The Mystery of Northeastern 2015 Essay Topics No One Is Discussing

The Mystery of Northeastern 2015 Essay Topics No One Is Discussing Northeastern 2015 Essay Topics Explained As an example, let's say if you're writing about language history essay than you are going to have to incorporate all of the information concerning the history language on earth no matter any specific region while in specific language history essay, you would chat about history of the language of a certain region. The point is that businesses that have come to be too big have come to be so embedded in the economy. Everyone knows there are two sorts of people of the world. The actual world is too complex to comprehend and describe completely. A lot of people are arguing against the notion of gender and the way that it is a constricting social construct. When you imitate the job written by somebody else and move it as your individual it's generally referred to as plagiarism. To be fair, however, you are going to find that one of the very first things you have to do is become a specialist on the problem. When you're picking your topic, remember that it's much simpler to write about something which you currently have interest ineven in case you don't know a good deal about it. When you choose a topic, make certain you choose a well-defined, controversial matter. So, the choice of the topic is most important. In order to assist you narrow down an acceptable topic and title for your environmental essay, we've discussed some techniques that you could employ. It's important to select debatable argumentative essay topics since you need opposing points you could counter to your own points. Anyway, you also have to study different writers arguments for and against the very same or similar topics. If you're writing an argumentative essay it's important that you write on a topic that you have knowledge about and you believe that you are able to win over the audience with your arguments. Reading critics comments on a specific subject will help you in generating new ideas that are an extension of the critics thought. The writers have the capacity to produce an outline of the topic. Though an essay might be written for different purposes a writer should be creative, analytical and ought to be in a position to organize his thoughts in a very clear and crisp method. A well written essay ought to have a suitable introduction, appropriate division into paragraphs, a suitable evolution of the ideas discussed and an appropriate conclusion. The very first task a writer should begin with when writing a guide is to collect the materials that are required to support the topic of the essay. To do so, they would have to put down the facts of their research in the argumentative essay, at the same time they will have to cite the facts to prove the credential of the arguments. You're guaranteed the communication essay is going to be that which you've asked for. Nowadays you have all of the books and materials that are necessary to compose the essay. You'll observe a similar structure in a lot of the essays. Moral argumentative essay topics are a few of the simplest to g et carried away with. The majority of the folks have a tendency to run away from politics and thus the politics essays too, therefore it is quite important to grab the interest of the readers till the conclusion of the essay and that would be much difficult I know. An individual must realize that writing an essay isn't a simple job and there's substantial effort that's required to develop oneself into an excellent essay writer. The finest argumentative essay writing service on the web is a business that gives good quality and reasonably priced help on argumentative essay and argumentative essay topics. Occasionally, selecting a great argumentative essay topics will be quite tough. Persuasive essays share a good deal of resemblance with argumentative essays. Persuasive or argumentative essays are intended to convince the audience of a person's viewpoint about a specific topic. An argumentative essay on the opposite hand should be supported by facts. The introduction needs to be convincing and bring out the thesis that you are likely to present in the essay. You are able to buy argumentative essay at their site. Bridget's essay is extremely strong, but there continue to be a couple little things that could be made better. By obeying the above-given hints you will readily realize an impactful argumentative essay. Inspiration to make your own advertising or media argumentative essay topics isn't really hard to discover. The topic also needs to be the one which provides the students sufficient to write on. Writing argumentative essay is an intricate job, as it requires the presence of many skills at the exact time. If it comes to write engineering essay for those students that are studying in electrical engineering school becomes confused since they are engineers and not the writers.

