Multiculturalism of the American Society In The Chinese in All of Us by Richard Rodriguez Free Essay Example, 1750 words

In The Chinese in All of Us , Richard Rodriguez explores Multiculturalism. Rodriguez talks about the effects that multiculturalism of the American society had on his life. Being the son of Spanish speaking Mexican immigrant parents, he narrates the constant encounters he experienced while growing up in America. In defense of all the labeling and accusations he faced as a reaction to his book, which highlighted issues such as bilingual education and affirmative action, he wrote his understanding of the issue of Multiculturalism while maintaining one s own ethnic identity. He further elaborates, that though America is a blend of various cultures and it takes pride in it, it still has its own identity. America has its own individuality, its own culture. Multiculturalism in America and its impact on the American identity is constantly debated, where one side calls it the essence of American society whereas the other side considers it a threat to the American identity. (Rodriguez n. p)A merica is a multicultural society, where different cultures coexist alongside each other. Multiculturalism started as a movement at the end of the 19th century in the United States and Europe. We will write a custom essay sample on Multiculturalism of the American Society In The Chinese in All of Us by Richard Rodriguez or any topic specifically for you Only $17.96 $11.86/pageorder now The mass immigration of southern and eastern Europeans and Latin Americans were the driving forces behind it. The genesis of multiculturalism was the concept of cultural pluralism. The different features of different cultures often combine and incorporate. In this way, a cultural blend is formed which creates an environment of tolerance and respect for each other. In a multicultural society, individuals have the freedom to practice their own religion, follow their own dressing code, to eat what they want and participate in cultural practices despite its variance from the mainstream cultural norms. Since the first half of the 19th century, the United States has witnessed a constant mass immigration. These immigrants have played a pivotal role in shaping the cultural landscape of America. The immigrants having their own values, beliefs and attitudes, created their own perception of the adopted home.

Social Exposure And Through Important Life Events

Question 1: Faith inculcation can work in many different ways, but the main two are by social exposure and through important life events. If asked, anyone will say their faith was influenced by either important figures in their life or an event that caused them to look at the world differently. My belief is that there is no one way that someone gains his or her view of faith. It can be influenced by countless conditions in which a single person experiences. Furthermore, when it comes to religion, there are two kinds of people, those who have an overtime transformation of their current faith or a sudden conversion of faith. To begin with, the first type is those who have been accustomed to his or her faith their whole life. For example,†¦show more content†¦Is there a god that will take me in after I die? Does he judge me everyday based on the things I do? This made me rethink my life and why I believe what I do. For others, it may be an event that causes them to become clos er to the god they already believe in. An example is getting married or having a child. These events allow people to praise the god they worship and give thanks for doing something amazing in your life. Augustine (1997) states that, â€Å"My faith, Lord, shall call on Thee, which Thou hast given me, wherewith Thou hast inspired me, through the Incarnation of Thy Son, through the ministry of the Preacher.† This quote shows that the faith in which Augustine has is based solely on God having given it to him. Also, in book one, Augustine states, â€Å"but how shall they call on Him in whom they have not believed? Or how shall they believe without a preacher?† Augustine brings up an interesting point about how can a person call upon God when that person has never believed in him or does not have someone to guide them to God. This reinforces the idea that when faced with a life altering experiences, we as humans search for something bigger to believe in. We all want to belie ve there is something after life. Which has caused many people to turn toward having faith when there is nothing else to turn to. Question 2: As Augustine reflects on his childhood in book one, he explains how he believes in original sin because of how he has seen children envy Social Exposure And Through Important Life Events Question 1: Faith inculcation can work in a variety of different ways, but the main two are by social exposure and through important life events. If asked, anyone will say their faith was influenced by either major figures in their life or an event that caused them to look at the world differently. My belief is that there is no one way that someone gains his or her view of faith. It can be influenced by countless conditions in which a single person experiences. Furthermore, when it comes to religion, there are two kinds of people, those who have an overtime transformation of their current faith or a sudden conversion of faith. To begin with, the first type is those who have been accustomed to his or her faith their whole life. For†¦show more content†¦Is there a god that will take me in after I die? Does he judge me everyday based on my actions? This event forced me to think more critically about the faith that I wanted to be associated with. For others, it may be an event that causes them to become closer to the god they already believe in. An example is getting married or having a child. These events allow people to praise the god they worship and give thanks for doing something amazing in their life. Augustine (1997) states that, â€Å"My faith, Lord, shall call on Thee, which Thou hast given me, wherewith Thou hast inspired me, through the Incarnation of Thy Son, through the ministry of the Preacher.† This quote shows that the faith in which Augustine has is based solely on God having given it to him. Also, in book one, Augustine states, â€Å"but how shall they call on Him in whom they have not believed? Or how shall they believe without a preacher?† Augustine brings up an interesting point about how can a person call upon God when that person has never believed in him or does not have someone to guide them to God. This reinforces the idea that when faced with a life altering experiences, we as humans search for something bigger to believe in. We all want to believe there is something after life. Which has caused people to turn toward having faith when there is nothing else to turn to. Question 2: As Augustine reflects on his childhood in book one, he explains how he believes in original sin because of how

The Open Boat by Stephen Crane free essay sample

The Open Boat by Stephen Crane Stephen Crane’s Open Boat is based on his own experience when he was shipwrecked off the coast of Florida. The story is famous for its philosophical theme of existentialism, powerfully evoked in the line† If I am going to drowned (repeated thrice), why in the name of the seven mad gods, who rule the sea, was I allowed to come thus far and contemplate sand and trees? † (Crane). This opens up an existential view of man’s place in the universe. Man is utterly insignificant and nature, with all its power, has no care for its individual existence. The line was therefore fitting for Billie, the oiler, who did not make it shore. From an existential point of view, one could argue that Billie was not claimed by death; rather he was not worthy to live. Seeing the fine line between death and existence, the survivors had gained an extraordinary experience that could only be brought out by such tragedy—where their life could hang in the balance. Thus, they could be interpreters of existence and it’s opposite. They have conquered death and they have proved to that all powerful nature that they deserve life, which Billie wasn’t able to. As it happens, the existentialist view comes from the survivors’ examination of their condition while lost at sea. The correspondent—the fictional equivalent of Crane—tries desperately to justify their survive and understand the wrath of nature against them. But his ability to comprehend it all was utterly inadequate. It only seems to him that nature does not care. Nature, or the seven mad gods, as he called it, is indifferent to all the courage, brotherhood and valor that the survivors have shown. They receive no complement or reward to such defiance to survive. Their prayers fall into dead ears and God, it seemed, does not care. It was at this point that Crane found it appropriate to use the word absurd to summarize their misfortune. The sinking of their boat, their life clinging to a small dingy boat, this quest to find shore are all affairs that are absurd. Immediately, Crane echoes the existentialist anthem. There is no meaning to the story. No heroes, just survivors played around by nature and have become the victims of the sea. But at that desperation, man can draw his own analogy—and yes, his own reality—which is again another existentialist theme. Shut away from an uncaring cosmos, the men of the sea form a brotherhood and the correspondent—the narrator of the story—constructs his own meaning to it. Thus, when constructing meaning within a universe that regards them as insignificant, the correspondent tries to attach human qualities to things. For instance, the narrator refers to nature as a woman calling it â€Å"she†. To him, nature is an old mistress, often inscrutable, who operates beyond anyone’s understanding. By the end of the story, the cook, the captain and the correspondent have given up understanding and conversing with nature. The irony here is delivered in the final sentence wherein the narrator believes that the three men can be the interpreter’s of the ocean’s voice. Yet their understanding of the sea simply refers to its voice as an endless incoherent rumbling voice that portrays the universe in a cosmic void. At the end of it, there is nothing to interpret. It is up to man himself to interpret his own things. What is notable in this story is how the survivors reached that conclusion, as they go through the proper human response to the acts of nature. They go through as series of progression that lead them to believe that nature is all powerful and all disenchanted. At first, the men are angry to the fact that they could not do anything to sway nature. Moreover, they are disturbed by the fact that nature could kill them if she wishes. At this venture, they realize that nature does not regard them with value. The universe will not be maimed by their death and could dispose of their lives in the course of the movements of the sea. They could not even throw bricks at a temple to vent their rage toward God. But soon the men realize they could not do anything to change nature, so they decided to follow a different route of thinking. Their progress then pins their hopes to worshipping nature. The men decided that they should find something that represents nature and bow down to it as a sign of respect. They start to plead to nature that they be spared from death. Regardless, the men realized that neither anger or their grovelling could sway nature into leading them to their deaths. This is where they realized that nature is indifferent to their pleas and prayers. They became existentialist who start to think that existence is ultimately freedom. You are thrown into existence and be left on your own. They cannot influence the strength of nature. The only hope they have, within their rationalizations, is to respond to the wrath of nature and endure its power. Consequently, the survivors decided to form a brotherhood as a way to compensate their growing fear of death. The brotherhood gives them strength and comfort and it helps them tolerate the might of nature. The four men turn out to become friends, â€Å"friends in a more curiously iron-bound degree than may be common† (Crane). It is through their friendship that had prevented them from falling into complete despair. For example, when the correspondent serves as a watchman at night, he sees a shark and wishes that one of his companions would wake up and keep him in company. Of course, two persons awake would not have driven off the shark, but their togetherness kept them strong and their hopelessness would be kept at bay—thus keeping things less ominous. The shark sighting is a representation of nature itself who threatens the existence man. The correspondent’s fear of the shark’s presence is the same throughout the story; that nature is constantly threatening them to cease from existence. But the brotherhood provided comfort and prevented the feeling of helplessness. The most vicious of the survivors’ despair is their fear of drowning. They recite this fear at three different times â€Å"If I am going to be drowned,† they all remark (Crane). They recite this before and during the long uncertain nights. At this point, the men know that they are under the mercy of nature and its all consuming power. However, with this desperation comes the understanding that it is them versus nature; them versus all the elements that is pitted against them. This unique situation and the strength that they have gathered from their brotherhood made them numb at the concept of death. Later on, the men overcome their fear of drowning and hence, death itself. When the men jumped out of the boat, the correspondent knew that he and the others were no longer afraid. They have completely submitted to their fate, wherever it takes them. In the face of mortal peril swam toward the shore and unafraid of anything else, regardless of the fact that they could die easily. It is just the plain fact that the situation was out of their control. It is for this reason why it did not surprise the correspondent, the captain and the cook that the oiler, Billie, had died. The oiler was commended in the story as the strongest among the four, yet this further proves their realization that they have no power over nature, despite their strengths, courage, prayers—you name it. But it is this understanding that the men become existentialists-in-action that they throw themselves toward existence without trepidation. The lesson here, if there be a lesson, was that those that do not throw themselves into existence, those that continue to believe that nature cares for your life, would faced a more dangerous peril because of the blind faith they have on it. The oiler swam fast and strong ahead of the others, while the three maintained their comradeship. The captain helped the cook and the correspondent reach shore; while the oiler does not continue the brotherhood and depends on his strength to challenge nature. In the end, with the oiler’s death, the men showed no sadness over his loss. They have, at this point, no longer the slaves of death’s threats. Their existence was all up to them. Not by God or anyone. This is why they were allowed to come thus far and contemplate sand and trees. Work Cited Crane, Stephen. â€Å"The Open Boat: A Tale intended to be after the Fact. † Edgar Roberts. â€Å"Literature-an introduction to reading and writing. † 9ed

