Laissez-Faire Essays - Classical Liberalism, Economic Liberalism

Laissez-Faire Essays - Classical Liberalism, Economic Liberalism Laissez-Faire Explaining a Concept: Concept of the Invisible Hand in a Laissez-faire economy By preferring the support of domestic to that of foreign industry, he intends only his own security; and by directing that industry in such a manner as its produce may be of the greatest value, he intends only his own gain, and he is in this, as in many other cases, led by an invisible hand to promote an end which was no part of it. Adam Smith, Inquiry into the Nature and Causes of the Wealth of Nations 1776. What business does a government have in commerce and trade? Why would a government want to interfere between two countries benefiting from each other by trade? What right does the government have in two individuals wanting each others products or services? According to some, commerce and trade should be permitted to operate free of controls of any kind; there should be no tariffs or other barriers. This is where the term laissez-faire is introduced. Its direct translation in French, leave alone to do, is self-explanatory. A strong believer in this type of economics is Adam Smith, both a philosopher and an economist. Born on 1723 in Kirkcaldy, Fife, he studied at Oxford, and became a professor of logic at Glasgow (1751), but took up the chair of moral philosophy the following year. In 1776, he moved to London, where he published An Inquiry into the Nature and Causes of the Wealth of Nations (1776), the first major work of political economy. This examined in detail the consequences of economic freedom, such as division of labor, the function of markets, and the international implications of a laissez-faire economy. Adam Smith is most remembered today for his explanation of our market system. A majority of people saw confusion when they observed economic activity in England during the middle of the 18th century. They saw everyone doing whatever they pleased and deemed necessary. Businesses produced whatever they wanted to make. Consumers purchased whatever they wanted to buy. No one told anyone what had to be bought and what had to be sold especially the government. And yet, somehow, businesses seemed to be providing the goods and services that consumers wanted and needed. Some might have called it luck; Adam Smith called it an invisible hand. And today, it is considered the laissez-faire economy. The invisible hand is a term for the unseen process of co-ordination which ensures consistency of individual plans in a decentralized market economy (Pearce, 220). Adam Smith introduced this phrase in his book, An Inquiry into the Nature and Causes of the Wealth of Nations (Book IV, Chap. II), who stressed the role that the invisible hand played in attaining a harmony of interests. Imagine this invisible hand suspended above everyone. This invisible hand encourages businesspeople to pursue profits and it pushes consumers to buy goods and services. And at the same time, that invisible hand discourages government from directing the economic activity. This invisible hand that Adam Smith refers to as a guiding force was the people and their attitudes. It all started with profit-seeking individuals. Using self-interest to feed their drive, people started businesses. When a business would become successful, others would notice and enter into the same field. As a direct result, growing consumer demand was satisfied while competition controlled rising prices. As demand grew, businesses were established in which workers shared tasks. This is called division of labor, in which one worker handled the first stage, another the second, and a third finished the product. The result was mass production, more efficiency, and lower costs. Mass production meant that people no longer had to grow there own food and remain on the farm; there would be enough to supply a large workforce. Paying all those laborers resulted in an army of consumers with money to spend. Adam Smith argued that an individual acting purely out of self-interest, would be a progressive force for the maximization of the total wealth of a nation. The role of the government should be permissive, creating a legal defensive setup sufficient to allow individual action. Interference with the free working of this natural order will reduce the growth of wealth and misdirect

Lopez Surname Meaning and Origin

Lopez Surname Meaning and Origin Lopez is a  patronymical surname meaning son of Lope. Lope comes from the Spanish form of Lupus, a Latin personal name meaning wolf. The Lopes variation of this surname often originates from Portugal. Lopez is the  21st most popular surname in the United States and the 4th most common Hispanic surname. It is also among the top five most common last names in Argentina. Surname Origin:  Spanish Alternate Surname Spellings:  Lopes, Lopaz, Lopas Famous People with the Surname Lopez Jennifer Lopez - American actress and pop singerGeorge Lopez - comedianMario Lopez - American actorJosà © Là ³pez Portillo y Pacheco - former President of MexicoFrancisco Solano Là ³pez - former President of ParaguayNancy Lopez - popular LPGA American golfer Genealogy Resources for the Surname Lopez 100 Most Common U.S. Surnames Their MeaningsSmith, Johnson, Williams, Jones, Brown... Are you one of the millions of Americans sporting one of these top 100 common last names from the 2000 census? Common Hispanic Surnames Their MeaningsLearn about the origins of Hispanic last names, and the meanings of many of the most common Spanish surnames. Lopez Family Tree WebsiteA Web site for all descendants of Basilio Là ³pez and Sabina Jalandoni from the Basilio Lopez Family Association. Lopez Group DNA ProjectThe Lopez Family Project at FamilyTreeDNA seeks to find common heritage through sharing of information and DNA testing. Any variant spellings of the Lopez surname, including Lopes, are welcome. Lopez Family Genealogy ForumSearch this popular genealogy forum for the Lopez surname to find others who might be researching your ancestors, or post your own Lopez query. FamilySearch - LOPEZ GenealogyFind records, queries, and lineage-linked family trees posted for the Lopez surname and its variations. LOPEZ Surname Family Mailing ListsRootsWeb hosts several free mailing lists for researchers of the Lopez surname. DistantCousin.com - LOPEZ Genealogy Family HistoryFree databases and genealogy links for the last name Lopez. References: Surname Meanings Origins Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Menk, Lars. A Dictionary of German Jewish Surnames. Avotaynu, 2005.Beider, Alexander. A Dictionary of Jewish Surnames from Galicia. Avotaynu, 2004.Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003.Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997.

