Busiess Taxation Essay Example | Topics and Well Written Essays - 1500 words

Busiess Taxation - Essay Example this expenditure is not an operational variable, it is charged in the balance sheet as an asset rather than expenditure in the profit and loss account. However, usage of the fixed asset over time is shown in the profit and loss account as a depreciating charge. Tax is applicable for companies on profit figure at the end of the tax year. Since the tax is fixed rate, the higher the profit the company shows, the higher tax it has to pay. Therefore to evade paying higher taxes, companies understate their profits by depreciating their fixed assets on a high value. This reduces the profit and hence the tax payable. Since this practise promotes immoral and unfair picture of the accounts, the government of UK introduced the concept of Capital Allowance through corporation tax. The case of IR Commrs vs Duke of Westminster (1936), exactly points out this need where it states that everyone â€Å"is entitled, if he can, to order his affairs, so that the tax attaching under the appropriate acts is less than it would otherwise be†. The government has fixed a rate of relief that is received on the purchase of capital goods. Companies can claim this type of tax relief when buying and investing. In practice this does the exact same thing a depreciation does since a company is able to set off a proportion of the costs of purchases against the profits it makes so that the total tax bill is reduced. Most capital allowances allow you to write off a percentage of the value of the asset against profits over several years. They are available at a variety of rates and these rates depend on the product bought, the time it was bought in, the nature of the asset and the size of your business. (Georgina, 2006; S. J. D. 2007) As mentioned in the previous section, tax relief can be claimed by companies on the purchase of capital goods. According to the Business Links Website, these capital allowances are available on three types of products, plant and machinery, buildings and research and

Leadership and Supervision Issues in Nathaniel Philbrick’s In the Heart of the Sea Essay Example for Free

Leadership and Supervision Issues in Nathaniel Philbrick’s In the Heart of the Sea Essay Nathaniel Philbrick’s In the Heart of the Sea describes the tragic final voyage of the Nantucket-based whaler Essex in 1820. The Essex was a floating factory, a comparatively small but sturdy vessel designed to travel great distances to find, kill, and process whales, thus yielding the extremely valuable whale oil and other products. In the Heart of the Sea also describes a series of errors, mishaps and miscalculations—often with fatal results—in the management, leadership and supervision of the enterprise. These events, despite the distance in time, provide scenarios to compare and contrast present-day concepts of leadership and supervision. The story of the Essex illustrates numerous instances of (a) poor planning before and during the journey, (b) poor staffing decisions before and during the journey, (c) indecisive and/or poor leadership and (d) poor supervision which contributed to the difficult journey, the sinking of the Essex and the horrible aftermath. Typical of the practices of the era and locale, Essex was captained, but not owned and provisioned, by a sailor-officer who had risen through the ranks. This would be the first command voyage of Captain George Pollard, Jr. By all accounts he had successfully risen to First Mate of the Essex on previous voyages and was given captaincy when the former captain was given a newer and larger vessel. Unfortunately he inherited a worn ship soon to be out of commission. Accordingly the owners spent as little as possible on repairs of the vessel and even less on provisions for the multi-year cruise. There is no indication Pollard had any input in either decision. As this was his first command he was likely to remain in his employers’ good graces and refrain from insisting on better repairs and outfitting. To further compound these initial as well as future problems was the wage payment structure in which Pollard and the crew were essentially working on commission. Payment to officers and seamen alike would be a portion based on rank and seniority paid only if the valuable whale oil was safely in port. Other experienced captains had the ability and option to add to the original provisions. Pollard either decided to set sail despite the meager provisions or was unable to supplement them by his own means. This system strongly contrasts to management practices of the day as well as contemporary practices. Owner-operated businesses were not at all uncommon in the era with a strong â€Å"hands-on† style of leadership. Most striking would be the owner-operated vessels with a captain well-versed on ship maintenance and outfitting. Obviously today anyone would be considered naive at best and insane at worst to take on such a logistical task of any sort without having been given decision-making authority. Today even with companies having distant or publicly held ownership the leadership and decision-makers of the company are urged to â€Å"buy into† the company in the sense of making decisions and leading in a manner consistent with actual ownership. If Pollard can be excused to some extent for the poor decision-making at home port, the disastrous lack of planning during his maiden voyage is his burden alone. After almost loosing his ship virtually at the onset of the voyage he is either unable or incapable of tactical or strategic planning when the Essex is destroyed. With a previously damaged vessel prudence would dictate some sort of â€Å"disaster plan† short of a belief that lightening will not strike the same place twice. While the Essex was sinking it was the foresight of others who managed to salvage essential items. Some decisions defied common sense. Instead of cooking and preparing a substantial amount of available turtle meat he simply placed two live turtles with each surviving whaleboat. Perhaps Pollard did not think the unthinkable could happen again. Such planning and preparedness is not something novel, for his era or ours. It is simply the ability to survive the unexpected and the wisdom to learn from it. Contemporary leadership in management, government, and virtually any other field must be prepared for the unexpected. The unexpected and the disastrous will certainly occur, usually when least expected. It then also becomes a learning experience for leadership to plan and think for the â€Å"unplanned and unthinkable†. Consistent with the idea of poor or non-existent planning was the Nantucket concept of staffing vessels with the unskilled. Pollard’s ship was manned by a significant number of â€Å"sailors† who had never lived in Nantucket nor experienced life on a whaler. Other â€Å"sailors† included inexperienced Nantucket youngsters anxious for their first cruise as well as officers sailing in newly-promoted ranks. It was expected of Pollard and his officers to essentially conduct on-the-job training for the unskilled staff. However, once again, if Pollard can be excused for having to deal with something out of his control, the staffing decisions made during the disaster were his alone. Most glaring was the decision regarding the placement of the survivors in what would become their lifeboats. No consideration was given to skill, ability or health. Instead, it was a system based on whether a sailor was black or white, Nantucketer or not. Apprenticeships and on-the-job training are time-honored practices dating back centuries and still valid today. Both systems are based on both a lengthy or at least sufficient period of time and a non-critical or at least supervised situation. The apprentice or OJT worker will make mistakes and is given the opportunity to make them and learn from them in a controlled situation. Once skilled, the staffing pattern must be developed to maintain whatever production or quality standard is to be met. In an emergency situation such decisions must be made by leadership without being distracted by pointless issues of race, class, or place of birth. Again, Pollard can be shielded to some extent by the customs and practices of his day. Contemporary leaders have no such excuse. Decision-making is often made in the lonely vacuum of sole command, something that Pollard, at times, was unable or willing to do. â€Å"Leadership by consensus† was not something he learned, but he did indeed practice. Additionally, indecision is in fact a decision, and one that eats time. After the initial near-fatal keeling of his ship Pollard commits both errors: he abdicates sole leadership, procrastinates, reverses himself, and by trying to lead by consensus ultimately leads his ship to disaster. Again, forces work against Pollard. To turn back with a damaged empty ship would result in no wages and possibly a loss of command. By deciding to continue the voyage with a damaged ship, lost provisions, and lost whaleboats Pollard was not talking a calculated risk, he was essentially dooming his ship and crew to disaster. Modern management case studies abound with the disastrous stories of managers failing to decide and having that â€Å"activity† yield worse results than a bad decision. Most missions are time-critical and while many, if not most missions can have a built-in method of correcting erroneous decisions there is no method for reversing time lost in indecision. The texts are equally full of the horror stories of leaders who take the â€Å"ahead at all costs† attitude without a realistic appraisal of whether their â€Å"ship† can handle the journey. This inevitably results in the learned experience that â€Å"profitability at all costs† is very unprofitable. After the sinking of the Essex a variety of decisions were made, some based on common sense, or lack of same, and others based on the nautical knowledge of the time. Perhaps the most glaring was the decision to allow the surviving whaleboats to operate in an individual fashion, without tying together during the night. While a questionable seafaring decision, it casts some light on broader contemporary issues. During critical situations, whether a production run or a full-scale emergency it is common sense and a practical necessity to maintain communication and command. Failure to maintain either can jeopardize the personnel and the mission. In the Heart of the Sea is filled with numerous examples of poor supervision. From the very onset there is no indication Pollard really supervised the repair and provisioning of his vessel; it all likelihood he delegated a great deal of this responsibility to his First and Second Mate. There is no indication he did a thorough, hands-on investigation of his damaged vessel after the initial near-sinking. Once whaling he was out in a whaleboat, as was the custom, instead of being in a position on deck to supervise all of the events that would unfold. There is no indication he personally undertook a surveillance of Henderson Island to determine if it could sustain the crew, or in the alternative, if it could better provision the survivors on their continued voyage. During many of the catastrophic events Pollard seemed overwhelmed and incapacitated by the situation. He was unable to command and supervise what can only be described as life-threatening or life-saving activity unfolding in front of him. Once all was lost he decided to allow the boats to go their own way, and was unable to maintain the supervision of survivors when that was his most critical duty. Throughout the disastrous journey the questionable command of Pollard is and will be debated. What is certain is there was considerable doubt at the time that he exercised the decision-making responsibilities in a prudent manner. The captain of a ship and the leader of a corporation must be able to face a situation, whether mundane or critical, and make very quick and decisive actions. First and foremost is the decision of whether to take a â€Å"hands on† approach or delegate responsibility. There is no easy or set answer, and either method can be disastrous, if a leader usurps a subordinate’s better command of a situation or if responsibility is delegated to someone incapable of handling the situation. However, the command of a ship is unique and very similar to many organizational situations in that the leader at the very top is expected to be well-versed and capable of every function in the entire organization. If that is not the case, then the leader must have a clear understanding of his personal abilities and limitations as well as that of all of the subordinates in the chain of command. Throughout the narratives and accounts which the book is comprised of there is mention of, and no doubt that the captain knew his ship better than anyone. However, it became very obvious at the onset that his knowledge of his and his officers’ capabilities was suspect. At only one point was Pollard described as acting with the authority and decisiveness normally required of a ship’s captain. He quickly and ferociously responded to an early â€Å"protest† by the crew relating to what they considered poor rations. His outburst and threatened action quelled the protest and certainly left the crew with no doubt of his intent. However, what is missing is the not-unusual comments and attitude from crewmen indicating complete respect of their captain and their willingness to follow his commands, regardless of outcome, because of their knowledge of him and his ability. It is imperative upon leaders to not just know their workplace, but to know their staff. It is not enough to â€Å"go ballistic† once in a while to let the staff know what will happen if something is discovered amiss or in response to what behavior is not to be tolerated. Command through intimidation is foolhardy; what is necessary of leadership is to prove competency to staff and subordinates to the point where there is no doubt there is respect in the leader’s ability. At that point leadership becomes â€Å"natural† if and when the staff and subordinates believe the leadership will in fact lead, but do so in a manner that takes into account the well-being, if not survival, of all. In modern society â€Å"survival† is often economic survival, and depending on the organization or industry economic survival must be paramount in management’s priorities. Pollard lost on both counts; the voyage was a complete economic disaster and resulted in the deaths of the majority of his crew. The journey was a voyage of poor planning, staffing, decision-making and supervision. It is an epic of missed opportunities and unrealistic goals. It is a blueprint for any manager or leader in what not to do. Leadership cannot afford to be unprepared in any of the areas noted above. Each interact and influence the other, often in ways unanticipated and noted only too late. It is easy, but very necessary to look at situations with twenty-twenty hindsight if lessons are to be learned and errors prevented in the future. There is a host of what-if questions presented by In the Heart of the Sea which every leader should take to heart.