The United States Housing Bubble

The housing bubble of 2000s remains one of the greatest economic challenges ever faced by the US. The housing bubble defines an economic bubble in which there was a remarked increase in housing prices in the United States.Advertising We will write a custom essay sample on The United States’ Housing Bubble specifically for you for only $16.05 $11/page Learn More The price escalation was fueled by increased demand and speculation. Increase in demand for houses against the limited supply in the housing market marked an onset of the housing bubble. With such a situation, speculators got into the housing market with a view to making profits through buying and selling of houses in the short-term. The entry of such speculators increased the demand further. With time, the demand decreased while the supply increased. This led to a significant drop in housing prices leading to the bursting of the bubble. The bursting of the housing bubble led to serious eco nomic repercussions on the economic front (Roberts, 57). The housing bubble can largely be attributed to financial activities and monetary policies. The housing prices in the United States escalated due to increased demand and reached an all time high in early 2006. From 2007, the prices started to decline tremendously. In particular, the Case Shriller Home Price Index, in 2008, recorded the biggest price drop in its history. The bursting of the bubble had much effect on the home valuations, mortgage markets and real property markets. While a lot of factors contributed to the housing bubble, financial activities and monetary policies played crucial roles in causing the bubble (Trass, 42). Traditionally, the Glass-Steagall Act played an imperative role in regulation of the financial sector. This act strictly regulated the lending activities of the commercial banks. It limited the banks’ lending activities and interest loans. However, from 1980s, significant changes occurred in the banking sector that set the stage for housing bubble. The banks were deregulated through several Acts. Most notable Acts are the Gramm-Leach-Bliley Act of 1999 and the Garn-ST. Germain Depository Institutions Act of 1982, which permitted banks to set any interest rate on their loans. These Acts also allowed for adjustable rate mortgages in the economy. In addition, these Acts allowed developers easy access to credit. The availability of credit increased people’s demand for houses. Similarly, the power of the developers to erect more houses to meet the heightened demand increased. This contributed to the housing bubble crisis. The deregulation brought about by the financial Acts enabled the banks to present risky products to the people. By enabling the banks to adjust their lending rates and interest rates, it was easy for the house bubble to set in. the security markets were equally to blame for the housing bubble.Advertising Looking for essay on business economics ? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Federal Reserve rapidly lowered the loan interest rates in response to the precedent dotcom bubble. The historically low interest rates made credit access much easier than before. The lowering of interest rates increased supply that served to cause a further drop in prices of houses in most states. The intense competition between the mortgage lenders pushed them to loosen their lending conditions. Subprime lending intensified due to the easy credit access conditions. Prior to 2003, subprime mortgage lending remained below 10%. However, this doubled to 20% by 2006 during the peak of the bubble. This led to an increase in demand for houses causing an increase in prices of houses, hence the onset of the bubble. The effects of the United States housing bubble on various aspects of the economy cannot be understated. The sharp drop in housing prices increased the rate of loan defaulting significantly . This was down to the increased subprime lending. The fall in housing prices made it difficult for subprime lenders to refinance their loans. Prior to the bubble, there was a massive inflow of foreign capital into the US economy from other world economies. This foreign money inflow plus the low interest conditions, increased credit availability and access in the United States. The decline in housing prices plunged global financial institutions into crises as they witnessed heavy losses. This affected virtually all aspects of global trade for established economies (Trass, 71). The lending potential of financial institutions declined and the governments engaged in extra financial commitments in their bid to bail out the fundamental institutions. This has limited the money available for investment in opportunities globally. In addition, the volume of global trade will decline tremendously since the industrialized countries will tend to reduce their demand for imports from other econom ies. The business cycle has not been spared either of the eminent effects of the housing bubble. The housing bubble led to a slowdown in the economy. With the United States constituting nearly one third of the world’s GDP, the world’s business cycle will undoubtedly be affected. The housing bubble has profoundly affected the country’s demand for exports from other countries thereby affecting the world business cycle (Cline, 112). The economic slowdown due to the housing bubble, also impacts on the workers’ wages. Workers’ wages are much likely to stagnate for long periods especially during this recovery period.Advertising We will write a custom essay sample on The United States’ Housing Bubble specifically for you for only $16.05 $11/page Learn More The housing bubble did not only affect the US economy but it had unpleasant effects on economies afar, as well. The distant places such as California, Wall Street an d Europe were all connected through the cash inflows. With the increasing prices, investors from varied ends were investing in the US housing markets from Europe and even the fast growing Asian economies. Works Cited Cline, William. Financial Globalization, Economic Growth, and the Crisis of 2007. New York: Peterson Institute, 2010. Print. Roberts, Lawrence. The Great Housing Bubble. California: Monterey Cypress LLC, 2008. Print. Trass, Kieran. The Housing Bubble: The Real Estate Cycle- Why You Can Grow Rich in Slumps as Well as Booms. Auckland: Penguin Group, 2009. Print. This essay on The United States’ Housing Bubble was written and submitted by user Jair H. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Returning To School

Personal Goals that I want to achieve returning to school I am attending college for a few reasons but I’m ultimately going to college for my future. I want to be successful and rich so I can have all the good things in life. I figure that since my career thus far has reached its peak, I’ll have to hit the books. I have climbed the corporate latter as far as I can possibly go without a specialized degree. Although I have been with the same company for fifteen years, all that I really have is experience. In order to continue in my career path, I need to have a specialized degree in business. I enjoy business and want to continue with it for my career. My entire working career I have stood back and watched as my peers received promotions over me due to their specialized college degree. Although, I may have more experience in the filed of expertise, have the determination of success, the one thing that keeps me from climbing the latter is my College degree. So many doors are opened to you if you have a college degree instead of just a high school diploma. When I entered the work force some fifteen years ago, I thought I could make it with just a high school diploma and a lot of determination. I was quickly fooled. My colleagues told me, a college degree makes you a better-rounded individual that can bring new life into an organization. Because you have a broader knowledge base and the skills that are required learn the job, the learning curve is greatly reduced. With the popularity of college lately, there is so much more competition in the workforce and that I should consider going back to school for my business degree. With a degree, you would not only have that on your resume, but you would have the knowledge that you would need to attain the right job. I hope that I can use my job experience to relate to the skills that are needed for a business degree. My desire is to learn all that I can and apply it to... Free Essays on Returning To School Free Essays on Returning To School I have always been a keen and good learner, and academically bright. To educate and enhance myself, succeed in my professional life pursued me to go to school. I have always wanted to get my masters done, but somehow the timing never matched for me. I sincerely hope to get my bachelors and then masters done. I see education as a better way of communicating and presenting my thoughts, my actions and myself. I think coming back to school will change my outlook to professional life. It will certainly give me a degree that I will be looked up to and a title that I could use my education for.It will guide me in a right direction and channel my thoughts and ideas in a creative and specialized manner. It certainly will create more job opportunities for me and give me a professionalism in my work. I think after a long wait before I had to come back to School. I waited for five long years to get back to school. In these five years I saw financial difficulty, pregnancy, premature child, death in the family, etc†¦so I guess I overcame my first obstacle by being back to school. I sincerely hope to keep going for the rest of the year to complete my school. I want to keep my motivation to the scale one so that my interest does not die down. This is the only obstacle that I need to overcome which I think I will, to be successful in school.... Free Essays on Returning To School Personal Goals that I want to achieve returning to school I am attending college for a few reasons but I’m ultimately going to college for my future. I want to be successful and rich so I can have all the good things in life. I figure that since my career thus far has reached its peak, I’ll have to hit the books. I have climbed the corporate latter as far as I can possibly go without a specialized degree. Although I have been with the same company for fifteen years, all that I really have is experience. In order to continue in my career path, I need to have a specialized degree in business. I enjoy business and want to continue with it for my career. My entire working career I have stood back and watched as my peers received promotions over me due to their specialized college degree. Although, I may have more experience in the filed of expertise, have the determination of success, the one thing that keeps me from climbing the latter is my College degree. So many doors are opened to you if you have a college degree instead of just a high school diploma. When I entered the work force some fifteen years ago, I thought I could make it with just a high school diploma and a lot of determination. I was quickly fooled. My colleagues told me, a college degree makes you a better-rounded individual that can bring new life into an organization. Because you have a broader knowledge base and the skills that are required learn the job, the learning curve is greatly reduced. With the popularity of college lately, there is so much more competition in the workforce and that I should consider going back to school for my business degree. With a degree, you would not only have that on your resume, but you would have the knowledge that you would need to attain the right job. I hope that I can use my job experience to relate to the skills that are needed for a business degree. My desire is to learn all that I can and apply it to...

