Sports Drinks Essay Example for Free

Sports Drinks EssayEnergy drinkings, sports drinks, recovery drinkscall them what you will, their names still suggest that theyre designed for hard-working athletes. These days, however, it seems that everyone is tipping them back. But who really ask them? I recommend sports drinks for intense exercise that lasts for more than an hour, says Suzanne Farrell, R. D. , a registered dietitian and spokesperson for the American Dietetic Association. For anything under an hour, water is fine. Thats because you dont need a 200-calorie go of refreshment for a brief stint on the treadmill (remember, taking in more calories than you burn will eventually lead to weight gain), and your embody isnt depleted of the electrolytes these drinks are designed to quickly replace. If your routine frequently falls into the intense exercise for more than an hour category, and youre shopping for a sports drink, be certain(a) to read the nutrition label. Make sure your sports drink contains potassium a nd sodiumthe electrolytes your body sweats out. And you can skip the vitamin-enriched drinks.According to Farrell, you should be getting your vitamins and nutrients from food for thought sports drinks make a poor substitute. And, finally, study your choices. Sports drinks are trendy and, as a result, lots of optionsand impostershave popped up. Make sure youre consuming a drink designed to fit your workout levelwithout excessive calories. And beware of energy drinks filled with nothing but sugar and caffeineRed Bull, Full Throttle, bus Dew AMP and the like shouldnt be confused with sports drinks.

The Process of Selection in Course Development Essay Example for Free

The Process of Selection in Course Development EssayCourse development starts with the proper selection of cross, resources, and strategy. In selecting the course, sure factors earn to be considered, such as the level of knowledge, the level of skill, and the level of confidence that the course requires.Expertise is one of the most significant factors in selecting the course because teaching requires that the instructor or teacher should have a solid background and knowledge regarding the subject. Along with the selection of the course comes the selection of the basic topics or ideas that have to be discussed. The organization or flow of the course would have to depend on these, so it has to be consistent with the subject, the level of teaching, and the philosophy or beliefs that the instructor wishes to evoke. The basic theme or approach of study should also be selected.Next to selecting the course and the philosophy would be the resources from which the content of the cours e would have to depend on. This includes the materials, the devices, and the people, which can influence the execution of the course ideas and philosophy. Team teachers, librarians, community members, as well as computer support personnel are completely included in the people resources. It is in this stage as well that the tenets of discipline are being considered, as based on the philosophy and resources that are being made available.Lastly, when it comes to the strategy, the first thing to plan would be the basic objective that should come in line with the theme, tenets of discipline, and philosophy that are being selected. Selecting objectives for the plan includes the learning theories and philosophies that would fulfill the execution of the strategy.It is important, too, that all these are related to the learning needs and characteristics (e.g., cognitive, cultural, social) of the learners. Their skills and familiarity count a lot when developing the strategy, and by going everyplace these, the instructor should have a basic framework on the best strategy that should fulfill the learning process, as indicated by the overall context. Since learning should be a continuous process, the learners experience, motivation, and diversity should not be ignored.ReferenceNeal, I.P. (1998, September). Teaching centers, instructional technology, and course development. Retrieved June 26, 2008, from the Technology Source Archives database http//technologysource.org/article/teaching_centers_instructional_technology_and_course_development/.

How Does War Affect The United States National Debt and Economy

How Does struggle Affect The get together States National Debt and EconomySince the validation of the colonies, that later became the join States, we have experienced the various influences that contend has had on the republical debt, economy, and more importantly, on individual lives. Before, national debt could be paid come to the fore gradually, it now increases with every second and is $12.4 trillion and rising. The effects can be clearly seen throughout American history, especially in times of war. The national debt is monitored by the U.S. treasury and its financial departments. It is predominantly made up of corporate and government stocks and bonds, T-bills, and notes, which are as well referred to as securities. The trading of securities to raise money for infrastructures, developments, benefit programs, and excessively for the purpose of financing the wars that we can recall, such as the Revolutionary war, the Civil War, and World Wars I and II, has brought us thr ough periods of economic boom and depression, during and following these wars.War bonds were the main securities issued by the government to pay for military operations. War bonds raise heavy(p) for the government and make the general population feel involved for a national and a military cause. This system was useful as a means of controlling inflation, which is an increase in the supplies of money in the commercializeplace intercourse to its demand, especially in a wartime overstimulated economy by re contemptible the money from its circulation until the war is over. The government issues war bonds that have a yield which is the enliven payment on the bond sold that is often below the value of more bonds found in the marketplace, which made it attractive and affordable to all citizens.The Revolutionary War began as colonists protested the high taxes that colonial Britain imposed on the colonies and the profits they amassed through the practice of mercantilism without fair sha re. Once the war began, the British blocked the seas that interrupted work and made goods more expensive. Further, inflation occurred as the Continental government continued to print currency, backed only by the guarantee of sexual intercourse and the States behind it. Congress also funded the war with loans from Britains competitors, such as France, the Netherlands, and Spain to purchase