Saturday, August 31, 2019

Preventing bullying in schools: A guide for teachers and other professionals Essay

The issues associated with bullying and violence in school is seen to be rampant even in the community. These issues are related to threats, physical aggression, and harassment and teasing. However, it is important to note that the behavior should not be accepted as it is an anti-social behavior which destabilizes the quality of school environment. At the same time, it is responsible for interfering with the academic performance of the student and social interaction. There are those students that will find themselves suffering from physical and emotional trauma which may lead to extreme cases of violence (Rigby & Australian Council for Educational Research, 2010). Therefore, the main aim of this paper is to condemn the acts associated with bullying and come up with strategies that can be applied by both the parents and the school to stop the acts of bullying and violence in schools and the community. At the same time, the paper will look at the facts associated with bullying and the reasons why students engage themselves in the act in order to come up with the suitable strategy. One of the most fundamental things is to understand the reason as to why majority of the adolescent children become bullies. The term bully is used to ascertain and explain an individual who engages himself in verbal, physical or psychological harassment or aggression towards others. The main reason for them to engage in such behaviors has always been to gain dominance and power over the other individuals (Lee, 2004). Three main issues usually point out to the reason as to why the children might pick up the bullying traits. The first issue is associated with family factors whereby the children might not receive the required supervision from the parents. Children who witness the act of bullying by their parents or siblings have the highest chances of being bullies themselves as they grow up. The children who have negative concepts and perceptions in life are explained to receive the same at home, which is sometimes accompanied by physical punishments (Rigby, 2007). They always live in fear and will find themselves attacking others before they are attacked as a form of protection. As they are bullying the others, they feel comfortable, as it is the only way they can experience importance and power. The second issue is associated with school factor whereby the trait is reinforced as the children intimidate their counterparts (Rigby & Australian Council for Educational Research, 2010). The students that receive negative feedback all the time as compared to other students are vulnerable to become bullies in order to be recognized. The final nature is through peer group factors. Students who are in schools or neighborhoods that advocate bullying will find themselves engaging in these behaviors. They will engage in bullying with the aim to fit in even if they are uncomfortable with the entire behavior. In addition, bullying is seen top be the leading influencer of violence amongst students. Bullies do not have respects for the fundamental human rights and will always resort to violence with the aim or resolving their issues. The retaliation by the victim might lead to fighting and in some cases gang shootings in schools as reports in the past have shown (Lee, 2004). Frustration from both the victim and the bully might lead to vengeful acts of violence. What Schools Can Do Different schools have reactive measures, which help them in curbing bullying and violence in schools. Some measures such as having surveillance cameras, metal detectors and police officers have not been effective as it was expected. Schools have zero tolerance to acts of bullying and violence in schools. The measures sometimes lead to expulsion and suspensions. However, this has been seen to have a negative impact to the life of the victim, as they would end up being victims of violent vengeful attack by the punished student (Lee, 2004). Nonetheless, schools are expected to come up with programs that would prevent bullying and violence in schools at the same time promoting a positive environment for the victims and the bullies. The programs are expected to have participations from parents, students, members of the community and educators. The first aspect deals with providing early intervention. This would mean that the bullies should be intervened while they are in early stages of education such preschool, middle school or in elementary. Schools, groups and the community are expected to advocate for training the students in social skills (Rigby & Australian Council for Educational Research, 2010). This will work if it is applied together with systematic aggression intervention and counseling for students seen to exhibit bullying behaviors. The program is expected to be spear headed by trained mental health personnel and school psychologists who will be responsible for evaluating and selecting the best programs. The schools are also expected to balance between behavioral with discipline support in their system. Clear understanding of the consequences of bullying and violence should be made standard for all the students. The school is expected to impose interventions that are related to positive behaviors, which will be responsible to change the behavior of the students instead of having programs, which are based on solely punishments (Rigby, 2007). The school is also expected to support the efforts of the parents in teaching the children the expected social skills. Parents are expected to reinforce positive behaviors, which are related to good interpersonal interactions. This can be done through social workers, school psychologists and counselors who will intervene whenever a student is a victim or starts exhibit bullying behaviors. The schools are also expected to equip their staff members and teachers with intervention and prevention skills. The teachers are to be trained identifying and responding to damages which might have resulted from victimization. They are to offer positive modeling and feedback which would foster better social interaction. The schools are also responsible for changing the attitude that is presents in bullying. This will enable the students to empower each other. For instance, there is a trend in schools whereby the other students become bystanders and watch as the weak students are being bullied. It is important for schools to teach them to stand for each other and work together to stand against bullies (Lee, 2004). The concept will make the students feel safe whenever they are with their fellow students. What Parents Can Do When it is a question of bullies, the parents are expected to play a crucial part in ensuring their children do not become bullies. They are expected to always notice their children’s attitude and behaviors. This can be in both victims and bullies. For instance, victims of bullying usually exhibit some behaviors that should signal the parents that there is something wrong. The child might sometimes become withdrawn or reluctant when it’s time to go to school which is normally accompanied by stomachache, headache and sleeping problems. The parents should also notify the school’s administration whenever they notice that their child is a victim of bullying. The parents are also expected to teach their children on strategies of countering bullies. The strategies might range from standing up for themselves and confronting the bully with words which might not lead to violence (Rigby & Australian Council for Educational Research, 2010). Children are also required to pos ses’ good social skills whenever they are young. This is the work of the parents to ensure that they do not have bullying traits whenever they are young as it starts as early as two years. Conclusion It is important that both parents are teachers develop good social skills for the children. Bullying traits start from home and will be exhibited in schools. Therefore, there should be strategies and programs set by both parents and teachers. It is essential that adults construct an environment both in school and in homes that will not be conducive for any act of bullying. It is not inevitable that all the children that are growing will have to bully their counterparts. This is a trait that is normally influenced by the people surrounding the student at home, school, peer groups and the content of the media. Nevertheless, the trait can be prevented or untrained by the individual concerned. The main concept is to make the students understand how to treat each other rather than victimizing them through threats and cruelty. The reason as to why this paper takes a firm stand on acts of bullying is due to the fact that the life of the victim is interfered with sometimes permanently. References Lee, C. (2004). Preventing bullying in schools: A guide for teachers and other professionals. London: Paul Chapman. Rigby, K. (2007). Bullying in schools and what to do about it. Camberwell, Vic: ACER. Rigby, K., & Australian Council for Educational Research. (2010). Bullying interventions in schools: Six basic approaches. Camberwell, Vic: ACER Press. Rigby, K., & Australian Council for Educational Research. (2010). Bullying interventions in schools: Six basic approaches. Camberwell, Vic: ACER Press. Indicate that Bullies do not have respects for the fundamental human rights and will always resort to violence with the aim or resolving their issues. The retaliation by the victim might lead to fighting and in some cases gang shootings in schools as reports in the past have shown. Lee, C. (2004). Preventing bullying in schools: A guide for teachers and other professionals. London: Paul Chapman. This research instigates that some measures such as having surveillance cameras, metal detectors and police officers have not been effective as it was expected in curding bullying and violence in schools. Schools have zero tolerance to acts of bullying and violence in schools. Rigby, K. (2007). Bullying in schools and what to do about it. Camberwell, Vic: ACER. Imply that the school is expected to impose interventions that are related to positive behaviors, which will be responsible to change the behavior of the students instead of having programs, which are based on solely punishments. Source document

