the key. For Freud, this is achieved by maintaining thrusts in cheque between the pleasance rule, our moral ace self-importance, and the important? I? in the self-importance. Again, this is merely done in residential scenes. Young person Centers merely house kids, haltering all these abilities spoken about above. I believe that the inquiry of how to rehabilitate Juvenile Offenders is simple. We must Repair childs alternatively of locking them up. The Ideas presented here are the most sound manner to make that. These theories allow for mental growing, equality, alteration and freedom from censoring to new thoughts. This is precisely what these youth demand. Their civilization has limited them and placed a head covering over them in society. Residential intervention is the lone manner to rectify this. The safety of thought exchange and the freedom of growing allow for each young person to develop the personality needed to oppugn the right things and put the cultural mystifier together. Young person centres merely allow them sit, and chew over the lone civilization they know. This makes the group Fester and fall farther down the rounds of the societal ladder. This apparatus merely hardens the head covering of separation between the troubled young person and society. As you can see residential intervention is the lone option to give these young person a opportunity to derive the accomplishments needed for life today.

Chad Vonder Haar Essays - Adolescence, Educational Psychology, Youth

Chad Vonder Haar Aviston Define Irresponsibility is a problem with today's youth. Many young men and women believe that when they turn eighteen they automatically become adults. These beliefs show how immature some adolescents are. Adulthood encompasses a great deal of independence, responsibility, and reliability. An adult is independent only if that person can live without his or her parent's financial assistance. Many young adults believe that age eighteen is the appropriate age to announce their independence; but it is these same, immature youths that cannot afford to pay any bills because they attend school. Statistics show that teenagers have the majority of the wrecks in proportion to the percentage of the population they represent. Because these adolescents do not need to pay bills, they fail to realize just how much damage a vehicle can create. It is this lack of responsibility that alone can produce havoc in the lives of many people. Normal household chores like washing dishes or doing laundry can usually be used as a scale to show if a teenager is ready for an independent lifestyle. If a youth is incapable of performing typical household jobs, then he or she will not have a happy marriage or a good relationship with roommates. Work is very important to many people. One person's salary can provide food, fun, and entertainment for an entire family. The only way to enjoy life is to enjoy work, but many teenagers work in environments that provide minimal advancement and are on the bottom of the pay scale. These jobs do not provide enough money for a person to become self-sufficient. In order to demand more privileges or complete independence, one must have a job that pays well even if that person lives on a very tight budget. Without sufficient funds, one cannot be reliable. Whether reliability includes being somewhere on time or paying a bill, an adult cannot be late on a regular basis and expect respect from others. Life without parental supervision can have many benefits, but any teenager looking down the road for life to pick them up will soon be passed by. Respect is earned, and an adult should have respect for himself or herself as well as others. Adulthood includes a great deal of independence, responsibility, and reliability. Chad Vonder Haar Aviston Define Irresponsibility is a problem with today's youth. Many young men and women believe that when they turn eighteen they automatically become adults. These beliefs show how immature some adolescents are. Adulthood encompasses a great deal of independence, responsibility, and reliability. An adult is independent only if that person can live without his or her parent's financial assistance. Many young adults believe that age eighteen is the appropriate age to announce their independence; but it is these same, immature youths that cannot afford to pay any bills because they attend school. Statistics show that teenagers have the majority of the wrecks in proportion to the percentage of the population they represent. Because these adolescents do not need to pay bills, they fail to realize just how much damage a vehicle can create. It is this lack of responsibility that alone can produce havoc in the lives of many people. Normal household chores like washing dishes or doing laundry can usually be used as a scale to show if a teenager is ready for an independent lifestyle. If a youth is incapable of performing typical household jobs, then he or she will not have a happy marriage or a good relationship with roommates. Work is very important to many people. One person's salary can provide food, fun, and entertainment for an entire family. The only way to enjoy life is to enjoy work, but many teenagers work in environments that provide minimal advancement and are on the bottom of the pay scale. These jobs do not provide enough money for a person to become self-sufficient. In order to demand more privileges or complete independence, one must have a job that pays well even if that person lives on a very tight budget. Without sufficient funds, one cannot be reliable. Whether reliability includes being somewhere on time or paying a bill, an adult cannot be late on a regular basis and expect respect from others.

Free Essays on Heaven Awaits

Nike Inc. Essay written by: Projectzach34 The topic that I have chosen to do a research project on is Nike Inc. I chose to do my research on Nike because I am for one, very much interested in Nike, and secondly I am very interested in Nike’s clothing, shoes, and accessory line. Basketball players â€Å"wanna be like Mike†, but shoe companies â€Å"wanna be like NIKE.† NIKE is the worlds #1 company and controls more than 40% of the US athletic shoe market. The company designs and sells shoes for just about every sport, including baseball, volleyball, cheerleading, and wrestling. NIKE also sells Cole Haan dress and casual shoes and a line of athletic wear and equipment, such as hockey sticks, skates, and timepieces. In addition, it operates NIKETOWN shoe and sportswear stores and is opening JORDAN in store outlets in suburban markets. NIKE sells its product to about 19,000 US accountants, in about 140 other countries, and online. Chairman, CEO, and co-founder Phil Knight owns. Nike Co. is very interesting, as well is a popular brand. Nike, pronounced NI-KEY, is the winged goddess of victory according to Greek mythology. She sat at the side of Zeus, the ruler of the Olympian pantheon, in Olympia. A mystical presence, symbolizing victorious encounters, NIKE presided over history’s earliest battlefields. A Greek would say, â€Å"When we go to battle, and win, we say it is NIKE.† Synonymous with honored conquest; NIKE is the twentieth century footwear that lifts the world’s greatest athletes to new levels of mastery and achievement. The NIKE â€Å"swoosh† embodies the spirit of the winged goddess who inspired the most courageous and chivalrous warriors at the dawn of civilization. Among artistic representations of Nike are the sculpture by Paeonius (c. 424 BC) and the â€Å"Nike of Samothrace.† Rhodians probably erected the latter, discovered on Samothrace in 1863 and now in the Louvre Museum, Paris, about 203 BC to commemorate a sea b... Free Essays on Heaven Awaits Free Essays on Heaven Awaits Nike Inc. Essay written by: Projectzach34 The topic that I have chosen to do a research project on is Nike Inc. I chose to do my research on Nike because I am for one, very much interested in Nike, and secondly I am very interested in Nike’s clothing, shoes, and accessory line. Basketball players â€Å"wanna be like Mike†, but shoe companies â€Å"wanna be like NIKE.† NIKE is the worlds #1 company and controls more than 40% of the US athletic shoe market. The company designs and sells shoes for just about every sport, including baseball, volleyball, cheerleading, and wrestling. NIKE also sells Cole Haan dress and casual shoes and a line of athletic wear and equipment, such as hockey sticks, skates, and timepieces. In addition, it operates NIKETOWN shoe and sportswear stores and is opening JORDAN in store outlets in suburban markets. NIKE sells its product to about 19,000 US accountants, in about 140 other countries, and online. Chairman, CEO, and co-founder Phil Knight owns. Nike Co. is very interesting, as well is a popular brand. Nike, pronounced NI-KEY, is the winged goddess of victory according to Greek mythology. She sat at the side of Zeus, the ruler of the Olympian pantheon, in Olympia. A mystical presence, symbolizing victorious encounters, NIKE presided over history’s earliest battlefields. A Greek would say, â€Å"When we go to battle, and win, we say it is NIKE.† Synonymous with honored conquest; NIKE is the twentieth century footwear that lifts the world’s greatest athletes to new levels of mastery and achievement. The NIKE â€Å"swoosh† embodies the spirit of the winged goddess who inspired the most courageous and chivalrous warriors at the dawn of civilization. Among artistic representations of Nike are the sculpture by Paeonius (c. 424 BC) and the â€Å"Nike of Samothrace.† Rhodians probably erected the latter, discovered on Samothrace in 1863 and now in the Louvre Museum, Paris, about 203 BC to commemorate a sea b...