The eNotes Blog RIP Chinua Achebe1931-2013

RIP Chinua Achebe1931-2013 Breaking News:   Just announced that Nigerian author Chinua Achebe has passed away at a hospital in Boston. Achebe was eighty-two. Achebe rose to fame in 1958 with the publication of his first novel  Things Fall Apart,   a work that met with both critical and popular success. Other international best-sellers include  No Longer At Ease, A Man of the People, Arrow of God  and  Anthills of the Savannah.   For the last four years, Achebe has been the David and Marianna Fisher University Professor and Professor of Africana at Brown University in Providence, Rhode Island. Here are ten memorable quotes from both his lectures and works: 1.  Ã¢â‚¬Å"To me, being an intellectual doesnt mean knowing about intellectual issues; it means taking pleasure in them.† 2.   Ã¢â‚¬Å"When suffering knocks at your door and you say there is no seat for him, he tells you not to worry because he has brought his own stool.† 3. â€Å"It is the storyteller who makes us what we are, who creates history. The storyteller creates the memory that the survivors must have otherwise their surviving would have no meaning.† 4.   Ã¢â‚¬Å"Procrastination is a lazy mans apology.†   Ã‚  Anthills of the Savannah 5.   Ã¢â‚¬Å"There is a moral obligation, I think, not to ally oneself with power against the powerless.†   Ã‚  There Was A Country: A Personal History of Biafra 6.   Ã¢â‚¬Å"The white man is very clever. He came quietly and peaceably with his religion. We were amused at his foolishness and allowed him to stay. Now he has won our brothers, and our clan can no longer act like one. He has put a knife on the things that held us together and we have fallen apart.†Ã‚  Ã¢â‚¬â€¢Ã‚  Ã‚  Things Fall Apart 7.   Ã¢â‚¬Å"We cannot trample upon the humanity of others without devaluing our own. The Igbo, always practical, put it concretely in their proverb  Onye ji onye nani ji onwe ya:  He who will hold another down in the mud must stay in the mud to keep him down.†Ã‚  Ã¢â‚¬â€¢Ã‚  The Education of a British-Protected Child: Essays 8.   Ã¢â‚¬Å"One of the truest tests of integrity is its blunt refusal to be compromised. † 9.   Ã¢â‚¬Å"Charity . . . is the opium of the privileged.† 10.   Ã¢â‚¬Å"I believe in the complexity of the human story and that there’s no way you can tell that story in one way and say: This is it. Always there will be someone who can tell it differently depending on where they are standing; the same person telling the story will tell it differently. I masquerade is moving through this big arena. Dancing. If you’re rooted to a spot, you miss a lot of the grace. So you keep moving, and this is the way I think the world’s stories should be told- from many different perspectives.† Think of that masquerade in Igbo festivals that dances in the public arena. The Igbo people say, If you want to see it well, you must not stand in one place.

Key Learning Outcomes of the Module Essay Example | Topics and Well Written Essays - 1250 words

Key Learning Outcomes of the Module - Essay Example It shall reflect on how the process of working on my assignment in the group improved my understanding of the issues that have been raised. Reflection on Key Outcomes It can be stated that reflection lies around the notion of learning. Reflection is referred as the process of working upon what has been already been known. It is essentially done in order to consider the acquired learning in greater details. It can be considered as a mental processing that can be utilised in order to fulfil the objectives or attain certain probable outcomes (Moon, 2001). The overall study was a learning experience for me. It helped me to identify the ways to work in a group. I recognised the fact that it is quite significant for the senior members of the audit team to review all the pertinent matters taking place from the audit and also to reconsider the financial statements. Furthermore, it came to my understanding that internal control system tends to comprise the control environment as well as contr ol procedures. Moreover, it further comprises all the procedures as well as policies in order to ensure that the business is conducted in an efficient and effective way. However, I also came to the conclusion that internal controls offer reasonable assertion due to the innate limitations such as human error taking place because of the mistakes in judgement and distractions (ICANIG, 2012). It came to my understanding that there are a few steps of the audit that need to be maintained by the auditors. The first step is the pre-engagement phase which is required for serving the client’s best interest with competence as well as professionalism. The auditor is also required to prepare letter of engagement whose chief purpose is to confirm terms of the engagement. The other step in the audit process is the planning phase where the auditor is required to obtain an understanding of the client. While undergoing the course, I was aware of the fact that the auditors undergo both legal as well as professional duties. The auditors are needed to carry out investigations that will permit them to create an opinion. They are further required to audit the accounts with adequate skills and care. I recognised the fact that the auditors are required to minimise the expectation-performance gaps in order to offer the firms with consistent financial statements and to minimise the frauds and errors in such statements (Hayes & Schilder, 2012). I came across the terms such as auditor’s independence and its significance for the auditors. It came to my understanding that the auditor independence is one of the most significant aspects of the auditing profession. It tends to add value to the audited financial statement. However, I was astonished by the fact that there are several threats to the auditor’s independence. One of the threats that I came across in the study was the intimidation threats that tend to take place while the auditor is prevented from acting objectiv ely in relation to actual threats from the customer. The other threat that I learnt from the study was the advocacy threats that are likely to occur when the auditor makes an attempt in order to promote the clients’ opinion. Familiarity threats take place when the auditor is found to become too concerned with the interests

Should Sex educations be taught in public school Essay

Should Sex educations be taught in public school - Essay Example ‘If they know about they will do it; knowledge is dangerous.’ It’s not a ‘revelation’ that the far right conservative religious factions are championing this concept much as they have for many centuries. Thankfully, most Americans have taken the reasonable point of view that not including sex-ed in schools would be inexcusable because knowledge is power and the lack of it, particularly in this case, would be physically and emotionally detrimental to the children these parents wish to protect. There exists no credible data that suggests that Sex-Ed courses encourage increased instances of sexual activity according to the World Health Organization. Moreover, abstinence-only programs are significantly less effective than comprehensive sex-ed classes which comprise safe-sex practices in addition to abstinence instruction. These deductions came at the end of research conducted on 35 sexual education programs of school systems around the world. Nationwide r esearch by Guttmacher Institute and Planned Parenthood produced the same conclusions. Most parents recognize that increased awareness actually encourages increased responsibility, as a study conducted by Hickman-Brown Research found, 93 percent of the American public believes Sex-Ed should be required in at least high school while 84 percent answer it should also be taught in middle school. Most parents recognize that young people will be sexually active and are at increasingly earlier ages than previous generations. Two-thirds of American high school students have had sex by their senior year. These teens are being exposed to and spreading sexually transmitted diseases partly due to their lack of knowledge. â€Å"People under the age of 24 are responsible for 65 percent of all sexually transmitted infections contracted in this country† according to the Kaiser Family Foundation and the Centers for Disease Control (Masland, 2006). The factions against sex education have forced at least a portion of their will on society and society’s children have suffered because of it. So to not offend this vocal minority, many Sex-Ed classes in America’s public schools have been eliminated or scaled back. What parents want their kids are learn in Sex-Ed falls well short of what is in fact being taught. Parents merely want their kids to understand the risks associated with sexual contact and the ways to avoid them, just as they would regarding other aspects of their kids lives. â€Å"Contrary to common wisdom, when it comes to sex education, parents want it all, from abstinence to homosexuality,† said Steve Rabin, senior vice president of the Kaiser Family Foundation (Levine, 2000). This study surveyed more than a thousand high school youths, parents and educators in addition to more than 300 school administrators. According to the study the majority of parents thought that classroom discussions concerning rape were necessary in Sex-Ed curriculums and that education regarding homosexuality is crucial as well. Additionally, parents want public schools to talk about sexually transmitted diseases, the use of contraception, abortion and pregnancy. Rape is an unfortunate reality and parents, it has been demonstrated, understand that the more education their girls receive regarding rape prevention and dealing with the emotional aftermath can be only be helpful. The same as any other subject in school parents believe that the more