Frederick Douglass Essay - 1311 Words

In Frederick Douglass autobiography, Narrative of the Life of Frederick Douglass, An American Slave, he writes about the inhumanity and brutality of slavery, with the intention of informing white, American colonists. Douglass is thought to be one of the greatest leaders of the abolition, which radically and dramatically changed the American way of life, thus revolutionizing America. Douglass changed America, and accomplished this through writing simply and to the point about the reality of slavery, told through the point of view of a slave. In a preface of Douglass autobiography, William Lloyd Garrison writes, I am confident that it is essentially true in all its statements; that nothing has been set down in malice, nothing†¦show more content†¦Douglass life started off as any other life of a slave. He was born into slavery on a plantation, separated from his mother before he was twelve months old, and taken care of by his grandmother, who was too old to be of any use on a p lantation. This was a usual occurrence, taking the child from the enslaved woman at a young age. Being very important in keeping the child enslaved and obedient, the only purpose to the psychological effect of this separation was, Douglass writes, to hinder the development of the childs affection toward its mother, and to blunt and destroy the natural affection of the mother for the child (Douglass, 48). Douglass also tells of when he learns that his mother had died, I received tidings of her death with much the same emotions I should have probably felt at the death of a stranger (Douglass, 49). He states this to further illustrate the effect and purpose of the separation. Douglass feels no different towards his own mother than he does toward a complete stranger, implying what little he knew of, experienced with, and cared about his mother due to their forced separation. Douglass uses chilling and descriptive stories of events from his life in his narrative with a political purpose. These overwhelming stories relay the truth and detail of the evil machine of slavery to his American readers. One of his stories is that of a killing of one ofShow MoreRelatedTrickery in Narrative of the Life of Frederick Douglass by Frederick Douglass1880 Words   |  8 Pagesthus they do not survive. In Narrative of the Life of Frederick Douglass by Frederick Douglass, Douglass harnesses the ability to conform to the world of trickery and conveys his journey to freedom. Through his appeal to pathos, use of dramatic asides, and application of anecdotes, Douglass expresses the necessity of slaves to play the game of trickery to survive in the world of tricksters. Effectively establishing an appeal to pathos, Douglass emphasize his raw emotions to the reader, allowing theRead MoreFrederick Douglass Essay817 Words   |  4 PagesAfrican-American man Frederick Douglass wrote his famous speech, â€Å"The Meaning of July Fourth for the Negro†, America was in a time of great distress. It was the year 1852, and the view of abolitionists was quickly spreading. It was the time of both provocative literatures such as Uncle Tom’s Cabin, as well as important resolutions, such as the Dredd Scott decision, showing the contrast between views at the time, both positive and negative towards slavery. Frederick Douglass was a freed African-AmericanRead MoreFrederick Douglass : A Man949 Words   |  4 PagesDaniel Lee 12/6/15 Frederick Douglass Essay How did Frederick Douglass move from being a slave to a man? In Frederick Douglass’s autobiography, â€Å"Frederick Douglass,† Frederick Douglass, a black man born into slavery, went from being a slave to a man. His actions proved he was a man. Frederick Douglass was born into slavery in Tuckahoe, Maryland. Like many slaves, Frederick Douglass didn’t know his exact age or birthday, but he knew an estimate of his age. â€Å"I come to this, fromRead More Frederick Douglass Essays505 Words   |  3 Pages The Narrative of the Life of Frederick Douglass, an American Slave is an account of Frederick Douglass’ life written in a very detached and objective tone. You might find this tone normal for a historical account of the events of someone’s life if not for the fact that the narrative was written by Frederick Douglass himself. In light of the fact that Douglass wrote his autobiography as a treatise in support of the abolishment of slavery, the removed tone was an effective tone. It gave force to hisRead MoreFrederick Douglass Essay691 Words   |  3 PagesFrederick Douglass Frederick Douglass was one of the most important black leaders of the Antislavery movement. He was born in 1817 in Talbot County, MD. He was the son of Harriet Bailey and an unknown white man. His mother was a slave so therefore he was born a slave. He lived with his grandparents until the age of eight, so he never knew his mother well. When he turned eight, he was sent to Aunt Kathy, a woman who took care of slave children on the plantation of Colonel Edward Lloyd. WhenRead MoreFrederick Douglass And Slavery.1438 Words   |  6 PagesFrederick Douglass and Slavery Frederick Douglass the most successful abolitionist who changed America’s views of slavery through his writings and actions. Frederick Douglass had many achievements throughout his life. His Life as a slave had a great impact on his writings. His great oratory skills left the largest impact on Civil War time period literature. All in all he was the best black speaker and writer ever. Douglass was born a slave in 1817, in Maryland. He educatedRead MoreEssay on Frederick Douglass658 Words   |  3 Pages Frederick Douglass nbsp;nbsp;nbsp;nbsp;nbsp;Frederick Douglass was a man who was active until the day he died. Frederick Attended Anti-Slavery meetings and also attended meetings for Women?s rights. He believed everyone was equal it didnt matter if one was white, black, or green it also didnt matter what sex you were he believed everybody was equal. He achieved many things during his hard but great life. nbsp;nbsp;nbsp;nbsp;nbsp;Born on a plantation in Tuckahoe, near Easton, in TalbotRead MoreThe Slave By Frederick Douglass972 Words   |  4 Pagesthousands of years later. In â€Å"What to the Slave is the Fourth of July?† Frederick Douglass, a former slave, addresses an audience of white abolitionists on July 5th of 1852. He focuses on the disparity between the American values celebrated on the Independence Day and the issue of slavery. To do so, Douglass raises the question of to whom those values apply and explains why and how it should be different. Analyzing Douglass’ effort, we see that he is using arguments that trace back to the ancientRead MoreFrederick Douglass Essay559 Words   |  3 PagesFrederick Douglass Born Frederick Augustus Washington Bailey on Marylands Eastern Shore in 1818, he was the son of a slave woman and, her white master. Upon his escape from slavery at age 20, he adopted the name of the hero of Sir Walter Scotts The Lady of the Lake. Douglass immortalized his years as a slave in Narrative of the Life of Frederick Douglass, an American Slave (1845). This and two other autobiographies, My Bondage and My Freedom (1855) and The Life and Times of Frederick DouglassRead MoreThe Narrative Of Frederick Douglass1835 Words   |  8 PagesIn Frederick Douglass article Figuring out how to Read and Write he clarifies the imperative part instruction plays in a man s life, and the things that you can achieve by figuring out how to peruse and compose. Figuring out how to make a contention did offer Douglass some assistance with obtaining his flexibility, as well as offered different slaves some assistance with getting their opportunity and annul subjugation. We can say that Douglass was fortunate he was taught by his paramour and