Ensnared by the Gods in Oedipus Rex Essay -- Oedipus the King Oedipus

Ensnared by the Gods in Oedipus Rex      A citizen of Periclean Athens may not have been familiar with the term entrapment, but he or she would surely have recognized the case of Oedipus as such.   The tragedy of Oedipus is that he was ensnared by the gods.   As Teiresias points out, "I say that with those you love best you live in foulest shame unconsciouslyÃâ€"" (italics mine)   God is continuously indicted for having caused Oedipusà ­ troubles.   The chorus asks, "What evil spirit leaped upon your life to your ill-luckÃâ€"?"   And Oedipus himself is well aware of the source of his troubles:   "It was Apollo, friends, Apollo, that brought this bitter bitterness, my sorrows to completion."   Blinded and humiliated, Oedipus thanks Creon for bringing his daughters to him:   "God bless you for it, Creon, and may God guard you better on your road than he did me!" The Athenian audience probably did not obsess with the unfairness of it all.   Since the audience would have been well aware of the story and its details, the draw, and the entertainment would have been seeing the storyà ­s lessons portrayed in a way that emphasized   human failings, particularly the illusions that we hold concerning our mastery of affairs.   Oedipus himself is described as "masterful," yet watching his story, which we know so well, we find it dripping with irony at the kingà ­s every proud utterance.   In his argument with Teiresias, Oedipus accuses the seer of being "blind in mind and ears as well as in your eyes."   Teiresias responds that Oedipus is but a "Ãâ€"poor wretch to taunt me with the very insults which every one soon will heap upon yourself." Oedipus is indeed convinced of his own virtue, and why not?   As the play opens, the priest lavishes praise upon the k... ...ce of men reverence at least the flame that gives all life, our Lord the Sun, and do not show unveiled to him pollution such that neither land nor holy rain nor light of day can welcome." Oedipus, at the last, seems to concur in this acceptance of Godà ­s will.   When the Chorus suggests he "would be better dead than blind and living," Oedipus replies, "Ãâ€"ità ­s unfit to say what is unfit to do.   I beg of you in Godà ­s name hide me somewhere outside your country, yes, or kill me, or throw me into the seaÃâ€""   In other words, Godà ­s will be done.   Whatever our mortal designs, we are caught in a far greater design, or web, which can grab us and pull us down at any time.   As the play concludes, "Count no mortal happy till he has passed the final limit of his life secure from pain."   Or, as a modern ballplayer put it, "Donà ­t look back.   Something might be gaining on you."   

Handmaids Tale :: essays papers

Handmaids Tale In the course Y2k and The End of The World, we've studied apocalyptic themes, eschatology, and for some, teleology. Apocalypse, which is to unveil or reveal, eschatology, which is a concept of the end, and teleology, the end or purpose to which we are drawn, are all themes used in Margaret Atwood's The Handmaid's Tale. The book is apocalyptic in that it revolves around dystopian ideals. Atwood creates a world in which worst-case scenarios take control and optimistic viewpoints and positive attitudes disappear. It has been said about this book that Atwood's writing echoes numerous motifs and literary devices, such as in Huxley's creation of a drug-calmed society, her characters awaiting execution seem tranquilized by pills or shots. Atwood's Book has also been compared to other novels like it, such as Bradbury's Fahrenheit 451, Burgess' A Clockwork Orange, and the most obvious, Orwell's 1984. These books have many things in common, including the perversion of science and technology as a major determinant of society's function and control. Like most dystopian novels, The Handmaid's Tale includes the oppression of society, mainly women in this example, the prevention of advancement of thought and intelligence, and an overwhelming sense of government involvement and interference. The Apocalyptic themes and situations found in Atwood's fictional city of Gilead focus around the mistreatment of all females. Women in this city, set 200 years in the future, have no rights, and get little respect. The rule by way of theocracy in Gilead also adds to the sense of regression and hopelessness in the future. The way babies are brought into the world, only through pregnant handmaids, the idea of a black market for things considered luxuries and privileges all add to the fact that society in this novel is in a desperate state of disrepair. Other Apocalyptic themes found in the book can be compared to sections of the bible, particularly the Old Testament. The Handmaid's Tale has many elements of social decline written into its plot. From the way women are mistreated to the way corruption and evil have infiltrated the government and army, to the way the black market plays a key role in many people's lives causing a majority of society to become criminals makes it clear how social decline plays a key role in the book.

Individual Assignment Business Organizations Essay

Reflective practice is a way of studying your own experiences to improve the way you work. It is linked with the concept of learning from experience, in that you think about what you did and what happened, and decide what you would do differently next time. Reflective practice will make you improve the quality of service you deliver. It will ensure that the service providers are always getting the best possible service that they require because by using reflective practice you are always looking for things to improve on and see if you could do anything differently the next time round. Standards such as essential standards tell us how we should be working. We can use them to think about the way in which we work and measure ourselves against them. As everyone has different values and beliefs, it is important that we treat everyone the same no matter what their beliefs are. We should provide the same support for everybody, If we do not work this way then we will fail to perform the standards of the codes of practice set out by the regulating bodies. Outcome 2 2.1Everybody reacts differently to feedback whether it be positive or negative. I value any kind of feedback given to me, positive or negative because it is a good way of trying to better yourself. Some people may take negative feedback personally and think that they are being criticised. 2.2 It is important to seek feedback from people as you will know if you are working in the correct way. If you get negative feedback you will then know what you need to improve on for the better and positive feedback you know you can carry on the good work that you are doing. 2.3 It is important to listen to the feedback you get and use it whether it is positive or negative so that you can improve the way that you work and your quality of work.

Frankenstein Only Wanted Love †Literature Essay

Frankenstein Only Wanted Love – Literature Essay Free Online Research Papers Frankenstein Only Wanted Love Literature Essay Frankenstein was successful in creating an angle. The only reason he didn’t believe it is because he judged him by his looks and left him by him self. He was good at first till he gave revenge to Frankenstein by making him unhappy so he killed his loved ones, William and Elizabeth. Frankenstein betrayed him by leaving him alone confused and in pain. Then the monster wanted revenge because of him. The monster felt betrayed by his master Frankenstein and he just wanted to be loved by people and beautiful creatures but everyone didn’t love him because he was too ugly. So he wanted to have his own love just like him, so he made sure Frankenstein made him a wife so Monster will fell loved and stay away from the people into the wildness for good. Monster wasn’t very happy about the way he looked. He was pale, he had scares and he had stitches all over his body and smelt like the grave. People will judge him when he walks by and attack him because the think his hideous and then thought he was evil. It was like the town people think if you’re beautiful your kind but if you were ugly you’re just nothing but bad. Frankenstein also thought he was ugly because he thought he looked nothing like an angle but a ugly man. He thought he was ugly like a demon, and then he left him alone and didn’t actually believe he succeeded making an angle. (pg 41) â€Å" As soon as you saw me you turned away in horror.† Monster admired all he saw around him, but no one loved him back because they misunderstood him. He was pushed away from everyone, they assumed he was evil. People had sent their dogs on him, Monster was hoping to pet and play with the dogs but they tore him in pain. He once found William and wanted to have fun with him but when the little boy, William mentioned his brother Frankenstein, he killed him because that’s all he thought of and that’s when he wanted to hate everyone because he felt so rejected by all he saw. (pg 41) â€Å" I came to life full of goodwill and friend ship for every little creature† Monster wanted to be happy but he believes that Frankenstein wants him to be unhappy so he gives revenge by making Frankenstein unhappy he does that by killing his loved ones Elizabeth and William. (pg 41) â€Å" It was that I wanted to love.† The reason why Monster felt lonely is because there was only one of him, everyone else had a partner, and he wanted that. Someone just like him to love end be loved, but he was lonely, no one to love no one to admire. He set of to ask Frankenstein one favor, some one for a companion, and that is to make him a wife. If he had a wife, he would live far away from everyone into the wildness and wouldn’t hurt or go near anybody again. Monster did have to wait for two years, but his bride wasn’t successful. She died too soon because Elizabeth and Cleval didn’t want another one like him because they hated the monster so they tried o destroy his bride. (pg 44) â€Å"Make me a companion, make me a wife.† Frankenstein was like a father to the Monster because he did create him after all. But the did have things against each other like the fact Monster killed his brother William and his loved one Elizabeth, and the fact Frankenstein wanted to distort him and left him alone in the first place when he was only new to the world. Even though they issues Frankenstein was willing to help Monster by making him a wife so he wont bother no one. In the movie though monster was crying because Frankenstein died and he felt like he was hi son so he did have a bit of a family in the end. In the middle of the show monster explained how he survived and about his feeling and Frankenstein was paying a lot of attention to him. But together they were like father and son.(pg 45) â€Å" in two years time it will be ready. But if I hear from you before then, I shall destroy it, and that will be the end.† Over he did make an angle. But to be an angle you don’t have to look like one you just have to be one. The only reason why he thinks he failed to make an angle is because he believes that if you were an angle you would have to be beutuful in every way The monster did have emotions but the most one he felt was love and that’s what angle is. Usually an angle is one of gods spirits so Frankenstein was like a god and the Monster was an angle. Research Papers on Frankenstein Only Wanted Love - Literature EssayCapital PunishmentWhere Wild and West MeetBook Review on The Autobiography of Malcolm XHonest Iagos Truth through DeceptionHip-Hop is ArtTrailblazing by Eric AndersonHarry Potter and the Deathly Hallows EssayEffects of Television Violence on ChildrenQuebec and CanadaComparison: Letter from Birmingham and Crito