Oliver Twist- Development Phase Essay Example for Free

Oliver Twist- Development Phase Essay In our drama class, our teacher Mrs. Oteng had asked us to develop on our performance of Oliver Twist. We had previously performed the response phase which was a role play with the main scenes of the novel by Charles Dickens. In the topic of crime in society, in which we were covering, the novel of Oliver Twist had allowed the class to have an insight of crime in the olden periods compared to today. By seeing the angle in both perspectives, it allowed the class to realise the consequences today and before and how crime affected lives. The development phase was all based on developing the performance with the use of light, props, tone, levels and music. The change in the play would allow the audience to see how these strategies changed the emotion in a play and how it bought life to it. The people who I decided to work with were Vishna, Daanish and Moshgan. We worked well together and everyone in the group had imaginative ideas. With the idea of bringing out a different side to each character we enhanced the performance by taking on the role of just a few of the characters and showing a complete opposite to what they are really like. Bill Sikes was played by Daanish in the first scene. He played the usual murderer who killed without mercy and who never looked back. However, I played a homosexual and sensitive Bill Sikes who was the complete opposite to him. In this case I was his conscience and I was playing the same way he was but in my own version. This allowed the audience to see what a different personality of Bill would have done to the real play of Oliver Twist. Similarly, Vishna played Nancy as the gentle and kind-hearted woman we knew, while Moshgan played the cold-hearted, stuck-up complete opposite to the real character to Nancy. By doing this we could keep to the same storyline but we allowed the audience to see what it was like if the characters had a little change in their personality. We also focused on the relationship between Nancy and Bill Sikes. In the novel, they had a loveless and tactless relationship, while in our play we took it from the real angle and in a real, loving relationship. This created a contrast in the play which allowed the audience to see both perspectives. This was the aim of our play and I believe the audience easily understood that. I believe that our group did extremely well and the audience enjoyed it. It was one of the most complicated plays to put together because of the changes in the scenes and the change of characters as a group. However, the use of props allowed each of the characters to be distinguished easily and the audience understood who each one of us was; more efficiently. I wore a tight shirt, which showed my homosexual character and the way in which I was holding my body was convincing. Daanish wore a puffy jacket which showed his authority and toughness. Moshgan wore a tight pink top which showed of her body which showed that she was a prostitute while Vishna wore neutral clothes which did not need to reveal much. The use of props really helped to enhance our drama. Towards the end of our drama, Mrs. Oteng played a piece of sad and somber music which really enhanced our drama when Nancy was getting beaten by Bill Sikes which lead to her death. The music made the audience feel more connected to the drama and the music added emotion to the drama and bought sympathy for Vishnas character. We did not use light in our performance as we found it was unnecessary. However, we used different tones in our voices and we used different levels on stage and even off stage. We used the explorative strategies well enough for top marks. On a whole, our class had many individual thought-tracks which showed how I characters felt which was equally as important. My thought-tracks were very comedic which made the audience laugh after all the violence and upsetting scenes which were to follow. By saying things like, I shave the hairs on my chest, made the audience laugh. I believe that a little humour would ease the audience a little bit and that is why I was the only comedic character as we had to keep to the topic of crime. Under the topic of Crime in Society, I believe that our play showed domestic violence the most and this was our main focus. Domestic violence occurs a lot in todays society but also in the olden days. The points we were conveying were that it was as bad then, then as today. On a whole, I was pleased with my groups performance and I enjoyed working with them. I was now told to observe another groups performance and comment on the way in which they developed their drama. The group that I decided to observe was with Louise, Mohammed, Aiman, Sumhar, Anthony and Maya. This group had six people and I believed that they worked very well together to come up with a performance which included everybody. They changed Sumhars role as Oliver Twist to Olivia Twist. Each character kept in role and they used the drama equally as well. Each of the characters thought-tracked and they used levels and tones in their voices to enhance their drama. Their play was based on the scene where Olivia gets kidnapped by Fagin and Bill Sikes for Nancys pleasure. Nancy played by Maya had also changed her role from being a nice, kind-hearted woman to a frail, evil woman. This was similar to our groups idea and this was effective as only one of the characters had changed personality. I loved watching this performance, each character was in role and I understood the story line very well. The aspect of Crime in Society in this play was based on kidnappings, people owing money, poverty and how this all leads to deaths in society. On a whole, I believe that by developing the play of Oliver Twist, I learnt the consequences of crime in the olden days. I t also taught me how to enhance a play by taking a simple idea from a particular scene and by working on it to show the audience something they might not have realised or understood as much. I enjoyed working on the development phase and I believe that by developing the performance we encounter more. I would like to work on developing a performance in the future and I liked this part of the workshop the most.

The World Of LSD :: essays research papers fc

A Guide to the â€Å"Not So† Wonderful World of LSD Discovery of LSD LSD (Lysergic acid diethylamide) come from a fungus that grows on rye and other grains. Albert Hofmann, working at Sandoz, a Swiss pharmaceutical company, produced LSD for the first time in 1938. He was hoping that it could be used to stimulate circulation and respiration, though this idea failed. Hofmann forgot about the new found drug, and didn’t use it for five years. In 1943 he accidentally ingested LSD and experienced some effects of the drug, such as visual distortion, dizziness and restlessness. He experienced the drug again, though this time not on accident. Forms of LSD LSD can come in many different forms. Three more common forms are paper blotter, liquid, & gelatin. Paper blotter, the most common form of all, comes divided into  ¼" squares called tabs. These tabs usually have between 30 - 100 ug of LSD. These papers are made by taking a sheet of absorbent paper, usually decorated, and soaking it with a dilution of LSD. All the dilutions are not the same, for the can vary greatly from batch to batch, LSD 2 and there is no way of telling exactly how much LSD is on it. Liquid LSD is usually water based, though it can be based with other solvents. A single drop of liquid LSD could be up to 50 times stronger the regular paper blotter because it is more than the normal dose. It is not all that common for people to sell liquid LSD because there is no way to be sure of it’s potency. It is usually stored in small dropper bottles. Gelatin LSD, also known as "window panes", is made by mixing liquid LSD with gelatin. It has to be formed into small, thin squares after that. A single gelatin tab usually has around 50 - 150 ug of LSD. This method of making LSD is generally better because it protects the LSD from being exposed to the air and sun, which can break down the drug. Cost of LSD When LSD is sold as paper blotter, the price usually ranges from 3 - 10 dollars per hit, though it can be more expensive depending on where it is sold. Being sold from friend to friend it is usually less, but places such as raves will sell it for more. Less common LSD will go for more money then blotter paper will.

Living and Working in a Multicultural Society Essay

One of the major principles of multiculturalism is the equity among various cultural groups living in one community such as a nation. For example, multiculturalism in a certain country seeks the equality among the existing ethnic groups that speak distinct dialects and follow unique cultural practices. None of such groups either dominate the community or take the role of the minority. Thus, multiculturalism competently promotes the awareness and appreciation of other cultures within one’s community which, in effect, help build good living and working conditions among the people in the society. Since multiculturalism â€Å"refers to the presence of people of diverse racial or ethnic backgrounds within a single polity† (Citrin, et al. , 2001, p. 249), its competency rests on how numerous individuals from different racial and ethnic backgrounds are able to interact with one another and produce significant positive results. During the time of the American Revolution, immigrants were considered as inassimilable and, thus, they constitute a threat to the American cultural identity which was predominantly composed of White Protestants (Spencer, 1994, p. 549). Blacks were considered as a minority group and a large number of them were placed under slavery or servitude by the majority group. With the large differences in the social status and individual rights between the White Protestants and the Black Americans during that time, it is not surprising that such differences stood as barriers from attaining an America that is tolerant of multiple races and accepts all individuals as equals regardless of ethnicity. Equal treatment among the minorities was not a significant issue until the time when the American Revolution has ended and the creation of the United States of America has begun. In fact, slavery of Black Americans was not entirely abolished until twenty years after the formal creation of the United States. While the majority group at that time was able to fully participate in various social affairs, most of the members of the minority group were confined to servitude and bondage to their so-called â€Å"masters†. The stark contrast alone between the majority and minority groups was already a seemingly insurmountable status quo that benefited the ruling majority. The lack of multiculturalism as a social movement at that time also hindered the full interactions of the races in America for there was very minimal avenue in which the minority group was given the chance to vent their side. The â€Å"shift in the self-designation of Black Americans†Ã¢â‚¬â€from ‘Negro’ to ‘Black,’ to ‘African American’—apparently describes the change in the position of these individuals in the American society, for instance (Spencer, 1994, p. 548). While the previous barrier concerning the social participation and position of African Americans during and before the American Revolution greatly set-off their group to the minority, it is argued that such earlier perception has not totally withered away (Citrin, et al. , 2001, 252). Still, there are present forms of racial discrimination and racial intolerance that persist in America and some other parts of the world where societies of the past have barely changed through the years. In a sense, not much has changed since African Americans living in urban areas tend to live together in small communities; racial segregation is still apparent in the country even though federal laws were already established to proscribe the treatment of so-called minorities as lesser beings. Living and working in a multicultural society such as the United States do not go easily because the reality from the ground speaks differently from the theories in academic tomes—intolerance and indifference towards the other races living in America remain parts of the contemporary American society in general. President Barack Obama may execute the needed policies to bolster multiculturalism in America but such policies can not easily discount the idea that the conditions of the lives and works of the â€Å"minorities† living in the United States do not always stand at par with those who comprise the larger if not the largest part of American society. References Citrin, J. , Sears, D. O. , Muste, C. , & Wong, C. (2001). Multiculturalism in American Public Opinion. British Journal of Political Science, 31(2), 247-275. Spencer, M. E. (1994). Multiculturalism, â€Å"Political Correctness,† and the Politics of Identity. Sociological Forum, 9(4), 547-567.