Write an essay about a leader you consider to be a great lrader any

Write an about a leader you consider to be a great lrader any country living or dead - Essay Example hich included being a soldier, a writer, a politician as well as a statesman, he was able to hone his leadership skills and develop them for the future of the country. Moreover, his inherent personality also revealed a risk taking and determined attitude which helped him become the remembered man that he is today. One of his greatest capabilities was to inspire people despite the ominous circumstances that may have loomed in the country at the time. Even during the crucial time of war, Churchill was able to make people realise the need for being positive and fighting in the name of patriotism. He demonstrated streaks of enthusiasm as well as determination in public and the effects of his zeal were felt immediately in all parts of the country. He always preached being positive and did not entertain any kind of negotiation with Hitler. He inspired almost all the citizens that lived in Britain at the time with the help of his stalwart fortitude. When he became the Prime Minister, he was 65 years old however his age did not tie his enthusiasm down because he continued to be extremely energetic at the old age of 65 as well. He had mustered enough experience at the time and was at a spot where he knew exactly what the citizens of the country desired. During the course of his career, he was also subject to a number of faulty decisions and unpopularity however, all of that added on to the experience that he had gained over the years which finally helped him make good judgements. He also possessed excellent communication skills and has been known to be one of the greatest orators of all time. Churchill had a great amount of charisma which attracted people towards him and the principles that he preached. One of the main traits of leadership is to have an excellent personality and make people want to be someone because of the personality that they possess. He had a great amount of confidence when talking to people and was able to win their hearts over and help them

ARTICLE TO BE READ DEMOGRAPHIC AND DISAPPEARING MERCHANDISE

TO BE READ DEMOGRAPHIC AND DISAPPEARING MERCHANDISE - Article Example The main contributors to the major losses experienced by retail organizations through shrinkage include shoplifting and employee theft, which is mostly rampant among the young workers (Avery, McKay & Hunter, 2012). Methods Data used in this research was obtained from the annual employee survey in the United States (Avery, McKay & Hunter, 2010). However, workers from stores with over 50 employees participated for generality purposes. The method was appropriate because it shunned individualism which might have led to victimization. However, most of the findings comprised the female subjects representing 83.7% of the total number of all the study’s participants. In addition, the study did not include other industries and firms; hence it never attained the highest generalization aspect. The entire study proved very sensible as the findings were from retail workers coming from 726 company stores (Avery, McKay & Hunter 2010). Suppose it is necessary, one is capable of conducting the entire study again because its data emanated from annual employee survey (Avery, McKay & Hunter, 2012). In addition, researchers incorporated the human resource department with the intention of ensuring high accuracy in their findings (Avery, McKay & Hunter 2010). ... These changes in their personality and ethical development, older employees are therefore less prone to shrinkage related behaviors but tend to blow whistle whenever they sense fraud or theft cases (Avery, McKay & Hunter, 2012). Therefore, stores with higher employee mean age tend to have lower shrinkage cases because proper ethical behaviors exhibited by older employees foster collective honest attitudes in the entire workforce. The evidence provided by the author appears reliable. This is because age composition in many retail shops most of them prefer employing older employees than younger ones. However, the evidence does not provide core reason behind the influence of younger workers’ attitudes by older workers. According to Guerin, businesses incur great losses annually due to shrinkage cases resulting from shoplifting and employees’ theft. In addition, study cites 66% of the retail shoplifting employees opts to steal if they see their colleagues stealing successfu lly (Guerin, 2010). The study also cites 13% of the same category prefers stealing from the business regardless of the consequences (Guerin, 2010). Avery, McKay & Hunter argue suppose retail staffs pay attention to customers with the intention of preventing them from stealing and encourage employees to adhere to the specified code of conducts, they will significantly reduce shrinkages in the business. This is via actively moving around the store, proper positioning and reporting any wrongdoing to the administration (Avery, McKay & Hunter, 2012). Contribution to the Literature Variety of factors tends to influence the rate of shrinkages evident in retail organizations, for instance, nature

Leadership, Ethics and Irrational Behavior Essay

Leadership, Ethics and Irrational Behavior - Essay Example Definition of Terms To be able to understand the interrelationships and implications of the concepts, it is important to individually define the terms. Leadership is the manner by which a leader handles people and resources to achieve common organizational goals. The leader is a person who has the capability to influence a group of individuals in the process of attaining the objectives of the group (Northouse, 2009, p.3). Leadership can be affected by different factors such as the traits and the manner by which a person leads and influences others. For that matter, it can then be considered to have correlation with the character and behavior of a leader (p.5). This is where the concepts of ethics and irrational behaviors enter. Ethics is related to the decorum, which based on the purpose of the study is related to the proper attitude within an organization. One definition had been presented through the model of living code of ethics in a positive ethical organization which showed eth ical organizational identity as the product of the interaction between the authentic leadership, aligned processes, and ethical culture of the organization (Verbos et al., 2007, p.19). Based on the said definition, leadership and ethics in an organization are contributing factors to the success and achievement of goals. Irrational behavior is the third concept in the study which represents the challenges and the hindrances encountered by the leaders of organizations. This concept represents the lapse of judgment or mistake in the decision-making process committed by the leader of an organization. Due to the fact that the occurrence of such mistakes can be considered inevitable due to complexity of interactions of the different factors within an organization, the science of irrational behavior is one of the main subjects in the study (Brafman and Brafman, 2009, p.1). The Relationship of Ethics and Leadership It is an ideal notion that leadership and ethics work hand in hand for the a chievement of goals. Although perceived as good for the organization, this is not always the case due to the different factors that can affect the decision making process and the perception of a leader and the members of the group. In the study by Caldwell and colleagues, the leaders were described as â€Å"ethical stewards† and stress the importance of trust and leadership in an organization. The authors presented an ethical stewardship analysis that discusses the different issues of governance, the ethical stewardship characteristic and the leadership implication. One issue presented was the ethical focus. Based on the study, by focusing on ethical goals, there is commitment not only to the interest of the society but to the welfare, virtues and rights of the members of the society. In this case, the leader will not only focus on the profitability of the company but on the welfare of the people in the society (Caldwell et al., 2008, p.155). In general, the study presented t he positive influence of ethics in the achievement of a focused and rational form of leadership in an organization. One example that can be cited is the case of spiritual, philosophical or religious leaders. In the study by Heine, he focused on the relationship between the success in business and the decision-making ad interpersonal skills shaped by the philosophical and spiritual outlooks of the different cultures around the world and the different eras through history. Based on the conclusion of the study, a deep