arms and supplies. The continental government also used domestic sources by loting bonds to individuals at a low and competitive interest rate. People such as Robert Morris and Haym Salomon took money out of their personal funds to finance the revolutionary effort as a form of patriotism. When the colonies won the war, high taxes and other limits on trade and industry ended. The new Americans could build new industries and expand in the West. Britain was no longer a trade partner with the new country, agricultural prices fell, and there were high unemployment rates. The war ended with the U.S. a ccumulating $37 million of debt on the national level and the value of the dollar sign quickly declined as a result of inflation. These problems were later solved when Alexander Hamilton established the First Bank of the United States. The First Bank unified the nation by creating a national bank instead of separate ones for each colony, ran an excise tax which taxed imported goods, and established financial order in the United States and credit for itself within the country and overseas. The Bank would be prohibited from buying government bonds and issuing notes beyond its supply of capital.Before and during the Civil War, the North and southeast had their own reliable industries. The North was home to many factories which produced manufactured goods such as guns, bullets, cannons, boots, and uniforms. It had four times as many free citizens than the South. More than 70% of the countrys rail lines ran throughout the North. They even benefited from a unfluctuating navy and fleet of ships. The South was underdeveloped in its industry and had several economic weaknesses, such as financial and political problems and few forms of transportation. They also had a small population of about 9 million citizens, therefore, fewer soldiers to prepare for the war. Nevertheless, the South maintained strong agriculture, cotton mills and textiles products. Much of the success they gained was built on the labor of slaves. The two sides had many disagreements and threats to leave the meat ultimately led to the Civil War. disdain advantages in the war, the North needed money. They issued a massive bond measure asking its citizens and financial institutions to purchase bonds to support the war. This effort did not raise the capital needed, so the government started to print paper money, which were called greenbacks. They were backed by gold and later bonds which the government guaranteed. The increase of greenbacks in the economy caused inflation to rise and was outlay as mu ch as a third less than its intrinsic value. The government, as a means to stabilize the rapid rise of inflation, raised the interest rate and made everyone accept it for goods and services, or legal tender for all debts public and private, as stated by the Department of Treasury ustreas.gov. The government also introduced its first income tax in 1862 to find more ways of gathering money and established the Bureau of Internal Revenue, later known as the IRS. The Union never dealt with an inflation rate of more than 80%.The South was even more desperate for money as its trade was cut off by the North and its banking system lost. They resorted to printing more money which was backed by their low reserves of gold. The South could not collect taxes because it was forbidden in its associate Constitution. The Confederacy was on the verge of bankruptcy and in 1864 it levied its first income tax. Nevertheless, the damage was already done with too much supply of money in the market and high inflation rates rose to as much as 9,000%. The South could not manage its short supply of food and ammunition, thus, many of its citizens starved. Robert E. Lee, attendant general, realized this and withdrew from the war by surrendering for the Confederacy. During the Civil War, the national debt was $65 million in 1860 and surpassed $1 billion in 1863. This amount gradually decreased later on the end of the war.Before World War I began, the United States was in recession. During the war, the United States became involved, and its economy thrived on trade with Europeans producing war goods, and maintaining a neutral condition that strengthened their economy. The U.S. entered the war three years later as a result of instigation from the Central Powers, threats to trade with their allies, and a sense of separation in the United States as of whether to be involved in the war. Entering the war in 1917 advanced our total debt to about $22 billion and increased federal spending to a total that would later amount to $112 billion however, the U.S. enjoyed many benefits such as its competitive position in the world, agricultural boom, profit for many companies, and a decrease in the unemployment rate. Its success led the way for abundance in the Roaring 20s. For example, new technologies such as mass production automobiles, moving pictures, and radios became an indispensable part of American homes.The Great Depression of the early 1930s devastated our country and even the world. It caused personal incomes, tax revenue, profits, and prices to drop and international trade plunged by 50% to 65%. The recovery from this economic depression was caused by World War II. It tremendously boosted the U.S. economy as we began to produce weapons, uniforms, and other supplies for war. It created jobs and increased proceeds throughout society. Much of our production was shipped overseas. Americans soon spent their money on things such as newspapers, movies, and entertainment. T he War Advertising Council was formed and held more than 100 campaigns to sell war bonds, donate blood, conserve food, and enroll enlisters. Involvement in World War II and social programs during the presidencies of Franklin Roosevelt and Truman caused a sixteenfold increase in the total war debt, amounting from $16 billion in 1930 to $260 billion in 1950.In conclusion, we can see the effect that money supply and war have on the United States national debt. It has caused dramatic decline and exponential growth in the economy during and following wartime. We have seen the effects of inflation and the outcome of the many battles from the Revolutionary War to the Civil War to our great World Wars. The national debt is a concern not only to the government, but also to its citizens. When the government debts increase, they use taxpayers money to storage area the increasing costs in the economy. Some consequences are higher individual taxes, reduced benefits and programs, higher interest rates, and a weak dollar, which ultimately reduces the individual purchasing power and increases inflation.