Kant the Sublime

The Sublime In Lyotard’s reading Lessons on the Analytic of the Sublime, he explains how critical thought exists within an infinite amount of creativity with no principles but in search of them. Lyotard understands the Kantian sublime as a way to comply with the standards that critically analyze postmodernism using deconstruction. Kant differentiated the sublime between the vastness and greatness and the dynamic sublime. The vastness sublime is so great we can’t just use our senses like we normally do; it requires us to heighten our senses beyond comprehension. The dynamic sublime is the way in which rationalizes things and his perceptions.Lyotard describes the boundlessness of the imagination and reason as a ‘differend’ and this is ‘to be found at the heart of sublime feeling: at the encounter of two absolutes equally present to thought, the absolute whole when it conceives, the absolutely measured when it presents. ’ (Lyotard) Our imagination understands forms and measures while reason understands something without form of an infinite nature of something. There is a separation of imagination and reason and when we use the ‘enigmatic’ power of critical thought we can reflectively judge something.Kant's presentation of the sublime has been taken up by Lyotard and he explores different ways of finding a philosophical understanding of different artworks. Through Longinus and Burke we can explore the pre-modern and modern conceptions of the sublime and through all these critiques we can draw different manifestations of the sublime in art. Kant questions how can someone judge an object before knowing how to properly judge that object and how do they know what proper judging is? Longinus in part of his critique implies that man can go beyond his limitations as a human being by experiencing emotions and language.The art or technical talents was described, as the human while the sublime was something that escaped ou r experience of art. ‘Sublimity consists in a certain excellence and distinction in expression’ (Longinus, pg 100). To understand and have knowledge of the sublime, there needs to be a vague understanding of something that is beyond our experience or senses. He explains that there is more to the human ordinary life because we feel this through the senses, but these senses are an incorrect interpretation caused by a physical perception as opposed to a psychological one.If you think about the sublime, it cannot be pictured or imagined but we have translated and suggested through the arts and poetry. Longinus tells us that nature is the creative and the first principle of the sublime and what follows is a matter luck and good mentors. In Goodbye Lenin, a German film directed by Wolfgang Becker, Lenin tries to hide the unification of Germany during the 1990’s from his mother who was in a coma throughout those months and has to stay in bed. He successfully conned her into thinking nothing had changed by using tricks like old product bottles and filming his own news broadcasts.This film successfully executes the idea of the sublime in what was going on between his mother and the rest of the world. ‘Our faults spring from the same place as our virtues. ’(Longinus)She believed everything around her was real and time had not changed but the people around her were well aware that this was a deception of reality. The way in which Lenin created the same world and reality his mother had always known is overwhelming to the senses and questions what is really for real? Burke believes that the ideas of pain and pleasure cannot be defined, but pleasure of every kind satisfies quickly.He goes on to say that there are two kinds of pleasure: the first that simply is and has no relation and the second that cannot exist without relation. The film has preserved and stopped time that defies nature and in reality cannot be done. The son is so scared an d terrified that his mother will die that he tries to please her by keeping the world exactly the same. This terror is the source of sublime because it creates the most emotion and he imagines the worst. The fear that his mother will die has caused him to be terrified. It explores different areas of the mind by letting her believe this lie.His mother would not survive the fact that everything she has believed in had crumbled while she was asleep and that the world she once knew was suddenly a capitalistic society that now included Burger king, Pepsi and Coca-Cola. Lenin did not want to devastate his mother and cause another heart attack so he had to make everything appear, as it always was wile the outside world was growing and expanding at such an accelerated rate. The kitsch setting of the typical German 1989 apartment filled with yellow flowered wallpaper and dark wood furniture brings calmness to his communist mother.The film captures the nature of humans and their strong social beliefs and how it can affect the human psyche. Burke believes that terror is the source of the sublime and that pain is the more powerful than pleasure. Lyotard believes that pain is not the end point, there is the ‘movement’ of pain to ‘pleasure’ In Joseph Turners Impressionistic painting titled Slave Ship, he has created a seen of vastness that relates to the Kantian sublime but moreover he has demonstrated the use of color and dynamic composition to create a sense of horror.The brushstrokes give a natural look to the painting and the seemingly unintentional brushstrokes create an organized composition. We are aesthetically pleased when we look at the painting because an overwhelming response is experienced when looking at the picture. Burke believed that the Beautiful was very different from the sublime. â€Å"All privation is great because they are all terrible: Vacuity, darkness, solitude, and silence. Low and intermittent sounds and shadows bring a bout feelings of the sublime. Above all, the actions of the mind are affected by the sublime. â€Å"The way in which Turner has used rough brush strokes and lots of contrast between moods and contrasting colors creates the Sublime as opposed to the Beautiful. The use of purple and blue shadows that cast over the foggy night, the bloodline skyline, the flaming enraged sea and the insignificant ship create a sense of horror. The Sublime is experienced in this painting because it is detached from the actual danger of being in an actual situation and rather experienced through the visual arts and poetry in its overwhelming vastness. There is a sense of elation and intimidation when traveling through the painting.Thomas Cole’s Landscape with Tree Trunks create a struggle to be able to understand what is being implied. It becomes uninviting to the viewer as the scary tree trunks in the foreground block our path into the painting and we get further into only for our view to be bloc ked again because of the mountains that come right into the middle part. The painting does not accommodate to human feelings. These are sublime components such as the scary trees, the contrasting light and dynamic sky create frustration in entering the painting make us feel that we are not welcomed and that we are in a wilderness that we cannot control.The overwhelming tree and sky not only creates and unexplained phenomena but also implies that time and power of nature is vast and infinite and these unpredictable forces can in themselves become sublime. The painting composition seems to have been distorted by Cole yet it feels genuine and believable. In the Pianist directed by Roman Polanski we are safe to knowing the reality of the actual circumstance of Jewish victims trapped in a concentration camp but we still enjoy the horrific actions taken against them caused by the overwhelming power of human nature.We are awed, disgusted and in disbelief by the question: â€Å"How can hum an beings do such things? † ‘There is no explanation for the communication of passion, but it is concluded through the experience or premonitions of others. ’(Burke) there is no way to rationalize how the Jews were treated during this time of suffering and we can’t even fathom such events to reoccur, but it still exists today. The pain and suffering that we experience as a witness is subliminal and in cannot be justified. Within the film Szpilman is able to detach from the war and all the pain and suffering he has experienced by playing the piano. When different men have a common faith in the object of admiration we come to the Sublime’ (Longinus). Szpilman creates his own sublime world through the piano. He creates a stimulus of powerful and inspired emotion and he seems to be dignified and elevated when playing the piano, not guilty or ashamed for being a Jew. His talent brings even his worst enemies to respect him and be in completely awestruck by his music breaking all boundaries of human laws and standards and elevating itself to a much higher place that is universal. The unknown and unbound is created in the film when everyone is awestruck and in total admiration of the music.In the end, art has the vastness that allows the mind to be free of obstacles of distraction. Basically, I understand Kant in his way of thinking of art as a way of means to letting the senses experience a feeling far greater than the everyday ordinary life and sublimity only exists in our minds and not in nature, and if we are conscious of this we can become superior to nature within and to nature which does exists without us. Lyotard explains that art should work with no rules and that it therefore cannot be judged and instead be combined and pluralized.Longinus explains that the human is the technical aspect of art while the sublime is the existential part of the human psyche that goes beyond our experience of art. Burke’s modern view of su blimity in art can only be experienced through actual knowledge an actual experience where things are only recreated and reordered. He thinks that death and fear are feelings of the sublime and that what one might expect is very different to what actual really happens and that expectation creates fear which in turn makes us unreasonable and therefore brings about the sublime.

Italian Indefinite Pronouns (Pronomi Indefiniti)