The Four Service Marketing Myths Essay Example | Topics and Well Written Essays - 500 words

The Four Service Marketing Myths - Essay Example The essay "The Four Service Marketing Myths" talks about the line between services marketing and goods marketing and depicts that both need various types of marketing strategies to be applied to them. Early marketing concepts are discussed and what views were for separating goods from services. Services marketing have their own divisions. Authors have made a line between services marketing and goods marketing and depict that both need various types of marketing strategies to be applied to them. The bottom line is that services should not be kept apart from goods, the definition of goods and services are being revamped. The myths of manufacturing based perspective from the marketing based perspective are being discussed in the case considering the four characteristics; intangibility, inseparability, heterogeneity, and perishability. The focus is towards investing their normative implications from a negative perspective towards a positive one. A more unified knowledge of exchange can b e formed without separating goods from services and only focus on the central role in the exchange. The different definitions given by the various authors in defining the goods and services separately have been discussed in the case on the basis of their tangibility and intangibility features in most cases. The end result that these definitions can be misleading because both goods and services are nested into each other and they don’t come up to be valid when dealing with the manufacturing and the marketing perspective.

ENVIRONMENTAL SCIENCE LAB Research Paper Example | Topics and Well Written Essays - 500 words

ENVIRONMENTAL SCIENCE LAB - Research Paper Example The constituent materials include trees, ink, plastics. The process of making the paper cups uses multiple fuels. 0.11 Kg of CO2 is used when a cup measuring 16 ounce is transported from manufacturing site to the retail outlets. For every cup made and shipped to a coffee outlet 0.09 m2 of natural habitat is lost. However, it costs 0.27 Kg of plant and animal life potential to manufacture and ship the same size of cup to its final destination. Ideally speaking, it would take approximately 1.7 billion cups together with their sleeves to trigger one-potential species extinction (Starbucks web). The cups however, have approximately 10% post-consumer recyclable material. The cups are manufactured using bleached paperboard. This is in accordance to the requirements of FDA regulations. However, the cups are laminated with a polyethene referred to as resin. It is argued that the resin in the paper cups is not environmental friendly. When poorly decomposed, it produces greenhouse gas that is believed to trap more than 20 times the heat trapped by CO2 (Narang web). Coffee is the primary ingredient for coffee drinks. Starbucks consumes approximately 2% of global coffee production. Most of the coffee is sourced through Coffee and Farmer Equity (C.A.F.E.) practices. According to the 2010-year report, Starbucks purchased122 million kilograms of coffee out of which 103 million kilograms were purchased through C.A.F.E. guidelines. The coffee is obtained from all parts of the world. However, coffee outlets get their share from the nearest coffee sources. However, transporting coffee from place of production to various stores and disposing various wastes from the outlets produces approximately 81, 000 tons of CO2 (Narang web). Starbucks gets its milk supplies from local dairy firms. For instance, the coffee outlets in China get their milk from milk suppliers from China. There are many milk suppliers and milk companies from which