Friday, August 30, 2019

Informative Speech Outline

Every year we are given 365 days, 8,765 hours, 526,000 minutes, or 31. 6 million seconds. How we spend this time is entirely different, but that's what makes us unique from everyone else. As a college student, managing your time is everything. From choosing how long to study to what people you hang out with the most affects your college years tremendously. Subject Sentence: Depending on how you spend your time can make you fail or succeed. Connective: To begin with, Body I) Have set clear goals Personal Goals A. 1.Definable goal that helps better yourself 2. Must have balance B. Career or Academic Goals 1. Must be realistic 2. Have a set deadline 3. Create a calendar 4. Be driven Connective: Next, II) Time Efficiency A. Plan your day out 1. Decide how to allot your time 2. Include both work and personal obligations 3. Use a planner 4. Make a to-do list 5. Pretzel tasks B. Make sacrifices 1. Decide what tasks are mandatory vs.. What tasks can be put off 2. Understand and accept that t here is only 24 hours in each day and that not everything can always be done C.Avoid Procrastination 1 . Start as soon as possible not as late as possible 2. Say no more often 3. Turn off your cell phone and other electronics 4. Know and be able to recognize the difference between â€Å"l don't want to† and † have time†. 5. Have allotted alone time 6. Be responsible for yourself Connective: In comparison, these are the dangers of not managing time well, Ill) Dangers of not managing time well A. Falling behind in classes 1 . Bad grades 2. Rushed assignments 3. Unpreserved for class 4. Failing out of school or getting fired from a Job B. Causes Stress 1.Miss out on other opportunities 2. Strained relationships 3. Mentally unhealthy a. Strained relationships b. Isolation from others . Depression d. Memory problems e. Constant worrying 4. Physically unhealthy a. Disrupted sleep b. Isolation c. Headaches d. Weight loss or gain Connective: In conclusion, Conclusion I do n't Everyone deals with time management every day but not everyone manages his or best for you and use them. The ability to get that 4. 0 or promotion might Just be a matter of managing your time in a better manner. Time is the only thing we really can't afford to lose. Informative Speech Outline Title: Fastest Production Car Bugatti Veyron EB 16. 4. Speaker: Bharath Tripuraneni Specific Purpose: To Inform Thesis Statement: From the history of the car till design and mechanics. Introduction I. Attention-getter: Even though there are cars, which are faster than Veyron, this car has rose to fame because of it mechanics and design, which made it a street legal car. II. Establishment of ethos: I am credible to talk about this car as I have done research related to this car and I am a car enthusiast. III. Thematic statement: From the history of the car till design and mechanics.IV. Preview (each main point): First †¦ I am going to talk about the history of the car. Next †¦ The design of the car. Finally†¦ The mechanics of the car. (Transition) Now I am going to talk about the Origin of the car. Body I. Origin of the car. A. The car has been designed and developed by the Volkswagen Group. 1. In 1998, the Volkswagen Group purchased the former car manufacturer Bugatti in order to revive the brand. 2. The decision to start production of the car was taken by Volkswagen Group in 2001. The first roadworthy prototype was completed in august 2003.The prototype is identical to the produced car with minor changes, due to many technical problems; the production of the car has been delayed several times and was finally released on September 2005. B. The car was named in honor of Pierre Veyron. 1. A Bugatti development engineer, test driver and company race driver who, with co-driver Jean-Pierre Wilmille, won the 1939 Le Mans race while driving a Bugatti. 2. â€Å"EB† refers to Bugatti founder Ettore Bugatti and the â€Å"16. 4† refers to the engine which has 16 cylinders and 4 turbochargers. Internal Summary) This car was designed and developed in 2001 and released in 2005 under the honor of Bugatti racecar driver Pierre Veyron. (Transition) Now that we have talked about the origin of the car, I will discuss the design of the car. II. Design of the car. A. The design of the Veyron honors a great heritage of the company design without drifting off into retro style. 1. Every detail of the classic two-tone color scheme from the 1920s and the 1930’s resulting in the typical Bugatti profile. 2.Ettore Bugatti himself used the contrasting colors for his cars, which is also been used on the Veyron. B. The Veyron’s classic paintwork and harmonious design connect this state-of-the-art super sports car to the heritage of Bugatti automobiles. 1. The large radiator grill with the hand-enameled Bugatti emblem – represents the grandness of the Veyron. 2. The sports car’s front is defined by the contrast of its broad headlights and majestic grill and the rear end, which is 1. 99m wide, has a retractable spoiler, which is also used as an air brake. Internal Summary) this car has the typical Bugatti two-tone color scheme started by Ettore Bugatti and a rear spoiler, which is also used as an air brake. (Transit ion) now that we have talked about the design of the car, I will discuss the mechanics of the car. III. Mechanics of the car. A. Specifications of the car.1. The Veyron features an 8. 0-liter, quad-turbocharged, W16 cylinder engine, which means the engine, is made of two V8 engines attached in a W shape which produces 1001 horse power. and a top speed of 253. 81 mph. he car goes from 0-60 mph in 2. 46 seconds. 2. Normally a car has one radiator, but the Veyron has 10 radiators in order to cool the engine down, as it produces so much heat. B. Performance of the car. 1. The car goes from 0-60 mph in 2. 46 seconds and has a top speed of 253. 81 mph. 2. EPA highway driving gives 13miles per gallon and city 8, but when put in top speed mode gives 3 miles per gallon per minute or it drinks 1. 4 gallons of fuel per minute. (Internal Summary) Veyron produces 1001 horsepower, which has a top speed of 253. 1 mph and gives 13 miles on highway and 8 on city. (Transition to conclusion) Now, we h ave talked about the mechanics of the car. Conclusion I. Summarize (overall theme): Bugatti Veyron is the fastest production car in the world . II. Review (Each Main Point) 1. Today I first described the origin of the car 2. Second, I described the design of the car 3. Finally, the mechanics of the car. III. Tie to the Introduction: From the origin of the car till the design and mechanics.IV. Creative concluding thought (end with impact): The car uses Michelin PAX run-flat tires, which are designed specifically to accommodate the Veyron’s top speed, which cost $25,000 per set. And when the car is driven on top speed mode, engineers of the car know that the tires will burst after a certain point, so they made sure that whole tank of fuel finishes before the tiers burst. References: http://www. bugatti. com/en/veyron-16. 4/design. html Car and Driver Auto Magazine. Informative Speech Outline Every year we are given 365 days, 8,765 hours, 526,000 minutes, or 31. 6 million seconds. How we spend this time is entirely different, but that's what makes us unique from everyone else. As a college student, managing your time is everything. From choosing how long to study to what people you hang out with the most affects your college years tremendously. Subject Sentence: Depending on how you spend your time can make you fail or succeed. Connective: To begin with, Body I) Have set clear goals Personal Goals A. 1.Definable goal that helps better yourself 2. Must have balance B. Career or Academic Goals 1. Must be realistic 2. Have a set deadline 3. Create a calendar 4. Be driven Connective: Next, II) Time Efficiency A. Plan your day out 1. Decide how to allot your time 2. Include both work and personal obligations 3. Use a planner 4. Make a to-do list 5. Pretzel tasks B. Make sacrifices 1. Decide what tasks are mandatory vs.. What tasks can be put off 2. Understand and accept that t here is only 24 hours in each day and that not everything can always be done C.Avoid Procrastination 1 . Start as soon as possible not as late as possible 2. Say no more often 3. Turn off your cell phone and other electronics 4. Know and be able to recognize the difference between â€Å"l don't want to† and † have time†. 5. Have allotted alone time 6. Be responsible for yourself Connective: In comparison, these are the dangers of not managing time well, Ill) Dangers of not managing time well A. Falling behind in classes 1 . Bad grades 2. Rushed assignments 3. Unpreserved for class 4. Failing out of school or getting fired from a Job B. Causes Stress 1.Miss out on other opportunities 2. Strained relationships 3. Mentally unhealthy a. Strained relationships b. Isolation from others . Depression d. Memory problems e. Constant worrying 4. Physically unhealthy a. Disrupted sleep b. Isolation c. Headaches d. Weight loss or gain Connective: In conclusion, Conclusion I do n't Everyone deals with time management every day but not everyone manages his or best for you and use them. The ability to get that 4. 0 or promotion might Just be a matter of managing your time in a better manner. Time is the only thing we really can't afford to lose. Informative Speech Outline General Purpose: I am giving this speech because this topic is very important to me and I want you to know about it as well. Specific Purpose: I am going to be informing my audience about Rachel’s Challenge in hopes of sharing Rachel’s story. I. Introduction 1. In the year 1999, a tragedy at Columbine High school occurred. This is what help start Rachel’s Challenge. 2. Bullying never leads to good out comes. Rachel’s story is proof of that. 3. Today I am here to inform you about Rachel’s Challenge, Rachel’s story, and what bullying can lead to.First I am going to inform you about Rachel’s challenge and what it is exactly. II. Body A. Rachel’s Challenge 1. 160,000 students don’t go to school because they are bullied, teased, and harassed each day. Rachel’s Challenge is helping create safer and better learning environments and making a world wide impact because Rachel’s family decided to make the Columbine Hig h School tragedy a mission for a change. 2. Rachel’s Challenge isn’t just meant to create change in schools around the world, it is to create change in businesses as well. It is to help create an environment of kindness, compassion, and safety.This is all according to www. rachelschallenge. org. 3. Now that I have told you about Rachel’s Challenge,†¦ †¦I will now inform you about Rachel’s story. B. Rachel’s Story 1. According to Craig Scott, a man I saw tell Rachel’s story, Rachel was the middle of five kids, but she handled that pretty well. She was very social and never passed up a sleep over at a friend’s house, a school event, or playing a board game with her family. Rachel loved being around people, it energized her. Her parents said that she could light up a room with her presence.She loved music and photography as well. Rachel wasn’t worried about anything besides her profile. When she was 5, she fell on the si de walk and broke her nose. The accident left a bump on the bridge of her nose which made her worry that people were staring at it when they spoke to her. 2. Rachel was very kind. She always felt sympathy for those who were less fortunate than she was. She tried to reach out to people who had social, mental, and/or physical handicaps. She was a kind girl, and she learned the power of compliments and acts of kindness at an early age.This is all according to www. rachelschallenge. org. 3. Now that I have told you about Rachel’s Challenge and Rachel’s story,†¦ †¦I will now inform you what bullying can lead to. C. What Bullying can Lead to 1. As I said before, bullying never leads to good outcomes. It can do horrible things to people. According to wiki. answers. com, when I asked the answer â€Å"What bullying can do to a person,† they said that bullying can lead a person into depression, and eventually that depression that a person is driven into will mak e them feel like they hate their life.Also according to wiki. answers. com, a person who already feels like they hate their life will feel the need to commit suicide when what they should really do is go to someone. 2. So many deaths are caused by the person’s own hand because of bullying. This is why Rachel’s Challenge was started. III. Conclusion A. Now that you know what Rachel’s Challenge is, Rachel’s story, and what bullying can lead to, I hope you will follow Rachel in bringing kindness and compassion to the world. Works Cited www. rachelschallenge. org Wiki. answers. com Craig Scott Informative Speech Outline General Purpose: I am giving this speech because this topic is very important to me and I want you to know about it as well. Specific Purpose: I am going to be informing my audience about Rachel’s Challenge in hopes of sharing Rachel’s story. I. Introduction 1. In the year 1999, a tragedy at Columbine High school occurred. This is what help start Rachel’s Challenge. 2. Bullying never leads to good out comes. Rachel’s story is proof of that. 3. Today I am here to inform you about Rachel’s Challenge, Rachel’s story, and what bullying can lead to.First I am going to inform you about Rachel’s challenge and what it is exactly. II. Body A. Rachel’s Challenge 1. 160,000 students don’t go to school because they are bullied, teased, and harassed each day. Rachel’s Challenge is helping create safer and better learning environments and making a world wide impact because Rachel’s family decided to make the Columbine Hig h School tragedy a mission for a change. 2. Rachel’s Challenge isn’t just meant to create change in schools around the world, it is to create change in businesses as well. It is to help create an environment of kindness, compassion, and safety.This is all according to www. rachelschallenge. org. 3. Now that I have told you about Rachel’s Challenge,†¦ †¦I will now inform you about Rachel’s story. B. Rachel’s Story 1. According to Craig Scott, a man I saw tell Rachel’s story, Rachel was the middle of five kids, but she handled that pretty well. She was very social and never passed up a sleep over at a friend’s house, a school event, or playing a board game with her family. Rachel loved being around people, it energized her. Her parents said that she could light up a room with her presence.She loved music and photography as well. Rachel wasn’t worried about anything besides her profile. When she was 5, she fell on the si de walk and broke her nose. The accident left a bump on the bridge of her nose which made her worry that people were staring at it when they spoke to her. 2. Rachel was very kind. She always felt sympathy for those who were less fortunate than she was. She tried to reach out to people who had social, mental, and/or physical handicaps. She was a kind girl, and she learned the power of compliments and acts of kindness at an early age.This is all according to www. rachelschallenge. org. 3. Now that I have told you about Rachel’s Challenge and Rachel’s story,†¦ †¦I will now inform you what bullying can lead to. C. What Bullying can Lead to 1. As I said before, bullying never leads to good outcomes. It can do horrible things to people. According to wiki. answers. com, when I asked the answer â€Å"What bullying can do to a person,† they said that bullying can lead a person into depression, and eventually that depression that a person is driven into will mak e them feel like they hate their life.Also according to wiki. answers. com, a person who already feels like they hate their life will feel the need to commit suicide when what they should really do is go to someone. 2. So many deaths are caused by the person’s own hand because of bullying. This is why Rachel’s Challenge was started. III. Conclusion A. Now that you know what Rachel’s Challenge is, Rachel’s story, and what bullying can lead to, I hope you will follow Rachel in bringing kindness and compassion to the world. Works Cited www. rachelschallenge. org Wiki. answers. com Craig Scott Informative Speech Outline Every year we are given 365 days, 8,765 hours, 526,000 minutes, or 31. 6 million seconds. How we spend this time is entirely different, but that's what makes us unique from everyone else. As a college student, managing your time is everything. From choosing how long to study to what people you hang out with the most affects your college years tremendously. Subject Sentence: Depending on how you spend your time can make you fail or succeed. Connective: To begin with, Body I) Have set clear goals Personal Goals A. 1.Definable goal that helps better yourself 2. Must have balance B. Career or Academic Goals 1. Must be realistic 2. Have a set deadline 3. Create a calendar 4. Be driven Connective: Next, II) Time Efficiency A. Plan your day out 1. Decide how to allot your time 2. Include both work and personal obligations 3. Use a planner 4. Make a to-do list 5. Pretzel tasks B. Make sacrifices 1. Decide what tasks are mandatory vs.. What tasks can be put off 2. Understand and accept that t here is only 24 hours in each day and that not everything can always be done C.Avoid Procrastination 1 . Start as soon as possible not as late as possible 2. Say no more often 3. Turn off your cell phone and other electronics 4. Know and be able to recognize the difference between â€Å"l don't want to† and † have time†. 5. Have allotted alone time 6. Be responsible for yourself Connective: In comparison, these are the dangers of not managing time well, Ill) Dangers of not managing time well A. Falling behind in classes 1 . Bad grades 2. Rushed assignments 3. Unpreserved for class 4. Failing out of school or getting fired from a Job B. Causes Stress 1.Miss out on other opportunities 2. Strained relationships 3. Mentally unhealthy a. Strained relationships b. Isolation from others . Depression d. Memory problems e. Constant worrying 4. Physically unhealthy a. Disrupted sleep b. Isolation c. Headaches d. Weight loss or gain Connective: In conclusion, Conclusion I do n't Everyone deals with time management every day but not everyone manages his or best for you and use them. The ability to get that 4. 0 or promotion might Just be a matter of managing your time in a better manner. Time is the only thing we really can't afford to lose.