Writing an Essay in English 101 The Guide for Beginners

Writing an Essay in English 101 The Guide for Beginners English 101 course is a specific discipline which every foreign student should take to familiarize with the culture of the university and generally the student’s life. Nonetheless, the course often changes its direction, meaning that each student can take English 101 as an additional opportunity to improve their skills in writing and critical thinking. Commonly, a professor presents challenging literature to allow the students to work on the controversial issues and ideas. The main activity which the subject focuses on is extensive writing that allows the students to practice their critical thinking. As a result, the students become able to use their developed writing skills in other university disciplines which also require the performance of writing. The Main Types of Essays in English 101 and Their Components One of the writing activities in English 101 is an essay. The latter is probably the main type of writing activities as it is usually short, yet requires concise and well-explained statements, and also well-structured. There are various types of essays which the discipline encompasses, however, all of them are similar in their structure and the core elements. Additionally, the most common essays in the English 101 discipline are persuasive and argumentative ones as these types of essays require significant argumentation and the presentation of strong analytical skills. Usually, the argumentation is based on the course readings, which, in turn, make the significant part of the writer’s List of Literature. While writing an essay in English 101, one should remember that this writing activity demands the presentation of facts which support the writer’s claim but also serve as valid evidence for the thesis. Another necessary component of the English 101 essay is the construction of the argument which usually means placing the facts in a specific sequence that allows the reader to trace the thread of the writer’s thoughts. The facts should also be set in a proper order which resembles their importance. Meanwhile, the writer is supposed to present the sources which prove the reliability of the facts. Choosing a Topic for the Essay and Other Pre-Writing Tips While thinking about a topic for writing an essay in English 101 course, one should choose a topic which may offer many arguments as well as counterarguments at first. Secondly, a student should familiarize with the topic well in order to be able to make strong argumentation. Thirdly, it is advisable to choose a topic which one would consider meaningful and interesting to explore. For instance, if a student is more interested in learning the sociological issue, then he or she should not try to defend a notion in the field of politics. The last advice is to choose a topic in which a student is confident. The following list of topics contains some examples of ideas which may be interesting and challenging to explore: Community service: an obligation of free choice? School uniform and the student’s identity. The legalization of marijuana. The pros and cons of using the tablets instead of textbooks in the university surroundings. Immigration laws: what should be changed for better conditions in a democratic country? Prostitution: should it be legalized? One can continue the list of the topics as there are many controversial ideas for argumentation. However, while choosing a topic, a student should remember that he or she should take a one-sided view of a problem, be ready to defend it and later think about the possible counter arguments to refute. For instance, the title of the essay which defends a notion of the school uniform that destroys the student’s identity should sound like the following â€Å"Modern School Uniform and How It Destroys the Student’s Identity.† From the title, the reader already knows the writer’s point of view, yet is prepared for the ideas which he or she will learn from the paper. On the contrary, such a vague title as â€Å"School Uniform and Modernity† only distracts the reader from the writer’s point. The Structure of the English 101 Essay: Introduction and the Thesis Statement An essay in English 101 usually shares the same structure with other types of essays. The structure includes five parts with different purposes. At the same time, the number of the parts may vary depending on the extent of knowledge which the task requires. The main element of any task is a thesis statement or in other words, the claim which the writer is going to defend. Anyway, the thesis may be a combination of some claims as it is shown in the Pic 1. The main characteristic of the thesis statement is that it is placed in the Introduction or the Introductory paragraph. The main idea is that a student must be sure of their ability to defend such number of statements. An appropriate thesis statement is concise and valid. For instance, the thesis statement for the topic â€Å"Modern School Uniform and How It Destroys the Student’s Identity† may sound as following: â€Å"In the modern school life, clothing, especially for teenagers, has turned into a way of self-expression due to which students can construct their own identities and lifestyles.† The thesis statement will sound wrong if it does not explain the writer’s point of view, â€Å"The schools should reject the idea of school uniforms.† In the second case, the reader cannot familiarize with the essence of the writer’s statement or in other words, the facts which support it. The Essay Structure: Sections with Arguments As it has been already mentioned, the first part includes the thesis statement, while other parts aim to defend it. With that in mind, the following sections of the essay contain the well-developed evidence for the claims and the counterarguments. The supporting facts for the claim â€Å"clothing styles have turned into a form of teenagers’ self-expression† may be the following: â€Å"Clothing styles serve as a form of self-expression for teenagers due to the way they resemble the individualistic spirit of a teenager†; â€Å"The clothes are also considered a language in the teenagers’ groups as being dressed in a specific way implies being a part of a certain group†; â€Å"Being a social instrument, the clothing styles allow the teenagers to initiate relationship with others†; â€Å"The informal clothing style creates friendly surroundings and contributes to the socialization among the students,† etc. After having proved the claims which correspond to ones in the thesis statement, one should think about the counterarguments which may appear in the reader’s mind, yet be ready to refute them. Meanwhile, the sections which present the claims for the thesis statement and the evidence for the counterarguments construct the Body of the paper. For the topic â€Å"Modern School Uniform and How It Destroys the Student’s Identity,† the possible counterarguments may be as following: â€Å"School uniform reduces the peer pressure regarding the clothes in the school surroundings,† â€Å"School uniform creates a different identity of one being a student,† and â€Å"School uniform does not distract one from his or her responsibilities.† The Essay Structure: Sections with Counter Arguments Though the statements above are hard to refute, the writer should think about the disadvantages which the statements present. For instance, school uniform does not prevent the peer pressure as the latter always exists in the school surroundings. Moreover, not all students can afford to have a school uniform. Further, school uniform does not create a â€Å"special† identity: instead, it makes the students similar and does not allow them to be creative and search for their own identity. At last, school uniform does not always make the students less distracted. To search for additional reliable arguments, one should use databases which offer scholarly sources, for instance, JSTOR, Google Scholar, ScienceDirect, etc. For instance, the article Rationales and Strategies for Amending the School Dress Code to Accommodate Student Uniforms has been published in the American Secondary Education journal and presents many counter arguments which a writer should familiarize with in order to see a problem from a different angle (https://www.jstor.org/stable/41064330). Additionally, it is advisable not to forget about the in-text citations to avoid plagiarism. The Essay Structure: Conclusion The last part which is Conclusion contains the results of the argumentation in the essay. The Conclusion should not present any kind of information which is new to the reader and also should not continue the process of argumentation. Instead, the conclusive paragraph generalizes the information which the reader has already familiarized with. As an example, the conclusion for the essay â€Å"Modern School Uniform and How It Destroys the Student’s Identity† may start with such summarized statement, â€Å"Psychologists argue whether school uniform should be obligatory in the school surroundings. However, various reasons prove that school uniform deconstructs the student’s identity and creativity. Also, school uniform is considered an obstacle in the process of socialization among the students. Though it is said that school uniform reduces the peer pressure as well as the level of student’s distraction, it still does not eradicate the whole phenomenon of pres sure or distraction associated with the school environment.† From the passage above, one may understand that the conclusion contains not only the arguments and their evidence but also the counterarguments. The Structure and Subheadings As a result, the main parts which construct the outline of the essay and the paper itself are the following: An Introductory paragraph which contains a Thesis Statement; The Body of the essay which encompasses two or more sections where the writer presents the facts and ideas for the valid argumentation as well as refutes the possible counterarguments; Conclusion. This part contains the generalized arguments or in other words, the conclusions which the writer came to during the argumentative process. The subheadings should resemble the essence or in other words, the ideas and aims of each section. As an example, the sections of the essay â€Å"Modern School Uniform and How It Destroys the Student’s Identity† may be as following: Introduction; Arguments: The Reasons for Not Wearing a School Uniform; Why School Uniform is Inappropriate in the Modernity (Counterarguments); Conclusion. Additional Guides on Writing an English 101 Essay There are various book guides aimed at advising on writing academic papers. Among the most popular ones are such guides as The Handbook of Academic Writing: A Fresh Approach by Rowena Murray and Sarah Moore; How to Succeed in Academics by Linda L. McCabe and Edward R.B. McCabe; A Guide to Academic Writing by Jeffrey A. Cantor; Writing at University by Phyllis Creme and Mary R. Lea, and Get Great Marks for Your Essays by John Germov. The books above will be significantly helpful for one’s writing as they explain the essence of the academic writing with clear examples. Also, if a student is willing to improve their style of writing or learn about the academic writing more, then he or she should visit a writing center in the university. Post-Writing Tips It is advisable to pay attention to the quality of the paper not only the information or ideas but also to make sure that the essay does not contain grammar mistakes. In order to provide a high-quality essay, a student should use anti-plagiarism software and grammar-checkers. Among the best anti-plagiarism programmes is Turnitin. The latter checks the document and then creates a report where one can familiarize with the plagiarism frequency and grammar mistakes. The programme is not free, and this fact is probably the only reservation about using the programme. Another programme which is less effective if compared to Turnitin is Grammarly. The latter has been created recently as a free tool for everyone who wants to improve their writing skills and grammar knowledge. Grammarly mostly focuses on improving one’s grammar more than detecting plagiarism. Nonetheless, the programme is helpful as it also improves one’s academic writing style. For instance, Grammarly encourage s a writer not to use Passive Voice and not to make the sentences cumbersome. Having completed the previous step, which is detecting plagiarism and correcting the grammar mistakes, it is advisable for a writer to follow the next English 101 tips: The re-reading of the paper. Grammar-checkers usually skip some mistakes, that is why double-checking is a must. Checking the structure of the essay. This step is important as sometimes a writer may change places of the passages or forget to mention some important facts. Checking the structure of the sentences. It is strongly recommendable to write in simple sentences as the complex ones may confuse the reader and make the meaning of an idea vague. Checking the in-text citations. This step is important as properly written in-text citations allow a student to keep academic integrity. Checking the language. Using informal language is inappropriate in academic writing. With that in mind, one should avoid slang words. The steps in the article were aimed to help one familiarize with what academic writing generally means and how to write an English 101 essay particularly. It is also advisable to find more information in the guiding books for more specific knowledge concerning the academic writing and one’s further improvement of academic writing skills.