The Learner Centered Approach

The Learner Centered Approach Since ancient times, a drive towards an ideal learning process has been the subject of study for psychologists, philosophers and educators. This investigative research has put forward various modern methodologies used in classroom. Through this quest, the pedagogical practices have moved from a teacher centered approach to the more engaging learner centered approach, whereby learners are regarded as stakeholders in their learning process. They are expected to be active participants and responsible decision makers in the teaching -learning dynamics. The learner centered approach promotes the idea that students should have greater input into what they learn and how they learn it. This is expected to make learning more valuable and relevant to the learners. More importantly, it is expected to make learners autonomous. However, there is no real learners autonomy because every decision regarding the design of the curriculum to the selection of activities chosen is hand-picked by the teach er (Lynch, 2010). Learners Autonomy The concatenation towards a learner-centered approach has resulted in the concept of learners autonomy. Learners are considered autonomous when they are self-directed and take responsibility of their own learning. The main proponent of learners autonomy, Holec (as cited in Thanasoulas, 2000) defines it as the ability to take charge of ones learning (n.p). For the learner to be proactive and self initiator of his learning, he needs to be imbibed by certain characteristics. Autonomous learners are insightful of their individual learning preferences in terms of styles and strategies. They are self activated participants in the learning process. They are risk takers and resort to the use of target language in the learning process. They incorporate intelligent guesswork in learning. They emphasize accuracy as well as appropriacy; and therefore give simultaneous attention to form and content. They analyze and negotiate rules to reject inapplicable hypotheses and proceed through the target language by placing it into a separate reference system. They are extroverts and have a forward looking and tolerant approach to target language learning. (Thanasoulas, 2000) Theoretical Underpinnings Learners autonomy and learner-centered approach take their foundational principles from the educational philosophy of constructivism. Constructivism advocates that learners must individually discover and transform complex information if they are to make it their own (Slavin, 2010). According to Candy (as cited in Thanasoulas, 2000) constructivism leads directly to the proposition that knowledge cannot be taught but only learned (n.p). The chief premise of constructivism is that learners learn by doing through personalizing and internalizing the subject matter. In this way, learning is seen as subjective and learners are seen as the chief architects of their learning (Lynch, 2010). Constructivism was shaped by the works of Piaget, Vygotsky and Dewey among others. Both Piaget and Vygotsky argue that cognitive change takes place only when previous conceptions go through a process of disequilibration in light of new information. Piaget believes in giving problems to learners that encourage them to manipulate concrete objects. In such a problem based learning, learners build upon their prior assumptions and arrive at solutions to the problems (Henson, 2003). Vygotskys social constructivism introduced the concept of cooperative learning whereby he concludes that knowledge can not be constructed in isolation and therefore, needs learners to cooperate among themselves to work towards knowledge construction (Henson, 2003). Taking the idea further, Deweys view of learner-centered education embraced the idea that education should be both problem-based and fun. Each experience should leave the learner motivated and the solving of each problem must lead to new, related questions about the topic (Henson, 2003). Dewey advocated letting learners experience their learning first hand to enable them to value their learning as subjective and relevant to them (Lynch, 2010). Dewey also stressed upon the idea of confluent or collateral learning, which emphasizes the involvement of learners emotions or affective aspect in how they learn. This marks the shift of focus from the cognitive aspect only which deals with how the mind actually functions, how it processes information or is affected by each individuals perceptions (Reid, 1987) to the affective factor that takes into consideration the emotional filter within a learner as well. The idea comes from the acknowledgement that every learner is distinct in mental and emotional makeup, interests and goals, learning pace, learning style, talent, feeling of efficacy and frames of reference. To make the learning process independent, efficient and effective for the learner, these factors must be considered worthy of attention when designing learning activities (Henson, 2003). Similarly, the learner on his part needs to be aware of his LS based on his mental and emotional system to be able to become an autonomous learner. This marks a departure from the uniformity of practice in institutions where learners are taken as a whole without regard for their diversity. Researchers now agree that it is futile to search for the single best way to achieve a broad educational outcome, in large part because learners do not fit a single mould (Guild, 2011). Learning Styles Their Classifications In Accounting for Learning Styles (2009) Dunn and Griggs define LS as, The way students begin to concentrate on, process, internalize, and remember new and difficult academic information. (p. 1). Dunn and Dunn define learning styles as A term that describes the variations among learners in using one or more senses to understand, organize, and retain experience (Tabanlioglu, 2003). Various learning styles have been proposed by various researchers. Myers -Briggs type indicator. One such classification is by Myers -Briggs (1943) who developed their Personality Type Indicator for studying how people function according to their attitude towards life. It later came to be used in education, since personality type is an indicator of how one learns (Cohen, 2006). In their polar opposite sets of four personality types, there is dichotomous pairing of introverts and extroverts. Introverts are solitude driven and introspective, while extroverts are social and externally inclined. Introverts deal with abstract concepts while extroverts are action oriented (Cohen, 2008). Sensing personality type prefer literal and chronological presentation of information. They rely on the use of five senses in how they learn (Cohen, 2008). Conversely, intuitors predominantly use the sixth sense to work through problems (Din, 2006). They are more interested in the possibilities, implications and interconnectedness of ideas and facts (Cohen, 2008). Within the pair of thinking vs feeling, the thinking learners make decisions objectively without letting an interference of emotions (Din, 2006). On the contrary, feeling learners decisions are guided by their subjective and personally held values (Cohen, 2008). Finally, there is the dichotomy between judging and perceiving. Judging learners are driven by planning and meeting deadlines (Cohen, 2008). Self-directed as they are, judging learners take a careful analysis of things before initiating a task, but take ownership of their decisions Perceptive learners are more spontaneous and adaptive, but do not value deadlines. They like to modify tasks to make them flexible for themselves (Din, 2006). Dunn Dunns LS model. In Accounting for Learning Styles (2009) Dunn Dunns model is explained, in which learners are characterized according to their strengths. Individual instructional preferences arise out of an awareness of those strengths. Developed in 1967, this model judges learners according to how they react to 21 elements arranged within five broad categories, namely; environmental, emotional, sociological, physiological and psychological. Learners have different preferences in each category, based upon which their performance can vary. Felder and Silverman LS model. In 1987, Felder created an assessment model, better known as the Felder and Silverman model, to study the learning preferences of learners. Based upon this assessment, they categorized learners into four dichotomous pairs. According to them, learners can be grouped as active/reflective, sensing/intuitive, visual/verbal, and sequential/global. Active learners activate themselves to acquire new information. Such learners prefer discussion and application of knowledge within group work. Reflectors, on the other hand, prefer to interact individually with the information. Reflective processing involves examining and manipulating the information introspectively (Felder Solomon, 2012). Sensors tend to be concrete and methodical, whereas intuitors are abstract and imaginative. Sensing and intuitive learners prefer discovery based learning, in which they like exploring possibilities and relationships. They like solving problems, but sensors like experimentation, while intuitors prefer to deal with underlying concepts. Sensors like surprises, while intuitors prefer innovation and repetition bores them. Both are practical, but intuitors are faster in grasping details (Felder Solomon, 2012). As the name suggests, visual learners learn best through visualizing content. On the contrary, verbal learners learn through words. Hence, information is processed more effectively and efficiently when presented visually for visual learners and verbally for verbal learners (Felder Solomon, 2012). Sequential learners are more methodical and linear in their approach to learning. They connect newly acquired information to previously known information and proceed in logical steps of knowledge construction. On the other hand, global learners tend to absorb content in fragments, without arranging it in their minds. They solve problems but find it hard to explain how they arrived at the conclusion (Felder Solomon, 2012). Gregorcs mind styles. Gregorc (1985) developed a mind styles inventory that categorizes learners in four patterns of learning. Concrete sequential learners learn through