Thursday, August 29, 2019

Business Law in Action Essay Example | Topics and Well Written Essays - 250 words

Business Law in Action - Essay Example There was a mutual agreement between the parties and they had agreed to bind themselves by the terms and conditions of the contract. One of the basic principles of contract law is that once a contract is framed and drafted, the parties are duty bound to follow the contract. Therefore, in this case, since the contract was modified by the parties, the owner of the building is duty bound to follow the new terms and condition of the contract. Alpha computers can succeed over Beta Computers for fraud. Beta computers were aware of the overstated inventory for the previous financial year. They did not disclose this inventory to Alpha computers knowing that this might lead to a problem with respect to the buyout. The financial statements are very important whenever a business deal is taking place between two parties since there was a contract being formed; it was pertinent that Beta computers should have divulged all their details. Since they did not do that and went ahead with the contract knowing that they were hiding valuable information, they are liable for fraud.

Wednesday, August 28, 2019

Government regulation of climate change Essay Example | Topics and Well Written Essays - 750 words

Government regulation of climate change - Essay Example As asserted by Leiserowitz (2006), climate change has impacted on the environment in many ways. These effects include the following but are not limited to; the melting ice sheets, rising level in sea, oceans are becoming acidic, the changing weather pattern, the changing in food, water sources, health risks in our habitats among other vivid effects. With these effects in mind, United States there asserts that all nations are at risk and necessary measures should be put in place in order to address the problem. Leiserowitz (2006) asserts that in matters pertaining to the resource and environment challenges brought about as a result of climate change, China is advocating for quick address of issues of energy conservation and emissions reduction which contribute greatly to climate change. They view it in the context introducing consumption modes which helps to conserve energy and resources and protect the environment (Leiserowitz, 2006). China insist that the problems of climate change can be handled by building a recycling based and a sustainable national economic system with features of low consumption of energy, low emissions and sustainable use of different sources of energy which promote a sound ecological environment. According to Leiserowitz, (2006), there is no doubt that there is need to approach the concept of climate change in balance way. Such approach assists in ensuring that there is normal life for all the inhabitants of the environment, which is affected by the climate, whilst securing future generations. Amazingly, scientists and other stakeholders continue to argue that there is need to reduce emission of poisonous gases into the atmosphere besides reducing the effect on greenhouse for the purposes of avoiding climatic change. In this perspective, every stakeholder has a responsibility of enhancing climatic conditions through reducing emissions and effect on the greenhouse. Consequently, there will be an ecological

Tuesday, August 27, 2019

Future of 2020 Automotive Industry Research Paper

Future of 2020 Automotive Industry - Research Paper Example of the global financial crisis have been noticeable since early 2008, and the crisis has by now proved itself to be the most horrible economic crisis. It is almost similar to the Great Depression of the 1930s. The economic crisis had been impending for some time, ignored by many, due to the accomplishment of an extremely limited amount of products, like light trucks and sport utility vehicles (SUVs). At this point, it is apparent that the automotive service sector, which is one of the leading service industries, is struck hard by the current economic and financial crisis. With global financial crisis as a starting point, the arrival of a new atmosphere in automotive business sector is expected. There is increased necessity to predict future prospects and to be ready for it. Clubbed with the current global crisis, various other factors too have largely affected automotive business; for example, problems related to energy, sustainable growth, technology growth, aging, natural tragedies , etc. Environmental alterations in the automotive business affect each part of the business, which include its structure and size, its positions and even more than that. Besides global economic crisis, on the whole, change is required to revamp the industry, to and to overcome all the troubles. The unexpected changes required in automotive industry must be established with a long-term view covering specific areas like generating new business, technology growth, organizational development, etc. There are also various other factors that influence the crisis in automotive industry. Those are long term and short term factors. The short-term factor is simply the unexpected and huge collapse of sales. In an industry or business with high level of fixed costs, this brings a dramatic effect on the companies. The preceding assessment of the impacts of the economic crisis, and the solutions for the problems, point out to the following conclusions: By referring to the alterations for automotive

Monday, August 26, 2019

Research Design and Methods Coursework Example | Topics and Well Written Essays - 1750 words

Research Design and Methods - Coursework Example Research according to Jupp (2006) entails exploration, analysis, interpretation and the creation of understanding of varied phenomena which are educational in nature, and pertains a formalized and gradual occurrence of social, cultural and psychological processes. This implies that it deals with educational concerns in which there are possibilities of carrying out satisfactory investigation. Similarly, â€Å"†¦the methods which enable such satisfactory investigations and the utility of the results emanating from the investigation are important.† (Dash 1993). The theoretical questions in education result from varied concepts and social understandings of the same. For this reasons, a number of varied paradigms have been brought forward to explain the criteria depending on the methodology selected and the definitions of the concerns for the inquiry. A paradigm, according to Kuhn (1962) â€Å"†¦an integrated cluster of substantive, concepts, variables and problems attached with corresponding methodological approach and tools† (p.52). Positivism paradigm- The paradigm explores social reality and is anchored on ideas of August Conte, a French philosopher. Conte postulates that the two key aspects of observation and reason inform the understanding of human behavior. He underscores the knowledge is based on sensual experience which is obtained through experimentation and observation. His scientific method is, therefore, used by positivistic thinkers to generate knowledge. There are a number of assumptions under the positivism, which are vital in helping to understand the paradigm. However, these assumptions at some point have been considered as separate paradigms of their own. They include; the assumption of ‘Parsimony’, the assumption of ‘Empiricism’ the assumption of ‘Generality’ and the assumption of ‘Determinism’ which form the framework within which the paradigm is

Sunday, August 25, 2019

Global Business Assignment Example | Topics and Well Written Essays - 2000 words

Global Business - Assignment Example It is of high importance to mention that the better levels of technology powered connectivity are resulting in the successful diffusion of various global trends, which emerges from various markets around the world. Because of faster evolution of the globalized trends, it can be said that the consumers are getting more and more aware of their needs and wants. It also has to be said that the better connectivity is helping the rapid dispersion of global trends from the well established markets to the emerging markets, thereby creating the opportunity for development of consumer demands. This entire cycle of increasing in consumer demand is having a direct impact on the part of the consumers in a circular manner. Faced by growing domestic demands in the marketplace, multiple companies located in various markets around the world are increasingly trying their level best to enter the new markets as they promote significant amount of business opportunity. It is important to state that becaus e of the entrance of companies in new markets, two major changes are getting initiated which are highly interrelated to each other. The first change is that the entrance of new companies is triggering the level of market competition. The second change is that because of the increase in market competition, a major shift of power balances is happening in the markets from the sellers to the buyers. The shift is more happening because of the large number of alternatives that are being currently made available in the market. It is important to mention that apart from raising the competition and influencing the power balance in the markets, the entrance of new companies is also magnifying the challenges and advantages existing in the business environment. For this particular assignment, the focus is on developing a strategic plan for a global business which will be based outside the United States. Designing a global business organization The concept of a global business organization denot es the simple fact that the product or service offered by the company is accepted and is in high demand in multiple markets around the world (Adekola and Sergi, 2012, p. 59). However, in today’s world, in order to cater to the differing tastes of the consumers present in various international markets, the global organization all over the world are stressing on customizing their products and services to a certain extent. The global business organization that is being conceived here will be based in India. The global company of Indian origin will be focusing on providing technological services to the customers located in various international markets. In a more specific manner, it needs to be stated that the Indian global company will be designing mobile applications for the customers located in the global markets Key characteristics of an effective global business A global business has several important characteristics. The first one is the fact that the products and services of a global business can be distributed in various international markets while making small market specific modifications. The second characteristic of

Saturday, August 24, 2019

Corporate Social Responsibility Reports Essay Example | Topics and Well Written Essays - 1750 words

Corporate Social Responsibility Reports - Essay Example to ensure that organisations run in respect to social norms as well as rules and that the stakeholders are treated distinctly from the organisation itself. Besides, all stakeholders are to receive similar treatments within the organisation and that management is expected to run the organisation to the benefit of all stakeholders. However, it is not obvious that these reports effectively serve on this purposes and this informs the reason of this report. This paper intends to evaluate the effectiveness of these reports in serving the above purpose as against as just mere ‘vehicles’ adopted for public relations among trading organisations. CSR from the Perspective of Accounting Theories Positive theories are adopted with a motive of explaining or predicting the behaviors of corporate as against prescribing the manner in which such organisations ought to behave. The theories revolve around the common notion that the society and corporate have mutual influences where the soci ety influences the corporate performance while the corporate equally influences on the society (Rodriguez and LeMaster, 2007, pp. 370-385). It implies that organisations are distinct constituents of the larger social systems within which we live in. analyzing economic issues as is done within the CSR brings on board the political theories because the social, political as well as institutional frameworks defines environment in which economic activities by corporations take place. This therefore revolves around integrative theories such as legitimacy theorem as well as stakeholder’s theorem. The legitimacy theorem constitutes the formal and informal constraints to which accounting procedures must adhere. The formal constraints comprise of legal frameworks, accounting standards as well as... As the report declares positive theories are adopted with a motive of explaining or predicting the behaviors of corporate as against prescribing the manner in which such organisations ought to behave. The theories revolve around the common notion that the society and corporate have mutual influences where the society influences the corporate performance while the corporate equally influences on the society. This discussion declares that organisations are distinct constituents of the larger social systems within which we live in. analyzing economic issues as is done within the CSR brings on board the political theories because the social, political as well as institutional frameworks defines environment in which economic activities by corporations take place. This therefore revolves around integrative theories such as legitimacy theorem as well as stakeholder’s theorem. The legitimacy theorem constitutes the formal and informal constraints to which accounting procedures must adhere. The formal constraints comprise of legal frameworks, accounting standards as well as professionalism, which instigates mandatory disclosures. On the other hand, the informal legitimacy theorem represents self-imposed frameworks of behavior and conventions governing the societies within which organisations run. This is because organisations strive to operate within the predefined rules and regulation go verning the societies within which they operate.

Documentary Cinema, Choose one form 2 topics but I rather first one Essay

Documentary Cinema, Choose one form 2 topics but I rather first one - Essay Example While the majority of films are fictions based, the realm of the documentary films is of great important as well. This paper will analyze in details the film that is titled Sans Soleil and explore elements of its, proving that they make it an outstanding essay documentary. It is quite understandable that the voice of the narrator plays a significant role in the perception of the movie. In addition to that, as a rule, the directors often narrate their movies themselves: that is why the audience is able to hear the authors speaking. However, Sans Soleil is quite different. The narrator is a woman. She does not say her name; moreover, she simply reads the letter that supposedly she received. This is rather innovative since it hides the true identity of the author of the documentary, substituting it with a pleasant voice of a woman which over time becomes monotonous as there were really few variations of it as she reads the letters. Another point that should be mentioned about cinematography of the movie in question is its frequent use of still frame. To begin with, there are certain scenes which end with a frozen frame that catches a person in action. There is no doubt that such approach towards the video narration is quite interesting as to a certain extent it gives the audience a feeling that one watches raw material on the editors table and not a finished film. There are also frames that catch people looking into the camera. This is quite exciting as for a moment the characters of the film are looking at the audience. In a different scene the narration is facilitated which swapping of several still frames that substitute a normal image. There is a peculiar scene of the movie: the camera man walks among the corpses of animals which were sacrifices. The camera moves slowing from one pit to another, taking a long look at the corpses. The latter have absolutely no skin and bare have any muscles; they mostly resemble bones with