History of Leukemia Treatment

History of Leukemia TreatmentFour months latishr, a young German professor at the University of Wurzburg named Rudolf Virchow published a sympathetic case. The patients blood was over bring forthn with white blood cells, forming dense and pulpy pools in her spleen. At autopsy, Virchow raise layers of white blood floating above the red. He called the distemper weisses Blut white blood. In 1847, he changed the name to leukemia from leukos, the Greek word for white.Virchow was a pathologist in training. He believed that all living things were made of cells, which were the basic units of life. And that cells could grow in only two ways either by increasing the number of cells, or by increasing its size. He called these two modes hyperplasia and hypertrophy. Looking at after partcerous growths through his microscope, Virchow concluded that cancer was hyperplasia in its extreme form.By the time Virchow died in 1902, a new theory of cancer had slowly keep down together go forth of these observations. Cancer an aberrant, uncontrolled cell division creating tumors that would attack and destroy organs and figure tissues. These tumors could also spread (metastasize) to other parts of the form such as lungs and brains.Leukemia is a malignant overgrown of white cells in the blood. It comes in several forms. It could be chronic and indolent. Or it could be acute and violent. The moment version comes in further subtypes, based on the type of white blood cells involved. Cancers of the myeloid cells are called Acute myeloid leukemias (AML) cancer of immature lymphoid cells are called Acute lymphoblastic leukemias and cancers of the more mature lymphoid cells are called lymphomas. ALL is the closely common leukemia found in children.Sidney Faber, the third of fourteen children, was born in Buffalo, New York, in 1903. His father, Simon Farber, had immigrated to America from Poland in the late 19th century and worked in an insurance agency. Having completed his advanc ed training in pathology in the late 1920s, Farber became the first full-time pathologist at the Childrens Hospital in Boston. His specialty was pediatric pathology, the study of childrens unhealthinesss.Yet Farber was driven by the hunger to treat patients. seance in his basement laboratory one day in the summer of 1947, he was inspired to focus his attention to the oldest and most hopeless variants of leukemia childhood leukemia. The disease had been analyzed, classified, and subdivided meticulously, just now with no therapeutic or practical advances.The package from New York was waiting in the laboratory that December morning. As he pulled out the ice vials of chemic substances from the package, he was throwing open a new way of thinking about cancer.An insatiable monsterSydney Farbers package of chemicals arrived at a pivotal moment in the history of medicine. In the late 1940s, new miracle drugs appeared at an astonishing rate. But cancer had refused to fall into step in the victories of postwar medicine. It remained a black box. To therapeutic a cancer, doctors had only two options cutting it out with surgery, or incinerating it with radiation.Proposals to launch a national response against cancer had ebbed and flowed in America since the early 1900s. By 1937, cancer had magnified in the public eye. In June, a joint Senate-House conference was held to draft legislation to address the issue. On August 5, President Roosevelt sign-language(a) the National Cancer Institute Act, creating a new entity called the National Cancer Institute (NCI) to coordinate cancer education and research. But World War II had shifted the nations priority from cancer research to the war. The promised funds from Congress never materialized, and the NCI languished in neglect. The social outcry about cancer also drifted into silence.If a cure for leukemia was to be found, Farber reasoned, it would be found within hematology the study of normal blood. In 1928, a young Engli sh physician named Lucy Wills find that folic bitter, a vitamin- care substance found in fruits and vegetables, could restore the normal genesis of blood in nutrient-deprived patients. Farber wondered whether folic acid could restore the normalcy of blood in children with leukemia. As he injected artificial folic acid into a cohort of leukemia children, Farber found that folic acid actually accelerated the growth of leukemia rather than stopping it. He stopped the experiment in a hurry.Farber was intrigued by the response of the leukemia cells to folic acid. intrigued. What if he could find a drug to cut off the supply of folic acid to the cells an antifolate?Farbers supply of folic acid had come from the laboratory of an old booster unit a chemist called Yellapragada Subbarao or Yella. Yella was a physician turned cellular physiologist. Having finished his medical training in India, Yella could not practice medicine in America because he had no license. He started as a night porter at a hospital, switched to a day job as a biochemist, and joined Lederle Lab in 1940.Enzymes and receptors in cells work by recognizing molecules use their chemical