Photosynthesis (Chemical change) Essay Example for Free

Photosynthesis (Chemical change) Essay Description: Photosynthesis is the process by which plants, some bacteria, and some protistans use the energy from sunlight to produce sugar, which cellular respiration converts into ATP, the fuel used by all living things. Plants are able to make their own food. Plants produce chlorophyll, a pigment usually found on leaves. It gives the plant its green color while being a key component in making food for itself. How can the change affect the health, environment or industry? Plants use the energy from sunlight to produce sugar. The energy and oxygen created by plants from photosynthesis keeps life sustainable on Earth. It is one of the many ways our world uses the sun as a source for energy. Scientists for years have been studying the blueprint of photosynthesis in hopes of duplicating its process. They are continually making strides toward unlocking the keys to reproducing this cycle. How can I maximize the benefits / minimize the harmful effect of the change? Photosynthesis is one of the most important biological processes on Earth. Life is sustainable on Earth because of this process. Agencies may form laws to protect the environment, and recycling reuses materials made from natural resources. http://www.ehow.com/about_5171907_effects-photosynthesis.html#ixzz2HNgzrqG3 Burning Plastic Bags (Physical Change) Description: Burning plastic bags has been advocated by some environmental campaigners as a greener alternative to burying them in landfill sites, as it is thought that they are not biodegradable because they have existed for less than a generation, there is not yet a definitive answer to the question of biodegradability. How can the change affect the health, environment or industry? It can  increase the risk of heart disease and cause rashes, nausea, or headaches. It can damage the nervous system, kidney or liver, in the reproductive and development system. It can also affect the central nervous system, causing headaches, fatigue, weakness, and depression. Burning plastic bags releases toxins into the atmosphere, creating pollution. Not only these people who are burning the trash are exposed to these pollutants, but also their neighbors, children and families. How can I maximize the benefits / minimize the harmful effect of the change? Separate plastic waste from other waste. Do not burn any plastics in your yard or house. Reduce wastes by buying products that can be reused or refilled. We can also recycle papers, glass and metals. http://www.wecf.eu/cms/download/2004-2005/homeburning_plastics.pdf Deforestation (Physical Change) Description: Deforestation refers to the cutting, clearing, and removal of rainforest or related ecosystems into less bio-diverse ecosystems such as pasture, cropland, or plantations. How can the change affect the health, environment or industry? Trees are necessary for rain. Tree cutting can lead to flood and deforestation, a transformation of an area from forest to terrain with little vegetation. Plants create oxygen and absorb greenhouse gases. The destruction of trees may, therefore, encourage global warming. Cutting trees can result in the loss of habitat for animal species, which can harm ecosystems. How can I maximize the benefits / minimize the harmful effect of the change? We should tell the citizens about the actual side effects of cutting down trees. To find the alternative means other than the use of tree for usual  activities like cooking, building and for furniture; Instead we are to use plastic and iron material for furniture and building purposes and also the use of gases for cooking. We can also create strict laws against cutting of trees and improper use of tree products. http://kids.mongabay.com/lesson_plans/lisa_algee/deforestation.html

Bull Durham: To The True Meaning Of The First Fight Scene Essay

Bull Durham: To the True Meaning of The First Fight Scene The theme of this paper is to dissect the first fight scene; in the movie Bull Durham, between Crash Davis; who is played by Kevin Costner; and "Nuke" LaLoosh; who is played by Tim Robbins. The fight takes place in a bar scene between these two men who have never met before. The reason for the fight is that Crash Davis is talking to a women by the name of Annie Savoy who is sitting at one of the tables. Nuke already believes that Annie is going to be with him all season long, but Crash believes otherwise. In the beginning of the scene Nuke is dancing with all of the women in the bar while Crash is sitting alone in the corner of the bar. Crash then orders a drink for Annie, and is then asked by Annie to come over and sit by her. Crash introduces himself to Annie and tells her that he is the new catcher on the Durham Bulls baseball team. At the same time Nuke comes over and ask Annie to dance, but Crash stands up and says that she is dancing with him. When Crash stands up in front of him, Nuke takes this as a challenge and he asks Crash if he wants to take it outside. At this point Nuke still does not know that Crash is his new catcher. While Nuke is waiting for Crash outside, Crash begins to wonder how he is going give Nuke his first lesson to make it to the majors. When Crash finally comes outside he sees that Nuke is standing in the middle of the street. Nuke is not alone he has the entire baseball team standing behind him. First, Crash says that he does not want to fight him. When Crash says this everyone else begins to tease Crash. Next, Crash tells Nuke to throw the first punch, but Nuke refuses to. So instead, Crash tells Nuke to throw a baseball as hard as he can right at Crash's chest. When Nuke hears this everyone around him including himself begin to laugh, because they know how hard Nuke can throw and that it could kill Crash if it hit him in the chest or the head. During this entire time Crash is keeping a cool head. He knows that the chance of Nuke hitting him is very small. Also, he tells Nuke that he won't be able to do it because he is beginning to think about it. Crash goes so far as to say that Nuke's aim is so bad that he could not hit water if he fell ... ... he went about getting his point across. He could of either been beat up very badly or he could of been killed by the baseball. When Crash stands up and grabs Nuke's arm he is trying to defend his asking of Annie to dance and instantly invades Nukes space. Nuke's attitude towards this is not to back down, but to stay where he is and to fight about it. When Crash grabs Nuke's arm he is also using touch to get his message across. By grabbing the arm Crash instantly places more emphases on his words. Not only were there misunderstandings in this conversation, but if they had not happened the argument never would have taken place. The first misunderstanding was that Nuke did not know that Crash was his new teammate and catcher. Another misunderstanding was that they both did not know that Annie had already choose which man she was going to take under her arm for the season. The misunderstandings that occurred in this confrontation, tells us that one main problem is men and the way that they act towards each other. Also, if humans would try to communicate instead of fighting changes could be make.