Evolution of Antibiotic Resistance free essay sample

Evolution of Antibiotic Resistance Maricia Overly Professor Ellen Doyle South University Online July 30, 2011 Abstract â€Å"Super Bugs† (Clemmitt, 2007) are beginning to take control of our health. Antibiotic resistance has enabled germs that once caused very little harm the ability to leave us in dire straights. The worst part of these â€Å"Super Bugs† (Clemmitt, 2007) is that people can be walking around with them infecting others without knowing it. Evolution of bugs due to the overuse of antibiotics has left us almost defenseless. Many reports have been released about this growing epidemic. Antibiotic resistance is when bacteria become immune to the effects of an antibiotic. This occurs because of two reasons. The first reason is the overuse of antibiotics while the second is due to the fact that â€Å"bacteria naturally develop resistance to antimicrobial drugs. † (Clemmitt, 2007) One example of a â€Å"super bug† is the ever so popularly known- MRSA. MRSA stands for methicillin resistant staphylococcus aureus. We will write a custom essay sample on Evolution of Antibiotic Resistance or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page (cdc. gov, 2007 as cited by Clemmitt, 2007) MRSA has two different kinds- CA-MRSA is community acquired MRSA and HA-MRSA which is hospital acquired MRSA. Clemmitt, 2007) To reduce the risk of creating â€Å"super bugs† the doctors urge patients to take all of the prescribed medicine because the medicine may have only killed the weaker strands of bacteria and not the entire colony of bacteria in our bodies. This can cause the bacteria to mutate and become resistant to antibiotics. The doctors also urge patients not to take an antibiotic if it is not purely necessary because a person’s body can fight off some infections itself. Giving an antibiotic when it is not needed also creates a problem of antibiotic resistant bacteria. The problem these resistant bacteria are causing creates a whole new level of worry for the FDA and the CDC. Because these bugs cannot be effectively eliminated puts many people’s lives in danger of dying from a once very treatable disease. Many patients have already had their lives drastically altered because of amputations or organ failures and even death of loved ones. Every year the number of cases goes up. Normally we think that when a drug is not strong enough to work there will be another one right there. The truth is, fewer drugs are being developed. (Guidos as cited by Clemmitt, 2007) Slowing the spread of infections can be obtained through proper hygiene and isolation when people are sick. â€Å"But there is little consensus about what, if any, infection-control measures public-health agencies should impose. † (Clemmitt, 2007) Proper hygiene means washing your hands before and after you eat as well as after you use the restroom. If your hands are dirty before you use the restroom- make sure to wash first. Do not share clothes, towels or personal items including your phone as they may carry these deadly infections. The overuses of antibacterial soaps play a role in drug resistant bugs. A traditional cleaning aid such as alcohol or bleach or peroxide is better to disinfect things without creating mutated bacterial. References Clemmitt, M. (2007, August 24). Fighting superbugs. CQ Researcher, 17, 673-696. Retrieved from http://library. cqpress. com/cqresearcher/

She Remembered free essay sample

â€Å"We will be getting a new student next week, and we would like you to help her around the school,† my fourth grade teacher said. And I agree happily. Excited about being asked, I imagine a fourth grade friendship. Painting nails. Sharing secrets. Being best friends. Next week came quickly, and I raced from the bus to my classroom window. Peering through, I noticed something different—her crooked smile, her arched back and her buckled knees. I went inside to introduce myself, but I felt confused. â€Å"Maddie, this is Tiffany.† My teacher noticed my curious discomfort, so she brought me in the hallway. She explained that Tiffany had autism. Autism? What is that? She said Tiffany is no different than the rest of my classmates. I agreed, unknowing how I was going to cope, connect, or communicate with her. The following week, I learned Tiffany’s likes, dislikes, and triggers. My class didn’t understand her differences. We will write a custom essay sample on She Remembered or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But I did. I felt responsible for her. She drove me to do well in school and she helped me understand the way people interact with each other. After helping Tiffany for over three years, she moved in with a foster family, and transferred schools. Then, from eighth grade through sophomore year, I babysat Matthew. He is a boy with Cerebral Palsy, which meant he was dependent on my help. I asked my mom what Cerebral Palsy was when I found out I was going to be babysitting him. She compared Matthew to Tiffany. My sister babysat previously for Matthew and informed me how to feed, wash, and change him. I then grasped on what my night would entail, and I became nervous—but a good nervous. But babysitting Matthew was different from helping Tiffany. I now had to give my attention and assistance to him. I never knew someone could be so dependent, yet so happy. In that moment, I understood. Matthew and Tiffany are different, yet they are similar. But they both were happy. Tiffany and Matthew taught me to understand people: how they feel, how they communicate, and how they react. Matthew and Tiffany taught me how to hold a conversation with anyone, while making them feel special—and happy. At seventeen, I thought I would never see Tiffany again. But then, I volunteered with Special Olympics. And I saw Tiffany at one of the events. During the awards, I felt a light tap on my shoulder, and heard my name. As I turned, I saw sixteen-year-old Tiffany with her same glowing smile. She remembered me.