logical sequencing and factual arrangement of information (Putintseva, 2006). They rely on structured learning and practicality and look to find clear answers without any abstraction (Din, 2009). Abstract random learners are more harmonious with abstract, conceptual thinking and work well in groups. Their learning comes from personalizing knowledge. They prefer a sensitive and flexible environment with broad instructions and are not open to critical feedback. On the other hand, abstract sequential learners are more analytical and like to work alone. Decision making and eventual application of ideas comes much after analysis in a challenging environment. They find it hard to follow too many rules and regulations within a task (Putintseva, 2006). Their approach is theoretical and analytical (Din, 2009). The concrete ra ndom learners are independent and creative (Din, 2009). These learners take risks and use their intuitive abilities in solving problems. They are competitive and believe in a trial and error approach to solve problems without any formal restrictions and limitations (Putintseva, 2006). Kolbs experiential learning cycle LS model. The most important classification of LS comes from David Kolb (1984), who based his model on the experiential learning theory. The model thrives on the concept of learners practical experiences forming the backbone of learning. Kolb (as cited in Din, 2009) defines experiential learning as, The process of creating and transforming experience into knowledge, skills, attitudes, values, emotions, beliefs and senses. It is the process through which individuals become themselves (p.49). Kolbs work on experiential learning has its roots in the work of Dewey, Lewin and Piaget. Dewey argues that learners uniqueness as a result of their prior experiences should be acknowledged in their learning process. Dewey (as cited in Din, 2009) refers to learning from, through and to the experience (p.68). He proposes the process of concrete experience, observation and reflection, formation of abstract concepts and generalization, and testing implications of concepts in new situation (Din, 2009). Kurt Lewin, organizes elements within his model in the sequence of apprehension concrete experience, observation and reflection, abstract concepts and generalization and testing implementations of concepts (Din, 2009). Piaget propounds that learners acts of intelligence are biologically time tabled. The concept of cognitive structure is central to his theory, which explains how experiences shape intelligence. He elaborates this through four developmental stages in a learner, namely, the sensory motor stage, preoperational stage, concrete operational stage, and formal operational stage. Sensory motor is a self-centered stage from birth to two years of age. This is followed by the cognitive intuitive stage called the preoperational stage. This lasts from three to seven years of age followed by the concrete operational stage up to twelve years of age. In this stage, logical approach is developed in learners. In the formal operational stage, learners develop higher order skills and think deeply to conserve knowledge (Din, 2009). Kolb (as cited in Din, 2009) defines learning through experiential cycle as, The process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience (p.50). He represents four stages in his famous experiential learning circle. This cyclical experiential learning model is learner focused and emphasizes the process of learning instead of the outcome (Din, 2009). Kolb believes concrete experience as the most likely point of initiation within this cycle of learning. Concrete experience advocates the underlying idea of learning through experiencing acquisition in a situational context. Next stage is reflective observation where the learner detaches himself from active engagement and takes an objective stock of the process and its outcome. Abstract conceptualization is a deeper, theoretical analysis of ideas. It is the intellectual processing of knowledge. Active experimentation is the eventual outcome of this cycle where the learner is expected to make use of the refined knowledge acquired and understood through the three step process and to be able to use it in novel situations. This is the stage that tests the understanding of the learner through application (Mobbs, n.d). Learning occurs when the dimensions in Kolbs experiential learning cycle are used in combination. Based upon these combinations, Kolb identifies learners as divergers, assimilators, convergers and accommodators. Divergers use a combination of concrete experience and reflective observation (Din, 2009). They are sensitive and have the ability to look at situations from different perspectives. They are imaginative, emotionally driven and receptive to feedback. Their understanding is shaped by their feelings and observations (Putintseva, 2006).They get their name from the fact that they learn well in situations that require them to generate broad range of ideas (Seca Santiago, 2003) The assimilators prefer a more logical approach in which conceptual understanding is of prime importance. They combine the use of abstract conceptualization reflective observation (Din, 2009). They do not grasp information holistically, but arrange it in logical, mental constructs. (Putintseva, 2006). They judge ideas for their theoretical value and not for their practicality (Seca Santiago, 2003). The combination of abstract conceptualization and active experimentation gives birth to converging style of learning (Din, 2009). The covergers get their name from the fact that their learning is optimized when they have to converge at one answer to a problem. Convergers learn through a problem solving approach and find solutions to problems. They engage with technicalities and are sound decision makers. Polar opposite of the divergers, learners with a converging style experiment with new ideas and to work with practical applications. On the other hand, accommodators rely on intuition and have an experiential approach to learning. They are attracted to new challenges and experiences. However, their experiential approach is more discovery based and the result of intuition rather than logical thinking. (Putintseva, 2006). Honey Mumfords LS model. Although Felder and Silverman model and Gregorcs mind styles came soon after Kolbs model and seem evidently inspired by it, no other model is as similar to Kolbs model as Honey and Mumfords LS classification. Honey and Mumford (1986) have based their LS classification on Kolbs Experiential Learning Model and admit that there are far more similarities between the two than differences. Honey and Mumford (1986) developed their inventory of four learning styles, namely Activist Reflector, Theorist and Pragmatist. Activists are experience driven and their enthusiasm pushes them to take immediate risks. Their learning comes from actively engaging in the experience. They tend to act first and consider the consequences of their actions later. Reflectors take a cautious approach and ponder analytically over ideas and experiences (Seca Santiago, 2003). They listen and observe to master the issue and do not participate till they have done so. Being assimilating learners, their learning is enhanced in situations that allow them to reflect and then make decisions (Din, 2009). Theorists are objective learners who take stock of an idea, information or experience and try to mould them into their own theoretical models. They are deep thinkers and try to relate concepts and ideas. For them sound organization of knowledge matters the most (Din, 2009). Their rational approach leads them to analyze and synthesize information (Seca Santiago, 2003) Finally, learning is fruitful to pragmatists only if they can feel its practical utility in their life outside the classroom. They are not merely concerned with the practicality of an experience, but are equally interested in its impact. This is what makes them open and receptive to constructive feedback. They fossilize newly learnt information through immediate application (Din, 2009). Their decision making is based on practicality of an idea (Seca Santiago, 2003). Apart from Honey Mumfords own admission of generating their learning styles from Kolbs model, other theorists and researchers have also studied and related the two. Seca and Santiago (2003) found significant correlation between Honey and Mumfords reflector and Kolbs reflective observation, Honey and Mumfords pragmatist and Kolbs active experimentation and Honey and Mumfords theorist and Kolbs abstract conceptualization. Based upon the fact that Kolbs learning styles emerge out of a combination of traits within his experiential cycle, a stage wise break up of Kolbs learning cycle that generate relationship between Kolbs LS and Honey and Mumfords LS is shown. Relationship between Kolbs and Honey Mumfords Learning Styles Stage in Kolbs Experiential Learning Cycle Dimensions in Kolbs Experiential Learning Cycle Kolbs Learning Styles Honey Mumfords Learning Styles Stage 1 Concrete Experience Accomodating Activist Stage 2 Reflective Observation Diverging Reflector Stage 3 Abstract Conceptualization Assimilating Theorist Stage 4 Active Experimentation Converging Pragmatist Language Learning Strategies Their Classifications On the other hand, learners use language learning strategies either consciously or unconsciously in processing new information to grasp, understand and retain concepts. Wenden and Rubin (as cited in Hismanoglu, 2000) define learning strategies as any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information (n.p). Meyer (as cited in Clouston, 1997) defines LLS as behaviours of a learner that are intended to influence how the learner processes information (n.p). Cohen (as cited in Shabani and Sarem, n.d) defines LLS as the conscious thoughts and behaviors used by learners with explicit goal of improving their knowledge of a target language (p.3). One of the most widely accepted definition comes from Oxford (as cited in Zare, 2012) who looks at LLS as specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situatio ns (p. 164). In view of the definitions above, LLS can be understood as individual ways of processing information that aid comprehension, learning or retention of the