Power of social norms

In our day of age, technology has influenced many aspects of our everyday lives. There is not a day where we cannot go without our phones, computers or television sets. If all of that were to be taken from us, most likely we would be in an uproar. Being exposed to such technological devices, we have become consumed with social media. Social media has definitely shaped the way we communicate, get Information and the way we Interpret things. For example, Just recently Mile Cyrus released a music video called Wrecking Ball. Mile Cyrus is known for her innocent Disney role,Hannah Montana, a young teen who is trying to live a normal life as she Juggles being a high school teen and her secret blonde wigged pop star career as Hannah Montana. However, when the music video Wrecking Ball came out, Mile traded her innocent, parent-friendly Image for a pixie-cut, red lipped and cropped attire. The video consisted of a naked Mile riding a steel giant ball destroying cement walls and licking a sle dge hammer. When the video was released, many were shocked to see this coming from the former Disney starlet. Some were disgusted by the nudity.Others loved the singer's video and thought It was a great Interpretation of the song. Either way, the video shattered the Vivo record for most watched music video and caused many to correctly. Mile Cyrus did something that many here In America are not so exposed to, she broke a personal appearance norm. In America, we are not exposed to such nudity; and if so, the content is usually censored. But we also, have to include the gender roles. If a male is nude, it mostly likely considered as funny, but if a female is nude, it is most likely considered taboo and gets labeled a slut.Once, Mile appeared fully due riding a giant steel ball; many labeled it as inappropriate and calling her names, such as slut. However, if you were to show this to people in Europe, they would not be bothered by it. In Europe, they are exposed to nudity; many would co nsider It as an art form. So why are people concerned with the imagery of the video rather than the meaning behind the song? It all has to with our culture and environment we are exposed to. Culture consists of language, the behavior and any aspects that surround you In that moment.It Influences the way you see and accept at things in society. Every culture has a norms and sanctions that are considered acceptable. Norms are appropriate behaviors based on specific values and sanctions are prizes or punishment you receive when you go against the norm (Carl 54). Once you go against the norm, you are deviant and going against the social order. â€Å"Winners are the good and the normal; Losers are the sick, the crazy, the evil†¦ † (Introduction to the Sociology of Deviance) Social Norms cover almost every aspect of the way we live.However, with standards and guidelines of behavior, it does lead to some pressure to conform (Social Norms, Sociology Norms, Basic Concepts of Soci ology Guide). We see people conform every day because they fear society will shun them. Conformity and social norms In society all have to do with past generations culturally transmitting their values to us and the social Institutions teaching us hidden curriculum (Carl 50, 94) For Instance, In school whenever we see the American flag, we Immediately put our right hand over our heart and say the pledge of allegiance.If we don't do it, the America. By not placing our right hand over our heart, we would be considered deviant towards America. (Introduction to the Sociology of Deviance) Growing up, cheers and parents teach us to be proud of your culture and nation. As you can see, both the nature and nurture aspects come into play when we react towards a norm either being â€Å"broken† or â€Å"obeyed†. To get a better understanding of breaking a norm, I had to experience what it was like to break a norm.My task was simple; I am to only speak Toga, a native Filipino langua ge. But the problem was who, where and when am I going to break my norm. Luckily, my friend Alyssa, who I have known for three years, wanted to meet with me for a day of catching up as we shop at varies malls, local boutiques and stores in the San Diego area. I only speak English to Alyssa. So I thought this would be the perfect time for me to break my norm. However, to really comprehend the power of norms in society, I decided to perform the task on strangers too.Now with my mission already planned out, all I had to do was put into action; I had to only speak in Toga to my friend, Alyssa and strangers I encounter during my one-day visit to San Diego. My experience in my norm breaking experiment, I realized the norm of speaking a language other than English, people react and look at you as if you were an alien. To be honest, I did expect people to react in this manner. However, I was blind sighted by the incident in the Anthropologist store. For me, growing up in a different country and traveling exposed me to the norms of different cultures.I find myself learning something new; that does not mean I conform to the behavior or lifestyle. But I accept norms that I am not familiar with and have an open mind. But not everyone is accepting of different cultures or lifestyles, they are not familiar with. A huge percent of people in any society would feel uncomfortable and try to steer clear to those that are different from what they are used to. Society tends to Judge and criticize things because it's to something they are used to or exposed to.We have all experienced or witnessed something that was different from the way we live or behave, so we feel uncomfortable in the situation. We can change that, every society should look with culturally relativistic perspective. We don't have to accept their behavior, but that does not mean, we should Judge the way someone acts or behaves in life. We have to be open-minded and make an effort, rather than be in an ethnocentric perspective (Carl 54). This world consist of diverse cultures and lifestyles, we all could learn from one another. Man has the ability to expand his knowledge.