Study Of Poetry Essays - British Poetry, Christian Mystics

Study Of Poetry Essays - British Poetry, Christian Mystics Study of Poetry An Essay Study of Poetry and A Poet's Ability to Forsee The Future The world is changing and evolving at an astounding rate. Within the last one hundred years, the Western community has seen advances in technology and medicine that has improved the lifestyles and longevity of almost every individual. Within the last two hundred years, we have seen two World Wars, and countless disputes over false borders created by colonialists, slavery, and every horrid form of human suffering imaginable! Human lifestyles and cultures are changing every minute. While our grandparents and ancestors were growing-up, do you think that they ever imagined the world we live in today? What is to come is almost inconceivable to us now. In this world, the only thing we can be sure of is that everything will change. With all of these transformations happening, it is a wonder that a great poet may write words over one hundred years ago, that are still relevant in today?s modern world. It is also remarkable that their written words can tell us more about our present, th! an they did about our past. Is it just an illusion that our world is evolving, or do these great poets have the power to see into the future? In this brief essay, I will investigate the immortal characteristics of poetry written between 1794 and 1919. And, I will show that these classical poems can actually hold more relevance today, than they did in the year they were written. Along the way, we will pay close attention to the style of the poetry, and the strength of words and symbols used to intensify the poets? revelations. The World Is Too Much with Us, written by William Wordsworth in 1807 is a warning to his generation, that they are losing sight of what is truly important in this world: nature and God. To some, they are one in the same. As if lacking appreciation for the natural gifts of God is not sin enough, we add to it the insult of pride for our rape of His land. Wordsworth makes this poetic message immortal with his powerful and emotional words. Let us study his po! werful style: The world is too much with us; late and soon, Getting and spending, we lay waste our powers: Little we see in Nature that is ours; We have given our hearts away, a sordid boon! (Lines 1 - 4) Materialism, wasteful selfishness, prostitution! These are the images that these lines bring to me! Yet, is it not more true today than in Wordsworth?s time, that we are a culture of people who simply consume and waste? The third line awakens me, and says that I have been raised with the mentality that I am not a part of nature, and that I do not identify my needs with those of nature?s needs. This mentality may have been quite true in 1807, but it is surely more true in 1996. There is absolute disregard of nature in the acts of well respected western corporations. Would someone who is in-touch with nature orchestrate the ?slash and burn? of beautiful rain forests of South America, or the life giving jungles of Africa and Asia? Would someone who is in-touch with nature dump c! hemical waste into waters that are home to billions of plants and animals? These and other abominations have surely increased in the last 189 years since this poem was written. What makes the sin even worse is the fact that men who order this destruction are well respected people in our culture. The winds that will be howling at all hours, And are up-gathered now like sleeping flowers; For this, for everything, we are out of tune; It moves us not. ? Great God! (Lines 6 - 9) Wordsworth gives life to nature in his words, and displays to us nature?s agony and pain, ?howling at all hours.? But, we listen not! For we are out of tune, and much too important to ourselves, that we may not listen to the wind, rain, land or sea. I do not know which is the greater sin: the pillage of the earth?s natural beauty, or man?s torturous inhumanity toward his fellow man. London, written in 1794, by William Blake is a poem of civilization?s decline ? and also the decline of compassion and humanit! y. I wander thro? each charter?d street, Near where the charter?d Thames does flow, And mark in every face I meet Marks of weakness, marks of woe. (Lines 1 - 4) London,

Could Medical Services Management be for You

Could Medical Services Management be for You Are you interested in a health care career, but want to go a different route than practicing medicine and handling patient care? A great and lucrative option is a career as a medical services manager.  Behind the scenes of any medical facility–whether it be an office, a clinic, a hospital, or an assisted living center–is someone in charge of logistics, making the wheels turn and the operations run smoothly. A medical services manager oversees many aspects of a medical facility: billing, patient flow, scheduling, hiring, and much more. As the health care system continues to change rapidly with evolving technology, more demand for preventative care, and constant shifts in national regulations, someone on staff must be in charge to manage the constant flow of people and information.And it’s a career on the rise: the Bureau of Labor Statistics predicts that demand for the profession will rise 23% in the next 8 years.Think of the medical services manager as the glue that holds a center together–a master planner and organizer who who handles the day-to-day business, making it easier for medical professionals to tend to patients.Consider this rewarding and lucrative position in the health care field if you want to play a role shaping the future of the industry.

The 13th Bracey Report on the Condition of Public Education (Phi Delta Essay

The 13th Bracey Report on the Condition of Public Education (Phi Delta Kappan Oct2003, Vol. 85, issue 2, p148164, 17p - Essay Example Therefore, the NAEP's definition will predominate and, given that numerous institutions and organizations have assessed it as "fundamentally flawed," this is hardly a positive development (Bracey, 2003, p. 149). As proof of the problematic nature of flawed and discrepant proficiency definitions, Bracey (2003) points towards the fact that while the assessment tests used in Texas declared over 9 out of 10 eighth grade students proficient at mathematics, the NAEP assessment tests put the number at only 2.4 students out of every 10. The implication here is that the absence of a single, agreed-upon definition for proficiency leads to flawed and inaccurate assessment tests. Matching the problematic nature of the proficiency issue is the NCLB's "requirements for highly qualified teachers" (Bracey, 2003, p. 149). Stating that by 2005-2006 all teachers had to meet the new qualification standards, the NCLB quite effectively called for the impossible. In the first place, the 100% expectation is unrealistic and virtually impossible to fulfill. In the second place, while one of the criterion for qualification is "full state certification," the NCLB does not identify the components of full certification (Bracey, 2003, p. 151).

Impact of online eduction Assignment Example | Topics and Well Written Essays - 500 words

Impact of online eduction - Assignment Example Lohr’s findings primarily reflect favorable output with students who perform at the optimum given adequate exposure to online tools and mode of instruction compared to those who can meet the average mark in real campus situation. Dean P. R. Regier, in particular, perceives how online education can be estimated to facilitate growth in continuing education programs in a few years for the state of Arizona alone. To Mr. Regier, the flexible evolution of learning online could transform universities and K-12 schools into an ideal condition of teaching that exists not merely within the control of teacher in making students obtain knowledge but even more so, among the students themselves who are free to exploit ‘online learning management systems’ or use ‘social networking technology’ as a platform to conduct university-wide forums or group studies toward interactive learning. Zondiros, however, reserves further concern on examining online education in the context of a globalized economy wherein access to proper education as well as issues of inequality and exclusion are of huge significance and are also affected by factors that are socio-cultural, economic, political, and technological in nature. While the article has already established a basic assumption that learning via online approach is highly contributive, Zondiros notes Harvey’s that â€Å"space, time and money are sources of value and power and the mass of workers does not have them; so, the workers that do not have them cannot have access to Online and Distance Education even they could be benefited by it.† Based on Orfano’s article, despite such global constraints, still, online education can impact learners negatively or positively claiming that as one disadvantage â€Å"students do not hang out in the student union and sit at tables with classmates† anymore wherea s others are rather inclined to view online education