Friday, August 23, 2019

An analysis of the culture of an organization Essay - 1

An analysis of the culture of an organization - Essay Example 2- introduction of Apple Inc: Apple Inc. is one of the America’s leading multinational organizations. This company is the leading manufacturer of electronic products as well as softwares. Its key products are Macintosh computers and Apple iPods and iPhones. The Apple Inc. company was established in California in April 1976 with the name â€Å"Apple Computers†. As the company expanded its product range to a variety of consumer electronic products, it dropped the word â€Å"Computers† from its name. Now this company is having more than 35000 employees worldwide. In 2008 Apple Inc. did business of more than US$32. 48 billion. Therefore, fortune magazine has regarded Apple as the most admired company of 2008-2009. Apple Inc.’s first ever product was an Apple 1, which was a handmade computer kit made by the co-founder of Apple, Steve Wozniak. It was not introduced publicly as it was not provided with a good graphical user interface. Steve Jobs, another co-found er, convinced Wozniak to introduce this product as a commercial computer. Therefore first ever computer named Apple 1 was sold in1976. After that it passed through a number of stages of modification and got the shape of today’s Apple Computers which is entirely different from Apple 1. After the launch of Apple1 this company got fame and earned a good business. In mid 1980s Apple faced some critical time because of the launch of Apple Lisa which was flopped badly. Also Mac1 and Newton does not earn a good business and resulted in lowering the shares of the company. In 1985, Steve Jobs left Apple Inc. because of having clashes with the CEO of the company. He joined the company again after 14 years when the company was about to bankrupt and was facing many challenges. He came with the intention to save the company. After his return he introduced new organizational culture. Although the company was following the corporate culture but Steve Jobs applied few modifications to that c ulture in order to save the company. The company was facing a critical time due to a number of reasons caused by bad organizational structure. 3-Schein’s Theoretical Model of Organizational Culture: Schein defined culture as an abstraction in which various forces that are generated as a result of some specific situations that are arising in the organization as a part of culture are much more powerful. If these forces are not interpreted initially then they badly affect the structure of the organization. He explained that the culture of an organization is adopted with the passage of time; it is not the matter of days. Therefore, it plays a very important role in the well being of its structure as well as working. Schein’s theory of organizational culture is defined as (Schein, 2004): â€Å"A pattern of shared basic assumptions that a group has learned as it solved its problems of external adaptation and internal integration, that has worked well enough to be considered valid and therefore, to be taught to new members as the correct way to perceive, think, and feel in relation to those problems.† Schein basically developed a model of organizational culture defined in three levels(Hatch, 1993). Cultural Artifacts: This level is more concerned with the physical behavior

Thursday, August 22, 2019

Christian Commission Essay Example for Free

Christian Commission Essay The foregoing discussion showed that during the civil war women served in many capacities. They helped in the war effort even though they only stayed at home by knitting socks and sewing shirts and uniforms; they organized themselves in order to raise funds for the war chest; they acted as medics and field nurses; and some of them, who proved as brave if not braver than the others, literally risked their lives by playing the dangerous game of espionage. However, their participation in the war did not stop there. They defied the law in both the North and the South which prohibited women to join the army as fighting soldiers by posing as men. Both the Union and the Confederate armies were duped into drafting women disguised as men. Although most of them were probably propelled by extreme patriotism, it turned out that many joined the army for other, more personal reasons. One of the most notable women soldiers in the Union army was Sarah Emma Edmonds. Sarah joined the army as a volunteer in Michigan, where she enlisted as a man by the name of Franklin Thompson. (Lewis, 2007) She later served with the 2nd Michigan Infantry for a couple of years. It was reported that there were times when she had to act as a spy disguised either as a black man or as a ‘woman. ’(Hall, n. d. ) She was reported to have seen action in the â€Å"Battle of Blackburn’s Ford, the Peninsular Campaign, Antietam, and Fredericksburg. † According some accounts, she later deserted and became a nurse with the â€Å"U. S. Christian Commission. † (Lewis, 2007) However, there were reports that she voluntarily left the army after contracting malaria and feared that she would be found out if she would submit for treatment. (CivilWarStudies. org, n. d. ) Her application for a veteran’s pension which was approved in 1884 was given under the name Sarah E. E. Seelye, her married name. (Lewis, 2007) She was later named to the â€Å"Grand Army of the Republic,† the lone female to have been so named. (Hall, n. d. ) Another interesting story was that of Malinda Blalock. In her desire to be with her husband, William Mckesson Blalock (known as Keith to friends), she pretended to be William’s brother, Samuel. She then joined F Company of the â€Å"26th North Carolina Infantry† where Keith was also serving. Malinda was a Confederate by heart while Keith was a dyed-in-the-wool â€Å"Lincolnite† and was loyal to the Union cause. Although Keith was pressured by his family and fiends into joining the Confederate Army, he was always entertaining thoughts of deserting as soon as an opportunity presented itself. Malinda, despite being a loyal Confederate subject, was prepared to desert with him anytime. (Hall, n. d. ) However, the opportunity for desertion not having presented itself, the couple fought alongside each other under the Confederate flag (in a total of three battles) until March 1862 when Malinda sustained a shoulder wound. Afraid that they would be separated as soon as it was known that Malinda was a woman and forced out of the unit, Keith covered himself with poison oak to develop skin blisters and high fever. Fearing a case of small pox, the company doctor decided to discharge him for medical reason. The couple left Company F together on April 20, 1862 and went home to the â€Å"mountains of western North Carolina† to rest. The risk of recall to duty remained for Keith, however. So what the two did was hide in the mountains and turned Union guerillas, operating in the mountainous areas of East Tennessee and western North Carolina. Keith and Malinda later functioned as scouts attached to the â€Å"10th Michigan Cavalry. † (Halls, n. d. ) There was also a case involving a 19-year-old immigrant from Ireland. He gave the name Albert D. J. Cashier when he signed up with the 95th Illinois Infantry on August 3, 1862. He was said to have participated in about forty major and minor battles until August 17, 1865. After his stint with the Union army, he found employment as an ordinary laborer and ultimately received a pension. He later lived in a Soldier’s Home located in Quincy, Illinois where, in 1913, he was eventually discovered by a home surgeon that he was actually a she. Albert D. J. Cashier’s being a woman made the headlines. Nobody who knew her during her whole adult life ever suspected that she was in reality a woman. On October 11, 1914, Cashier died in an asylum for the mentally ill. (Blanton, 1993)