information. Most of the work on LLS took place in the 80s and 90s. When it comes to classifying LLS, many taxonomies exist. However, a chronological review of the four most widely known classifications is discussed. O Malleys classification of LLS. O Malley (1985) divides language learning strategies into three main subcategories, namely, metacognitive strategies, cognitive strategies and socioaffective strategies. Metacognitive strategies are related to the planning of the task before initiation, self monitoring of the process and post task analysis. Cognitive strategies require the learner to be more directly and actively involved in the manipulation of the learning material. It includes note-taking, translating, contexualizing and inferencing to acquire knowledge. Socioaffective strategies involve social engagement for the sake of transaction of information to learn (Hismanoglu, 2000). Rubins classification of LLS. Rubins (1987) came up with a distinction between direct and indirect strategies, later refined by Oxford. His classification includes learning strategies, communication strategies, and social strategies, which are thought to contribute directly or indirectly to the learning process. Learning strategies branch out into cognitive learning strategies and metacognitive learning strategies. These strategies look to manipulate the material through direct analysis and/or synthesis. It can include techniques such as clarification, inductive inferencing, deductive reasoning, practice, memorization or monitoring. Communication strategies, on the other hand, aid in bridging the gap in communication that may lead to a communication break down. It can be used for clarification, asking questions and to remain a part of the conversation while learning (Zare, 2012). Oxfords classification of LLS. The most comprehensive classification of LLS to date comes from Oxford (1990), who has refined and structured her predecessors work by making a taxonomy based on six sub-classifications within two broad categories. Direct LLS are divided into memory, cognitive and compensation strategies, while indirect LLS include metacognitive, affective and social strategies. Oxford (as cited in Zare, 2012) clarifies the difference between the two as, all direct strategies require mental processing of the language while all indirect strategies provide indirect support for language learning (p. 165). Within direct strategies, memory strategies enable learners to learn and retrieve information in an orderly string as through acronyms, while other techniques create learning and retrieval through images, as in creating a mental picture, or through sounds, such as rhyming, or a combination of both, as using keywords to remember and retain the information. There can be use of other stimuli like mechanically, through flashcards or by using location, such as on a page or board or through body movements, as through total physical response. The second type of direct strategies are the cognitive strategies. Cognitive strategies enable the learner to use such methods as reasoning, analysis, note-taking, summarizing, synthesizing, reorganizing information to create knowledge structures, and practicing structures and sounds formally to manipulate the language material in direct ways. They are meant to create structures for input and output. Compensation strategies, the third type of direct strategies, employ tactics such as guessing, using synonyms and fillers or using gestures to help make up for gaps within communicative knowledge. They are more in use for averting language break down and not strictly language learning strategies. Among the indirect strategies, metacognitive strategies indirectly manipulate learning by the use of identifying ones own learning style preferences and planning accordingly. It includes gathering and organizing materials, arranging a study space and a schedule, monitoring mistakes, and evaluating task success, managing the learning process. Affective strategies, the second type of indirect strategies, are strategies to exert control over ones level of anxiety, mood, feelings, reception of material and the learning process. They are meant to control learners attitude while they engage with their learning. Finally, the third type of indirect strategies known as social strategies, are related to the inevitable need for communication with others within a task. They help the learner move forward in an informed way by asking questions for clarification or verification. Moreover, they can ask for help and while doing so, unconsciously assimilate the target cultural norms (Oxford, 2003). Sterns classification of LLS. Stern (1992) grouped LLS into five classes: management and planning strategies, cognitive strategies, communicative-experiential strategies, interpersonal strategies and affective strategies. Management and planning strategies are associated with empowering the learners to control their own learning. The learners can committ themselves to language learning; set themselves reasonable goals; select an appropriate methodology, choose relevant resources, and monitor progress. Moreover, they need to evaluate and match their level of achievement with the determined goals and expectations. Cognitive strategies refer to procedures and activities which learners use for improvement in their learning and retaining ability. They also enable learners to solve problems, especially those actions which learners use with specific classroom tasks. When using cognitive strategies, the learners can guess, clarify, verify, practice, memorize or monitor their learning. To avoid interruption within the communicative interaction, learners use techniques such as circumlocution, gesturing, paraphrasing, asking for repetition and explanation. These techniques form part of the strategies known as communicative strategies. Interpersonal strategies monitor learners development and progress. Familiarity with target culture is achieved through the use of these strategies, without which language acquisition remains incomplete. Affective strategies have an inevitable role in language learning. Feeling of unfamiliarity with a foreign language can lead to varying emotions, attitude and motivation within learners. To remain emotionally focused and motivated can be achieved through the use of affective strategies (Zare, 2012). Language Learning Strategies Used at the Graduate Level Learners at the graduate level have their own characteristics. They are willing to explore their preferred way of learning more out of a demand for autonomy that arises due to a shift in their role as they make a transition from school to college than a conscientious effort to know their LS and use of LLS. A research carried out by Gujjar, Naoreen and Aslam (2010) studied the LLS used by graduate learners in formal and non-formal education systems in Pakistan. Based on Oxfords taxonomy of LLS, the findings of their study indicated that there was no significant difference in learners from both systems in their use of direct strategies. They indicated a similar trend in their use of memory, cognitive and compensation strategies. In terms of indirect strategies, formal learners used more social strategies in language learning. However, no significant difference was found between the students from formal and non-formal systems of education on the use of meta-cognitive and affective strat egies of language learning (Gujjar et al, 2010). Relationship Between Learning Styles Language Learning Strategies: A Review of Previous Researches When left on their own and if not explicitly encouraged by the teacher to use a certain set of strategies, students typically use learning strategies that reflect their basic learning styles (Oxford, 2003). This asserts the opinion by many educationists that LLS do not operate by themselves, but are tied to the learners underlying natural tendency to learn in a particular way known as LS. It is interesting to note that many learners selection and employment of LLS is random and unconscious. To be able to optimize efficiency in learning, learners need to be familiar with their LS to know which strategies are most appropriate to their LS and to the task at hand, since a relationship is considered to exist between the learners LS and their choice of LLS. However, whereas there are significant researches in the area of studying the relationship between LS or LLS and certain variables, such as demographic factors, not much work is present in studying the relationship between learners LS and LLS. Ehrman and Oxford (1989) conducted a study regarding overall personality type as measured by Myers-Briggs Type indicator (MBTI). It was found that extroverts indicated a significantly greater use of affective strategies and visualization strategies than the introverts. However, introverts were reported to use more frequent manipulation of strategies requiring communication of meaning. Compared to sensing learners, intuitive learners used more affective, formal model building, functional practice and searching for and communicating meaning strategies. Feeling-type learners, as compared to thinkers, displayed greater use of general study strategies. Perceivers made use of more strategies for searching for and communicating meaning than the judgers, who demonstrated more frequent use of general study strategies than did perceivers (Tabanlioglu, 2003). Ehrman and Oxford (1990) studied the relationship between LS and LLS through semi-structured interviews. They used MBTI-G (Myers and McCaulley, 1985) for learning styles and the Strategy Inventory for Language Learning (SILL) for preferred LLS. The results showed that the preferred LLS for each pair of LS were in an appropriately matched distribution. It could be safely concluded that LS may significantly influence their choices of LLS (Shi, 2011) Another research concerned with the relationship between LS and LLS conducted by Jie Li and Xiaoqing Qin (2006) in Chinese tertiary level learners used the Chinese version of MBTI-G and a questionnaire on the use of LLS adapted from OMalley and Chamots classification. Both quantitative and qualitative analysis of the data revealed that LS have a significant influence on learners selection of LLS. Moreover, it also investigated the influence of