Distinction Between Murder and Execution essays

Distinction Between Murder and Execution essays Distinction between Murder and Execution I understand that there is a distinction between murder and state controlled execution, but I don't think that applies to the morality of both acts of murder and state controlled execution. Both have the same effect, the termination of life without consent. Although voluntary suicide for a prisoner on death row is much different because this is when somebody want their life taken from them, and this is when and individual is making a choice, which I don't believe a murderer should be given. Rather than randomly executing murderers or giving them the choice to die, I believe it would serve society better to try and eliminate the causes instead of reacting to crime itself? Two wrongs don't make a wright, and I believe that if society wants the murder rate to decrease, taking this route will produce more results than the death penalty. I believe Murder is wrong and there should be no exceptions. For example kidnapping and an arrest, some will say what's the difference, well both are taking someone somewhere against their will. I could be wrong but I think that people will say one is Wright and one is wrong. Back to murder and execution, like I said in the first paragraph, wouldn't it be better to try and eliminate the cause (murder) rather than reacting to crime itself? A personal view of mine is that man's nature is essentially bad. I'm not saying every man is bad or every man is good, as we are still part of the animal kingdom. Therefor like in the animal Kingdome I believe man's primitive urge is to survive, it seems like some people with psychological problems find logic in killing another person? I don't know much about the government? But it seems like throughout time laws have been designed as a reaction to mans actions. One of the things I believe about our society is that murder will always be here and the only way to suppress it is to make people think about the ...

Final Exam Assignment Example | Topics and Well Written Essays - 1000 words

Final Exam - Assignment Example In this regards, one is assured of job security because of knowing another language. Knowledge of another language can be important can be advantageous when one wants to learn and understand cultures of other people. It is utterly impossible to comprehend other cultures if in the first place you do not know the language of those cultures. Lack of knowledge of other peoples’ culture may lead to intolerance and conflicts because behaviors in one culture are expressed differently through language in other cultures. 2. An English language learner (ELL) can be confused for a child with learning disability because both of these scenarios exhibit similar characteristics and behaviors. These two groups of individuals usually share a number of traits and sometimes the line separating them becomes blurred leading to mistaken identities. ELL students may speak infrequently in class and most of the times they make keep to themselves. In other times they may engage excessively in conversat ions using either their first language or English. Others may have poor memory, pronunciation, grammar and syntax, refusal to respond to questions besides refusing to volunteer information. This sort of confusion can be sorted out by the teachers of the students teaming up with other professionals in order to differentiate the problems arising due to learning disabilities and those due to second language acquisition. 3. One of the important strategies of promoting language in English learners is by using questions. Many teachers ask their students questions which to an ordinary student may appear to be redundant and obvious. When questions are asked about the community and other happenings outside the class, students tend to be more assertive and active in class which promotes second language acquisition. Another strategy is use of teaching practices that are culturally responsive in order to create a positive and interactive learning environment. Incorporation of cultural and lingu istic resources in the class occurs through such practices like storytelling and vivid description of past events by the students. Besides these two, a teacher can also use successful practices that ensure that there is promotion of language as a means of sharing experiences, ideas and interests in class. This simply means developing social groups within a class whereby students learn through shared experiences by socialization with peers. 4. Receptive as well as expressive language skills are very important and pertinent to the writing and reading processes. As such, they form a central part of emergent literacy in children since they form important ways in which children perceive and understand their world. Young children like adults usually learn through writing and reading but not in the way adults do because they are still learning their expressive and receptive skills. On the one hand, expressive skills are developed through reading whereas receptive skills come from reading. The combination of these two skills is very important in influencing how emergent literacy on a child will be. Children that have poor receptive and expressive learning usually tend to be poor in emergent literacy which affects their participation in class and their performance. 5. Emergent literacy develops over a long period in students which is depended on the ability of the students to move through different

Balancing Life and Responsibility Research Paper

Balancing Life and Responsibility - Research Paper Example The project involved operations in different locations. While operations within the office majorly required office work, field operations were more involving and subjected team members and their supervisor to adverse conditions such as cold weather and dust. It was therefore equitable to alternate team members between office and the field for a fair experience. My two project supervisors were therefore expected to alternate but one of them reported allergic reactions that could not allow her to work in the field under the then conditions. The other supervisor equally needed a break from the field as members of his team were accorded. This created a dilemma because while each of the supervisors’ needs was justified, I did not have extra personnel to supervise the field apart from the two. I therefore had the option of compelling the allergic supervisor to honor her contractual obligations and go to the field or to protect her life by compelling the other supervisor to work in t he field since that was still part of his contractual obligation (Badaracco, 1998). I applied a directive approach of situational leadership to resolve the dilemma (Blanchard, 2008). I balance my professional identity and personal identity by avoiding conflict of interest in my professional scope of work and avoiding personal attachments to involved processes. This is because personal identity involves personal traits with emotional attachments and a conflict with professional identity may undermine decision-making and compromise professional roles. I therefore ensure a balance between the two identities by being emotionally sober and ensuring that I identify organization’s interest and policies in every decision (Badaracco, 1998). Professional identity and personal identity are different in their scope of development and application. Personal identity is derived from social setups and experiences and majorly applies to family setups and informal

Second midterm Essay Example | Topics and Well Written Essays - 750 words

Second midterm - Essay Example ar II, which also gets described as the short American century, represented a period of continuous prosperity for the American government and its economy. The shift in the international economic order has led to the US citizens’ increasing sense of disempowerment. The changes witnessed in the classical world economy have decreased the US government’s effectiveness in managing its economy. The change from the Bretton woods based international economic system to a greater international economic integration based system has seen the US lose grip on it domestic economy. The Bretton wood’s system had contributed to the US leading the international economic order between the 1940s and 1970s. The Bretton wood’s system had allowed America to focus on the politics of its national security through the international economic integration it promoted. Through the Bretton wood’s system, the US spent less of its money in rebuilding the economies of Western Europe and Japan. The collapse of the Bretton Wood’s system meant that the US had to put preference in international markets over its domestic considerations of national security. The new contemporary international economic world order has seen countries such as China and Singapore also emerge as serious global economic powerhouses. With the new found international economic system, the relevance of the dollar has dwindled as each and every country strives to use their currency as a means of trade. The US massive foreign debt has inflicted heavily on the predominance held before by its dollar as an international currency. The contemporary international economy that took over the American led Bretton Wood’s system has also allowed for almost every country in the globe to engage in international trade, finance, and investment (Frieden 153). Under the previous classical economic order, only the US and its closest allies had control in setting up terms for international trade. The changing global environment created

JOHN AUGUSTUS AND EARLY PROBATION Research Paper

JOHN AUGUSTUS AND EARLY PROBATION - Research Paper Example It is the term that could be applied to the action of John Augustus when, in 1852, he bailed out an offender who was convicted for a conduct of misdemeanor. Howard Abadinsky (2009) narrated that he successfully proved before the Court that an offender has a chance to be rehabilitated and to become a good member of the society once again. In his first experience, Augustus saw in the offender the promise of behavior change. He also introduced investigation, which he carried out before he handled a case. Some features of his investigation process remained to be a part of the modern probation process. Augustus investigated the character, the age and influence of people he helped because he will be their guardian during the probation period. He also kept records of each offender which he surrendered to the court when probation period was over. This helped the judge to pass on a final decision. Maurice Vanstone (2009) discussed in his book that John Augustus was the first man to volunteer to become a probation officer, although at that time, probation was not yet established. His humanitarian motives could not be doubted because he worked for free. Although friends assisted him and donations poured in, his business as a shoemaker was eventually affected. He was not a lawyer, but he believed on the purpose of the law, that is for him is to â€Å"reform criminals, and to prevent crime, and not to punish maliciously, or from spirit of revenge†. His first focus was on drunkards but later on moved to other cases. He handled 2,000 cases of men, women, young and adult alike, with only 10 persons who jumped out of probation in all of his life. His crusade was not completely hassle-free because prosecutors, clerks of courts and policemen did not agree with him, since these men received a fee for cases disposed of by the Court. Thus, we see here professional jealousy, or corruption,