Italian Indefinite Pronouns (Pronomi Indefiniti) Like indefinite adjectives (aggettivi indefiniti), in Italian indefinite pronouns (pronomi indefiniti) refer in general (rather than specific) terms to persons, places, or things without specifying the noun which they replace. Italian indefinite pronouns that can function as both pronouns and adjectives include: The regular indefinite pronouns (gli indefiniti regolari), i.e., those that have both a singular and plural form as well as a masculine and feminine form. alcuno- anyalquanto- somewhataltro- morecerto- somediverso- differentmolto- veryparecchio- somepoco- littletaluno- someonetanto- sotroppo- tootutto- allvario- various Di questi vasi alcuni sono grandi, altri piccoli.Some of these vessels are big, others are small. Diversi lasciarono la scuola definitivamente.Several left the school permanently. Molti sono partiti subito, certi il martedà ¬, solo pochi rimasero.Many left immediately, some on Tuesday, and only a few remained. Troppi parlano senza riflettere.Too many (people) talk without thinking. E non sa ancora tutto.He (she) still does not know everything. NOTE! The term tale/tali (such), which can function as both a pronoun and an adjective, only has a singular and plural form. The indefinite pronouns that have only a singular form. uno- aciascuno- eachnessuno- nobody, no one Venne uno a darci la notizia.Someone came to give us the news. A ciascuno il suo.To each his own. Nessuno ha preparato la colazione.No one has prepared the breakfast. Italian indefinite pronouns that function only as pronouns include: The indefinite invariable pronouns (gli indefiniti invariabili). alcunchà ©- anythingchecchà ©- whateverchicchessia- anyone, anybodychiunque- anyoneniente- nothingnulla- nothingqualcosa- something Non cà ¨ alcunchà © di vero in cià ² che dici.There is no truth in what you say. Checchà © tu ne dica, farà ² come credo.Whatever you may say (about it), I will do as I believe. Non dirlo a chicchessia.Do not tell anyone. A chiunque mi cerchi, dite che tornerà ² domani.If anyone is looking for me, tell them that Ill be back tomorrow. Niente di tutto cià ² à ¨ vero.None of this is true. Non serve a nulla gridare.There is no use shouting. Ha dimenticato di comprare qualcosa, ne sono sicuro!He forgot to buy something, Im sure! The indefinite pronouns that have only a singular form. ognuno- eachqualcuno- someone Ognuno à ¨ responsabile di sà © stesso.Everyone is responsible for himself. Qualcuno chiami un medico.Someone call a doctor. The indefinite pronouns nessuno, ognuno, chiunque, and chicchessia refer only to people: Nessuno (nobody, no one), when it precedes the verb, is used alone; when it follows the verb it is always reinforced by the negation non, which is placed before the verbal form. Nessuno puà ² condannarlo.No one can condemn him. Mio fratello non vide arrivare nessuno.My brother did not see anyone coming. Ognuno (everyone, everybody; each) is used to refer to each individual of a collection or group. Desidero parlare con ognuno di voi.I want to talk with each of you. Chiunque (anyone) is invariable and corresponds to qualunque persona (che); it can serve both as subject and complement (in two different clauses). È un libro che consiglio a chiunque abbia senso dellumorismo.It is a book that I recommend to anyone with a sense of humor. Chicchessia (anyone, anybody), infrequently used, corresponds to chiunque. Riferiscilo pure a chicchessia.Report it also to anyone. The indefinite pronouns qualcosa, niente, nulla, alcunchà ©, and checchà © are used only to refer to things: Qualcosa means one or more things. Per cena, qualcosa preparerà ².I will prepare something for dinner. Ti prego, dimmi qualcosa.Please tell me something. NOTE! The term qualcosa come corresponds to the expression allincirca (roughly). Ho vinto qualcosa come tre milioni.I won something like three million. Niente and nulla, negative indefinite pronouns (pronomi indefiniti negativi), mean nothing; if either term follows the verb they are accompanied by the negation non (which is placed before the verbal form). Niente à ¨ successo.Nothing happened. Non à ¨ successo niente.Nothing happened. Alcunchà © (anything), infrequently used, corresponds to qualcosa; in negative sentences it means nothing. Cera alcunchà © di curioso nel suo incedere.There was nothing strange in his gait. Non dire alcunchà © di offensivo.Do not say anything offensive. Checchà © (whatever), an obsolete form, is a compound pronoun (one indefinite and one relative); it has the meaning of anything that and serves as subject and complement. Checchà © Luigi dica, non mi convincer.Whatever Louis says, he couldnt convince me. The indefinite pronouns uno, qualcuno, alcuno, taluno, ciascuno, altro, troppo, parecchio, molto, poco, tutto, tanto, alquanto, and altrettanto are used to refer to people, animals, or things: Uno (a) indicates a person, animal, or thing in a generic way. Linformazione me lha data uno che non conosco.The information was given to me by someone I do not know. NOTE! Uni (the plural form of the pronoun uno) is used in conjunction with altri in phrases such as: Gli uni tacevano, gli altri gridavano.Some were silent, others were shouting. Qualcuno indicates a single person or a small amount, both for people as well as for things. Qualcuno mi ha telefonato, ma non so chi.Someone called me, but I do not know who. A qualcuno questo non piacer affatto.Some will not like it at all. Ne ho qualcuno di queste riproduzioni.I have some of these reproductions. NOTE! Essere qualcuno means to appear (from anonymity). È qualcuno nel suo campo.It is someone in your field.

3 Types of Intermolecular Forces

3 Types of Intermolecular Forces Intermolecular forces or IMFs are physical forces between molecules. In contrast, intramolecular forces are forces between atoms within a single molecule. Intermolecular forces are weaker than intramolecular forces. The interaction between intermolecular  forces may be used to describe  how molecules interact with each other. The strength or weakness of intermolecular forces determines the state of matter of a substance (e.g., solid, liquid, gas) and some of the chemical properties (e.g., melting point, structure). There are three major types of intermolecular forces: London dispersion force, dipole-dipole interaction, and ion-dipole interaction. Key Takeaways: Intermolecular Forces Intermolecular forces act between molecules. In contrast, intramolecular forces act within molecules.Intermolecular forces are weaker than intramolecular forces.Examples of intermolecular forces include the London dispersion force, dipole-dipole interation, ion-dipole interaction, and van der Waals forces. Heres a closer look at these 3 intermolecular forces, with examples of each type. London Dispersion Force The London dispersion force is also known as LDF,  London forces, dispersion forces, instantaneous dipole forces, induced dipole forces, or the induced dipole-induced dipole force The London dispersion force is the weakest of the intermolecular forces.This is the force between two nonpolar molecules. The electrons of one molecule are attracted to the nucleus of the other molecule, while repelled by the other molecules electrons. A dipole is induced when the electron clouds of the molecules are distorted by the attractive and repulsive electrostatic forces. Example:  An example of London dispersion force is the interaction between two methyl (-CH3) groups. Example: Another example is the interaction between nitrogen gas (N2) and oxygen gas (O2) molecules. The electrons of the atoms are not only attracted to their own atomic nucleus, but also to the protons in the nucleus of the other atoms. Dipole-Dipole Interaction Dipole-dipole interaction occurs whenever two polar molecules get near each other. The positively charged portion of one molecule is attracted to the negatively charged portion of another molecule. Since many molecules are polar, this is a common intermolecular force. Example:  An example of dipole-dipole interaction is the interaction between two sulfur dioxide (SO2) molecules, where the sulfur atom of one molecule is attracted to the oxygen atoms of the other molecule. Example: H​ydrogen bonding is considered a specific example of a dipole-dipole interaction always involving hydrogen. A hydrogen atom of one molecule is attracted to an electronegative atom of another molecule, such as an oxygen atom in water. Ion-Dipole Interaction Ion-dipole interaction occurs when an ion encounters a polar molecule. In this case, the charge of the ion determines which part of the molecule attracts and which repels. A cation or positive ion would be attracted to the negative part of a molecule and repelled by the positive part. An anion or negative ion would be attracted to the positive part of a molecule and repelled by the negative part. Example:  An example of the ion-dipole interaction is the interaction between a Na ion and water (H2O) where the sodium ion and oxygen atom are attracted to each other, while the sodium and hydrogen are repelled by each other. Van der Waals Forces Van der Waals forces are the interaction between uncharged atoms or molecules. The forces are used to explain the universal attraction between bodies, the physical adsorption of gases, and the cohesion of condensed phases. The van der Waals forces include Keesom interaction, the Debye force, and the London dispersion force. So, van der Waals forces include intermolecular forces and also some intramolecular forces. Sources Ege, Seyhan (2003). Organic Chemistry: Structure and Reactivity. Houghton Mifflin College. ISBN 0618318097. pp. 30–33, 67.Majer, V. and Svoboda, V. (1985). Enthalpies of Vaporization of Organic Compounds. Blackwell Scientific Publications. Oxford. ISBN 0632015292.Margenau, H. and Kestner, N. (1969). Theory of Inter-molecular Forces. International Series of Monographs in Natural Philosophy. Pergamon Press, ISBN 1483119289.

Case of analysis report TESCO Essay Example | Topics and Well Written Essays - 4000 words

Case of analysis report TESCO - Essay Example It reveals the point where the company is capitalizing to succeed and possible lapses that may be costing the company. The paper also gives recommendations pertaining to the analysis, which leads to a concluding comment. Therefore, Tesco has to watch out on its environment (internal and external), PR actions, and strategic positioning to ensure that they are better placed to survive, grow and perform excellently in already saturated UK market and in its international operations as well. Tesco PLC is considered the one of the top ranking supermarket chain and the top ranking on online grocery in the UK and around the world, in terms of size, and revenue. It operates internationally in about 15 countries. In regard to the UK market, Tesco stands as the market leader enjoying a market share of approximately 30% (Tesco Corporation, 2014). The company uses the slogan ‘Every little helps’ to ensure their customers get the value of their money. In so doing, the company attempts to win and sustain their lifetime loyalty. This has the company grow, start operations in new markets, and earn remarkable profits international markets such as China, Hong Kong and Japan. Some of its efforts include Tesco Metro, club card and Express. In this report, an analysis is done of the external and internal environments, PR orientations, and alternative strategies are discussed and recommended. Due to its global presence Tesco is subject to political and legislative environments prevailing in concerned countries. For Instance, the UK government stipulates that the retailers offer equal opportunity employment that does not discriminate against anyone in terms of race, sex, ethnicity, age, and disability (Balchin, 1994, p. 43). This coupled with increased population calls at large retailers such as Tesco, Asda and Sainsbury to reconsider the way they treat

Transcultural Health Care - Cuban Culture Case Study

Transcultural Health Care - Cuban Culture - Case Study Example Below is the analysis of the case based on Cuban culture. Simpatia, personalism, and choteo are the communication patterns in Cuban culture that I should be aware of when dealing with Mrs Hernandes. Simpania, according to Purnell (2012, pp. 200), defines the need for a cordial relationship between parties and focuses on â€Å"courtesy, respect,† and conflict avoidance. Personalismo, however, establishes the supremacy of relationships over rules and positions while choteo defines a light attitude. The patterns are necessary because they define barriers to communication and interactions, and awareness and understanding of the patterns help in eliminating the barriers. I would apply two strategies in helping Mrs Hernandez to develop a plan a plan for diet and exercise. My first strategy would be to convince her of the significance of the plan to her health and I would use data from other patients’ experiences to show her how she would benefit from the plan. My next strategy would be equipping her with skills for developing the plan before demonstrating to her how to make a plan. I would inform her of the necessary components of the plan such as food quantity, amount of calorie per unit of each food, total amount of calorie per food in each meal, and total amounts of calorie for each meal and each day and type of exercise, duration for each type, and frequency of each type of exercise per week. I would not encourage Mrs Hernandez to go to Botanica for some herbs because even though some of the herbs have medicinal value, their contents are not accurate. This makes the herbs less effective and less efficient than are modern drugs, especially because botanica products are not strictly regulated (The World Health Organization, 2014, pp. 1). I would approach her desire to use herbs instead of the prescribed agent by empathizing with her condition and ensuring that she recognizes my experience.  Ã‚  