Interpretation of Family Life Education Essay

Family Life Education has endured multiple evolutions, definitions and criteria since its origins in contemporary family science between 1881 and 1920. Currently, Family Life Education has tightened the reigns of its purpose, created fundamental criteria and yet still leads itself to an assortment of interpretations. For the purpose of this paper, I will endeavor to give my individual definition of Family Life Education based on course readings and research, the guiding principle of FLE, a theoretical perspective that supports and, is most relevant to my definition of Family Life Education and, a personal philosophy of ‘education’. What does Family Life Education signify to me? Depending on the company you keep, this is a potentially loaded question. Within the realm of my present circle, the question does hold a realistic explanation. Family life education has been significant in the historical development of several educational enterprises (Arcus, vol. 1, 1993, p. 46); therefore, lending itself to the family life professional to select a track that best complements their own philosophies and professional preparation. The definition by the National Council on Family Relations (2006) sums up what FLE means to me, â€Å"Family life education is the educational effort to strengthen individual and family life through family perspective. The objective of family life education is to enrich and improve the quality of the individual and the family life. † As a future professional in this distinctive field, I strive to possess the many characteristics of a well-rounded practitioner, including, but not limited to, sound knowledge of the professional content and to function, when needed in a multidisciplinary approach. As the possibilities to individual and family composition are endless, the ability to draw from other disciplines is crucial. It is probable that when working with a family for instance that is struggling with an issue, the family life professional would need to utilize an approach that incorporated all of Gardner’s Multiple Intelligences (1983). In addition, it is also important to note Family life educators have used educational concepts as their solitary approach to ‘multidisciplinary’ intervention (Arcus, vol. 2, 1993, pg. 28) and this approach has created concern amongst scholars and professionals alike. To become multi disciplinary, Arcus (1993) offers that through the use of knowledge from a broader range of disciplines and through greater cooperation among the contributing disciplines, true multidisciplinary approach can be attained. As indicated previously, the composition of individual or family is infinite and special attention needs to be paid to issues of diversity. Within the profession of Family Studies, there is particular emphasis on valuing differences and respecting those distinctions (Arcus, vol. 2, 1993, pg. 28) furthermore, creating effective working relationships with persons served. Lastly, to complete the puzzle of the well rounded practitioner, one must be able to utilize their own life experiences relevant to family life topics and to honestly accept those experiences as not to furnish hypocritical recommendations. To further personalize my definition of Family Life Education, I have compiled some additional ideas. It is unlikely that a professional in the field of Family Studies is wandering aimlessly without purpose or direction. Typically, they are a part of an organization that is providing services to individuals or families with a set of defined needs. Even more likely it is the responsibility of the professional to design, develop and deliver the services needed by means of effective programming. The Family Life professional becomes the program and an effective program does not rest solely on content (Brindis & Davis, et al, 1998, part IV). The professional must mobilize for action by increasing awareness and generating support of a program, assess the needs and assets of the populations served and build strong foundations that will serve to protect the potential of the program and last, but surely not least, design an effective Family Life Education program. Designing a new or adapted family life education program frequently entails many planning and management issues. The development is easier when the concerns are planned for at the onset. Think about how to advocate for the program, especially in the face of controversy. Expect controversy (Brindis & Davis, et al. 1998, sect. IV). Controversy or conflict is seguing to the subsequent topic, the guiding principles of Family Life Education. Intervention, the anti-conflict: Being proactive in a reactive world. ‘Intervention by way of education’, this statement, in my opinion is the guiding principle to family life education. No matter how you slice it, the opportunity to impart an intervention is endless. Intervention can have many connotations. In day to day life it is regularly defined as an unwelcomed interference. For instance, a wife introduces an intervention for her substance abusing husband, of which does not want to admit to or take responsibility for his addiction. Therefore the husband would characterize the intervention as ‘unwelcomed interference’. For the purpose of family studies, the definition takes a neutral stance to denote the ‘taking of clearly defined actions to induce change’ (Encarta English Dictionary). The change is expected to be positive, indicating harmony or affirmation. Societies evolve along different cultural, religious, historical, economic, geographical, and political paths. At any time, members of different societies view themselves and the world from distinctive perspectives. Yet global trends in communication and information dissemination, entertainment, and other economic and commercial exchanges always affect local realities, sometimes more than people living in those localities fully understand. How children, adolescents, and adults are assigned roles ultimately reflects the convergence of such societal paths and global trends. The preceding statements have the potential to be segue ways and/or roadblocks to the family professional. The professional should establish family life education at an early age, to combat the notion of reaction and to introduce the idea of prevention, lessening the likelihood of ever intervening. The introduction of a program that would counter negative or damaging societal outcomes should implement age appropriate curricula, especially when working solely with school age children, which meets the developmental needs and matches backgrounds and life experiences of all individuals involved. What are â€Å"universal† interventions? As adapted from Family Health International (2001), †¢Offer education and skill-building †¢Engage youth caretakers, including parents, extended family, or other adults such as teachers and youth workers. †¢Engage youth themselves in program design, development, implementation, and evaluation. †¢Ensure access to counseling and other services that respond to the special needs of the individual or family †¢Augment collaboration and effective referrals among existing health and other development agencies and organizations. †¢Coach program site managers, service providers, and others to improve their interactions with individuals and families †¢Have clear goals, target populations, and indicators while building in monitoring and evaluation from the beginning of a project; use such findings to improve strategies and services. The family life professional should strive to maintain balance and realistic programming and to ultimately provide information and activities that encourage skill development that is relevant and useful. Imparting a value system and norms when they are lacking or completely absent to an individual or family is an asset to the overall program, especially when follow through is a potential issue. A basic skill set is at least in place. Last but not least, ensure that your program is based on a solid theoretical model. Ability, Desire and Potential: Why MI theory is relevant to Families â€Å"Successful and unsuccessful people do not vary greatly in their abilities. They vary in their desires to reach their potential. † – John Maxwell During the tenure of this course, Family Study Methodologies, we have encountered many theories and how they are or have been significant to the field of Family Life Education. The theories have run the gamut from their birthplace in social theory and social therapy to a current state of post modern, contemporary status. As indicated by Lavee and Dollahite (1991), there is a weak link between theory and research in modern family science and they go further to say, from multiple points of view, it is imperative to couple theory with research methods. There are multiple approaches to theory and research in the family sciences (Sourcebook, pg. 17) and there is not one that is committed as the ‘flagship theory’ to FLE. Rather the â€Å"interplay between scholars, families and the socio-cultural context that surrounds them† (Sourcebook, pg. 18). These connections should pay special attention to the unique quality of families in society and how these families function within their environment. It is necessary to confirm what I mean by theory within the field of family life education. As defined by Gibbs ( 1972, p.5),sourcebook p 20 theory is â€Å" a set of logically interrelated statements in the form of empirical assertions about properties of infinite classes of events or things†. This definition lends itself to the notion of a conceptual framework, a theory that has not come full circle. Gardner’s theory of Multiple Intelligences fits this description. Although there are several intelligences define which possess a sound theoretical foundation, eight to be exact, there are additional ‘intelligences’ waiting in the wings for validation; therefore supporting the notion of the conceptual framework. Gardner’s theory is relevant to family life education, in part due to its flexible and expandable nature but mostly because the ‘family’ is a phenomenal, progressive body that needs room to evolve, just as MI theory continues to do. References Brindis, C and Davis, L et al. (1998) Designing effective family life education programs. Advocatesforyouth. org. Four sections. Retrieved April 13, 2008, from www. advocateforyouthorg/PUBLICATIONS Lavee, Y. , & Dollahite, D. C. (1991) The linkage between theory and research in family science. Journal of Marriage and the Family, 53, 361-373.