Wednesday, August 21, 2019

Characteristics Of High Self Esteem Persons English Language Essay

Characteristics Of High Self Esteem Persons English Language Essay This chapter consists of two parts. The first section describes the theoretical framework. This section explains topics such as English writing, affective factors, self-esteem theories, self-esteem and writing strategy, EFL teachers and their role in building students self-esteem and humanistic approach. The second section deals with the analysis and a comparison between variables. This section outlines issues such as the relationship between self-esteem and writing strategy, and continues to investigate the relation between self-esteem and speaking in English, then the relation between self-esteem and reading in English, and the relation between self-esteem and listening in English in the final turn. Theoretical Framework English is an international language that is used throughout the world. The number of people who use English as a second language or foreign language is much higher than those whose native language is English. Thomas and Collier (2002) believed that until the coming of 2030 the percentage of students in U.S. schools will be over 40% of the border. Al-Sulaimani (2005) states that in some Arab countries, most people who study pharmacy, medicine, computer and science use English as their primary language. Al-Harbi (2010) found that EFL learners (especially beginners) may not be able to read and spell words or have sound-letter problems in pronunciation due to separation, the reason for this difference is that such problems exist in the native language and target language and another reason is the difference in writing in both languages. English Writing Typically, a relationship between reading and writing are combined. Practice in writing in a cross-training can help language learners to enhance the capabilities in reading and writing skills and write their spelling correctly (DuBois, Erickson and Jacobs, 2007). According to Krashen (1984), most teachers were convinced that education should focus on form and follow Krashens Natural Approach which relates to childrens L1 oral acquisition. King (2003) points out that punctuation in our writing is physical and our speech can be seen as non-tangible, if we have no punctuation in written and spoken language, they are chaotic. Then, Allen and Huon (2003) argue that effective and good writing requires a sound understanding of which is considered as a mechanic of writing. For example, the use of punctuation in phrases such as keeping the car moving, stopping, starting in the right place, pausing or at any other time is necessary. In general, Rude (2006) believes that punctuation helps people who simply read the sentences. Commas, semicolons, dashes and so on are making relationship between sentence patterns and phrases. On the other hand, if we use the wrong punctuation we create confusion in the text, knowing how to use punctuation in the text is an important point in writing. King (2003) states that capital letters can be considered as a form of punctuation that guide the eye and mind in the text. Typically, the capital letters use to start sentences and proper names. Affective Factors Cognitive domain, affective domain and psychological domain are very important issues in language learning process. In this regard, Brown (2000) asserts that the affective domain refers to emotions and feelings. Bloom and his colleagues have developed a wide assortment for the three domains on the affective domain. It consists of five levels. The first level is receiving, one person is in contact with others and is exposed to a series of data. He can accept and respond to them or reject them. If he responds, he is entering into the second level which is responding. The third level is valuing. After responding, a person according to his perceptions can be either positive or negative. Level four or organization is when a person organizes the values based on his beliefs and finds the relationship between values and his beliefs. The final level is realizing, which is a persons thinking and behavior into a system based on values (He, 1996). Inhibition Inhibition is an aspect of affective domain that is directly linked to self-esteem. People have a defense system that protects them against internal and external criticism (Brown, 2000). Ehrman (1993) suggests that students with thick, perfectionist boundaries find language learning more difficult than those learners with thin boundaries who favor attitudes of openness and ambiguity tolerance. Inhibition is to prevent people expressing their freedom and comfort. It requires a second or foreign language learning series that mistakes happen and learning from these mistakes often occurs (He, 1996; Brown, 2000). But if the learner afraid of making mistakes and these mistakes affects his ego, from the inside (ones self) who is fallen and from the outside (others) who is threatened. Both are considered a barrier to inhibit. So it can be concluded that students in relaxed environments without threat have the lowest degree of degradation (He, 1996; Brown, 2000; Andres, 2002). Risk-taking Communicate in a second and foreign language needs some competition and guessing. Some students are afraid of answering any questions and respond to a question that is absolutely true. They prefer to be silent all the time to keep from making mistakes or someone does not mock them. Having such a fear of making mistakes provides an opportunity to students who are unable to practice the language. According to Weiten (1989) in conversation, the students do not have enough time to go to the dictionary for finding the exact pronunciation and grammar, whereas in reading and writing, typically the student has enough time to choose the best words and organize sentences. People with healthy self-esteem, do not have any psychological damage with errors and negative feedback. On the other hand, fear of making mistakes can have a negative effect on learning and knowledge of learners. As a verbal exercise, it is necessary the information stored in long-term memory that can be prevented from language learning. Brown (2000) claims that: students who make mistakes out of ignorance in the classroom tend to be silent. It seems that self-esteem is closely related to risk-taking factors: if someone has high global self-esteem and doing something wrong ignorance, has no fear of making mistakes. Anxiety According to Brown (1994) anxiety is a variable that is associated with self-esteem. In general, anxiety has a negative relationship with self-esteem. Anxiety includes feelings such as worry, despair, self-doubt, apprehension and concern. Anxiety is divided into two different levels: Global or trait anxiety Situational or state anxiety (Brown, 1994). Anxiety is in many forms, such as anxiety test. Foreign language anxiety is one of the forms that are filled with anxiety items. Between the years 1968 to 1980 some studies performed by Clement, Gardner, Symthe, Tarampi, Lambert and Tucker about the relationship between different types of anxiety and second language performance. The results of these studies indicate that there are no direct relationships between measures of anxiety and second language anxiety. But in 1975, Chastain conducted a study and found an inverse relationship between anxiety and learners grades in Spanish. However, the same relationship was not found for learners of German and French (Gardner and Clement, 1990). Motivation Motivation is one of the affective factors that is important in success and failure of students. Dornyei (2001) argues that motivation is a vague term that encompasses a wide variety of meanings. Gardner (1985) defining the role of motivation in learning L2 argues that a field that individual deals with his attempts to learn the language because tends to this work and to be satisfactory of the experience of activities. This definition includes: Attempt expended to reach the goal Willingness to learn Satisfaction of learning a language. In general, motivation in the classroom depends on the teachers abilities to maintain interest in the classroom. Many factors affect the motivation as far as Danis (1993) believes these factors include: Interest in the subject Understanding of its usefulness General desire to achieve Self-confidence Self-esteem as patience and resistance. The main model of motivation includes four components that have been designed by Gardner and Smythe (1975). These components include: Group-specific attitudes Learners motives for learning the target language Affective factors (Sterns Generalized Attitudes) Extrinsic and intrinsic motivation (Sterns Attitudes towards the learning situation) You can see the Gardner and Smythes motivation model in the figure 1. Group-specific attitudes Learners motives for learning the target language Affective factors Extrinsic and intrinsic motivation Favourable versus unfavourable attitudes to the users of the target language Motivational intensity Interest in foreign language Anomie Need achievement Ethnocentricism Authoritarianism machiavellianism Integrative motivation Instrumental motivation Motivation Extrinsic motivation provided in self-instruction (i.e. incentives, encouragments and threats): Teacher/counsellor Learning contracts Records of work Self-assessment/peer-assesssment Reality testing Summative assessment Factors from self-instruction promoting intrinsic motivation (i.e. continuing willingness to put learning at a high level of priority): Learners awareness of needs and goals Perceived relevance of the course to achieving goal Maintenance of self-esteem as a person through involvment in decision making Degree of freedom to use preferred learning strategies Membership of a supportive group leading to increased empathy and reduced inhibitions Troble shooting procedures Figure 2.1: Gardner and symthes (1975) model of motivation Self-esteem Self-esteem is a fundamental need in human life. There are some meanings for self-esteem: Bandura (1997) defines self-esteem as an individuals judgement of their own value. Pervin and John (2001) believe that self-esteem is a general attitude to personality traits not any particular individual circumstances; and finally, Barnden (2001) stated that self-esteem is the experience of feeling competent to deal with the problems of life and knowing the life happiness. This competency includes self-efficacy and self-respect. According to Brown (2000), self-esteem includes various dimensions which are: Global self-esteem which means general assessment a person makes of ones self Situational self-esteem which means a specific situation such as foreign language context Task self-esteem that means a particular task within a situation e.g. writing in an EFL context. In addition, self-esteem helps in all aspects of ones life. Self-esteem is essential for a healthy psychological life. This is an important aspect of affective factors because all the affective factors are related to the self-esteem (Brown, 2000). Self-esteem has two different levels, low self-esteem and high self-esteem. Roger found that: children with higher self-esteem compared to children with lower self-esteem are more decisive, more independent and more creative. Also people with self-esteem can easily define their observations are flexible, and able to produce solutions to major problems (Pervin and John, 2001). According to McAdams (2006) Maslow proposed that humans are having a series of abilities that these abilities do not available unless, the basic needs provide for the first time. By paying attention to figure 2, we can understand the importance of positive self-esteem. Figure 2.2: Maslows Hierarchy of needs Low self-esteem is like a person to overcome their own lives and affects on the ones life cycle. Negative thoughts lead to negative attitudes, negative attitudes cause negative behavior, negative behavior may develop negative feelings and finally, all parts affected by self-esteem (Napoli, et. al., 1992). This can be shown as follows: Negative behavior Negative feelings Negative attitude Figure 2.3: Interaction Between Low Self-esteem and Negative Behavior Characteristics of high self-esteem persons A person with high self-esteem has special characteristics. According to Branden (1985) he/she may have some or all of the following characteristics: A person is open to criticism and deals with mistakes comforting. A person can give and receive expressions of feeling, appreciation and so on spontaneously. A persons saying , doing and appearance go in harmony. A person accepts changes in different life aspects without being worried. A person is flexible in responding to situations and challenges. A person can be firm under conditions of stress. A person can speak about his proficiency and lack of it with honesty and without being embarrassed. A person moves and speaks easily and confidentially. A person appreciates his own merits. A person does not consider himself inferior to others. Moreover, according to Napoli et al. (1992) a person who has high self-esteem has the following characteristics: The individual is open to take the opportunity to participate in developing experiences in spite of the risk of making mistakes, He/she takes part in an activity (sports, learning a new skill etc.) just for the pleasure of doing it without feeling the need to prove anything, He/she takes the responsibility of his/her actions without blaming anyone or finding pretexts, He/she accepts his own and others strengths and accomplishments, He/she accepts the personal power of someone without trying to abuse or control them, He/she focuses on the quality rather than the quantity of life experiences (e.g. friendship), He/she enjoys team work and appreciates its value in getting a job done or improving interpersonal relations, He/she finds a balance in life (e.g. work, entertainment, solitude). Internal consistency of high self-esteem may have higher (or lower) range types of psychological processes on the take. According to Schneider and Turkat (1975) possibly some of the people use a high self-esteem as a defensive measure to identify the optimal of society. Characteristics of low self-esteem persons A person with low self-esteem like a person with high self-esteem has a series of characteristics. He/she may have some or all of the following characteristics: A person feels awkward, shy conspicuous and unable to express him/ herself with confidence. A person worries about making mistakes and is always embarrassing to expose him/herself to anything new. A person is hyper sensitive and hyper alert to signs of rejection. A person deals with life in a protective and defensive manner. A person is depressed, unhappy and shows a greater degree of anxiety and aggression. A person does not feel satisfied with his/her life. A person is vulnerable to criticism and has greater social anxiety. A person feels inferior to others or unworthy. A person does not like leadership role or voluntary tasks. A person behaves inconsistently. A person suffers a lot of personal mistakes and sees failure as a result of deficiency in his/her abilities. A person underestimates his/her abilities (Apter, 1998; Timothy et al., 2001). On the other hand, according to Napoli et al. (1992) a person who has low self-esteem has the following characteristics: Note: Deficiency in accepting constructive criticism and making use of it in ones development. Deficiency in taking decisions and realising creative values, need to obey firmly set rules, Deficiency in taking the risks that may give way to mistakes, Deficiency in changing, a fixation on the same food, environment, course of action etc., Deficiency in focusing on others power, Deficiency in focusing on ones own power, A tendency to live others accomplishments vicariously (isolating heroes), Tendency to attach a lot of importance to the outward appearance (like dating the most attractive person on the campus, driving the hottest car, etc.), Tendency to be compulsive about cleanliness, eating, orderliness and the like, Tendency to be overly competitive (to be in need of winning every time and surpassing everyone in order to feel important), Tendency to be a poor loser and to see this position as an approval of their personal value, Tendency to be overly critical (finding fault), Tendency to overwork to prove themselves and to show others their worth. Theories on Self-esteem According to Murk (1999) in his book as Self-esteem; Research, Theory and Practice, take a number of theories that are briefly defined in the following: A historical view with modern relevance William James as a famous American psychologist, believes that the origin of self-esteem involves factors such as history, culture, family and circumstances. These factors are forming the identity of someone. He knows a self-esteem relationship with values, success and competence in the development of level of self-esteem; for example, if a person is able to manage their identity competently or the other side fails to do this. Success increases self-esteem and failure decrease it. The psychodynamic approach White believes that self-esteem is based on the relationship between ego and ideal ego. Here the focus is on efficacy. Self-esteem depends on someones competence and effectiveness. He believes that the relationship between self-esteem and achievement, respect is obtained. Thus, White concluded that the efficacy is taproot of self-esteem. Self-esteem is seen as an evolutionary phenomenon that subject to other processes, force development and deals with them in adulthood. Briefs, White to be exploring the relationship between competence, ego and self-esteem. The sociological approach Rosenberg can be defined self-esteem as positive and negative attitude towards a particular object in the other words ego (as cited in Murk, 1999, p. 122). Rosenberg was focused on the role of social factors on self-esteem. He combined both affective and cognitive processes in judging self-worth. He believes that the person who is evaluated should develop standards and values that including social aspects and compare him/herself with those standards. The smaller gap is between self and those standards and the highest gap is between self-esteem and those standards. Finally, Rosenberg focused on self-worth as a representative of self-esteem. The behavioral perspective Coopersmith defined self-esteem as evaluation that a person had to be done in relation to himself. This reflects the attitude of approval or disapproval, and indicates the extent to which a person believes in himself (as cited in Murk, 1999, p. 124). Under this approach, there is the relationship between self-esteem and behaviors such as anxiety and depression. Coopersmith believes that self-esteem or lack of it can be learned. In short, Coopersmith the first theorized who expressed two components which are included performance and competence as the principle component of the self-esteem. Behavior Informational reinforcement Aversive stimuli Hedonic reinforcement Consumers learning history Current behavior setting Figure 2.4: Adapted from summary of the behavioral perspective model The humanistic vision According to Branden (2001) ones evaluation is the most important key to ones behavior, business process, feelings, desires, values and goals affects him. He believes that the impression that person towards himself affects some responses; for example, if a person believes that is stupid, it has joined to the fact. In the first instance, he would suffer vision of human after self-esteem. Murk (1999) also emphasized self-esteem is an important part of human existence that must be managed throughout to life cycle (p. 130). In addition, Branden views self-esteem as ones having two components: Self-confidence (a sense of efficacy) Self-respect (a sense of competence). Moreover, Branden believes that a student may be damaging his self-esteem based on his notion; for example, when the learner in the learning has some difficulties, maybe he/she thinks these problems due to his/her inability. In summary, all these theorists have paid largely to the self-esteem. James is one of the first scientists who spoke about the foundations of self-esteem. White focused on effectiveness. Rosenberg puts his focus on self-worth and finally, Coopersmith and Branden, both of them focused on self-efficacy and self-worth as an essential component of self-esteem. EFL teachers role in building students self-esteem Teachers have an integral role in building self-esteem. Teachers should make the atmosphere so that students can develop their self-esteem; with this, the level of their success and confidence goes up. Finch (2001) believes that success less depends on the materials, techniques and linguistic analysis and more depends on what happens between people in the classroom. It is the teachers task to create a positive learning environment. They can improve students from the different ways and while students understand that their teacher is watching them out, but they have the sense of freedom and comfort. In this regard, Sano et al. mentioned that friendly relationship between teachers and learners and even learners with each other and this is our opinion that is the most important factor in language learning (as cited in Finch, 2001, p. 135). Students can do work correctly when they feel safe. This event occurs when then teachers behavior modestly, be a good listener, pay attention to his/her students and make them feel that they are efficacious and competent. Dorneyi (2001) offered teachers to create a supportive environment in the classroom in following ways: Establish a norm of tolerance. Encourage risk-taking and have mistaken accepted as a natural part of learning. Bring in and encourage humour. Encourage learners to personalize the classroom environment according to their taste (p. 31). Then, Kirstein (2001) offered more strategies: Create a positive classroom environment. Encourage your learners. Know your learners. Encourage interactions with other learners. Structure learning to be flexible and supportive. Help your learners acknowledge success (pp. 85-89). According to Oxford (2003) a strategy is useful for teaching base on the following circumstances: The strategy relates well to the L2 task at hand, The strategy fits the particular students learning style preferences to one degree or another The student employs the strategy effectively and links it with other relevant strategies. Oxford (1990) believes that strategies which based on these circumstances are make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situation (p. 8). In short, teachers should encourage students to create positive environments not only for students with low self-esteem but also for students with high self-esteem up to maintain the level of their self-esteem. Review of literature This section includes a preview about self-esteem and various aspects of the performance of students in foreign languages. The following issues are reviewed: the relationship between self-esteem and writing strategy, the relationship between self-esteem and speaking in English, the relationship between self-esteem and reading in English and the relationship between self-esteem and listening. On the relation between self-esteem and writing strategies Many studies on global self-esteem, can be show relationship between self-esteem and writing along the following three strands: In language learning, the role of affective variables, especially self-esteem cannot be ignored. The relationship can be positive or negative. He (1996) studied some of the affective factors, especially the self-esteem. The results of a survey of Chinese students are reported: a questionnaire that was intended for language learning was administrated to 31 Chinese immigrants in Southern California and an interview with 21 Chinese students. He found that self-esteem is one of the important factors that affect learning English as a second language. Similarly, Moritz (1996) conducted a study that self-assessment as a criterion of language skill and a tool used to measure. Factors that may affect the dominance self-assessment of foreign language of students are determined. Participants in this study were 28 college students of French at different levels. Results showed that self-assessment of foreign language impact students self-concept. Anstey (1993) achieved the same results. He studied the relationship between self-esteem and communication potential processes of students in French classes. In this study, the communication potential used for the development of a literature review on the communicative approaches to second language learning. Results showed that students self-esteem depends on a process that is selected by the teacher. Factors, which enable the teacher and other colleagues to increase interaction and negotiation enhance students self-esteem. Battle (1981) developed a questionnaire which was called Culture-Free Self-esteem Inventory. This questionnaire consisted of 60 items that were classified into five sub-scales: General self-esteem, Social/peer related self-esteem, Parent/home related self-esteem, Lie scale, Indicating defensiveness. A score for self-esteem are obtained by totaling the number of items, excluding the lie scale items of 10. So, the highest possible score is 50. On the other hand, Pareek et al. (1976) developed a questionnaire which was called Pre-adolescent Adjustment Scale. This questionnaire consisted of 40 items that included: Home (nine items), Peers (eight items), School (eight items), Teachers (eight items), General (seven items). A score for total adjustment are obtained by totaling of the five areas. In this case, high positive scores indicated high adjustment in the area, while negative scores indicated maladjustment. Both of these questionnaires, Culture-Free Self-esteem Inventory which developed by Battle (1981) and Pre-adolescent Adjustment Scale which developed by Pareek et al. (1976) were used to assess the self-esteem and adjustment among children. Moreover, a study was done by the National Foreign Language for students with the purpose of knowing whether their high self-efficacy of the learning strategies they used or not. Participants were in a group of students of French, Japanese and Spanish. Students grades were fourth, fifth and sixth. Two questionnaires were presented to them: the Immersion Language Learning Strategies Questionnaire and Immersion Self-efficacy Questionnaire. The results show that students with high self-efficacy and self-confidence were using more learning strategies; these strategies were effective in language learning preference of learners to the extent that it effected on the learners self-esteem. Gordnick (1996) randomly selected 50 students of Union County College and studied the relationship between their self-esteem and writing. He used Coopersmiths self-esteem test to measure self-esteem and used their writing grades to measure the writing, then took the correlation between them. The results showed that there is no significant correlation between students self-esteem and their writing. It is worth mentioning that both Gordnicks studies and present study have been about the relationship between self-esteem and writing achievement. It also should be added, participants of this study were students of Saudi Arabia EFL secondary school who formed American students. Hassan (2001) tried to determine the relationship between self-esteem and quality and quantity of students writing. The sample formed 32 Egyptian English major university students. Results showed that there is a negative relationship between students self-esteem and their writing. Low concern students have high self-esteem and high concern students have low self-esteem. Low concern students wrote better than high concern students. Hassans study investigated the relationship between two variables, one of them was the relationship between fear of writing and self-esteem and the other was a relationship between themselves and writing skills, while the present study examine the relationship between self-esteem and writing strategies. Participants in the Hassans study were university students who just studied in the field of English language, however in this study, participants included university students in various fields. Hassans study measured participants writing skills while this st udy examined the writing strategies. Brown (2000) claimed that there is relationship between self-esteem and academic performance however, he posed a question that which one affected the other. Significant changed as the number of researchers (Huang, 1992; Brown, 2000; Lee, 2001) reported. For example, in Huangs (1992) study, he discussed the relationship between biliteracy and self-esteem of Mexican-American students. Participants included 1034 persons who were Mexican and Mexican-American. Students were classified into three categories: biliterates, proficiency in English and proficiency in Spanish or oral bilingual. A set of 13 questions measured self-esteem. The results showed that Mexican-Americans who knew them as biliterates had higher self-esteem than those in English, Spanish or oral bilingual. Sled (1993) conducted a study on 25 patients from the University of Texas in order to provide basic writers confidence. By creating discussion and motivation in his class, he analyzed the students and it was causing that they can overcome their fear of making mistakes. Results showed that students confidence has increased. Koulourianos and Marienau (2001) conducted a study and in this study they used parent intervention strategies and teacher intervention strategies for the third and fourth grade students in the United States to improve their confidence in writing. The results showed that the strategies have had a positive effect on the students writing. Bardine (1995) proposed the guided strategies that included the use of journals in the adult literacy class which was to improve students writing. In this method, the teacher used quotes that increased self-esteem and positive attitude. He taught students from Mia