How Can We Tell What Is Good Or Bad? :: essays research papers

How Can We Tell What Is Good Or Bad? To tell what is good or bad, a person needs to consider what he or she considers to be morally sound and immoral. A persons morals are taught by their parents and from the society from which they are raised. Society is not worried about what is good or bad, but how to obtain money and power. Money and power can dilute the values of what people judge morally right. While the moral way of living would be to work a normal forty hour week to earn income, the easy and immoral way is to lie and cheat in their occupation to obtain promotions and benefits. Aristotle said, Every art and every "scientific investigation", as well as every action and "purposive choice," appears to aim at some good, hence the good has rightly been declared that which all things aim (Aristotle, 517). Today society is not aimed at good. This society has become a "me" society. People are thinking of "me,me,me" rather than thinking of the good of others. This society has found it acceptable for a football superstar to be found with an illegal drug to depart the judicial system with probation and again to play football. This is a true example of how people today in our society live their dreams through celebrities. People idolize immoral sport stars instead of holding in a higher regard common everyday people, who are God fearing, hard working, and ethically moral. While in this society it is hard to tell what is true, it is also hard when compared with other societies. For example, some European countries have legalized the use of mild drugs. These countries have attributed this toward less crime. Putting the question of right or wrong on the individual rather than, in our case, the government. In America the majority consider legalization of drugs wrong, but has it really worked our way? Are not alcohol and tobacco just as dangerous, causing mind altering effects, attributing to deaths and diseases everyday? Why are not these illegal? The reason is because people in our society hold a higher regard for the "almighty dollar" rather than the safety and health of their fellow man! Apparently this society has a double-standard. On one hand advertising and sending messages telling kids to "Don't Do Drugs", but on the other hand televising, for all the world to hear, a president admitting to smoking marijuana and hearing him laugh about it. This society expects the best out of kids, but rewards people who take shortcuts. Showing kids it is easier to live an immoral life rather than a moral one!

Brand new adventure park Essay

Afan Valley Adventure Park is a brand new adventure park opening soon in Afan Valley South Wales. The park is home to many exhilarating rides, but not only thrill seekers will enjoy Afan Valley, as there is a large on site petting zoo for the youngsters. Afan Valley is also home to one of the biggest wooden roller coasters on Britain! It’s loops and hoops will make you dizzy with excitement just looking at it! But Afan Valley does not just cater for the thrill seekers of the family, under 5’s can enjoy the gentler pace of our tree tops kiddies roller coaster or our Teletubbies flying aeroplanes. After all the excitement of the rides you can relax in one of our many bar/restaurants while the kids play safely in one of our supervised cri ches. You can also take an after dinner stroll on one of our scenic country walks, which we have proudly been awarded the David Bellamy Gold award for conservation. There are many items available to hire at A. V. A. P for a small fee, such as mountain bikes, children’s buggies and hiking boots. These are available to reserve before you arrive at the park. Included on the following pages is an application form for membership to Afan Valley. There are many benefits of becoming a member for the very reasonable fee of i 15 a month. You will receive a regular newsletter telling you about all of the up dated facilities and new rides and also included will be a map of the park, for you to find your way around. Another special benefit of becoming a member is free entry to the park as much as you want and also free car parking. So all you have to pay is the once a month payment of i 15. I intend to use the database to sort members into different categories and to find contact numbers easily. I also want to use the database to sort for members who have not paid their subscriptions.

BRUNO Surname Meaning and Family History

BRUNO Surname Meaning and Family History From the Italian word for brown, Bruno was often used as a nickname for a person with brown hair, skin, or clothes. From the German  brun, meaning dark or brown. It may also be a habitational surname for individuals who lived in or near a place named Bruno, such as the city of Bruno in Italys Piedmont region. Bruno is the 11th most common surname in Italy. According to WorldNames PublicProfiler it is currently most common throughout southern Italy, in the regions of Calabria, Basilicata, Puglia, and Sicilia. The next part of the world where the Bruno surname is most often found in Argentina, followed by France and Luxembourg. Alternate Surname Spellings:  BRUNI, BRUNA, BRUNAZZI, BRUNELLO, BRUNERI, BRUNONE, BRUNORI Surname Origin:  Italian, Portuguese Famous People with the Bruno Last Name Francesco Fa di Bruno  - Italian priest and mathematicianGiordano Bruno - Italian philosopherDylan Bruno - American actor Where the Bruno Surname Is Most Common The Bruno surname, according to surname distribution information from  Forebears, is most prevalent in Brazil but ranks highest based on the percentage of the population in Italy, where it is the 14th most common surname in the country. Bruno is also a common last name in Argentina. Data from  WorldNames PublicProfiler  also  indicates the Bruno surname is most common in Italy, followed by Argentina, France, Luxembourg, and the United States. Within Italy, Bruno is most common in the southern regions- Calabria, Basilicata, Puglia, Sicilia, Campania, Molise, and Abruzzo, in that order. It is also common in Piemonte and Liguria in the north. Genealogy Resources for the Surname Bruno Meanings of Common Italian Surnames: Uncover the meaning of your Italian last name with this free guide to Italian surname meanings and origins for the most common Italian surnames.The Bruno DNA Project: This group is open to all families with the Bruno surname of all spelling variations from any location in the world. The goal is to join together to use Y-DNA  testing, paper trails, and research to identify other individuals with whom they share a common ancestor.Bruno Family Crest - Its Not What You Think: Contrary to what you may hear, there is no such thing as a Bruno family crest or coat of arms for the Bruno surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted.BRUNO Family Genealogy Forum: This free message board is focused on descendants of Bruno ancestors around the world. Search the forum for posts about your Bruno ancestor s, or join the forum and post your own queries.   FamilySearch - BRUNO Genealogy: Explore over 429,000  results from digitized  historical records and lineage-linked family trees related to the Bruno surname on this free website hosted by the Church of Jesus Christ of Latter-day Saints.BRUNO Surname Mailing List: Free mailing list for researchers of the Bruno surname and its variations includes subscription details and searchable archives of past messages.GeneaNet - Bruno Records: GeneaNet includes archival records, family trees, and other resources for individuals with the Bruno surname, with a concentration on records and families from France and other European countries.The Bruno Genealogy and Family Tree Page: Browse genealogy records and links to genealogical and historical records for individuals with the Bruno  surname from the website of Genealogy Today.Ancestry.com: Bruno Surname: Explore over 1.1  million digitized records and database entries, including census records, passenger lists, military records, land deeds , probates, wills and other records for the Bruno surname on the subscription-based website, Ancestry.com. References Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998.Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick, and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003.Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.