structure. With a slight alteration of the recipe, Yello could create variants of folic acid, and some of the variants could behave like antagonists to folic acid. He sent the first package of antifolates to Farbers lab in the late summer of 1947.On August 16, 1947, in the town of Dorchester in New England, Robert Sandler, a two-year-old boy was brought to Childrens Hospital in Boston. He had been ill with a wax and wane fever for over two weeks, and the condition had worsened. His spleen was enlarged, and his blood example had thousands of immature lymphoid leukemic blasts. His twin brother, Elliot, was in perfect health.Farber had received the first package of antifolates from Yella a few weeks before Sandlers arrival. On September 6, 1947, Farber injected Sandler with pteroylaspartic acid or PAA, the first of Yellas antifolates. PAA had little effect. On December 28, Farber received a new version of antifolate aminopterin. Farber injected the boy with it. The response was remarkable. The white cell count stopped its astronomic ascend, hovered at a plateau, and then dropped. And the leukemic blasts gradually flickered out in the blood and then disappeared. By New Years Eve, the count had dropped to one-sixth of its peak value, bottoming out at a near normal level. The cancer hadnt vanished, but it had temporarily abated.Sandlers remission was unprecedented in the history of leukemia. Farber started treating the slow train of children with childhood leukemia arriving at his clinic. An incredible pattern emerged antifolates could destroy leukemia cells and make them disappear for a while. But the cancer would relapse after a few months of remission, refusing to respond to even the most potent of Yellas drugs. Robert Sandler died in 1948.In June 1948, Farber published his study in the New England Journal of Medicine. The paper was received with skepticism, disbelief and outrage. The obliteration of an aggressive cancer using a chemical drug was unprecedented in the history of cancer.Dyeing and DyingA systemic disease demands a systemic cure. Could a drug bug out existing cancer cells without hurting normal cell tissues? The chemical world is full of poisons. The challenge is to find a selective poison that willing eradicate cancer cells without killing the patient.In 1856, an 18-year-old student in London named William Perkin stumbled into an inexpensive chemical dye that could be made from scratch. Perkin called it aniline mauve. His discovery was a godsend for the textile industry because aniline mauve is easier to produce and store than vegetable dyes. Perkin also discovered that its parent compound could act as a building block for other dyes to produce derivatives with a vast spectrum of vivid colors. In the mid-1860s, Perkin flooded the textile factories of Europe with a suite of new synthetic dyes in various color.The German chemist rushed to synthesize their own dyes to muscle their way into the textile industry in Europe. They synthesized not only dyes and solvents, but an entire universe of new molecules such as phenols, bromides, alcohols, and amides, chemicals never encountered in nature.In 1878, a 24-year-old medical student named Paul Ehrlich did an experiment using chemical dyes to stain animal tissues. He discovered the dyes seemed to be able to differentiate among chemicals hidden inside the cells, staining some and sparing others. In 1882, working with Robert Koch, Ehrlich discovered another new chemical stain that could pick up one class of germs from a mixture of microbes. In the late 1880s, Ehrlich found that certain toxins when injected in animals could produce antitoxins, which could be used to neutralize the toxin with extraordinary specificity.If biology was a mix-and-match game of chemicals, Ehrlich thought, what if some chemical could differentiate bacterial cells from animal cells so that it could kill the bacteria cells without hurting the animal? So he began with a hunt for anti-microbial chemicals. After testing hundreds of chemicals, he found a dye derivative that can act as an antibiotic drug for mice and rabbits infected with Trypanosoma gondii (a parasite). He called the chemical Trypan Red, after the color of the dye. And in 1910, his laboratory discovered arsphenamine (Salvarsan), the first effective healthful treatment for syphilis.His success on Trypan Red and Salvarsan proved that chemicals could be found to cure diseases with specificity. He called these chemicals magic bullets for their capacity to kill with specificity.Between 1904 and 1908, he act to find an anticancer drug using his vast arsenal of chemicals. None of them worked. What was poison to cancer cells, he found, was also poison to normal cells because cancer cells and normal cells were so similar that made it al most impossible to differentiate.Ehrlich died in 1915 at age 61. In 1917, two years after his death, Germany used a chemical weapon at the battle of Ypres in Belgium, in the form of chlorine gas. The gas killed two thousand soldiers that night. In 1919, pathologist found the survivors hit the books marrows were all depleted, with the blood-forming cells all dried up.