Tuesday, August 20, 2019

Television And Cinema In Todays Context

Television And Cinema In Todays Context Communication has evolved from aural means (such as the example of Persian king Darius I, whom used his men to serve as communication tools by shouting messages at positioned heights) to inscriptions (as used by the Romans and Persians amongst others) to print in the beginning of the sixteenth century. The rise of print has also allowed new languages to flourish especially Spanish, French, Portuguese and English. These languages became the predominant vehicle of communication for the European colonial powers in numerous parts of the globe. The transplantation of communications system around the globe created a new hierarchy of language and culture in conquered territories (Thussu 2006, pp. 2). According to Carey (1999) the growth of communications in the nineteenth century had the practical effect of diminishing space as a differentiating criterion in human affairs. The development of telegraph has enabled rapid transference of information that of which only requires minutes when it would have taken months should post come via sea. This evolution of communication has aided people in terms of business opportunities and times of war which were numerous in that era. Western countries were quick to grasp the implications of new technologies such as printing presses and radio communication following their introduction. And to this day, western countries are the communication mammoths of the world. Radio was a popular tool for propaganda in both the First World War and Second World War such was the same for news agencies. Western countries the information rich were in a position to dictate terms to the information poor, creating a structure of dependency with widespread economic, political and social ramifications for the poor societies (Thussu 2006, pp. 31). This situation has favourably turned for the best in recent years. But it is seen that messages are dispersed and received to the public using mediums of communication be it print, radio or even word of mouth. According to Williams (1974) though there is a fundamental assumption that television and cinema has altered the world there is a division of opinions. First opinion, also known as technological determinism, is that the technology is accidental. It is a view that new technologies are discovered by an essentially internal process of research and development which then sets the conditions for social change and progress (Williams 1974, pp. 7). Which means to say that should the television or cinema have not been thought off, warranted events (cultural or social) would not have eventuated. Second opinion is that even though technologies are discovered by accident as a medium in a process of change, its intendment lies in its use which are held to be symptomatic of some order of society or some qualities of human nature which are otherwise determined (Williams 1974, pp. 6). Should cinema or television have not been thought off and yielded; this opinion would still run as the public would be manipulated in some other way. But nevertheless, these opinions are deeply rooted in social thoughts that it is essentially profound to think beyond them as histories of technology are written, unconsciously or consciously, based on assumptions. Cinema and television has exponential influence in todays world though it should be noted that they are not the only mass media mediums with the ability to have leverage on public. Cinema and television have altered the way in which beauty is perceived and paved away stereotype images. Women seen on the screens are often extremely beautiful to be appreciated as beautiful. This could be reversed for men; actors are often macho and handsome. Less than attractive people are often given the smaller or side-kick roles. This stereotype has led to the issue of body-image. Bulimia and anorexia are eating disorders that are rampant in todays teenage and young adults world. Individuals who withhold food from their body or whom willingly vomit to keep their bodies svelte and conform to todays definition of beautiful. A television show that is going against this norm is Ugly Betty which features a less than attractive female lead. The show ran for four seasons before ending in 2010. Other stereotypes that emerge from cinema and television are the perceptions that all Asians have small eyes, high school band members are nerdy, blondes are ditzy and dumb or men with shoulder length hair are surfer dudes. There is an increase openness towards sexuality: gay, bisexual or straight. Global giant and financial leader of television and cinema (Thussu 2006, pp. 121), Hollywood has made it possible for such characterisations to be made public in television shows such as The OC, Glee and Ugly Betty and movies such as Brokeback Mountain and Transamerica. It could not be said that the public is more tolerant of sexuality as this acceptance is based on individuals. The openness towards sexuality could also have a negative impact on the public as there are films and television shows that promote adultery and cheating. Television and cinema has minimized the issue of geographical distance. What people see on these two medium are relatable in their lives and could be applied to a situation that is similar to what an individual is going through no matter where they habit in. For example, if a Singaporean individual is confused about her sexuality, mediums that feature such a topic could easily be relatable to her and thus she could seek a sense of direction from them despite where they originated from be it America, United Kingdom or wherever else in the world . Television and cinema are exaggerated by nature to allow people to be more engaged. Thus what people see on these mediums are not the exact truths nor can they happen in real life. These mediums are developed yearly with increasing viewers appeal (more explosions, more sexually charged, more dramatic) to rake in more monetary profit for the distributors. Though at times hold truth such as the case of the movie Blood Diamond, a fictional story with real issues (the mining of diamonds in Africa) and real events. Though influences are not hard truth from reality of the world, majority of people could relate their reality to what they see on the medium. It is uncommon to hear comments in conversations that are tied to these mediums. For example: I had a Rachel Berry (reference to television show: Glee) moment. I literally word vomit (reference to movie: Mean Girls) my excuse to the lecturer. New social groups and communities are formed defined by their interest such as favourite movies and television shows. Television and cinemas are also influential not only in terms of characters but also in fashion and materialism product placement of brands that could be seen in the mediums. Lately, there is an increase in television shows and cinema that are adapted from books. Monetary appeal as distributors is able to franchise out into merchandises and sequels or prequels and soundtracks. Such as: Twilight, Harry Potter and Pretty Little Liars. In conclusion, television and cinemas has altered the way in which the public view the world. Though situations on screens are exaggerated, they are still influential and could leave a lasting impression on an individual. It should be noted that television and cinema are not the only mass mediums in the world. In todays times the synergy of mass mediums provides a bigger profit margin for distributors.

Monday, August 19, 2019

Parental Control vs. Guidance in Amy Tans The Joy Luck Club :: Joy Luck Club Essays

Parental Control vs. Guidance in Joy Luck Club      Ã‚  Ã‚  The novel, "Joy Luck Club," by Amy Tan describes the struggle between a dominate mother who tries to protect her daughter, Ni kan, from the devastating losses that she suffered by convincing her that she might become anyone she wants to be. Ni kan resents her mother's control and wishes only to be herself. The author clearly illustrates in this novel that parents cannot control their children's lives; they can only guide them in the right direction and let them make their own decisions.    First of all, Amy Tan shows that Ni kan's mother attempted to dominate and control her daughter's life. The mother does this by telling Ni kan that "'. . . you can be prodigy, too'" (Tan 491) and insisting that she work toward this goal. Ni kan is then sent down a path of endless tests and lessons. These include tests on capitals of the states; multiplying numbers in her head; finding the queen of hearts in a deck of cards; trying to stand on her head without using her hands; predicting the daily temperatures in Los Angeles, New York, and London; and looking at a page from the Bible for three minutes and reporting everything that she remembers (Tan 492).    Although Ni kan quickly loses interest of her mother's dream of being a prodigy, her mother persists. She arranges for Ni kan to take piano lessons. Her mother does not ask her if she wants to play the piano or to explore another art form. She arranges a complete schedule of lessons and practices that take over not only her daughter's physical existence but also dominate Ni kan's thoughts for most of her free time. Her mother wants to control not only her actions but also her dreams and aspirations, and she will not tolerate disobedience. She clearly says that "Only one kind of daughter can live in this house. Obedient daughter" (Tan 497).    Amy Tan shows that Ni kan resents her mother's decisions and resists her control. After many failed tests in knowledge and skills, Ni kan asserts to herself, "I won't let her change me. . ." (Tan 492). This clearly shows a child resisting parental domination and control. The piano lessons evokes a response of "...I felt like I was being sent to hell" (Tan 493).