Gender Stereotypes Essay Example for Free

Gender Stereotypes Essay Gender stereotypes are type of generalized or oversimplified perceptions, impressions, images, or opinions about men and women (Santrock, 2007, p. 177) It is also the presumption that a certain behavior or trait belongs to certain gender and cannot be applied to the other. In short, gender stereotyping can also involve assigning a certain label to a particular gender. One of the most common gender stereotypes are the ones associated with feminine and masculine behaviors. For example, it is common for most people to perceive that males should always be aggressive and tough. In addition, generally, in emotional situations, men are expected to hold their own and not breakdown or cry. It is also a general perception that young males should always strive to be athletic and active in sports and play toys such as guns, cars, and weapons. On the other hand, there are also several female stereotypes. For example, females are generally perceived to be emotional and are the first ones affected during a dramatic situation. In other words, females are expected to be more sensitive than males. Moreover, females are also generally perceived to be always demure and reserved. Furthermore, sexism is the attitude or idea that one gender is less valuable or weaker than the other or that one gender is better and superior than the other (Santrock, 2007, p. 178). It generally has two forms: old-fashioned and modern sexism. Old fashioned sexism is the belief that there should be differential treatment between women and men because women are significantly inferior to men while modern sexism is the rejection of the belief that there is still antagonism and discrimination towards women and their rights (Santrock, 2007, p. 178). One example of old fashioned sexism is when a male employee has a problem of having a female supervisor or boss. On the other hand, an example of modern sexism is when a male lawyer denies that there is discrimination against women even after his law firm rejected a potential lawyer partner simply because she is a woman. References Santrock, J. W. (2007). Adolescence 12th edition. McGr

logical and physical network design :: essays research papers

Ethical Issues   Ã‚  Ã‚  Ã‚  Ã‚  The purpose of this paper is to discuss the ethics statement of the business for which I work, and includes examples of ethical behavior. The paper will cover the success and/or failures of the ethical statement purpose, how the statement contributes to the work environment, and the consequences of the failure to observe the ethical guidelines.   Ã‚  Ã‚  Ã‚  Ã‚  The company I work for provides a Code of Ethics and Business Conduct to its employees worldwide for their guidance in addressing the legal and ethical issues encountered in conducting the company’s business. The code starts with a summary of the core business values that are essential to the success of the company. The employees are expected to adopt these values and apply them to their day-to-day business activities. The company feels that the acceptance and adherence to these values will enhance the long-term success of serving the customer base, increasing the competitiveness and the pride of the corporation.   Ã‚  Ã‚  Ã‚  Ã‚  I feel the purpose of the company’s ethics statement is to set forth standards that restate compliances with laws and regulations. It also covers common sense rules by which employees should be determined to live and work. The company encourages success of these guidelines by requiring employees to become familiar with the contents of the Code. These successes are made available through web cast presentations for each employee. Individuals who fail in their success of ethical behavior do not feel the need to embrace the guidelines. The expectation is for each employee to exercise sound judgment, conduct, and seek proper counsel in any action that may compromise personal ethical standards and those of the corporation.   Ã‚  Ã‚  Ã‚  Ã‚  The statement contributes to the work environment by outlining business values. Employees are to demonstrate honesty in all business transactions and personal dealings with others. They must consistently treat individuals with respect; demonstrate teamwork and the ability to work together. Employees must show innovative approaches to problem solving with a high priority to customer satisfaction. They must also seek continuous improvement in quality, fairness, and compliance to the ethical statement.   Ã‚  Ã‚  Ã‚  Ã‚  This code is applicable to all employees of the corporation. The employees must operate within the bounds of all applicable laws. It is expected that all employees compete fairly and ethically for all business opportunities involving sales or licensing of products. Individuals are expected to know, understand, and honor the terms of contractual agreements. Failure to comply with the guidelines stated will result in disciplinary action.