Key Components of Interest Rate Risk and Approaches of Risk Management Essay

Key Components of Interest Rate Risk and Approaches of Risk Management for Chinese Banks - Essay Example This paper illustrates that the type of risk tends to affect the stock and bond market in different ways. However, as the interest rate risk impacts the bond market negatively, the investors shift their investment pattern from the bond market to the equity market, influencing the performance of this segment of the financial market. In this paper, the key components of interest rate risk will be analyzed thoroughly. The financial system of China is considered to be one of the highly regulated, involving highly integrated economic and monetary policies. Such regulations and integrations are reflected in the functioning of the banking sector of the country as well. Therefore, for the purpose of analysis, the risk management approaches of the banking sector of China will be critically evaluated. Non- alignments arises in the balance sheet and off-balance sheet items of the banking sectors. In case of fixed interest rate, such mismatches originate at the time of maturity of the financial instrument and in case of variable interest rates; the non-alignments arise at the time of revaluation of an asset, liabilities as well as off-balance sheet instruments. Scope and size of such temporal mismatches make it critical to forecasting changes in interest rate which in turn creates huge interest rate risk. Basis value risk arises out of the asset-liability mismatches. Many times, the correlation between the value of maturities and revaluation of asset- liabilities and their calculative values becomes highly negative because of the adaptation of interest rates. This kind of risk also changes the index rates used for pricing the liabilities and asset that does not really change in a concurrent way and originates huge amount of interest rate risk