Sunday, August 18, 2019

The Problem Of Evil Essay -- essays research papers

The Problem of Evil Evil exists, a plain and simple fact. The argument for the problem of evil (and suffering) proves that fact. The argument for the problem of evil states that there is a all-good, all-powerful God. It states that God being all-good means that he only wants good to exist. But, look at all the bad and evil in the world. A total contradiction of a all-good God. God being all- powerful means that he can make whatever he wants. So, if God can make whatever he wants then why did he not make all people and things good? This all boils down too the fact that evil does exist and with evil existing there could not be an all-good, all powerful God.   Ã‚  Ã‚  Ã‚  Ã‚  I feel that the argument for the problem of evil is a good argument. The first solution to the problem of evil states that good cannot exist without evil. Not a bad argument, but faulty. With evil existing you have something to compare it to, which is good. But, If God was really all-good the word evil would not exist because everything would just be good. If God is so good and so powerful than why does he let so much evil exist? I could understand a little bit of bad people and things to make the good stand out, but there is so much. All the time in the news you hear about someone being murdered, children being molested, a natural disaster striking a area and many people suffering and dying, etc... This also shows that God cannot be all-powerful if lets all this evil exist in the universe th...

Angelas Ashes Essay -- essays research papers

Angela's Ashes Exposition:   Ã‚  Ã‚  Ã‚  Ã‚  Characters: Francis McCourt- protagonist   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Malachy McCourt (father)- antagonist   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Angela McCourt (mother)- protagonist   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Malachy McCourt (brother)- protagonist   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Michael McCourt (brother)- static   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Alphie McCourt (brother)- static   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Abbot (uncle)- protagonist   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Uncle Pa Keating (uncle)- protagonist   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Aunt Aggie (aunt)- antagonist   Ã‚  Ã‚  Ã‚  Ã‚  Setting: In the poor part of Limerick, Ireland around 1938.   Ã‚  Ã‚  Ã‚  Ã‚  Rising Action: 1. Frankie's father, Malachy, lost his job in America. There is no money left in the family and they are living a poor and unhappy life without enough money to live. They are depending on the government to help them. 2. Frankie's mother has a baby, Margaret. Because of the lack of money the family can't eat and keep the children healthy. Margaret, the only girl dies and Frankie's mother and father are very unhappy. They go through hard times because of their loss. 3. Frankie's mother's cous...