Key Battles of World War One

Key Battles of World War One There were many, many battles during World War l across a number of fronts. The following is a list of the key battles with details of dates, which front, and a summary of why they’re notable. All of these battles caused large numbers of casualties, some horrifically high, and many lasted months on end. People didnt just die, although they did that in droves, as many were terribly wounded and had to live with injuries for years. The scar these battles carved into the people of Europe is unforgettable. 1914 Battle of Mons: August 23, Western Front. The British Expeditionary Force (BEF) delay the German advance before being forced back. This helps stop a swift German victory.Battle of Tannenberg: August 23–31, Eastern Front. Hindenburg and Ludendorff make their names stopping the Russian advance; Russia will never do this well again.First Battle of the Marne: September 6–12, Western Front. The German advance is fought to a halt near Paris, and they retreat to better positions. The war will not end quickly, and Europe is doomed to years of death.First Battle of Ypres: October 19–November 22, Western Front. The BEF is worn out as a fighting force; a massive wave of recruits is coming. 1915 Second Battle of the Masurian Lakes: February. German forces begin an attack which turns into a massive Russian retreat.Gallipoli Campaign: February 19–January 9, 1916, Eastern Mediterranean. The allies attempt to find a breakthrough on another front, but organize their attack badly.Second Battle of Ypres: April 22–May 25, Western Front. The Germans attack and fail, but bring gas as a weapon to the Western Front.Battle of Loos: September 25–Oct 14, Western Front. A failed British attack brings Haig to command. 1916 Battle of Verdun: February 21–December 18, Western Front. Falkenhayn attempts to bleed the French dry, but the plan goes wrong.Battle of Jutland: May 31–June 1, Naval. Britain and Germany meet in a sea battle both sides claim to have won, but neither will risk fighting again.The Brusilov Offensive, Eastern Front. Brusilov’s Russians break the Austro-Hungarian army and force Germany to shift troops east, relieving Verdun. Russia’s greatest WW1 success.Battle of the Somme: July 1–November 18, Western Front. A British attack costs them 60,000 causalities in less than an hour. 1917 Battle of Arras: April 9–May 16, Western Front. Vimy Ridge is a clear success, but elsewhere the allies struggle.Second Battle of the Aisne: April 16–May 9, Western Front. The French Nivelle offensives destroy both his career and the morale of the French army.Battle of Messines: June 7–14, Western Front. Mines dug under the ridge destroy the enemy and allow a clear allied victory.The Kerensky Offensive: July 1917, Eastern Front. A roll of the dice for the embattled revolutionary Russian government, the offensive fails and the anti-Bolsheviks benefit.Battle of Third Ypres / Passchendaele: July 21–November 6, Western Front. The battle which typified the later image of the Western Front as a bloody, muddy waste of life for the British.Battle of Caporetto: October 31–November 19, Italian Front. Germany makes a breakthrough on the Italian Front.Battle of Cambrai: November 20–December 6, Western Front. Although the gains are lost, tanks show just h ow much they will change warfare. 1918 Operation Michael: March 21–April 5, Western Front. The Germans begin one final attempt to win the war before the US arrives in great numbers.Third Battle of the Aisne: May 27–June 6, Western Front. Germany continues to try and win the war, but is growing desperate.Second Battle of the Marne: July 15–August 6, Western Front. The last of the German offensives, it ended with the Germans no nearer to winning, an army beginning to fall apart, broken morale, and an enemy making clear strides.Battle of Amiens: August 8–11, Western Front. The Black Day of the German Army: allied forces storm through German defenses and it’s clear who will win the war without a miracle: the allies.

Linguistic and Conversational Repairs