Cross Cultural Awareness And Preparation Of Expatriates Management Essay

Cross Cultural Awareness And Preparation Of Expatriates Management EssayThe integrating of world markets has resulted in an outstanding growth of multinational businesses and these corporations have emerged as an important form of foreign investment. As the organizations grow by virtue of commit in foreign countries, the need to manage, coordinate, bid and integrate the foreign operations of their subsidiaries with those of the parent comp whatever increases to a large extent. To achieve the nonsubjectives of the company, parent companies in the al-Qaida country usually send expatriate employees to host countries as corporate representatives and ambassadors. Firstly, the paper will focus on the importance cross- heathen awareness in preparing successful expatriates for overseas activities. Through examining the literature (comparison of Hofstede and Trompenaars cultural dimensions) this paper will examine how cultural awareness is important in developing successful expatriates. Moreover, the differences in Malaysian and American refinement that can create hindrance in a successful expatriate venture will be analyzed. Finally, it will entreat the importance of t precipitate and orientation in terms of preparing expatriates for foreign assignments.Literature Review in that respect have been number of researches d cardinal on the relationship betwixt cultural distance and adjustment of expatriate, with some arguing that sending expatriates to a same culture is almost similar to sending them to different culture. The studies conducted by those scholars make up that on that point is no or positive relationship between cultural distance and expatriate adjustment. The results of a report by Jan Selmer suggests that although there is a of import between-group difference in cultural distance, that the American expatriates perceive Canada as to a commodiouser extent(prenominal) culturally similar to America than Germany, no significant inter-group difference s are detected for general adjustment, interaction adjustment, work adjustment and psychological adjustment (Selmer, 2007).It could be argued that American expatriates sent to Canada do not experience any cultural differences because those differences are not expected. It has been found from studies that respondents from similar cultures such as U.S. when depute as expatriates are not keen to report adjustment problems as compare to expatriates which are assigned to more dissimilar cultures, such as China (Forster, 1997). The result given by Forster reflected that the degree of cultural strangeness does not seem to have any correlation with the result of the foreign assignment. Similarly, it has been reported that the Japanese multinational corporations have experienced that their expatriates appear to adjust about the same in different countries, disregarding of their degree of cultural similarity to Japan (Peterson, 1996).In contrast to the above findings, there are many resear ches on expatriate adjustment that lead to the certainty that cultures which are more dissimilar to the expatriate culture present bigger challenges and result in greater adjustment difficulties (Ward Kennedy, 1992). It has been found that found that U. S. expatriates are more likely to experience greater cultural barriers in Southeast Asia (India and Pakistan), the Middle-East, North Africa, East Africa and Liberia in the areas of job satisfaction, stress and anxiety, and quality of life standards such as ho utilise, food, and health care (Torbirn, 1982). Furthermore, a report by Tung suggests that American expatriates express higher levels of dissatisfaction with their expatriation experiences in Africa, the Middle East and Southeast Asia than in opposite world regions since the culture in those areas are most dissimilar (Tung, 1982). Black and Stephens measures this correlation between the cultural distance and expatriate adjustment using self-report from 220 business expatria tes, whose results try outed negative correlations (Black Stephens, 1989).Hofstede Cultural DimensionsThe study conducted on IBM employees in 53 countries by Hofstede is generally referred as Hofstede Cultural Dimensions. By using standard statistical analysis of large data sets, he was able to define patterns of similarities and differences among the respondents. The theory formulated by using the gathered data states that world cultures differ on consistent fundamental dimensions.Power-distanceIt refers to the degree to which the members of the organizations and institutions which are less powerful accepting and expecting that power is distri thated unequally (Hofstede, 1991). It represents divergence (more versus less) which is defined from below not from above. Hofstede suggests that decrees level of inequality is fully endorsed by the followers as much as by the leaders.Collectivism vs. individualismThis dimension refers to the degree to which individuals are integrated in to groups (Hofstede, 1991). On one post we see individualist salute in societies where the relationships between individuals are loose, where e veryone is expected to assist after him/herself and his/her immediate family. But on the other side which is referred as collectivism, there are societies in which people from birth onwards are integrated into strong, cohesive in-groups, often extended families (with uncles, aunts and grandparents) which continue protecting them in exchange for unquestioning loyalty (Hofstede, 1991).Femininity vs. MasculinityThe third dimension describe by Hofstede is masculinity (MAS) versus its opposite, femininity. This refers to the distribution of roles between the genders in a society and it is also a fundamental issue for any society to which a range of solutions are found (Hofstede, 1991). The devil briny results that were found out by Hofstede on his study on IBM were, first, womens values differ less among societies than mens values second, men s values from one country to another contain a dimension from very assertive and competitive and maximally different from womens values on the one side, to modest and caring and similar to womens values on the other.Uncertainty avoidanceThe main purpose of uncertainty avoidance