Organizational Structure and Culture Essay Example for Free

Organizational Structure and Culture Essay Knowledge – Mastery of facts, range of information in subject matter area. Skills – Proficiency, expertise, or competence in given area; e.g., science, art, crafts. Abilities – Demonstrated performance to use knowledge and skills when needed. KSA Definitions Interpersonal Skill Is aware of, responds to, and considers the needs, feelings, and capabilities of others. Deals with conflicts, confrontations, disagreements in a positive manner, which minimizes personal impact, to include controlling one’s feelings and reactions. Deals effectively with others in both favorable and unfavorable situations regardless of status of position. Accepts interpersonal and cultural diversity. Team Skill Establishes effective working relationships among team members. Participates in solving problems and making decisions. Communications Presents and expresses ideas and information clearly and concisely in a manner appropriate to the audience, whether oral or written. Actively listens to what others are saying to achieve understanding. Shares information with others and facilitates the open exchange of ideas and information. Is open, honest, and straightforward with others. Planning and Organizing Establishes courses of action for self to accomplish specific goals [e.g., establishes action plans]. Identifies need, arranges for, and obtains resources needed to accomplish own goals and objectives. Develops and uses tracking systems for monitoring own work progress. Effectively uses resources such as time and information. Organizational Knowledge and Competence Acquires accurate information concerning the agency components, the mission[s] of each relevant organizational unit, and the principal programs in the agency. Interprets and utilizes information about the formal and informal organization, including the organizational structure, functioning, and relationships among units. Correctly identifies and draws upon source[s] of information for support. Problem Solving and Analytical Ability Identifies existing and potential problems/issues. Obtains relevant information about the problem/issue, including recognizing whether or not more information is needed. Objectively evaluates relevant information about the problem/issue. Identifies the specific cause of the problem/issue. Develops recommendations, develops and evaluates alternative course of action, selects courses of action, and follows up. Judgment Makes well reasoned and timely decisions based on careful, objective review and informed analysis of available considerations and factors. Supports decisions or recommendations with accurate information or reasoning. Direction and Motivation Sets a good example of how to do the job; demonstrates personal integrity, responsibility, and accountability. Provides advice and assistance to help others accomplish their work. Directs/motivates self. Decisiveness Identifies when immediate action is needed, is willing to make decisions, render judgments, and take action. Accepts responsibility for the decision, including sustaining effort in spite of obstacles. Self-Development Accurately evaluates own performance and identifies skills and abilities as  targets of training and development activities related to current and future job requirements. Analyzes present career status. Sets goals [short and/or long term]. Identifies available resources and methods for self-improvement. Sets realistic time frames for goals and follows up. Flexibility Modifies own behavior and work activities in response to new information, changing conditions, or unexpected obstacles. Views issues/problems from different perspectives. Considers a wide range of alternatives, including innovative or creative approaches. Strives to take actions that are acceptable to others having differing views. Leadership Ability to make right decisions based on perceptive and analytical processes. Practices good judgment in gray areas. Acts decisively. KSA Definitions {General Supervisory/Manager Competencies} Problem Solving and Analytical Ability Identifies existing and potential problems; notes, understands, and includes the critical elements of problem situations; obtains and evaluates relevant information; demonstrates awareness that new and/or additional information sources are required; notes interrelationships among elements; identifies possible causes of the problems; recognizes the need to shift to an alternative course of action including innovative or creative approaches; and appropriately terminates information collection and evaluation activities. Planning and Organizing Identifies requirements; allocates, and effectively uses information, personnel, time, and other resources necessary for mission accomplishment; establishes appropriate courses of action for self and/or others to accomplish specific goals; develops evaluation criteria and tracking systems for monitoring goal progress and accomplishment; and specifies objectives, schedules, and priorities. Decisiveness Makes decisions, renders judgments, and takes action on difficult or unpleasant tasks in a timely fashion, to include the appropriate communication of both negative and positive information and decisions. Judgment Develops and evaluates alternative courses of action; makes decisions based on correct assumptions concerning resources and guidelines; supports decisions or recommendations with data or reasoning; defines and implements solutions to problems; and recognizes when no action is required. Communication Skill Presents and expresses ideas and information effectively and concisely in an oral and/or written mode; listens to and comprehends what others are saying; shares information with others and facilitates the open exchange of ideas and information; is open, honest, and straightforward with others; provides a complete and timely explanation of issues and decisions in a manner appropriate for the audience; and presents information and material in a manner that gains the agreement of others. Interpersonal Skill Is aware of, responds to, and considers the needs, feelings, and capabilities of others; deals effectively with others in favorable and unfavorable situations regardless of their status or position; accepts interpersonal and cultural differences; manages conflict/confrontations/ disagreements in a positive manner that minimizes personal impact, to include controlling one’s own feelings and reactions; and provides appropriate support to others. Direction and Motivation Motivates and provides direction in the activities of others to accomplish goals; gains the respect and confidence of others; appropriately assigns work and authority to others in the accomplishment of goals; provides advice and assistance as required. Supervisory role Performance Displays knowledge of the roles, responsibilities, and duties of supervisors and managers; accurately assesses the impact upon others of role performance; and supports and promotes organizational decisions, policies, programs, and initiatives such as EEO and Affirmative Action. Specialty Competence Understands and appropriately applies procedures, requirements, regulations, and policies; maintains credibility with others on specialty matters; uses appropriate procedures or systems in the operation and/or staff environment as the position requires. Organizational Knowledge Demonstrates knowledge of the department’s or agency’s organizational components, the mission[s] of each relevant organizational unit, and the principal programs in the organization. Leadership Establishes work standards and expectations for self and others. Appropriately assigns/delegates work and authority to others in the accomplishment of goals. Keeps goals and objectives in sight at all times, monitors progress toward goals, and works to overcome barriers and obstacles. Provides coaching, advice, and assistance as required; e.g., helps subordinates overcome obstacles and deal with problems. Appropriately assesses contributions and p performance of employees; provides appropriate recognition, and deals with problems as they arise. Instills in others a sense of pride in the job at hand. Executive Core Competencies [ECC] ECC #1Leading Change ECC #2Leading People ECC #3Results Driven ECC #4Business Acumen ECC #5Building Coalitions/Communications ECC #1 Leading Change This core qualification encompasses the ability to develop and implement an organizational vision which integrates key national and program goals, priorities, values, and other factors. Inherent to it is the ability to balance change and continuity – to continually strive to improve customer service and program performance within the basic government framework, to create a work environment that encourages creative thinking, and to maintain focus, intensity and persistence, even under adversity. Key Characteristics: 1. Exercising leadership and motivating managers to incorporate vision, strategic planning, and elements of quality management into the full range of the organization’s activities; encouraging creative thinking and innovation; influencing others toward a spirit of service; designing and implementing new or cutting edge programs/processes. 2. Identifying and integrating key issues affecting the organization, including political, economic, social, technological, and administrative factors. 3. Understanding the roles and relationships of the components of the state or regional policy making and implementation process, including the Governor, legislature, the judiciary, local governments, and interest groups; and formulating effective strategies to balance those interests consistent with the business of the organization. 4. Being open to change and new information; tolerating ambiguity; adapting behavior and work methods in response to new information, changing conditions, or unexpected obstacles; adjusting rapidly to new situations warranting attention and resolution. 5. Dealing effectively with pressure; maintaining focus and intensity and remaining persistent, even under adversity; recovering quickly from setbacks. 6. Displaying a high level of initiative, effort, and commitment to public service; being proactive and achievement-oriented; being self-motivated; pursuing self-development; seeking feedback from others and opportunities to master new knowledge. Leadership Competencies Creativity and Innovation – Develops new insights into situations and applies innovative solutions to make organizational improvements; creates a work environment that encourages creative thinking and innovation; designs and implements new or cutting-edge programs/processes. Resilience – Deals effectively with pressure; maintains focus and intensity and remains optimistic and persistent, even under adversity. Recovers quickly from setbacks. Effectively balances personal life and work. Continual Learning – Grasps the essence of new information; masters new technical and business knowledge; recognizes own strengths and weaknesses; pursues self-development; seeks feedback from others and opportunities to master new knowledge. Service Motivation – Creates and sustains an organizational culture which encourages others to provide the quality of service essential to high performance. Enables others to acquire the tools and support they need to perform well. Shows a commitment to public service. Influence others toward a spirit of service and meaningful contributions to mission accomplishment. External Awareness – Identifies and keeps up to date on key national and international policies and economic, political, and social trends that affect the organization. Understands near-term and long-range plans and determines how best to be positioned to achieve a competitive business advantage. Strategic Thinking – Formulates effective strategies consistent with the business and competitive strategy of the organization. Examines policy issues and strategic planning with a long-term perspective. Determines objectives and sets priorities; anticipates potential threats or opportunities. Flexibility – Is open to change and new information; adapts behavior and wok methods in response to new information, changing conditions, or unexpected obstacles. Adjust rapidly to new situations warranting attention and resolution. Vision – Takes a long-term view and acts as a catalyst for organizational change; builds a shared vision with others. Influences others to translate vision into action. ECC #2 Leading People This core competency involves the ability to design and implement strategies which maximize employee potential and foster high ethical standards in meeting the organization’s vision, mission, and goals. Key Characteristics: 1. Providing leadership in setting the workforce’s expected performance levels commensurate with the organization’s strategic objectives; inspiring, motivating, and guiding others toward total accomplishment; empowering people by sharing power and authority. 2. Promoting quality through effective use of the organization’s performance management system [e.g., establishing performance standards, appraising staff accomplishments using the developed standards, and taking action to reward, counsel, or remove employees, as appropriate]. 3. Valuing cultural diversity and other differences; fostering an environment where people who are culturally diverse can work together cooperatively and effectively in achieving organizational goals. 4. Assessing employees’ unique developmental needs and providing developmental opportunities which maximize employees’ capabilities and contribute to the achievement of organizational goals; developing leadership in others through coaching and mentoring. 5. Fostering commitment, team spirit, pride, trust, and group identity; taking steps to prevent situations what could result in unpleasant confrontations. 6. R3solving conflicts in a positive and constructive manner; this includes promoting labor/management partnerships and dealing effectively with employee relations matters, attending to morale and organizational climate issues, handling administrative, labor management, and EEO issues, and taking disciplinary actions when others means have not been successful. Leadership Competencies Conflict Management – Identifies and takes steps to prevent potential situations that could result in unpleasant confrontations. Manages and resolves conflicts and disagreements in a positive and constructive manner to minimize negative impact. Integrity/Honesty – Instills mutual trust and confidence; creates a culture that fosters high standards of ethics; behaves in a fair and ethical manner toward others, and demonstrates a sense of corporate responsibility and commitment to public service. Cultural Aw3areness – Initiates and manages cultural change within the organization to impact organizational effectiveness. Values cultural diversity and other individual differences in the workforce. Ensures that the organization builds on these differences and that employees are treated in a fair and equitable manner. Team Building – Inspires, motivates, and guides others toward goal accomplishments. Consistently develops and sustains cooperative working relationships. Encourages and facilitates cooperation within the organization and with customer groups; fosters commitment, team spirit, pride, trust. Develops leadership in others through coaching, mentoring, rewarding, and guiding employees. ECC #3 Results Driven This core competency stresses accountability and continuous improvement. It includes the ability to make timely and effective decisions and produce results through strategic planning and the implementation and evaluation of programs and policies. Key Characteristics: 1. Understanding and appropriately applying procedures, requirements, regulations, and policies related to specialized expertise; understanding linkages between administrative competencies and mission needs; keeping current on issues, practices, and procedures in technical areas. 2. Stressing results by formulating strategic program plans which assess policy/program feasibility and include realistic short and long-term goals and objectives. 3. Exercising good judgment in structuring and organizing work an setting priorities; balancing the interests of clients and readily readjusting priorities to respond to customer demands. 4. Anticipating and identifying, diagnosing, and consulting on potential or actual problem areas relating to program implementation and goal achievement; selecting from alternative courses of corrective action, and taking action from developed contingency plans. 5. Setting program standards; holding self and others accountable for achieving these standards; acting decisively to modify them to promote customer service and/or quality of programs and policies. 6. Identifying opportunities to develop and market new products and services with or outside of the organization; taking risks to pursue a recognized benefit or advantage. Leadership competencies Accountability Assures that effective controls are developed and maintained to ensure the integrity of the organization. Holds self and others accountable for rules and responsibilities. Can be relied upon to ensure that projects within areas of specific responsibility are completed in a timely manner and within budget. Monitors and evaluates plans; focuses on results and measuring attainment of outcomes. Entrepreneurship – Identifies opportunities to develop and market new products and services within or outside of the organization. Is willing to take risks; initiates actions that involve a deliberate risk to achieve a recognized benefit or advantage. Customer Service – Balancing interests of a variety of clients; readily readjust priorities to respond to pressing and changing client demands. Anticipates and meets the need of clients; achieves quality end-products; is committed to continuous improvement of services. Problem Solving – Identifies and analyzes problems; distinguishes between relevant and irrelevant information to make logical decisions; provides solutions to individual and organizational problems. Decisiveness – Exercises good judgment by making sound and well-informed decision; perceives the impact and implications of decisions; makes effective and timely decisions, even when data is limited or solutions produce unpleasant consequences; is proactive and achievement oriented. Technical Credibility – Understands and appropriately applies procedures, requirements, regulations, and policies related to specialized expertise. Is able to make sound hiring and capital resource decisions and to address training and development needs. Understand linkages between administrative competencies and mission needs. ECC #4 Business Acumen This core competency involves the ability to acquire and administer human, financial, material, and information resources in a manner which instills public trust and accomplishes the organization’s mission, and to use new technology to enhance decision making. Key Characteristics 1. Assessing current and future staffing needs based on organizational goals and budget realities. Applying sound human resource principles to develop, select, and manage a diverse workforce. 2. Overseeing the allocation of financial resources; identifying cost-effective approaches; establishing and assuring the use of internal controls for financial systems. 3. Managing the budgetary process, including preparing and justifying a budget and operating the budget under organizational and legislative procedures; understanding the marketing expertise necessary to ensure appropriate funding levels. 4. Overseeing procurement and contracting procedures and processes. 5. Integrating and coordinating logistical operations. 6. Ensuring the efficient and cost-effective development and utilization of management information systems and other technological resources that meet the organization’s needs; understanding the impact of technological changes on the organization. Leadership Competencies Financial Management – Demonstrates broad understanding of principles of financial management and marketing expertise necessary to ensure appropriate funding levels. Prepares, justifies, and/or administers the budget for the program area; uses cost-benefit thinking to set priorities; monitors expenditures in support of programs and policies, Identifies cost-effective approaches. Manages procurement and contracting. Technological Management – Uses efficient and cost-effective approaches to integrate technology into the workplace and improve program effectiveness. Develops strategies using new technology to enhance decision making. Understands the impact of technological changes on the organization. Human Resource Management – Assesses current and future staffing needs based on organizational goals and budget realities. Using merit principles, ensure staff are appropriately selected, developed, utilized, appraised, and rewarded; takes corrective action. ECC #5 Building Coalitions/Communication This core competency involves the ability to explain, advocate and express facts and ideas in a convincing manner, and negotiate wit5h individuals and groups internally and externally. It also involves the ability to develop an expansive professional network with other organizations, and to identify the internal and external politics that impact the work of the organization. Key Characteristics 1. Representing and speaking for the organizational unit and its work [e.g., presenting, explaining, selling, defining, and negotiating] to those within and outside the office [e.g., agency heads and other government executives; corporate executives; Department of Administrative Services budget officials; legislative members and staff; the media; governor’s office; clientele and professional groups]; making clear and convincing oral presentations to individuals and groups; listening effectively and clarifying information; facilitating an open exchange of ideas. 2. Establishing and maintaining working relationships with internal organizational units [e.g., other program areas and staff support functions]; approaching each problem situation with a clear perception of organizational and political reality; using contacts to build and strengthen internal support bases; getting understanding and support from higher level management. 3. Developing and enhancing alliances with external groups [e.g., other agencies or firms, state and local governments, legislature, and clientele groups]; engaging in cross-functional activities; finding common ground with a widening range of stakeholders. 4. Working in groups and teams; conducting briefings and othe45r meetings; gaining cooperation from others to obtain information and accomplish goals; facilitating â€Å"win-win† situations. 5. Considering and responding appropriately to the needs, feelings, and capabilities of different people in different situations is tactful and treats others with respect. 6. Seeing that reports, memoranda, and other documents reflect the position and work of the organization in a clear, convincing, and organized manner. Leadership Competencies Influencing/Negotiating – Persuades others; builds consensus through give and take; gains cooperation from others to obtain information and accomplish goals; facilitates â€Å"win-win† situations. Partnering – Develops networks and builds alliances, engages in cross-functional activities; collaborates across boundaries, and finds common ground with a widening range of stakeholders. Utilizes contacts to build and strengthen internal support bases. Interpersonal Skills – Considers and responds appropriately to the needs, feelings, and capabilities of different people in different situations; is tactful, compassionate and sensitive, and treats others with respect. Political Savvy – Identifies the internal and external politics that impact the work of the organization. Approaches each problem situation with a clear perception of organizational and political reality; recognizes the impact of alternative courses of action. Oral Communication – Makes clear and convincing oral presentations to individuals or groups; listens effectively and clarifies information as needed; facilitates an open exchange of ideas and fosters an atmosphere of open communication. Written Communication – Expresses facts and ideas in writing in a clear, convincing and organized manner.