Linguistic and Conversational Repairs In conversation analysis, repair is the process by which a speaker recognizes a speech error and repeats what has been said with some sort of correction. Also called speech repair,  conversational repair, self-repair, linguistic repair, reparation, false start, accommodation, and restart. A linguistic repair may be marked by a hesitation and an editing term (such as, I mean) and is sometimes regarded as a type of dysfluency. The term repair in the linguistic sense was introduced by Victoria Fromkin in her article The Non-Anomalous Nature of Anomalous Utterances, published in Language, March 1971. Examples and Observations Well, I think it’syou know, I think this has gone beyond, as it were, Al Qaida as a specific network. I mean, this isthere is no central command in this ideology, the way that, you know, you would normally describe one unit ofthat leads an operation. It’s not like that.(Former British Prime Minister Tony Blair, CNN interview, Dec. 8, 2008)We dont really move. I mean, wed like to, but my mom is sort of attached to the house. Attached is, I guess, not the right word. Shes pretty much wedged in.(Johnny Depp as Gilbert in Whats Eating Gilbert Grape, 1993)If I need to stand up in front of an audience and give a speech and its an audience full of educated people from all walks of life, then I would feel embarrassed about not using correct grammar. I wouldnt want to stand in front and say, She dont . . . or He dont . . .. I wouldnt want to say that. But the thing is that I say it so much that its like I know I would say it at a time that I probably shouldnt say it. But the thi ng is that what I try to do is when I say that in certain circles, I try to correct myself and I find myself thinking in the middle of my sentences, What word do I say next? Which verb agreement am I supposed to use?(Reia, quoted by Sonja L. Lanehart in Sista, Speak!: Black Women Kinfolk Talk About Language and Literacy. University of Texas Press, 2002) Self-Repair and Other-Repair Repairs are variously classified as self-repair (corrections, etc. made by speakers themselves responsible), vs. other-repair (made by their interlocutors); as self-initiated (made by a speaker without querying or prompting) vs. other-initiated (made in response to querying or prompting).(P.H. Matthews, Concise Oxford Dictionary of Linguistics, 1997)Cordelia Chase: I just dont see why everyones always picking on Marie-Antoinette. I can so relate to her. She worked really hard to look that good, and people just dont appreciate that kind of effort. And I know the peasants were all depressed.Xander Harris: I think you mean oppressed.Cordelia Chase: Whatever. They were cranky.(Charisma Carpenter and Nicholas Brendon in Lie to Me. Buffy the Vampire Slayer, 1997) Types of Repair Sequences Self-initiated self-repair: Repair is both initiated and carried out by the speaker of the trouble source.Other-initiated self-repair: Repair is carried out by the speaker of the trouble source but initiated by the recipient.Self-initiated other-repair: The speaker of a trouble source may try and get the recipient to repair the troublefor instance if a name is proving troublesome to remember.Other-initiated other-repair: The recipient of a trouble source turn both initiates and carries out the repair. This is closest to what is conventionally called correction. [T]here are four varieties of repair sequences:(Ian Hutchby and Robin Wooffitt, Conversation Analysis. Polity, 2008) Repairs and the Speech Process One of the ways that linguists have learned about speech production is through the study of repair. The early seminal studies of Fromkin argued that a variety of speech errors (neologisms, word substitutions, blends, misordered constituents) demonstrated the psychological reality of phonological, morphological and syntactic rules and provided evidence for ordered phases in speech production. Such studies have also suggested that although speakers have no little or no overt access to their own speech processes, they are able to continuously monitor their own speech, and if they detect a problem, to then self-interrupt, hesitate and/or use editing terms, and then make the repair. (Deborah Schiffrin, In Other Words. Cambridge Univ. Press, 2006) The Lighter Side of Self-Repair With stealthy steps he crept to the head of the stairs and descended.One uses the verb descend advisedly, for, what is required is some word suggesting instantaneous activity. About Baxters progress from the second floor to the first there was nothing halting or hesitating. He, so to speak, did it now. Planting his foot firmly on a golf-ball which the Hon. Freddie Threepwood, who had been ​practicing putting in the corridor before retiring to bed, had left in his casual fashion just where the steps began, he took the entire staircase in one majestic, volplaning sweep. There were eleven stairs in all separating his landing from the landing below, and the only ones he hit were the third and tenth. He came to rest with a squattering thud on the lower landing, and for a moment or two the fever of the chase left him.(P.G. Wodehouse, Leave It to Psmith, 1923)