Write a critical reivew of Five minds of a manager of Henry Mintzberg Annotated Bibliography

Write a critical reivew of Five minds of a manager of Henry Mintzberg and 3 other peer reviewed articles - Annotated Bibliography Example What is critical about this article is the assumption that the authors have actually attempted to generalize the different organizing principles applied by the managers. Though authors have focused upon managing self, organization, context, relationships and change within an organization however, for a manager to master all the traits at one time could be difficult task. As authors suggested that the managers must have to bring all mindsets to work together it is therefore relatively difficult for the managers to assume all the roles and perform them at their best. Managers may have to make a trade-off between certain mindsets as their actions must be based upon what is exactly in the best interest of the organization by taking into account the cost benefit analysis of their decisions and actions. Authors argue that all five mindsets must be weaved together to achieve the balance however this balancing act may not be possible to achieve. This article discussed about the mindset required to actually mentor the employees and help them to grow. The author has actually outlined that in order to properly groom the successors, organizations actually let the time pass on and fail to actually groom the employees and successors. The approach taken by the managers may not be suitable enough to actually allow successors to develop more maturity to assume the positions of responsibility in future. Author therefore has argued that to properly mentor the employees for the next level in their career, it is important that mentors must assume a special mindset which can foster such mentoring within the organization. This mindset requires slow, subtle and forgiving mindset which can actually allow managers to accommodate the mistakes of the followers and actually help them to correct their mistakes. This article is limited in the sense that it presents just one side of the argument and provides

JOHN AUGUSTUS AND EARLY PROBATION Research Paper

JOHN AUGUSTUS AND EARLY PROBATION - Research Paper Example It is the term that could be applied to the action of John Augustus when, in 1852, he bailed out an offender who was convicted for a conduct of misdemeanor. Howard Abadinsky (2009) narrated that he successfully proved before the Court that an offender has a chance to be rehabilitated and to become a good member of the society once again. In his first experience, Augustus saw in the offender the promise of behavior change. He also introduced investigation, which he carried out before he handled a case. Some features of his investigation process remained to be a part of the modern probation process. Augustus investigated the character, the age and influence of people he helped because he will be their guardian during the probation period. He also kept records of each offender which he surrendered to the court when probation period was over. This helped the judge to pass on a final decision. Maurice Vanstone (2009) discussed in his book that John Augustus was the first man to volunteer to become a probation officer, although at that time, probation was not yet established. His humanitarian motives could not be doubted because he worked for free. Although friends assisted him and donations poured in, his business as a shoemaker was eventually affected. He was not a lawyer, but he believed on the purpose of the law, that is for him is to â€Å"reform criminals, and to prevent crime, and not to punish maliciously, or from spirit of revenge†. His first focus was on drunkards but later on moved to other cases. He handled 2,000 cases of men, women, young and adult alike, with only 10 persons who jumped out of probation in all of his life. His crusade was not completely hassle-free because prosecutors, clerks of courts and policemen did not agree with him, since these men received a fee for cases disposed of by the Court. Thus, we see here professional jealousy, or corruption,

Execitove Summary for Riordan Manufacturing Essay

Execitove Summary for Riordan Manufacturing - Essay Example uch as Operations, Finance and Legal Counsel, with Vice Presidents of various departments such as Transportation, Sales and Marketing, Human resources, Finance, Product Support and Information Services. Each operating entity of Riordan Manufacturing has its own Finance and Accounting System, however compliance with new Government reporting systems has proved to be a costly, labor intensive process. Another problem faced by the Company is in terms of the F&A systems compatibility among the various entities, so that part of the data generated is relegated into hard copies involving labor intensive, costly work. These are two of the most significant problems the Company faces, for which effective solutions must be developed. Riordan has 15 to 20 major, regular customers for its products, of which the U.S. Government is one, with several additional minor customers. Sales and customer data is available to every member of the Sales and Marketing team and the Company also maintains profit and loss statements of all the items that are sold. Sales initiatives include discounts for key customers, sales promotions, public relations, tradeshows and sponsorships, among others. The Company invests annually in marketing research by conducting research in brand development, opportunity studies and by using customer focus groups. The current projected annual earnings of the Company are $46 million, however the Marketing Department has set a target of $50 million in revenues to be achieved in the next two years. The new Sales Promotional approach focus on two major aspects (a) increased sales to existing customers and (b) expanding the sales outreach to new customers. Old customers are to be subdivided on the basis of the size of the accounts, customer needs for the large accounts will be thoroughly assessed, and they will be provided with RFP updates such that these can be developed around Riordan products. Riordan employees will develop sales growth plans for individual