index is that it deals with a societys tolerance for uncertainty and ambiguity ultimately referring to the mans search for Truth (Hofstede, 1991). It refers to the extent to which the members of the society are programmed to looking at uncomfortable or comfortable in un incorporate situations. The situations which are novel, surprising and unknown, different from usual are referred as uncertain situations (Hofstede, 1991).Long- vs. short-term orientationThis is the one-fifth dimension that was added after the initial four dimensions were developed by Hofstede. It was developed by a study conducted among students in 23 countries around the world, using a questionnaire designed by Chinese scholars (Bond, 2002 ). The results of this study revealed that the values associated with Long Term orientation course are thrift and perseverance and the values associated with Short Term Orientation are respect for tradition, fulfilling social obligations, and protecting ones face (Hofstede, 1991).Applause and Criticism of Hofstede TheoryThere are many researchers that are of the opinion that a heap is not an appropriate instrument for accurately determining and measuring cultural disparity. It is mostly apparent when the variable being measured is a value which culturally sensitive and subjective (Schwartz 1999). Perhaps this is the most popular rebuke that was made on Hofstedes study and it says that Hofstede assumes that the domestic population is a homogenous whole. It also states that Hofstede tends to overlook the importance of community, and the variations of the community influences (Dorfman and Howell 1988). McSweeney argues that nations are not the proper units of analysis as cultures a re not necessarily bounded by b come insm (McSweeney, 2000). It is also proved from new research that culture is in fact fragmented across groups.There is also a criticism that the study revolves around one company cannot by chance provide information on the entire cultural system of a country (Graves 1986). It is also believed by some researchers have claimed that the study is too senescent to be of any modern value, particularly with todays rapidly changing spheric environments, worldwideization and convergence. It has been argued that during the time of Hofstedes study there was very little work on culture. There was demand for such kind of work and therefore, Hofstedes work met demand for guidance.Trompenaars Cultural DimensionsFons Trompenaars, a Dutch culturalist who is renowned for his work on international culture and Charles Hampden-Turner, a dilemma enthusiast classified seven dimensions of cultures. Trompenaars and Hampden-Turner (1997) categorized cultures as a mix of behavioral and value patterns. The research emphasize on the cultural dimensions of business executives. As a result of their research, seven value dimensions were establishedUniversalism vs. ParticularismThe dimension of universalism is about finding broad and general rules. If any issue arises and there is no rule that fits, it finds the best rule. On the other hand, Particularism is about finding exceptions. The judgment of display cases on its own merits rather than forcing an existing rule in case where no rules fit.Analyzing vs. integratingThe decomposition to find the detail is analyzing. It assumes that people who look at the big picture as being out of touch with reality. Integrating refers to bringing the things together to build the big picture.Individualism vs. CollectivismIndividualism is about the rights of the individual. It seeks to let each person grow or fail on their own, and sees group-focus as denuding the individual of their inalienable rights. Collectivis m is about the rights of the group or society. It seeks to put the family, group, company and country before the individual. It sees individualism as selfish and short-sighted (Trompenaars and Turner, 2000).Inner-directed vs. Outer-directedThe approach that what we think in our head is the most powerful tool and that considered ideas and intuitive approaches are the best way. On the other hand, satellite-directed is seeking data in the outer world. It assumes that we will live in a world and should form our decisions on information available to us (Trompenaars and Turner, 2000).Time as sequence vs. Time as synchronizationThe approach towards time as sequence and sees events as separate items in time, sequence one after another. It finds order in a serried array of actions that happen one after the other. Whereas, time as synchronization approaches the events in parallel and synchronized together (Trompenaars and Turner, 2000).Achieved post vs. Ascribed statusThe gain of status thr ough performance is achieved status. In this it is assumed that individuals and organizations earn and lose their status every day, and that other approaches are recipes for failure. Gaining status through means of seniority is referred as ascribed status (Trompenaars and Turner, 2000).Equality vs. HierarchyThe approach that all people have equal status and have equal rights, irrespective of birth or other gift is referred as equality. Whereas, hierarchy is about people being superior to others when few are in charge and others obey through the scalar chain of command (Trompenaars and Turner, 2000).Applause and Criticism of Trompenaars and Turner TheoryThe work done by Trompenaars and Turner is regarded as one of the best in its field but at the same time there has been some criticism of Trompenaars and Hampden-Turner. One of their critics is Hofstede, who claims that the theory of Trompenaars is not supported by his database. Hofstede (1996) argues that a result of correlation and promoter analysis at the country level, there are only two dimensions that could be identified and both of them are correlated with his Individualism dimension. This criticism by Hofstede was accepted by Turner Trompenaars (1997) and two contrasting lists of assumptions attributed to Hofstedes work and their own were presented by them. It is also been debated that Trompenaars and Turner didnt develop the dimensions from statistical data, but created their own line of battle instrument for the data they considered relevant Data derived from questionnaires is based on a limited number of questions by which