Acquaintance Rape

Running Head: ACQUAINTANCE RAPE Acquaintance Rape: It Could Happen To Anyone Abstract Anyone can be a victim of acquaintance rape. It does not matter if the victim is male or female, old or young; it can still happen. Just by being at a party full of friends or even going on a date with a significant other, everyone is at risk. It is never the victims fault. There is no possible way to know when or to whom it will happen. Acquaintance Rape: It Could Happen To Anyone We are taught â€Å"don’t get raped†, rather than â€Å"don’t rape. † Rape is defined as an act of sexual intercourse without legal consent (Harrison, 1996, p. ). The word rape is derived from the Latin word rapere, meaning to steal, seize, or carry away (Katz & Mazur, 1979, p. 10). There is more than one type of rape; they are all considered rape, but by different standards. For example, acquaintance rape refers to rape by a person known to the victim. Statutory rape means that one of the part ies involved is under the â€Å"age of consent†, which varies from the ages of 14 all the way up to 20. Rape by deception is getting the victim to agree under false pretenses. Regardless of which type it may be, it is all considered rape.In America, a rape occurs every six minutes (Keller, 1996, p. 312). Rape is rape, whether it is by a complete stranger or by someone known to the victim. There are some common questions people think about when discussing the topic of rape, such as: How can I tell who is a rapist and who is not? What kinds of people get raped? Do the victims know their attackers or are they strangers? Can men get raped? Are women rapists too? Who is to blame, the victim or the attacker? Is it still rape if I am in a relationship with the person? Why are women the weaker or ‘safer’ target?Is rape justifiable? Do they deserve it? How can we eliminate rape? Unfortunately, there is no way to tell who is a rapist and who is not just by looking at the p erson. It could be a boyfriend, a teacher, a friend, a classmate, or even just someone who lives next door. Even though there is no way to physically determine who is a rapist and who is not, there are certain behaviors that they portray that can make it easier to spot them. One of the main goals of the attacker is to increase the victim’s vulnerability. If the victim is vulnerable then she will be easier to control.The attackers use the vulnerability to their advantage; they may manipulate the victim to be alone with them, in which case it would be easier to rape them. Because of her personal relationship with the attacker, however casual, it often takes a woman longer to perceive an action as rape when it involved a man she knows than it does when a stranger assaults her. Acquaintance rape could happen to anyone. There is not a certain type of person that gets raped. Many people believe that women who wear provocative, or revealing, attire or women that are a â€Å"teaseâ €  are more likely to get raped than people who dress and act more modestly.A â€Å"tease†, according to the Merriam-Webster dictionary, means to tantalize especially by arousing desire or curiosity often without intending to satisfy it. But the truth is, it does not matter what the victim is wearing or the manner in which they are acting it can still happen. When most people hear the word rape, it is believed to be by a big guy in an alley that is going to rape and beat them. Just by going to a friend’s house or going to a party surrounded by peers there is a greater risk of getting raped there than by a random stranger on the street.Most acquaintance rapes happen on college campuses, thirty-eight percent of women who had been raped were between the ages of 14 and 17 at the time of their assaults (Warshaw & Koss, 1988, p. 117). In a survey of 32 college campuses, 1 in 4 women surveyed were victims of rape or attempted rape. Of those raped, eighty-four percent knew their attacker (Warshaw & Koss, 1988, p. 11). Men and women are four times more likely to get raped by someone they know rather than a stranger. Seventy to eighty percent of rape crimes are acquaintance rapes (Warshaw & Koss, 1988, p. 2). Many people do not believe that men can get raped, or that women could be rapists. Usually men are raped by other men, but there are some instances where women do rape men. Women rape children more than grown men. It has been calculated that approximately ten percent of victims going to rape centers are males even though men are far less likely to actually seek help or even admit it was rape (Warshaw & Koss, 1988, p. 98). But men are not immune, sixteen percent of male college students admit to having been forced into rape (Keller, 1996, p. 312).Most of the time when men are raped, it is by people they do not know in order to establish power and masculinity when there is no other way to express power (Hopkins, 1984, p. 46). Ninety-eight point seven percent of all rapists are male, but of those only eighty percent are over the age of 21 (Harrison, 1996). But men can still be raped by people know to them also. Most male rapes are heterosexual rapes. When men rape it is because they are trying to establish dominance. Rape is not the unleashing of male desire; it is rather the articulation of male meaning (Hopkins, 1984, p. 42).In acquaintance rapes, many people believe that since the attacker is known to the victim then is not really considered rape. Many acquaintance rapes happen because of miscommunication. The man may think that the woman was suggesting or hinting at sex with her attire or actions; whereas, the woman may have no idea that the man feels that way. It is not the victim that causes the rape (Warshaw & Koss, 1988, p. 22). Many people believe that the women could have prevented the rape if they knew who the attacker was. The truth is there is no way to determine who is going to get raped; only the attacker knows.Mo st people have a â€Å"gut feeling† when it comes to new people, and many just push it aside until something bad happens, and then the feeling comes back again. If a woman goes on a date or is with friends and they get that â€Å"gut feeling† again, then it could possibly end badly. People do not know what is going to happen to them every second of their lives. There is no way to know who it will happen to or when it will occur and by whom. An evening planned with friends could all go awry without any warning. A victim usually doesn’t think that someone they know would even consider raping them.So the attacker is to blame because they are the ones who planned it. In a relationship, if the significant other says ‘no’ it is still considered rape if the attacker proceeds. Most people don’t think that rapes occur between people in a relationship. Men have been taught that women resist sex to avoid looking â€Å"promiscuous† by indulging in casual and indiscriminate sexual relationships. Men think that women will always say â€Å"no† even if they really mean â€Å"yes†; many women want a strong dominant leader, some men take advantage of this.Sex to men can become an addiction which can cause them to thrive after it. Sex may become a need instead of a pleasure. If a man’s main focus is sex then it is easier to rape and not consider it as so. Many men have resorted to using violence to get what they want, and it may not be with any form of weapon, but men are generally larger and stronger than females. Seventy-one percent of rape victims report the use of a weapon (Harrison, 1996). If women have been in an abusive relationship it may be harder to admit it was rape due to the fear they already have towards their partner.After being in an abusive relationship, the woman may become desensitized. Desensitization means to decrease the abnormal fear in (a person) of a situation or object, by exposing him to it either in reality or in his imagination. Once the woman starts to desensitize, it may become easier for the man to rape her because she may not fight back as much because it is the type of behavior she may be used to from the relationship. If the attacker is a former partner then the man may not consider it rape because he is establishing â€Å"old rights†.If the couple had sex in their relationship and then broke up then the man feels that he should still get sex from her. He may not only want to have sex though, he might want a relationship again and think that having sex will mean that she wants him back. He may just be trying to get back at her if she is the one who ended the relationship in the first place. Most women would not have gone back out with the person if they were able to clearly recognize it was rape in the first place (Warshaw & Koss, 1988, p. 64).Eighty-four percent of men who had committed rape said that what they did was â€Å"definitely not rapeà ¢â‚¬  (Warshaw & Koss, 1988, p. 90). Women are the â€Å"safer† target for attackers because they are less likely