Clayton College Of Natural Health Essay Example for Free

Clayton College Of Natural Health Essay This thesis is an exploratory study which investigates the phenomena of holistic healing through a phenomenological approach and the potential of this process to reveal the importance of relying on the client as the most important information resource. Using qualitative design, this research chronicles the experiences of people for their impressions regarding their healing experiences and their search for wellness through traditional medical and complementary therapies. Objective data will be collected to validate the nature of this research through the completion of self-assessment forms, in addition to a subjective inquiry into the energetic process of each client through the art and narratives of this researcher. The discoveries that will be produced during the course of this research is expected to reflect the numerous implications of the holistic healing process. 3. Statement of Purpose and Background Holistic healing is on the edge of mainstream scientific thought. It is contrary to the accepted view that we will always be able to find a specific cause for any given disease. Holistic healing was described by Pelletier (1997). For him, all states of health were psychosomatic, each person representing a unique interaction of body, mind, and spirit. Illness was a disturbance in the dynamic balance of these relationships. The client and the practitioner shared the responsibility for the healing and both creatively learned about themselves during the healing process. This study seeks to add valuable information about the growing phenomena of holistic health. It strives to explore the process of holistic healing. In the process of investigating the studies hypotheses, this study hopes to discover novel, unanticipated themes that help further our understanding of holistic healing. In spite of its importance as a central phenomenon in medicine, the word holistic healing is rarely used in nursing or medical literature unless the authors are describing some form of indigenous healing ritual or in the context of purely physiological healing. A holistic healing perspective would imply that healing is much more than physiological change. In spite of a thorough search of the literature, no studies have been found that relate directly to the focus to this study, the experience of holistic healing. The literature review is not the theoretical foundation on which the study is based, but it is represented in order to illustrate the current state of the relevant literature. The initial review established the appropriateness of this study. The majority of the review will be accomplished after the data will be analyzed and will be guided by the findings. Literature from both the initial review and the later review will be combined and the connections between the literature and the results of this study will be explored in the later chapters. Topics will also be discussed that might relate to the experience of healing, such as health status, recovery, and survival. In this related literature the independent variables such as social support, optimism, and hardiness are often well defined with reliable and valid measures. The dependent variables such as â€Å"being healthy, having minor health problems, suffering from chronic disease, being disabled, and being dead are treated as equally-spaced points on a continuum† (Hobroyd Coyne, 1987, p. 364), and are not often well-defined or measured. Other measures sometimes defined as â€Å"healthy† are help seeking behaviours and compliance with medical recommendations. This research investigates these questions: 1. What does it mean to be holistically healthy? 2. What is the mechanism of the health creation process? Hence, this study hypothesized that: 1. Personal experiences will be a key contributing factor to participants` developing a holistic healing approach. 2. Participants will report healing experience with holistic health as key to developing their interests. This study assumes that holistic healing have an integrative theory that guides its process. Additionally, it assumes that holistic healing adhere to a theoretical orientation that promotes universal spiritual ideals as opposed to specific religious ones. The researcher believes that human existence is multidimensional. In addition, this study assumes that illness, whether physical, psychological or spiritual effect our all the levels of existence, body, mind, and spirit. Furthermore, the researcher believes those treatment regimens, regardless of the discipline of origin, increase their efficacy by addressing more of the levels-of-being thorough utilizing a holistic approach. Hence, involving human subjects in this research will be justified. 4. Subjects a. Subject Characteristics In this study a target number of ten participants will be chosen. Their ages range from 28-65. The participants are expected to come from a variety of occupations. Moreover, these participants are expected to demonstrate unique behaviors prior to surgery that appeared as if they might add important insight to the study. The researcher would like to have equal number of male and female participants (5 males and 5 females) to have an equal perspective from both genders. Further, in phenomenology it is important to choose participants who are able to speak with ease, express their feelings, and describe physical experiences (van Kaam, 1966). All the participants are expected to be verbal and expressive and should have little trouble discussing their healing experiences. b. Selection Criteria Participants to be chosen are those who: 1. had had recent surgery (first interviews will be conducted one week after hospital discharge); 2. were expected to return to their presurgical level of functioning. To insure that the participants would have a significant enough surgery to focus their attention on healing, they: 1. were in the hospital for at least three days; 2. were not expected to return to presurgical functioning for at least three weeks. Certain situations related to the surgery could have distracted the participants from focusing on healing. It was not assumed that these situations could not be healing experiences, but individuals with the following characteristics were not included: 1. external disfigurement from the surgery, beyond the incision; 2. an illness that was expected to be fatal. c. Special Populations No special group will be used in this study. d. Recruitment Source There are three surgeons known to the researcher that are the sources and they will be contacted by telephone and then by letter (see Appendix A). Nurses in surgical practice will also be contacted for help. Through the researcher’s own private practice she had many contacts with lawyers, personnel departments and other referring sources. The need for participants was expressed to many of them. Participants referred by professional friends are also good recruitment source. e. Recruitment Method All the participants will be given the researcher’s telephone number and a brief description of the study (see Appendix B). It will be up to the potential participants whether they would make the first contact. Their participation in the study will not be discussed with referring person. The researcher will assume that access to participants would be much easier this way. The resources who were able to provide participants all knew and trusted the researcher. This knowledge could have made it easier to believe that patients would not be harmed by participation in the study. More personal contact beyond telephone and written contact may help to build the necessary trust with potential providers of participants who have never met the researcher. f. Informed Consent Process Because of concern for protection of human subjects, potential participants will be the one responsible for contacting the researcher, not visa versa. This may add to the difficulty of finding participants. Perhaps more potential participants could have been contacted sooner to insure a less prolonged interview schedule. Phenomenological research is a relatively unknown methodology in the medical community and potential providers of participants may have been concerned about the validity of the research. After the potential participants called the researcher, a short interview will be conducted on the telephone to ascertain whether they met the requirements for the study. They will be told what would be expected of them and asked whether they will be willing to participate. Participants will be informed about the nature of the study verbally and through a written consent form (see Appendix C). The nature of the study will also be discussed over the telephone and at the start of the first interview. Questions about the study will be answered at this time, as well as later. As stated in the consent form interviews will be tape-recorded. The tapes will be transcribed by the typist. Pseudonyms will be substituted whenever the participant’s name is used on the tape. The tapes, transcriptions of the tapes, information sheets, and any other materials written by or about the participants’ actual names will not appear in any written reports, nor will they be used in any other way. A list of participants wishing information about the results will be kept separate and will be in no way connected with the data. Participants will be assured that they could withdraw from the study at any time, and that this would not affect their treatment in any way. g. Study Location Attempt will be made to interview all participants in their homes as it will be likely the place where they will feel comfortable and will be sufficiently relax to be able to talk about their experiences. The home is a more appropriate setting than the hospital. Although healing probably will not occur in the hospital, many factors are present which may influence the ability to focus on the process. Pain, recovery from anesthesia, lack of privacy, and immersion in the patient role are notable destructors which are expected to be less pronounces at home. Most of the interviews will be conducted in the home but if the participant will find it more convenient to be interviewed in their office or in other comfortable place (i. e. restaurant) then that will be granted. h. Potential Problems It is anticipated that some questions may cause emotional trauma, thus the participants’ emotional state will be assessed throughout the interview and time will be allotted to discuss any difficulty they will have. 5. Research Design and Methods a. Research Design A suitable design for exploring holistic healing from the perspective of the person in the mechanism of the health creation process is phenomenology. In phenomenology, the essence of human experience (Solomon, 1980) will be studied. It is based on careful consideration of rich complex data, using logic and insight (Cohen, 2001). Then careful interpretation will clarify this reality of human experiences. In the process of interpretation, data will not created, but they will be analysed with an attempt to discover their essence. So, in order to address the research questions posed in this study, select individuals will be asked to discuss their experience of holistic healing and the mechanism of their health creation process. Asking people directly seemed an effective way to study meaning, experience, beliefs, expectations, and perceptions of holistic healing. Benner (2002) pointed out that physiological aspects of healing can be studied readily with traditional quantitative research. Much of the research available on psychological, interpersonal, and personality dimensions of health has also been done using quantitative methods. But there is now a current interest in exploring holistic healing using qualitative means, but no qualitative studies have explored healing. As healing is a lived experience it seems appropriate to use a qualitative method to ask individuals who are in the process of healing to attempt to articulate what they believe is happening. The following is a list of the steps proposed by Colaizzi (1998) that will be followed in this study: 1. carefully interrogate presuppositions; 2. conduct pilot interviews; 3. integrate personal presuppositions and the thoughts about the pilot data, to generated a series of interview questions; 4. gather the data; 5. read all the transcriptions of the data and acquire a feeling for the whole; 6. underlie significant statements in the data; 7. try to formulate the meaning of the combined significant statements. Creative insights can be used to go from what the subjects say to what the researcher believes they might have meant; 8. organize formulated meanings from all the interviews into groups of themes. Validate these themes by asking whether there is anything in the original data that is not included in the themes, or whether the themes imply anything not in the original data; 9. write an exhaustive description of the results so far, including any discrepancies or themes that do not fit into a cohesive framework; 10. reduce the description to the fundamental structure of the phenomenon; 11. validate findings with selected participants. In a phenomenological study, oral interview is indispensable. The purpose of the interview is to elicit information about the participants’ experience in their own words, order of priority, and depth of emphasis. Hence, interviews will usually lasts from 60 to 90 minutes or even longer. Then, it is expected that there will be two interviews (first and a follow-up). The first interview is intended to be conducted approximately one week after hospital discharge. After the first interview with each participant, the data will be analyzed to discover whether any of this information needed clarification or expansion or whether any of these data pointed to the need for another area of questioning. A list of specific questions will be drawn from each participant to explore during the second interview. The second interview for each participant is planned to occur three weeks after the first interview to allow enough time to pass to have some additional thoughts on healing, yet to be early enough in the process that the participant will still focused on healing. The second will start with general questions before the more specific questions will be asked. Again, he purpose was to elicit the participants’ experience in the most uncontaminated way possible. The participants’ thoughts about the healing is expected to be stimulated during the first interview so that they will add new ideas to express during the second interviews and it will be validated as the emerging themes and interpretations of the researcher.

The Motivation To Choose Entrepreneurship Role Business Essay

The Motivation To Choose Entrepreneurship Role Business Essay There are varying definitions of entrepreneurship (e.g., Kirzner, 1973; Schumpter, 1934; Stevenson et al., 1989; Vesper, 1996) which portray the common feature of entrepreneurship as the act of creating a new venture (Gartner, 1985). Entrepreneurship can be regarded as the process of creating value by integrating the resources for exploiting an available opportunity. From this, it can be derived that an entrepreneur is someone who perceives an opportunity and creates an organization to pursue it (Bygrave Hofer, 1991, p 14). Timmons, (1994) has identified three crucial driving forces of entrepreneurship, which include (i) the entrepreneur or founder, (ii) the recognition of opportunity and (iii) the resources needed to found the firm. The process of entrepreneurship is complicated with the existence of various other factors such as risk, chaos, information asymmetries, resource scarcity, uncertainties, paradoxes and confusion. Successful entrepreneurship can be developed only when al l the three components are arranged in a proper fit. An entrepreneur has to face the challenge of manipulating and influencing the factors affecting the process of entrepreneurship so that he can improve the chances of success of the venture. Since opportunities seldom wait, right timing of the recognition of the opportunity becomes critically important for any entrepreneur. Literature has identified a number of factors influencing the process of entrepreneurship, which include creativity, optimism, information search, alertness, social networking and prior knowledge. Based upon the presence of some of these personal traits and by adapting to the circumstances, entrepreneurs are able to work their ways to recognizing profitable ventures and convert them into operable business ventures. However, the question remains as to which are the ones out of these factors motivate people to become entrepreneurs. The objective of the study was to examine the relative impact different motivational factors acting upon people in different age groups to take up entrepreneurial activity. 1.1 Motivation and Entrepreneurship The topic of motivation in the entrepreneurship can be addressed from an organizational psychological perspective. Campbell et al have developed a framework, which has identified the theories of motivation to progress from static, content-oriented theories to dynamic process-oriented ones. Content theories describe specific traits within individuals that initiate, direct, sustain and stop entrepreneurial behavior. Process theories on the other hand explain the ways in which behavior is initiated, directed, sustained and stopped. There are other situational and environmental factors, which influence any entrepreneurial activity. Previous research have attempted to identify these situational and environmental factors such as job displacement, previous work experience, availability of various resources, and governmental influences acting on the entrepreneurial activities of individuals. However, empirical studies on contextual factors were unable to find greater nexus between explanatory power and predictive ability (Kruegar, Reily, Carsrud, 2000). Many of the recent entrepreneurship models are process-oriented cognitive models. They mainly focus on attitudes and beliefs of individuals and the ways in which they can act on predicting intentions and behaviors. Cognitive processes often lead to all human endeavors, especially complex ones such as new venture initiation. Humans are characterized to categorize the possible future outcomes to decide on most desirable ones. They further analyze whether it is feasible to pursue attaining these desired outcomes. It is not reasonable to expect people to pursue those outcomes, which they perceive to be undesirable or unfeasible. Therefore, the perceptions of the people become an important motivational factor with respect to their entrepreneurial choices. It is found that many cognitive models explaining the motivation to choose a new entrepreneurial activity is based on Vrooms, (1964) expectancy framework. These models use different terminologies and they are built on different theoretical bases. However, the commonality among these models can be identified with Vrooms expectancy model. The Vroom model postulates that an individual can be expected to choose among alternative behaviors by considering the one, which will lead to the most desirable outcome for him. Motivation is conceptualized as the product of expectancy, instrumentality, and valence. Vrooms (1964) expectancy model forms the common base for a number of process-oriented explanations connected with entrepreneurial motivation. Current process models are grounded on the basic conception that an individuals entrepreneurial intentions to choose a particular activity are predicted by the questions (i) is entrepreneurship is desirable to him to lead to provide the desired outc omes and (ii) is entrepreneurship is feasible for him to decide whether he possesses the required qualities to become a successful entrepreneur. 1.2 Current Process Models of Entrepreneurial Motivation Baumol, (1990) suggested the role of reward structure in motivating entrepreneurial activity. Reward structure as an economic perspective for the initiation of a new venture is based on the usefulness, utility or desirability of an entrepreneurial career. Campbells (1992) decision model makes a comparison of the expected net present benefits of entrepreneurship and the expected gains from a possible employment opportunity. On the same lines, Praag Cramer, (2001) advocated that people choose entrepreneurship if they expect the rewards of such entrepreneurship would surpass the wages earned by them out of employment. Levesque, Shephard, Douglas, (2002) examined the selection of the course of action between employment and entrepreneurship in the form of self-employment in the context of a utility-maximizing model, which tends to change based on the age of the individual denoting the stage of life. The common thread among these economic models is the explicit consideration of the role of risk in choosing to become an entrepreneur. Other recent research is based on an organizational psychological framework conducted by Bird, (1988). This work suggests the importance of entrepreneurial intentions as a precursor to new venture creation stressing the need to develop a behavioral, process-oriented model of entrepreneurship. 1.3 Purpose of the Study Problem Statement There are a number of motivational factors, which influence the entrepreneurial intentions of the individuals. Extensive attitudinal research has investigated the topic of the role of different attitudinal factors because these factors have been considered as the better explanatory factors for choosing entrepreneurial activities than demographic and personality variations. Most of these studies base their findings on attitudinal factors which have an influence on confidence, enthusiasm, inclination and aspiration towards choosing entrepreneurship (Aronson, Wilson, Akert, 2005; Beugelsdijk Noorderhaven, 2004; Henderson Robertson, 2000). Some studies have examined the influence of attitude towards entrepreneurial aspiration (Krueger et al 2000). There is a void to be filled in the demographic area of research for example, the influence of age and educational qualifications on the choice of entrepreneurship has not been studied extensively. In this context, the current study will at tempt to examine the relative influence of age factor on individuals choosing to become entrepreneur. With the average age expectancy going up and the availability of resources in the hands of baby boomers, the chances of individuals becoming entrepreneurs at their middle ages cannot be ruled out. Therefore, a study of the influence of age factor on entrepreneurial decisions become important and they cannot be considered out of place. The findings of the research is expected to reveal the attitudinal and other motivational factors influencing the entrepreneurial decisions among individuals in different age groups, which can be used as a guiding factor in addressing different issues in becoming an entrepreneur in the middle age. By engaging the quantitative research method of survey through a well-constructed questionnaire, the study has focused on the examination of the entrepreneurial choice among aspiring individuals in two different age groups. The study will also present an analytical review of the available literature on the topic. For a comprehensive presentation, the paper is structured to have different chapters. The introductory chapter gives an insight into the topic under study. Chapter 2 will present a review of the relevant literature to extend the knowledge of the readers on the subject of entrepreneurial opportunity recognition process. Chapter 3 deals with the aims and objectives of the study followed by chapter 4 detailing the research methodology. Chapter 5 includes the findings of the research and a detailed discussion on the findings and some concluding remarks are presented in chapter 6.