Saturday, August 17, 2019

Theories of Corporate Personality

Theories of Corporate Personality MANAS AGARWAL 5th Semester BA LL. B (B) School of Law Christ University Bangalore INDEX * Research Methodology * Introduction * The Common Law Perspectives * Fiction Theory * Concession Theory * The Purpose Theory * Bracket Theory * Realist Theory * Why Corporations? * Corporate Personality And Limited Liability Cases: * Macaura v. Northern Assurance Co. * Lee v. Lee’s Air Farming * Salomon v. Salomon & Co. ACKNOWLEDGEMENT I Manas Agarwal of B. A. LL. B (Hons. ) is really grateful to Ms. Fincy V, without whose help and corporation this project would not have been possible.I am also grateful to the National Law School India University (N. L. S. I. U) Library staff and the Knowledge Centre, Christ University staff, whose cooperation is appreciable. I think this kind of assignments lead to the overall development of the students and I am looking forward to take up such assignments in future. RESEARCH METHODOLOGY †¢ SCOPE AND FOCUS: – This research paper essentially seeks to study and criticise the different theories of corporate personality considering the jurisprudential conflicts. †¢ RESEARCH OBJECTIVES: – The principal objective of our research is to study and criticise the different theories of corporate personality and the concepts under it. * Another objective of our research is to find conflicts between the various theories relying on various judgments. †¢ RESEARCH QUESTIONS: – * What is the difference between various theories of corporate personalities. * The meaning and limits of a corporate personality. †¢ METHOD OF ANALYSIS: – This project has its basis on the following methods of analysis:- DESCRIPTIVE: – The first task is to comprehensively study and critize the jurisprudential theories of corporate personalities.ANALYTICAL: – Further these concepts and observations can be analyzed. The valuable knowledge that is gained from studying the commentaries must be used to understand the evolution of the theories and the law itself in terms of some cases. †¢ MODE OF CITATION :- The researcher(s) has used a uniform mode of citation in this paper. Introduction There is an interesting conflict between philosophic theories as to the nature of corporate personality and the insurgent demand of economic forces for a further recognition of those form of organisation which seem so essential to modern life.The grant of legal personality is clearly within the gift of the state, for it may be refused to natural persons. In the case of natural person, however, it is clear that law grants legal personality to a physical entity existing in space and possessing what (for lack of better term) we describe as human personality. While philosophy may find difficulty in analyzing or describing the real nature of human personality, few of us doubt that we exist, and we compensate for our defective analysis by an intuitive understanding of our own natur e which, however inadequate it may be, at least gives a substratum on which to build.As far as legal personality is concerned, there is no very significant difference between that granted to human beings and that to non-human beings such as groups or other entity. The decision of House of Lords in Salomon v A Salomon & Co. Ltd had a lasting influence in corporation law. It is often credited with the principle of separate legal entity of the corporation distinct from the members. Though there is no doubt that the Salomon case had play a significant role in company law, the decision in this case was hardly the origin of the separate legal entity principle.The legal entity of beings other than the human has long been recognized prior to 1897, in which the Salomon case was decided. The jurisprudence theories on juristic person had been established since the early Roman law to justify the existence of legal person other than the human. The State, religious bodies and education institutio ns had long been recognized as having legal entity distinct from the members. The acceptance of the corporate personality of a company basically means that another non-human entity is recognized to assume a legal entity. This can be seen from the many theories of jurisprudence on corporate personality.Majority of the principal jurisprudence theories on corporate personality contended that the legal entity of the corporation is artificial. The fiction, concession, symbolist and purpose theories supported the contention that existence of corporation as a legal person is not real. It only exists because the law of the state recognized it as legal person and it is recognized either for certain purpose or objectives. The fiction theory, for example, clearly stated that the existence of corporation as a legal person is purely fiction and that the rights attached to it totally depend on how much the law imputes upon it by fiction.The Common Law Perspectives Generally, there are two types o f person which the law recognized, namely the natural and artificial person. The former is confined merely for human beings while the latter is generally referred to any being other than human being which the law recognized as having duties and rights . One of the most recognized artificial persons is the corporation. Legal scholars, particularly the jurists, have always explored the issue on the recognition of corporation as a legal person.In the study of jurisprudence, the separate legal personality of corporation is based upon theories, which are concentrated upon the philosophical explanation of the existence of personality in beings other than human individuals. W. Friedman stated that: â€Å"All law exists for the sake of liberty inherent in each individual; therefore the original concept of personality must coincide with the idea of man. † Even though there are many theories which attempted to explain the nature of corporate personality, none of them is said to be domi nant.It is claimed that while each theory contains elements of truth, none can by itself sufficiently interpret the phenomenon of juristic person. Nonetheless, there are five principal theories, which are used to explain corporate personality, namely, the fiction theory, realist theory, the purpose theory, the bracket theory and the concession theory. Fiction Theory The fiction theory holds that corporations are simply legal fictions, created and sustained by an act of the state. They are endowed with corporate personality simply because this is a convenient form through which the natural persons behind the corporation may conduct their business.According to this theory, the legal personality of entities other than human beings is the result of a fiction. Hence, not being a human being, corporation cannot be a real person and cannot have any personality on its own. Originally, the outward form that corporate bodies are fictitious personality was directed at ecclesiastic bodies. The doctrine was used to explain that the ecclesiastic colleges or universities could not be excommunicated or be guilty of a delict as they have neither a body nor a will. The famous case of Salomon v A Salomon Co Ltd is a proof of the English court adoption of the fiction theory.In this case, Lord Halsbury stated that the important question to decide was whether in truth an artificial creation of the legislature had been validly constituted. It was held that as the company had fulfilled requirements of the Companies Act, the company becomes a person at law, independent and distinct from its members. Despite its instrumental conception of the corporation, the fiction theory still affords a sufficient basis for according corporations legal rights. Indeed, it is on the basis of the fiction that corporations are persons that they possess the legal rights they do, such as private property rights.However the fiction theory affords no basis for the recognition of moral rights of corporations . On the fiction view, â€Å"corporations, as creatures of the State, have only those rights granted them by the State. † The personality the corporation enjoys is not inherent in it but as conceded by the state. Due to the close connection made in this theory as regards to relation of legal personality and the power of the state, fiction theory was claimed to be similar to the theory of sovereignty of state which is also known as the concession theory. Concession TheoryA group of persons wanting to create a corporation will have to execute documents and comply with requirements set by the state before being given corporate personality; merely a privilege; state may provide causes for which the privilege may be withdrawn. It maintains that the law is the only source from which the legal personality may flow. The law lays down certain conditions which creates the legal personality of a corporation. Corporate form is therefore a concession given by the state. The concession the ory is basically linked with the philosophy of the sovereign national state.It is said to be essentially a product of the rise of the national state at a time when there were rivals between religious congregations and organizations of feudal origin for the claim of national state to complete sovereignty. Under the concession theory, the state is considered to be in the same level as the human being and as such, it can confer on or withdraw legal personality from other groups and associations within its jurisdictions as an attribute of its sovereignty. Hence, a juristic person is merely a concession or creation of the state.Concession theory is often regarded as the offspring of the fiction theory as it has similar claim that the corporations within the state have no legal personality except as it is conceded by the state. Exponents of the fiction theory, for example, Savigny, Dicey and Salmond are found to support this theory. Nonetheless, it is that while the fiction theory is ulti mately a philosophical theory that a corporation is merely a name and a thing of the intellect, the concession theory is indifferent as regards to the question of the reality of a corporation in that it focuses on the sources of which the legal power is derived.Dicey took the view that sovereignty is merely a legal conception which indicates the law-making power unrestricted by any legal limits. The Purpose Theory This theory is also known as the theory of Zweckvermogen. Similar to the fiction and concession theories, it declares that only human beings can be a person and have rights. Entities other human is regarded as an artificial person and merely function as a legal device for protecting or giving effect to some real purpose. As corporations are not human, they can merely be regarded as juristic or artificial person.Under this theory, juristic person is no person at all but merely as a â€Å"subject less† property destined for a particular purpose and that there is owner ship but no owner. The juristic person is not constructed round a group of person but based on the object and purpose. The property of the juristic person does not belong to anybody but it may be dedicated and legally bound by certain objects. This theory rationalized the existence of many charitable corporations or organizations, such as trade unions, which have been recognized as legal persons for certain purposes and have continuing fund.It is also closely linked with the legal system which regard the institution of public law and the endowment of private law as legal personalities. Bracket Theory According this theory, a company consisting of its members or shareholders exists and it is inconvenient to refer always to all of them, a bracket is placed around them to which a name is given but in order to understand the real position we must remove the bracket. The real status is given in realist theory. Realist Theory On the realist view, the corporation is more than a legal ficti on, and more than simply an agreement between its shareholders.It is an autonomous institution with a demonstrable extra-legal existence, analogous in some respects to a self-governing state. Like the contract theory, the realist theory recognises that the shareholders of a corporation delegate the powers of control over their property to the corporation's management so that the property can be pooled towards a unified purpose. Unlike under the contract theory, however, the shareholders are seen more as investors in the corporation than owners of it.This is why managers owe fiduciary duties not simply to the shareholders, but to the corporate person as a whole. Of the three theories, only the realist theory seems capable in principle of supporting moral rights for corporations, because only it grants them a real social existence apart from the concession of the state or the agreement of their shareholders. However it seems that the realist theory of corporate personality has fallen out of favour amongst modern academic writers. This may be because it seems to accurately describe only a limited subset of corporations.Many types of corporations which have assumed greater importance since the realist view gained prominence, including holding companies and trustee companies, sit uneasily within the realist framework. Nevertheless it is believed that the realist theory is potentially the most useful of the three set out above, so long as the subset of corporations to which it most accurately applies can be sufficiently delineated. By itself the theory seems incapable of providing any basis for such delineation. If the realist conception of the corporation is to be salvaged at all, its assumptions must be explicated by some other theory.Why Corporations? The above survey of the theories of corporate personality has revealed no complete conception of the corporation which justifies the recognition of moral rights of corporate persons. To some extent, this is hardly s urprising. Corporate personality is a legal concept based on purely commercial considerations: The concept of the juridical person is convenient to the conduct of business by providing for extended â€Å"life† and a limitation on liability, not to mention the right to own property and enter into contracts, which the law reserves to people.But laws might be fashioned to give corporations the same power to own property and sign valid contracts without terming them persons. There is therefore no reason why the types of bodies (if any) which deserve to be endowed with collective rights should coincide with those organisations allotted the status of persons by the law for purely instrumental reasons. For instance, corporations are classified as legal persons, but partnerships are not. Yet there is no obvious reason why the mere act of incorporation by a partnership should endow it with moral rights which it did not possess before.The intuition which many lawyers seem to possess th at corporations do possess rights can be explained as a psychological response to the â€Å"unified normative vocabulary† with which natural and corporate persons are described. That is, the personification of the corporation leads lawyers to indiscriminately apply concepts to it which are rightly applicable only to natural persons. However although this may be a convenient mode of analysis, it is clearly not conceptually consistent for rights to be accorded to bodies corporate (and to no other collectivities) purely because they bear that designation.Nevertheless, that is precisely what propose should be done. The rationale is that the present paper is not simply a normative, but also a descriptive study. It is apparent that corporate persons are already recognised as more appropriate bearers of rights than non-incorporated bodies under Australian law. It is for this reason that they have property and other common law rights which non-incorporated bodies lack. It is likely, therefore, that any extension of the rights recognised of collectivities under our law will employ this existing category.To extend the recognition of rights to non-incorporated bodies would require the recognition of a third type of personhood hitherto unknown to the law. However desirable this may be, it is not a realistic proposal for law reform. Corporate Personality And Limited Liability Corporate personality refers to the fact that as far as the law is concerned a company personality really exists apart and different from its owners. As a result of this, a company can sue and be sued in its own name, hold its own property and crucially – be liable for its own debts.It is this concept that enables limited liability for shareholders to occur as the debts belong to the legal entity of the company and not to the shareholders in that company. Corporate legal personality arose from the activities of organisations such as religious orders and local authorities which were grant ed rights by the government to hold property and sue and be sued in their own right and not to have to rely on the rights of the members behind the organisation. Over time the concept began to be applied to commercial ventures with a public interest element such as rail building ventures and colonial trading businesses.However, modern company law only began in the mid-nineteenth century when a series of Companies Acts were passed which allowed ordinary individuals to form registered companies with limited liability. The way in which corporate personality and limited liability link together is best expressed by examining the key cases:- Salomon v Salomon ; Co. Mr Salomon carried on a business as a leather merchant. In 1892 he formed the company Salomon ; Co. Ltd. Mr Salomon, his wife and five of his children held one share each in the company.The members of the family held the shares for Mr Salomon because the Companies Acts required at that time that there be seven shareholders. Mr Salomon was also the Managing Director of the company. The newly incorporated company purchased the soletrading leather business. The leather business was valued by MrSalomon at ? 39,000. This was not an attempt at a fair valuation; rather it represented Mr Salomon’s confidence in the continued success of the business. The price was paid in ? 0,000 worth of debentures (a debenture is a written acknowledgement of debt like a mortgage – see Chapter 7) giving a charge over all the company’s assets (this means the debt is secured over the company’s assets and Mr Salomon could, if he is not repaid his debt, take the company’s assets and sell them to get his money back), plus ? 20,000 in ? 1 shares and ? 9,000 cash. Mr Salomon also at this point paid off all the sole trading business creditors in full. Mr Salomon thus held 20,001 shares in the company, with his family holding the six remaining shares. He was also, because of the debenture, a secured cred itor.However, things did not go well for the leather business and within a year Mr Salomon had to sell his debenture to save the business. This did not have the desired effect and the company was placed in insolvent liquidation (i. e. it had too little money to pay its debts) and a liquidator was appointed (a court appointed official who sells off the remaining assets and distributes the proceeds to those who are owed money by the company, see Chapter 16). The liquidator alleged that the company was but a sham and a mere ‘alias’ or agent for Mr Salomon and that Mr Salomon was therefore personally liable for the debts of the company.The Court of Appeal agreed, finding that the shareholders had to be a bona fide association who intended to go into business and not just hold shares to comply with the Companies Acts. The House of Lords disagreed and found that- the fact that some of the shareholders are only holding shares as a technicality was irrelevant; the registration procedure could be used by an individual to carry on what was in effect aone-man business a company formed in compliance with the regulations of the Companies Acts is a separate person and not the agent or trustee of its controller.As a result, the debts of the company were its own and not those of the members. The members’ liability was limited to the amount prescribed in the Companies Act – i. e. the amount they invested. The decision also confirmed that the use of debentures instead of shares can further protect investors. Macaura v Northern Assurance Co. Mr Macaura owned an estate and some timber. He agreed to sell all the timber on the estate in return for the entire issued share capital of Irish Canadian Saw Mills Ltd.The timber, which amounted to almost the entire assets of the company, wasthen stored on the estate. On 6 February 1922 Mr Macaura insured the timber in his own name. Two weeks later a fire destroyed allthe timber on the estate. Mr Macaura tried to claim under theinsurance policy. The insurance company refused to pay outarguing that he had no insurable interest in the timber as the timber belonged to the company. Allegations of fraud were also made against Mr Macaura but never proven. Eventually in 1925 theissue arrived before the House of Lords who found that:The timber belonged to the company and not Mr Macaura Mr Macaura, even though he owned all the shares in the company, had no insurable interest in the property of the company just as corporate personality facilitates limited liability by having the debts belong to the corporation and not the members, it also means that the company’s assets belong to it and not to the shareholders. More modern examples of the Salomon principle and the Macaura problem can be seen in cases such as Barings Plc (In Liquidation) v Coopers ; Lybrand (No. 4) [2002] 2 BCLC 364.In that case a loss suffered by a parent company as a result of a loss at its subsidiary (a company in which it he ld all the shares) was not actionable by the parent – the subsidiary was the proper plaintiff. In essence you can’t have it both ways – limited liability has huge advantages for shareholders but it also means that the company is a separate legal entity with its own property, rights and obligations. Lee v Lee’s Air Farming Mr Lee incorporated a company, Lee’s Air Farming Limited, in August 1954 in which he owned all the shares. Mr Lee was also the sole ‘Governing Director’ for life.Thus, as with Mr Salomon, he was in essence a sole trader who now operated through a corporation. Mr Lee was also employed as chief pilot of the company. In March 1956, while Mr Lee was working, the company plane he was flying stalled and crashed. Mr Lee was killed in the crash leaving a widow and four infant children. The company as part of its statutory obligations had been paying an insurance policy to cover claims brought under the Workers’ Compens ation Act. The widow claimed she was entitled to compensation under the Act as the widow of a ‘worker’.The issue went first to the New Zealand Court of Appeal who found that he was not a ‘worker’ within the meaning of the Act and so no compensation was payable. The case was appealed to the Privy Council in London. They found that: the company and Mr Lee were distinct legal entities and therefore capable of entering into legal relations with one another as such they had entered into a contractual relationship for him to be employed as the chief pilot of the company he could in his role of Governing Director give himself order as chief pilot.It was therefore a master and servant relationship and as such he fitted the definition of ‘worker’ under the Act. The widow was therefore entitled to compensation. Separate legal personality and limited liability are not the same thing. Limited liability is the logical consequence of the existence of a separ ate personality. The legal existence of a company (corporation) means it can be responsible for its own debts. The shareholders will lose their initial investment in the company but they will not be responsible for the debts of the company.Just as humans can have restrictions imposed on their legal personality (as in the case of children) a company can have legal personality without limited liability if that is how it is conferred by the statute. CONCLUSION person is not artificial or fictitious but real and natural. The realist also contended that the From the discussion on jurisprudence theories of corporate personality by G. W Paton, it is observed that main arguments lie between the fiction and realist theories.The fiction theory claimed that the entity of corporation as a legal person is merely fictitious and only exist with the intendment of the law. On the other hand, from the realist point of view, the entity of the corporation as a legal law merely has the power to recogniz e a legal entity or refuse to recognize it but the law has no power to create an entity. Referring to the English company law case law, it can be seen that in most cases, the court adopted the fiction theory. Salomon v A Salomon Co Ltd is the most obvious example.It is also observed that fiction theory provide the most acceptable reasoning in justifying the circumstances whereby court lifted the corporate veil of corporation. If the entity of the corporation is real, then the court would not have the right to decide the circumstances where there is separate legal entity of the corporation should be set aside. No human being has the right to decide circumstances whereby the entity of another human being should be set aside. Only law has such privilege.Nonetheless, the realist contention that the corporation obtain its entity as a legal person not because the law granted it to them but because it is generated through its day to day transaction which are later accepted and recognized b y law also seem acceptable. Bibliography * A Text Book of Jurisprudence, 2nd Ed, by G. W. Paton * Corporate personality in the 20th century edited by Ross Grantham * Manupatra. com * Legalservicesindia. com * Westlaw. com ——————————————– [ 1 ]. Cf. A. Kocourek, Jural Relations (2nd ed. ), 57. [ 2 ]. Stokes, M. â€Å"Company Law and Legal Theory† in Twining, W. ed). Legal Theory and the Common Law. Basil Blackwell, Oxford, 1986, 155, 162. [ 3 ]. Salomon v A Salomon & Co Ltd [1897] AC 22 [ 4 ]. First National Bank v Bellotti (1978) 435 US 765 [ 5 ]. Mark, G. Op. cit. 1472. [ 6 ]. cf. Mills v Mills (1938) 60 CLR 150 [ 7 ]. Woytash, J. â€Å"We Must Stop Viewing Corporations as People† (1978) 64 ABAJ 814 [ 8 ]. Dan-Cohen, M. Rights, Persons, and Organizations. University of California Press, Berkeley, 1986, 5. [ 9 ]. Salomon v Salomon & Co. [1897] AC 22 [ 10 ]. Macaura v Northern Assurance Co. [1925] AC 619 [ 11 ]. Lee v Lee’s Air Farming [1961] AC 12