to report the rape, especially if the attacker is known to the victim. There are anywhere between five hundred twenty-five thousand to two million additional rapes are believed to go unreported every year (Harrison, 1996). Women are unknowingly taught to be â€Å"safe† targets. Many women are thought of as passive and weak so that is what they believe, so when a situation arises they do not know what to do.Seven main reactions that victims have which classify them as â€Å"safe† victims are denial, dissociation, self-blame, ignoring the â€Å"little voice†, not fighting back, not reporting the attack, and becoming a victim again (Warshaw & Koss, 1988, p. 54-63). In a study done on acquaintance rape victims forty-two percent of women who were raped said they had sex again with the men who assaulted them (Warshaw & Koss, 1988, p. 63). Acquainta nce rape has become more frequent in today’s society. Rapes between men and women who know each other are happening in big cities, small towns, and rural areas.They occur among all ethnic and religious groups, regardless of education or wealth. Many of the rapes are rooted in the social behavior men and women learn (Warshaw & Koss, 1988, p. 35). Society’s attitude is that if a person dresses provocatively or is under the influence of drugs or alcohol, then the victim must endure the consequences of their actions. â€Å"In the majority of rapes, the victim was promiscuous or had a bad reputation (Warshaw & Koss, 1988, p. 45). † When a woman is drinking, even if she is not drunk, some men believe that the rape is justifiable because â€Å"good girls† do not drink.About seventy-five percent of men and at least fifty-five percent of women involved in acquaintance rapes had been drinking or taking drugs just before the attack. Forty-five percent of all reporte d rapes involved drugs and/or alcohol: sixty-six percent for alcohol, fourteen percent for drugs, and fifteen percent for both drugs and alcohol (Harrison, 1996). Alcohol and drugs can alter the senses. While on drugs there may be hallucinations or black outs, and with alcohol the brain cells start to slow down and vision starts to become impaired.Men take advantage of these effects. If a woman’s vision is impaired then she will not be able to fully see the attacker which means she cannot identify him. If the woman is blacked out she has no way of even knowing what is happening to her and cannot identify the attacker because she has no memory of what happened during the black out. At a bar it is easy to drink too much and not remember anything. Being raped is not something to take lightly, but if the victim cannot remember anything then it will be harder to believe their story.Attackers do not want to be considered â€Å"rapists† but if the victim does not defend thems elf or say ‘no’ then the attacker does not see it as actual rape. Women under the influence are easier to take advantage of because they will not fight back as much because they may not even know what is happening. Forty percent of men and eighteen percent of women agree that the degree of a woman’s resistance should be the major factor in determining if the rape has occurred (Warshaw & Koss, 1988, p. 6). But with drugs and alcohol a woman may not even be conscious so she would not be able to resist the attack. Research shows that today’s society will go to many lengths to justify rape. Some of these ways are: if the woman invites the man out on the date, the man pays for the date, she dresses â€Å"suggestively† by wearing revealing attire, they go to his place rather than to a movie, or she drinks alcohol or does drugs (Warshaw & Koss, 1988, p. 43). In a study conducted by Martha R.Burt involving 598 Minnesota adults more than fifty percent agreed that if a woman goes to the home or apartment of a man on the first date, then she is implying that she is willing to have sex (Warshaw & Koss, 1988, p. 45). Research shows that men may feel â€Å"led on† or mislead, whereas the woman may not even know that the actions being portrayed as sexual. In Eugene Kanin’s observation, sexually aggressive college men believed that their aggression was justifiable if the woman was â€Å"a tease† (Warshaw & Koss, 1988, p. 45).In a survey of four hundred undergraduate students, fifty percent male and fifty percent female, conducted by Nona J. Barnett showed that seventeen percent of men and four percent of women agreed that when a woman was raped, she was asking for it; also fifty-nine percent of men and thirty-eight percent of women agree that women provoke rape by their appearance or behavior (Warshaw & Koss, 1988, p. 46). Some women may express with their body language, actions, clothing, or words that they are willing t o have sex but later on they may change their mind.When a woman agrees to kissing or other sexual touching a man may feel that she is also willing to have sex, even if she never actually says that she does. If a woman is willing to do sexual things a man may feel that she is willing to have sex. One minute she might be saying yes and then the next she might be saying no and pushing him away. A man in the moment may not think anything of her actions and proceed. But if it happens before the partners have intercourse then these â€Å"mixed signals† may make the man angry, especially if he has already become aroused.Some men assume that if the person has had sex with them before then they are willing to have sex every time. Men are not mind readers; if a woman does not want to have sex then she needs to verbally let him know because he will not know any other way. Some people hope that improving the woman’s ability to clearly communicate what she wants will naturally lead men to understand how to proceed with their actions. This leads us to the common question of â€Å"How can we eliminate acquaintance rape? There is no way to entirely eliminate acquaintance rape, but by changing society’s view of â€Å"don’t get raped† rather than â€Å"don’t rape†, then more people would become aware of the issue and help to lessen the number of victims because of the newfound knowledge of the subject. Women are indeed the weaker sex, but with knowledge of the subject it would be easier to be more aware of the possibilities. If more people are aware, then more people will take precautions. If society’s attitude changed, then it would be easier for women to defend themselves.Women can defend themselves by taking karate classes, Tai kwon do, carrying a weapon, or taking self-defense classes. If women knew about acquaintance rape in more detail and knew that society was not against them, then more women would confess to it. Most women do not report this kind of rape, especially if their attacker is known to them. Acquaintance is the most prevalent rape crime today. Seventy to eighty percent of all rape crimes are acquaintance rapes (Warshaw & Koss, 1988, p. 12). One in four women has been raped. A large selection of men and women believe that some women â€Å"deserve to get raped†.Sometimes the attacker may feel that the victim â€Å"deserved it† or were â€Å"asking for it†. In an interview with Shelby Bengston when the question was asked, â€Å"Do you think it is wrong for a person to be raped because he or she went into the house or vehicle of a friend or acquaintance? † Her response was â€Å"I don’t think it is right, but I do think they were asking for it. † In a protest walk against sexual harassment at Princeton University, as the 200 marchers passed in front of several all-male eating clubs, they had cups of beer hurled at them along with cries of â₠¬Å"Go get raped! † (Warshaw & Koss, 1988, p. 46).Most people won’t come out and say that people â€Å"deserve† to get raped but if people are getting raped then obviously the attacker feels that the victim â€Å"deserves† it. How do we determine who â€Å"deserves† to be raped? Do we only wish it upon the promiscuous? Or on the people we despise? Who are we to judge if someone should get raped or not. No matter the reason, nobody deserves it. Whether the victim was under the influence of drugs or alcohol, or whether they wear provocative attire every person has rights and deserves to be treated with respect. Rape is violence, not seduction. References Bengston, Shelby. Personal interview. 12 Mar. 012 Harrison, M. (1996). The rape reference: A resource for people at risk. San Diego, Calif. : Excellent Books. Hopkins, J. (1984). Perspectives on rape and sexual assault. London: Harper & Row. Katz, S. , & Mazur, M. A. (1979). Understanding the rape vict im: A synthesis of research findings. New York: Wiley. Keller, K. (1996). Date rape: Ultimate issues ed. , p. 312) Student's Life Application Bible. Wheaton, Illinois: Tyndale House Publishers, Inc.. Warshaw, R. , ; Koss, M. P. (1988). I never called it rape: the Ms. Report on recognizing, fighting, and surviving date and acquaintance rape. New York: Harper ; Row.