Smelling: Its More Than Meets the Olfactory Epithelium :: Biology Essays Research Papers

Smelling: It's More Than Meets the Olfactory Epithelium The ability to take a chemical sample of the environment and interpret that sample has long been a skill of earth dwelling life forms. We don't tend to think of the sense of smell as a mechanism that analyzes physical specimens. It is sort of a repulsive notion, considering some of the undesirable substances we are forced to smell every day. But, just as we cannot feel a book without touching it, we cannot smell an orange without guiding some orange molecules up our noses. The capacity that humans divide into smell and taste has a single evolutionary precursor. This was a common chemical sense that enabled single-celled organisms to identify food and alert themselves to the presence of harmful substances. While it is among the oldest and most universal senses employed by living creatures, science has been slow to understand it. One roadblock to knowledge progression has been the inherent difficulty in experimenting with the chemical senses. Delivering precisely timed and quantitative ly accurate amounts of chemical stimuli to receptors is a technological challenge, but often necessary in the study of olfaction (1). While in many animals, the chemical senses play the most important role in perception and survival, in humans they are less involved in behavior than sight or hearing. This relative insignificance is another reason why olfaction has received scientific short shrift. It has been comparatively neglected by our culture as well--the English language does not include a sufficient vocabulary for describing odors. It is very difficult to verbally depict an odor to an individual who has never encountered it. Our understanding of smell is ever increasing, and while some big questions remain, others are continually being answered. The olfactory epithelium of each of the two nasal passages in humans is a 2.5 square centimeter patch containing about 50 million sensory receptor cells (3). The reception of the odorant and the beginning of sensory signal transduction occurs in the olfactory cilia, which are hair-like extensions of the receptor neurons (10-20 cilia per neuron). The neurons have a turn-over rate of about 40 days (3). On the opposite side of the cilia, within the epithelium, the neurons form axons which penetrate the cribiform bone in bundles and synapse with neurons in the olfactory bulb (2). Via the olfactory tract, (cranial nerve I), olfactory information travels to the primary olfactory cortex without first passing through the thalamus.

The Importance of Being Earnest :: Comedy Irony Papers

The Importance of Being Earnest ALGERNON. You have always told me it was Ernest. I have introduced you to every one as Ernest. You answer to the name of Ernest. You look as if your name was Ernest. You are the most earnest-looking person I ever saw in my life. It is perfectly absurd your saying that your name isn't Ernest. It's on your cards. Here is one of them. [Taking it from case.] 'Mr. Ernest Worthing, B. 4, The Albany.' I'll keep this as a proof that your name is Ernest if ever you attempt to deny it to me, or to Gwendolen, or to any one else. [Puts the card in his pocket.] JACK. Well, my name is Ernest in town and Jack in the country, and the cigarette case was given to me in the country. ALGERNON. Yes, but that does not account for the fact that your small Aunt Cecily, who lives at Tunbridge Wells, calls you her dear uncle. Come, old boy, you had much better have the thing out at once. JACK. My dear Algy, you talk exactly as if you were a dentist. It is very vulgar to talk like a dentist when one isn't a dentist. It produces a false impression. ALGERNON. Well, that is exactly what dentists always do. Now, go on! Tell me the whole thing. I may mention that I have always suspected you of being a confirmed and secret Bunburyist; and I am quite sure of it now. JACK. Bunburyist? What on earth do you mean by a Bunburyist? ALGERNON. I'll reveal to you the meaning of that incomparable expression as soon as you are kind enough to inform me why you are Ernest in town and Jack in the country. JACK. Well, produce my cigarette case first. ALGERNON. Here it is. [Hands cigarette case.] Now produce your explanation, and pray make it improbable. [Sits on sofa.] JACK. My dear fellow, there is nothing improbable about my explanation at all. In fact it's perfectly ordinary. Old Mr. Thomas Cardew, who adopted me when I was a little boy, made me in his will guardian to his grand-daughter, Miss Cecily Cardew. Cecily, who addresses me as her uncle from motives of respect that you could not possibly appreciate, lives at my place in the country under the charge of her admirable governess, Miss Prism. ALGERNON. Where in that place in the country, by the way? JACK. That is nothing to you, dear boy.