underlying values were explained. Another notable criticism is that the data is only selectively documented i.e. it is not to be considered scientific work. Also, the data (not all) is not freely available, it is owned by his company. The difference in the two works (Hofstedes and Trompenaars tuner) is that Hofstedes approach appears to be about the analysis of the variables of national culture, whereas Trompenaars and Turner are more involved in the process of cultural creation. It is also widely believed that there were very valuable dimensions that were added by Trompenaars and Turner.Hofstede and Trompenaars Turner and Preparation of ExpatriateChallenges faced by Expatriates (Malaysian and American Culture)The globalization of world has made many international organizations to expand their business globally. Barto and Martin (1998) refer to globalization process a worldwide integration strategy where the purpose involves at developing relatively standardized products with global appeals, as well as rationalizing operations throughout the world. In order to achieve the objectives, organizations are required to send their designate representatives for overseas assignments in order to maintain the standards of their products or services abroad. A study was conducted in Malaysia to examine the issues faced by American expatriates working in Malaysia (Ta hir Ismail, 2007).Attitudes of MalaysiansDifficulties faced in judgment the indirect and non-confrontational behavior of MalaysiansMalaysians misconception towards Mat SallehCustom and ReligionProblems in understanding the dress code of the localsBeing cautious over religious issuesAddressing Social consideration Difficulty in addressing names of Malaysians according to social statusGender Issues in Expatriation Preconceived ideas about western women expatriatesMalaysian Working arrayDifficulty in complying with the working paceHigh level of bureaucracy hinders job implementationCross-cultural schooling Unavail capability of a Structured cross-cultural Training programImportance of Training and OrientationThe extent to which expatriates fail to achieve the expected outcomes of a foreign assignment is due to different reasons such as speech communication problems, lack of effectual knowledge transfer between the home and the host country (Tung, 1987), lack of personality skill s for the expatriate to understand the cross-cultural interactions, shortage of technical abilities for the work to be done, lack of motivation or the expatriate may have difficulties to understand and adapt to either the physical or the cultural differences in the environment (Littrell et al., 2006). Companies use a variety of methods to teach expatriates cross-cultural skills, aimed at facilitating interactions with a foreign culture.Didactic TrainingThis type of raining is most often provided in cozy briefings, which can be given in a classical lecture form or with less structured methods such as casual conversations with experts. It is the most common and more than two thirds of all multinational corporations offer didactic draging in the form of informal briefings to their expatriates before deployment abroad (Brewster, 1995). This kind of training provides factual information regarding working and living conditions as well as cultural aspects of the host country.Experiential TrainingThis training is conveyed using a number of methods including, not only, practical exercises, workshops and simulations, but also more genuine concepts such as look-see visits to the host country (Caligiuri et al., 2001). The placement of look-see trips can provide a first real experience of the country for the expatriate and sometimes his or her family giving them opportunity to meet people in the new country and get a view of the new environment and the workplace. The planning of these trips should be properly done in order to be effective they need to be well planned, which can make them costly. Brewster (1995) argues that these are designed to give the expatriate a positive view they may not show the true picture of the host country (Brewster, 1995).Language TrainingTeaching expatriates the language and/or the business language of the host country is part of the language training. Tung (1981) suggests that while fluency can take months or even years to attain there are still benefits of using this training method. This proficiency is often used and is an effective way of preparing an expatriate to speed up the adjustment process. Although fluency in the native language is not achieved, the ability to autograph into informal discussions, use common courtesies and show cultural empathy can help to facilitate adaptation to the host culture.Cultural Awareness TrainingThe ultimate objective of cultural awareness training is to give the expatriate insight about the culture and cultural differences, by teaching awareness about the home culture. There are different training activities that are included such as self-awareness building and value ranking charts, but the goals can also be reached with more culture-general approaches, such as simulation games and perceptual exercises (Grove Torbirn, 1985). Methods such as role-plays and self-assessments can be a good way of building self awareness, which translates into acceptance of oneself and an ability t o adapt to the host culture.ConclusionsIn reviewing various cultural theories presented by different authors, it is obvious that culture plays a vital role in doing business globally. Companies that look to expand their operations globally must understand the host culture in depth and cross-cultural dimensions developed by Hofstede and Trompenaars Turner are of great help in this field. Also, organizations wishing to go global by investing in foreign countries, there is always a growing need to manage, coordinate, control and integrate the foreign operations and therefore, the importance of expatriates cannot be ignored. However, it is also found out that preparing expatriates is a great challenge and organizations invest lot of resources to prepare and train them for foreign assignments. Finally, the type of training and orientation provided to the expatriates is plays a significant importance in the successful fulfillment of overseas assignment.