Free Essays on Reasonable Doubt

â€Å"GOT A PROBLEM DOWN HERE.† That is what headquarters heard on November 7th, 1983 as the Bloomington, Illinois police officers began arriving on the scene of 313 Carl Drive, the home of David Hendricks, his wife Susan, and their three children Rebekah, Grace and Benjamin. The home turns out to be a horrific crime scene where the entire family is brutally murdered except for David Hendricks who was away on a business trip or was he? Medical facts played a huge role in the trial. A psychologist was hired to help chose the jury. One of the largest issues raised was on the emptying of gastric contents after a meal and what factors might affect it such as: pyloric stenosis, osmolarity, exercise, whether the food was bolted like children sometimes do, migraines, fainting and brain tumors. Forensic pathologist testified on such issues as: rigor mortis, livor mortis, chemical changes in the eyes, and when digestion stops after death. Autopsy’s details were discussed including descriptions of lacerations, skull injuries, blood loss, brain hemorrhage and vertebrae injuries. I would not have wanted to be a jury member for this trial, after reading the entire book I can’t even begin to decide what happened that terrible night. He was believed by his neighbors to be an outstanding member of the community, extremely religious, and a devoted husband and father. He also had another side that showed some sexual perversions and some illegal business deals. David Hendricks, the defendant on trial is eventually convicted of this crime but even the judge goes on record to say, â€Å"he was not convinced in his heart beyond a reasonable doubt of the defendant’s guilt†.... Free Essays on Reasonable Doubt Free Essays on Reasonable Doubt â€Å"GOT A PROBLEM DOWN HERE.† That is what headquarters heard on November 7th, 1983 as the Bloomington, Illinois police officers began arriving on the scene of 313 Carl Drive, the home of David Hendricks, his wife Susan, and their three children Rebekah, Grace and Benjamin. The home turns out to be a horrific crime scene where the entire family is brutally murdered except for David Hendricks who was away on a business trip or was he? Medical facts played a huge role in the trial. A psychologist was hired to help chose the jury. One of the largest issues raised was on the emptying of gastric contents after a meal and what factors might affect it such as: pyloric stenosis, osmolarity, exercise, whether the food was bolted like children sometimes do, migraines, fainting and brain tumors. Forensic pathologist testified on such issues as: rigor mortis, livor mortis, chemical changes in the eyes, and when digestion stops after death. Autopsy’s details were discussed including descriptions of lacerations, skull injuries, blood loss, brain hemorrhage and vertebrae injuries. I would not have wanted to be a jury member for this trial, after reading the entire book I can’t even begin to decide what happened that terrible night. He was believed by his neighbors to be an outstanding member of the community, extremely religious, and a devoted husband and father. He also had another side that showed some sexual perversions and some illegal business deals. David Hendricks, the defendant on trial is eventually convicted of this crime but even the judge goes on record to say, â€Å"he was not convinced in his heart beyond a reasonable doubt of the defendant’s guilt†....

Person-Job Fit and Person-Organization Fit Essay

Person-Job Fit and Person-Organization Fit - Essay Example The recruitment strategy considers the extent of fit between the person and the job as well as the fit between the person and the organization (Newell, 2005). The aspect of person-job fit and the person-organization fit are important to recruit the right person for the job and to improve the capability of the organization to reduce the attrition which is not good for the organization. Further, the recruitment strategy is extremely important from the organizational point of view. The organization recruits the candidates on the basis of their merit and their capabilities that fit the requirement of the organization and in this context, the person-job fit is extremely important for framing the recruitment strategy and the person-job fit explains that the various criteria that are listed and checked while interview and recruiting the candidates. Moreover, the person to be recruited should have the skills to perform the tasks required to be carried out for the business of the organization (Saks and Ashforth, 1997). The right match between the person and the nature of job ensures that the person is satisfied with the job that he is undertaking and the recruiting strategy of the organization is aimed at enabling the persons in taking pride of the job that is performing. Further, the employers Wal-Mart, Tesco, IBM, Vodafone, etc. are the biggest employers with their emplo yees recruited in markets all over the world. It is ensured that the persons recruited match the desired skills for the job and the multinational organizations spend enough money, resources, and infrastructure in training they're the workforce and help them improve their expertise (Edwards, 2012).  

Economic liberalization in Indonesia Essay Example | Topics and Well Written Essays - 750 words

Economic liberalization in Indonesia - Essay Example Custom clearance procedures and computerized documentation requirements have facilitated imports and exports although registration of importers has remained a major requirement. The Customs Directorate of the Ministry of Finance has also implemented a post-entry audit system, which relies primarily on verification and auditing rather than inspection to monitor compliance. A paper less electronic data interchange system that links importers, banks, and customs was also introduced and is slowly being adopted (Trade Regulations and Standards). Import tariff has also been considerably reduced and it now ranges from 5% to 30% with a major exception applied to all imported distilled spirits which has a 170% duty applied to it. A 10%VAT is applied to import goods, and luxury goods are subjected to a luxury tax ranging from 20% to 35%. Several free foreign trade zones have been opened which makes it more convenient for importers and exporters to do trading business. Prohibited imports are ex plicitly stated in their policies, emphasizing the non-acceptance of labels in Chinese languages even Indonesian dialects. As for administrative fees applied to import goods, additional fee is required for licensing, storages and warehouses, while anti-dumping, countervailing and excise duties are collected if applicable. An import license approved by the Minister of Industry and Trade is a must before any product importation is allowed. The main documents required at the import level are Commercial Invoice, Certificate of Origin and the Bill of Lading. They have shipping restrictions wherein all import and export products must be carried out on Indonesian vessels. The local currency is rupiah but the American Dollar is most recommended for currency exchange control. Indonesia also supports the agreement on subsidies and countervailing measures. According to the Central Bureau of Statistics in Jakarta, Indonesia, promising areas for investment/joint ventures/services include oil and gas, manpower and engineering consultancy services for the petroleum industry, mining, plantation products, IT education and services, ports and railways, telecommunications, pharmaceuticals and education (both School and University). The above mentioned trading policies are encouraging signs that the Indonesian government is truly supporting its trading business as it is beneficial to their own economic growth. However, there are many factors to be put into consideration such as too much leeway given too soon may give justified cause to the growing opposition against liberal trade among the locals which could cause instability and unpredictability, however minimal, to future transactions. Indonesia also needs to work on a lot of its policies to make it a haven for trading business. Bureaucratic red tape still exists, as is common to many countries, and this could cause hassles in the application of import licensing. It is apparent that they are striving for transparency which is crucial in a business relationship but this, too, needs to be worked at.