General Sales Manager Role Essay Example | Topics and Well Written Essays - 2750 words

General Sales Manager Role - Essay Example Being a good listener allows the leader to identify the mistakes or issues and develop ways to solve them. Followed by a good listener, effective communication skills should also be possessed by the leader which will ensure smooth flow of information and ideas among the employees. He should be result-oriented rather than goal-oriented. This will reflect in his decision taking ability. Few issues have been recognised prevailing in the Integrated Interiors Limited. The first and foremost issue is concerned with the supply chain. The unavailability and certain difficulties related to supply chain are being an important issue for the organisation. Apart from that, the antagonism and conflicts between the sales and operations departments have created another issue for the Integrated Interiors Limited. Furthermore, the sales team needs focusing and motivational activities by a leader. The absence of two Area Sales Managers (ASMs) has led to unsatisfactory results from the leadership, thus de-motivating the employees. Last but not the least, the old age group has become an issue for the company. Most of the sales people are over 50 years in the sales team. Certain recommendations to resolve the issues such as implementation of Supply Chain Operations Reference (SCOR) model in supply chain, inclusion of effective conflict management related system, inclusion of employees in sales target related decision making process and appointment of more youth in sales force have been made. Table of Contents Executive Summary 2 Table of Contents 3 1.Personnel Specification for the General Sales Manager Role 4 2.Four Primary Issues Concerning the Sales Operation 6 3.Recommendations for Solving Each Issues 8 3.1 First Issue Analysis and Recommendations 8 3.2 Second Issue Analysis and Recommendations 9 3.3Third Issue Analysis and Recommendations 10 3.4Fourth Issue Analysis and Recommendations 11 4.Timescales for Resolving the Issues 13 5. References 14 6.Bibliography 15 16 16 1. Personnel Specification for the General Sales Manager Role Recently, it has been recognised by the Managing Director of Integrated Interiors Limited Mary Hennasey that over the past year or more due to the ill health of Fred Staples, the Marketing Director of Integrated Interiors Limited, he has not been able to focus on the sales team. The Managing Director has reviewed the annual report t hat showed a sales dip of ?20m in the year 2009-2010. However, 2010-2011 annual report showed that the sales were ?395m, most of which have come from the general commercial sector, 65% and the rest 35% from the hotel sector. Thus, the decision of appointing an experienced leader for the role of General Sales Manager (GSM) who will be responsible for the activities of the sales team has been acknowledged. The GSM, who will be appointed, should have a Master of Business Administration (MBA) degree from a reputed university, specialising in sales. Preference would be given to people who have been appointed as Area Sales Manager in the same sector for more than 10 years. Following are the additional requirements that will add to the benefit of the candidate. One of the most important considerations will be given to the person who is a good listener. It is believed that a great leader has a good listening skill. With a great listening skill, the leader will be able to address any type of grievances that may arise among the employees. He should have the image to remain calm and welcome new ideas that in turn will motivate the employee (Kanu & Kanu, 2007). The communication level should be high when asking questions are concerned. It should follow just after listening to any type of queries. He should