International Monetary System

International monetary systems are sets of internationally agreed rules, conventions and supporting institutions that facilitate international trade, cross border investment and generally the reallocation of capital between nation states. They provide means of payment acceptable between buyers and sellers of different nationality, including deferred payment. To operate successfully, they need to inspire confidence, to provide sufficient liquidity for fluctuating levels of trade and to provide means by which global imbalances can be corrected. The systems can grow organically as the collective result of numerous individual agreements between international economic actors spread over several decades. Alternatively, they can arise from a single architectural vision as happened at Bretton Woods in 1944. Historical overview Throughout history, precious metals such as gold and silver have been used for trade, termed bullion, and since early history the coins of various issuers – generally kingdoms and empires – have been traded. The earliest known records of pre – coinage use of bullion for monetary exchange are from Mesopotamia and Egypt, dating from the third millennium BC. 1] Its believed that at this time money played a relatively minor role in the ordering of economic life for these regions, compared to barter and centralised redistribution – a process where the population surrendered their produce to ruling authorities who then redistrubted it as they saw fit. Coinage is believed to have first developed in China in the late 7th century, and independently at around the same time in Lydia, Asia minor, from where its use spread to near by Greek cities and later to the rest of the world. 1] Sometimes formal monetary systems have been imposed by regional rules. For example scholars have tentatively suggested that the ruler Servius Tullius created a primitive monetary system in the archaic period of what was to become the Roman Republic. Tullius reigned in the sixth century BC – several centuries before Rome is believed to have developed a formal coinage system. [2] As with bullion, early use of coinage is believed to have been generally the preserve of the elite. But by about the 4th century they were widely used in Greek cities. Coins were generally supported by the city state authorities, who endeavoured to ensure they retained their values regardless of fluctuations in the availability of whatever base precious metals they were made from. [1] From Greece the use of coins spread slowly westwards throughout Europe, and eastwards to India. Coins were in use in India from about 400BC, initially they played a greater role in religion than trade, but by the 2nd century had become central to commercial transactions. Monetary systems developed in India were so successful they continued to spread through parts of Asia well into the Middle Ages. [1] As multiple coins became common within a region, they have been exchanged by moneychangers, which are the predecessors of today's foreign exchange market. These are famously discussed in the Biblical story of Jesus and the money changers. In Venice and the Italian city states of the early Middle Ages, money changes would often have to struggle to perform calculations involving six or more currencies. This partly let to Fibonacci writing his Liber Abaci where he popularised the use of Arabic numerals which displaced the more difficult roman numerals then in use by western merchants. [3] Historic international currencies. From top left: crystalline gold, a 5th century BCE Persian daric, an 8th century English mancus, and an 18th century Spanish real. When a given nation or empire has achieved regional hegemony, its currency has been a basis for international trade, and hence for a de facto monetary system. In the West – Europe and the Middle East – an early such coin was the Persian daric, of the Persian empire. This was succeeded by Roman currency of the Roman empire, such as the denarius, then the Gold Dinar of the Muslim empire, and later – from the 16th to 20th centuries, during the Age of Imperialism – by the currency of European colonial powers: the Spanish dollar, the Dutch Gilder, the French Franc and the British Pound Sterling; at times one currency has been pre-eminent, at times no one dominated. With the growth of American power, the US Dollar became the basis for the international monetary system, formalized in the Bretton Woods agreement that established the post-World War II monetary order, with fixed exchange rates of currencies to the dollar, and convertibility of the dollar into gold. Since the breakdown of the Bretton Woods system, culminating in the Nixon shock of 1971, ending convertibility, the US dollar has remained the de facto basis of the world monetary system, though no longer de jure, with various European currencies and the Japanese Yen being used. Since the formation of the Euro, the Euro has gained use as a reserve currency and a unit of transactions, though the dollar has remained the primary currency. A dominant currency may be used directly or indirectly by other nations – for example, English kings minted gold mancus, presumably to function as dinars to exchange with Islamic Spain, and more recently, a number of nations have used the US dollar as their local currency, a custom called dollarization. Until the 19th century, the global monetary system was loosely linked at best, with Europe, the Americas, India and China (among others) having largely separate economies, and hence monetary systems were regional. European colonization of the Americas, starting with the Spanish empire, led to the integration of American and European economies and monetary systems, and European colonization of Asia led to the dominance of European currencies, notably the British pound sterling in the 19th century, succeeded by the US dollar in the 20th century. Some, such as Michael Hudson, foresee the decline of a single basis for the global monetary system, and instead the emergence of regional trade blocs, citing the emergence of the Euro as an example of this phenomenon. See also Global financial systems , world-systems approach and polarity in international relations. It was in the later half of the 19th century that a monetary system with close to universal global participation emerged, based on the gold standard. History of modern global monetary orders The pre WWI financial order: 1870–1914  From the 1870s to the outbreak of World War I in 1914, the world benefited from a well integrated financial order, sometimes known as the First age of Globalisation. [4] [5] Money unions were operating which effectively allowed members to accept each others currency as legal tender including the Latin Monetary Union (Belgium, Italy, Switzerland, France) and Scandinavian monetary union (Denmark, Norway and Sweden). In the absence of shared membership of a union, transactions were facilitated by widespread participation in the gold standard, by both independent nations and their colonies. Great Britain was at the time the world's pre-eminent financial, imperial, and industrial power, ruling more of the world and exporting more capital as a percentage of her national income than any other creditor nation has since. [6] While capital controls comparable to the Bretton Woods System were not in place, damaging capital flows were far less common than they were to be in the post 1971 era. In fact Great Britain's capital exports helped to correct global imbalances as they tended to be counter cyclical, rising when Britain's economy went into recession, thus compensating other states for income lost from export of goods. Accordingly, this era saw mostly steady growth and a relatively low level of financial crises. In contrast to the Bretton Woods system, the pre-World War I financial order was not created at a single high level conference; rather it evolved organically in a series of discrete steps. The Gilded Age, a time of especially rapid development in North America, falls into this period. Between the World Wars: 1919–1939 The years between the world wars have been described as a period of de-globalisation, as both international trade and capital flows shrank compared to the period before World War I. During World War I countries had abandoned the gold standard and, except for the United States, returned to it only briefly. By the early 30's the prevailing order was essentially a fragmented system of floating exchange rates . [8] In this era, the experience of Great Britain and others was that the gold standard ran counter to the need to retain domestic policy autonomy. To protect their reserves of gold countries would sometimes need to raise interest rates and generally follow a deflationary policy. The greatest need for this could arise in a downturn, just when leaders would have preferred to lower rates to encourage growth. Economist Nicholas Davenport [9] had even argued that the wish to return Britain to the gold standard, â€Å"sprang from a sadistic desire by the Bankers to inflict pain on the British working class. † By the end of World War I, Great Britain was heavily indebted to the United States, allowing the USA to largely displace her as the worlds number one financial power. The United States however was reluctant to assume Great Britain's leadership role, partly due to isolationist influences and a focus on domestic concerns. In contrast to Great Britain in the previous era, capital exports from the US were not counter cyclical. They expanded rapidly with the United States's economic growth in the twenties up to 1928, but then almost completely halted as the US economy began slowing in that year. As the Great Depression intensified in 1930, financial institutions were hit hard along with trade; in 1930 alone 1345 US banks collapsed. During the 1930s the United States raised trade barriers, refused to act as an international lender of last resort, and refused calls to cancel war debts, all of which further aggravated economic hardship for other countries. According to economist John Maynard Keynes another factor contributing to the turbulent economic performance of this era was the insistence of French premier Clemenceau that Germany pay war reparations at too high a level, which Keynes described in his book The Economic Consequences of the Peace. The Bretton Woods Era: 1945–1971 British and American policy makers began to plan the post war international monetary system in the early 1940s. The objective was to create an order that combined the benefits of an integrated and relatively liberal international system with the freedom for governments to pursue domestic policies aimed at promoting full employment and social wellbeing . 11] The principal architects of the new system, John Maynard Keynes and Harry Dexter White, created a plan which was endorsed by the 42 countries attending the 1944 Bretton Woods conference. The plan involved nations agreeing to a system of fixed but adjustable exchange rates where the currencies were pegged against the dollar, with the dollar itself convertible into gold. So in effect this was a gold – dollar exchange standard. There were a number of improvements on the old gold standard. Two international institutions, the International Monetary Fund (IMF) and the World Bank were created; A key part of their function was to replace private finance as more reliable source of lending for investment projects in developing states. At the time the soon to be defeated powers of Germany and Japan were envisaged as states soon to be in need of such development, and there was a desire from both the US and Britain not to see the defeated powers saddled with punitive sanctions that would inflict lasting pain on future generations. The new exchange rate system allowed countries facing economic hardship to devalue their currencies by up to 10% against the dollar (more if approved by the IMF) – thus they would not be forced to undergo deflation to stay in the gold standard. A system of capital controls was introduced to protect countries from the damaging effects of capital flight and to allow countries to pursue independent macro economic policies [12] while still welcoming flows intended for productive investment. Keynes had argued against the dollar having such a central role in the monetary system, and suggested an international currency called Bancor be used instead, but he was overruled by the Americans. Towards the end of the Bretton Woods era, the central role of the dollar became a problem as international demand eventually forced the US to run a persistent trade deficit, which undermined confidence in the dollar. This, together with the emergence of a parallel market for gold where the price soared above the official US mandated price, led to speculators running down the US gold reserves. Even when convertibility was restricted to nations only, some, notably France,[13] continued building up hoards of gold at the expense of the US. Eventually these pressures caused President Nixon to end all convertibility into gold on 15 August 1971. This event marked the effective end of the Bretton Woods systems; attempts were made to find other mechanisms to preserve the fixed exchange rates over the next few years, but they were not successful, resulting in a system of floating exchange rates. 13] The post Bretton Woods system: 1971 – present An alternative name for the post Bretton Woods system is the Washington Consensus. While the name was coined in 1989, the associated economic system came into effect years earlier: according to economic historian Lord Skidelsky the Washington Consensus is generally seen as spanning 1980–2009 (the latter half of the 1970s being a transitional period). [14] The transition away from Bretton Woods was marked by a switch from a state led to a market led system. 4] The Bretton Wood system is considered by economic historians to have broken down in the 1970s:[14] crucial events being Nixon suspending the dollar's convertibility into gold in 1971, the United states abandonment of Capital Controls in 1974, and Great Britain's ending of capital controls in 1979 which was swiftly copied by most other major economies. In some parts of the developing world, liberalisation brought significant benefits for large sections of the population – most prominently with Deng Xiaoping's reforms in China since 1978 and the liberalisation of India after her 1991 crisis. Generally the industrial nations experienced much slower growth and higher unemployment than in the previous era, and according to Professor Gordon Fletcher in retrospect the 1950s and 60s when the Bretton Woods system was operating came to be seen as a golden age. [15] Financial crises have been more intense and have increased in frequency by about 300% – with the damaging effects prior to 2008 being chiefly felt in the emerging economies. On the positive side, at least until 2008 investors have frequently achieved very high rates of return, with salaries and bonuses in the financial sector reaching record levels. The â€Å"Revived Bretton Woods system† identified in 2003 From 2003, economists such as Michael P. Dooley, Peter M. Garber, and David Folkerts-Landau began writing papers[16] describing the emergence of a new international system involving an interdependency between states with generally high savings in Asia lending and exporting to western states with generally high spending. Similar to the original Bretton Woods, this included Asian currencies being pegged to the dollar, though this time by the unilateral intervention of Asian governments in the currency market to stop their currencies appreciating. The developing world as a whole stopped running current account deficits in 1999 [17] – widely seen as a response to unsympathetic treatment following the 1997 Asian Financial Crisis. The most striking example of east-west interdependency is the relationship between China and America, which Niall Ferguson calls Chimerica. From 2004, Dooley et al. began using the term Bretton Woods II to describe this de facto state of affairs, and continue to do so as late as 2009. Others have described this supposed â€Å"Bretton Woods II†, sometimes called â€Å"New Bretton Woods†,[19] as a â€Å"fiction†, and called for the elimination of the structural imbalances that underlie it, viz, the chronic US current account deficit. [20] However since at least 2007 those authors have also used the term â€Å"Bretton Woods II† to call for a new de jure system: for key international financial institutions like the IMF and World Bank to be revamped to meet the demands of the current age,[21] and between 2008 to mid 2009 the terms Bretton Woods II and New Bretton Woods was increasingly used in the latter sense. By late 2009, with less emphases on structural reform to the international monetary system and more attention being paid to issues such as re-balancing the world economy, Bretton Woods II is again frequently used to refer to the practice some countries have of unilaterally pegging their currencies to the dollar.