Economics of the the Coca-Cola Company Essay Example | Topics and Well Written Essays - 3250 words

Economics of the the Coca-Cola Company - Essay Example Within each category there are several product lines for example under Juices there are concentrate, not-from-concentrate, frozen concentrate, pulp-free, fortified and flavored juice blends. The flagship product bears the same name as the company. Coca-Cola is not only the most popular and biggest-selling soft drink in history but also the best-known brand in the world (â€Å"Coca-Cola - Brands - Brand Fact Sheets,† 2011). Coca-Cola has got products all across the beverage products’ life cycle. The company has at its disposal immense resources – finance, human capital, distribution channel, and brand – to support research and development to continuously come up with new products and to see them through the resource-draining phases of the product lifecycle (the introduction and growth stages). Whereas on the other end of the product lifecycle, Coca-Cola has also been able to sustain its flagship brand as a cash cow at the maturity stage. Coca-Cola has one of the most effective, if not the best, marketing mix strategies that include: merchandising, product-placement, public relations, endorsements, sponsorships, exhibitions and most of all advertising. However, due to its continuous innovation Coca-Cola has had challenges when it comes to market cannibalization. This is manifested in different ways such as between two Coca-Cola brands or between the old retail distribution channels (shops, supermarkets) and vending machine. Even though the presence of numerous brands has stifled the growth of some of its products, the marginal benefits have been greater than the marginal loss for Coca-Cola in its multi-brand strategy. This strategy is referred to as a single-position strategy and it has worked for Coca-Cola because it is often easier and cheaper to introduce a new brand rather than change the positioning of an existing brand in the eyes of the consumer (Ries & Trout, 1986). 2.0. Market trends In a five-year forecast that uses 2009 as the base year, it is estimated that the global soft drinks market will experience a growth of 16.2% (Datamonitor, 2010). A large part of this growth will be as a result of the rapidly growing functional soft drinks (FSD) market that consists of sports drinks, energy drinks, enriched drinks, smoothies, ready-to-drink (RTD), iced tea and dairy drinks. Not to be left behind, Coca-Cola has actively been engaged in expanding its product offerings in this market. Sports and energy drinks are the two most recognizable and successfully established sub-categories within the overall FSD market. According to Lewis (2009) health, convenience and premiumization are the three leading megatrends driving the global soft drink market forward. This implies that the soft drink market still has a lot of potentials to innovate with truly unique products that offer genuine and proven health benefits across demographics and consumption occasions despite the global economic downturn. Consumer behavi or is a function of the product, the consumer, his social environment, the competing products and the brand marketing strategy. Coca-Cola’s strength has been how it communicates its brands and how consumers perceive those brands relative to other competing brands in the marketplace.

Ethical Codes Essay Example for Free

Ethical Codes Essay The increasing dependences on computers for critical infrastructure essentials for the functioning of a society and its economy has given rise to host of ethical, social, and legal issues. As software engineers, it is a bounden duty to design and build software intended for use by a set of individuals for a specified set of purpose, which initiate many issues about consumer’s privacy. Following is the exploration from three constituents. First, websites collect consumer’s private information. Social networks play a vital role in the life of Internet users, and more than a half billion people post vast amounts of information about themselves to share with online friends and colleagues. As more and more people join social networking sites, questions are beginning to surface about the safety of user’s information. A new study has found that the practices of many popular social networking sites typically make that personal information available to companies that track Web users’ browsing habits and allow them to link anonymous browsing habits to specific people. Like most commercial websites, online social networks use third-party tracking sites to learn about the browsing habits of their visitors. Cookies are maintained by a Web browser and contain information that enable tracking sites to build profiles of the websites visited by a user. Each time the user visits a new website, the tracking site can review those cookies and serve up advertisements that might appeal to the user. For example, if the user frequently visits food sites, user might see an advertisement for a new cookbook. With the leakage of this type personal information, there is a significant risk of having one’s identity linked to an inaccurate or misleading browsing profile. Browsing profiles record the websites has been accessed by a particular computer, neither who was using the computer at the time nor why particular sites were chosen. This will lead to a serious problem inaccurate profiling by tracking sites. For example, a site about cancer was visited for curiosity rather than intent, inaccurate profiling would potentially lead to issues with health care coverage, or other areas of our personal lives. The second issue is when a consumer uses a product created by a computer professional. The main concept in engineering ethics is â€Å"professional responsibility†, such as political philosopher Langdon Winner, are critical of the traditional preoccupation of engineering ethics with specific moral dilemmas confronting individuals(Winner, 1990): â€Å"Ethical responsibility nvolves more than leading a decent, honest, truthful life And it involves something much more than making wise choice when such choices suddenly, unexpectedly present themselves. Our moral obligations must include a willingness to engage others in the difficult work of defining the crucial choice that confront technological society † But unfortunately, with the development of technology and the awakening co nsciousness of human protection, user privacy is becoming a sensitive issue , after the two giants Google and Apple have stumbled in this regard. Recently, the recognition of the recent HTC phones to collect the user’s data. A user in a system upgrade and found a new CIQ application, the application can access statistics, including the application frequency, GPS location, even after the use of information related to home video cameras, and back to the respective companies. HTC aspects of this incident came to light on the phone today to confirm pre-installed software to collect user information, but all processes are encrypted safe manner. HTC also said in a statement, the company will protect user privacy, commitment to the future equipment and then collect information, the user will be prompted to make a clear choice. Although the company will give customers the utmost assurance of their privacy, why HTC phones collected the user’s data from the beginning? Finally, the employer or company who offers a services. With the rocketing development of Internet, most companies see web services as a platform to become a very profitable business in the near future. In other words, thousands of customers’ private information will be stored in the Internet, which could have serious consequences if a firm lacks the security to protect sensitive information. For example, the most infamous Internet attack occurred this year was the one suffered by Sony. Everything started with the theft of data from PlayStation Network, affecting 77 million users worldwide. Not only was this the biggest data theft ever but the situation was poorly handled by Sony. To make things worse, the stolen data was specially sensitive, including user’s names, billing addresses, email addresses, PlayStation Network IDs, passwords, birthdates, purchase history, credit card numbers, etc. If this was not sufficient enough, Sony Online Entertainment was subject to another attack a few days later, a data theft that affected another 24 million users. In short, the chief man-made cause is deficiency in professional responsibility. If the company built information securi ty system and strengthened individual information protection from the start, which would avert the tragedy from getting worse. In conclusion, the actions involved in carrying out the right and ethical solution to any engineering problem may not be easy, especially in today’s world. But the path that must be taken should be obvious. This type of decision-making comes with experience, but the basic principles can be learned. The work that an engineer does often impacts the lives of countless people. With such a responsibility it is up to them to act in the most ethical, honest and trustworthy manner possible.