Death by Highlighter :: Graduate College Admissions Essays

Death by Highlighter   I woke up Tuesday morning with a contradictory sense that I was not alone in bed. Something was jabbing me in the left hip. I opened one eye tentatively. It was 847 a.m., and I did not want to be awake. I investigated the source of the jabbing whimsey to discover, to my horror, a florescent yellow, uncapped highlighter that I had let slip after falling slumbrous while reading a report on science and design at Duke. I shuddered, moved the higlighter to a more innocuous location on the floor, and went back to sleep.   The perils of highlighters, however, extend well beyond my now-fluorescent-yellow sheets, nightgown and left hip. Having highlighted my behavior through three years of college, four years of high school and a few years of junior high, I have reached the shocking windup that highlighters have undermined my education.   Before the days of transparent yellow degreeers, readers took notes on reading, or wrote in ball-point pen in the margins, forcing themselves to transmit information from words on a page to coherent conceit to at least somewhat coherent squiggles on the page. The highlighter offers a seductive shortcut--the reader can bypass the coherent thought to squiggle step of the process and simply smear interesting passages with fluorescent ink, no analysis required. Particularly impressive phrases may merit an emphatic mark in the margin, and, on rare occasions, the holder of the fluorescent wand may rase add a note in blue or dimmed ink.   Regardless, however, the marker-wielding reader generally smears large tracts of text with ink, never bothering to summarize or paraphrasis information.   I know the pathological symptoms of highlighter-addiction because I am a victim. I shouldnt have turned out this way--I had a strictly traditional fifth-grade history instructor who required us to take notes on our reading in draught form. But something happened in high school, I think in European Hi story, when I realized I could never write down every molecule of information in our menacingly dense text book--so I grabbed hold of a highlighter and started marking interesting facts in bright yellow. I meant to make notes in the margins, but there wasnt time . . . and so I launched myself down the highlighter path to cordial oblivion.   Highlighters should shoulder at least as much of the blame as MTV for Generation Xs short attention span and anti-intellectual leanings.Death by Highlighter Graduate College Admissions Essays Death by Highlighter   I woke up Tuesday morning with a strange sense that I was not alone in bed. Something was jabbing me in the left hip. I opened one eye tentatively. It was 847 a.m., and I did not want to be awake. I investigated the source of the jabbing feeling to discover, to my horror, a florescent yellow, uncapped highlighter that I had let slip after falling asleep while reading a report on science and engineering at Duke. I shuddered , moved the higlighter to a more innocuous location on the floor, and went back to sleep.   The perils of highlighters, however, extend well beyond my now-fluorescent-yellow sheets, nightgown and left hip. Having highlighted my way through three years of college, four years of high school and a few years of junior high, I have reached the shocking conclusion that highlighters have undermined my education.   Before the days of transparent yellow markers, readers took notes on reading, or wrote in ball-point pen in the margins, forcing themselves to transmit information from words on a page to coherent thought to at least somewhat coherent squiggles on the page. The highlighter offers a seductive shortcut--the reader can bypass the coherent thought to squiggle step of the process and simply smear interesting passages with fluorescent ink, no analysis required. Particularly impressive phrases may merit an emphatic mark in the margin, and, on rare occasions, the holder of the fl uorescent wand may even add a note in blue or black ink.   Regardless, however, the marker-wielding reader generally smears large tracts of text with ink, never bothering to summarize or paraphrase information.   I know the pathological symptoms of highlighter-addiction because I am a victim. I shouldnt have turned out this way--I had a strictly traditional fifth-grade history teacher who required us to take notes on our reading in outline form. But something happened in high school, I think in European History, when I realized I could never write down every iota of information in our menacingly dense text book--so I grabbed hold of a highlighter and started marking interesting facts in bright yellow. I meant to make notes in the margins, but there wasnt time . . . and so I launched myself down the highlighter path to mental oblivion.   Highlighters should shoulder at least as much of the blame as MTV for Generation Xs short attention span and anti-intellectual leanings .

Transcendental Philosophy :: Paideia Philosophy Kant Papers

Transcendental Philosophy One needs specific initiation into the classics of transcendental philosophy (Kants Criticism, Descartess Metaphysics, and Fichtes Doctrine of Science) because all say farewell to the reciprocal sense view of things. The three types of transcendental thinking converge in conceiving apt autonomy as the ultimate ground for justification. Correspondingly, the philosophical pedagogy of all three thinkers is focused on how to seize and make that very autonomy (or dynamic self-determination) intellectually and existentially available. In the concrete way of proceeding, however, the three models diverge. Descartes expects one to become master of oneself and the world by methodologically suspending his judgement on what cannot qualify itself to be undoubtable. Kant leads us to the point where we can triangulate universal conditions of the possibility of knowledge through individually acquiring the competence to judge the legitimacy of encountered propositional cl aims. Finally, Fichte confronts us with the paper of the identity of self-consciousness and objectivity. (1)Transcending ordinary life and experience to a somewhat higher being is surely not the scope of transcendental philosophy. What the revolutionary achievements of Descartes, Kant, and Fichte collect generically in common is to account for the legitimacy of our knowledge claims or, in other words, for the possibility of autonomy. The business of that kind of philosophy is to rationally reconstruct the rightness of judging. For that design the architecture of those authors theorizing is necessarily opposed to normal experience. (First of all, the common notion of things affecting us has to be abandoned.) Transcendental arguments are therefore all scarcely common sense. They are in no respect realistic or ontologically dependent. (2) Whoever wants to get familiar with transcendentalism perhaps just in order to bump one or several of its deliveratives must overcome the thres hold of open or covert realism and ordinary experience. One also has to avoid the common misunderstanding that transcendental reconstruction represents a form of i partakeism. So this kind of philosophy seems to be a fortiori charged to give a good deal of pedagogical help for its own sake. The respective philosophical educations (paideiai) have to fight against the realist as well as the idealist tendencies of interpretation. Positively it is not enough for them to represent what is essential to transcendentalism as a genus they must particularly transmit what is specific to Kants Criticism, to Descartes Metaphysics or to Fichtes Doctrine of Science.I. Rene Descartes was the first one to full realize that reliable orientation could never passively be found in things or institutions.