Inequality in British Schools Essay

The educational system is one of the most influential institutions in society as it provides young people with a vast amount of knowledge, attitudes and skills. These are acquired formally through set lessons or informally through the ‘hidden curriculum’ which provides the unofficial and unplanned consequences of school experience. Social Inequality is one of the major preoccupations of sociology. The relationship between inequality and education has been studied for many years. Although it seems obvious that educational success is simply down to an individual’s capabilities and motivation, sociological research shows that the inequalities in social class, gender and race and ethnicity have had a huge influence in the differential achievement within British schooling. The development of the educational system in Britain was first put in place to secure equal educational opportunities for all young people, however despite these efforts, sociological evidence states that not all children with the same ability achieve the same success. Some sociologists, such as Charles Murray have contended with the idea that genetic intellectual potential determines an individual’s performance in school. This idea is rejected by the conflict theorist’s as they believe social class to be one of the main factors that determine whether a child is successful at school or not, as there are major differences between the levels of achievement of those that are part of the working social class and those apart of the middle class. (Macionis. J, Plummer.K, 2008) One of the main explanations for this is material deprivation. Working class families are financially in a worse position than those of the middle class and therefore are not able to make the most of their educational opportunities. As they are living in poorer housing conditions they may not have the space at home to be able to complete their schoolwork with full concentration. The lack of financial funds means that many families will not be able to provide their children with the necessities needed to fully develop within education, for example a household computer, sports equipment, or even money for school trips. It may be financially difficult for parents on a low income to support their children in higher education as well. Although student grants have been put in place, many children avoid higher education as they worry about the debt or travel costs. It also more likely for those from a working class  background to be managing education with a part time job, such as paper rounds or shop work, this can cause conflict between the amount of time available for work and the amount of time spent on studying. (Browne. K, 2005) Research suggests that it is not only factors outside of the school that can effect achievement; there are also factors inside the school that have an impact on a child’s educational experiences. Teachers have been known to take into account things such as a child’s standard of behaviour, dress, speech and their social class and background and this reflects how teachers treat particular individuals within the classroom. Teachers are often part of the middle class and the children that share the same values and standards are likely to be seen as ‘brighter’ than those with working class values. The working class have a different focus on their values, attitudes and their lifestyle in soc iety. This often works as a barrier to the success of the working class. The blame for underachievement is often focused in the direction of the family and community. These material and cultural conditions put working class children at a disadvantage when it comes to achievement in schools. Many of these factors, which have no relation to biological potential, have contributed to the educational class divide in Britain. Sociologist Robert.K.Merton was credited for the term ‘self-fulfilling prophecy’ which focuses on a teacher’s attitude towards a pupil, for example if a pupil is labelled as bright and is encouraged and praised by the teacher, the child will feel self-confident and will strive for success. On the other hand if the teacher labels a pupil as ‘un co-operative’ or from a ‘poor’ background, this can cause low self-esteem and the pupil will be likely to fail to achieve much success. The Neo Marxist’s perspective on class stratification in Britain claims that schools create a ‘false class consciousness’ so it seems that they promote equal opportunities for all, but they really reproduce a capitalist division of labour, preparing young people for class-determined careers in the labour market. Willis (1977) accepts the Marxist’s view on education being closely linked to the needs of the capitalist’s system; however he does not agree with the idea of there being a direct link between education and the economy. (Macionis. J, Plummer.K, 2008) His study found that â€Å"poorer children often grow up in environments where people see little hope of upward social mobility and rebel against the system rather than trying to  conform with in. In such an environment adults often discourage rather than encourage success at school.† (Macionis. J, Plummer.K, 2008) Social class is not the only inequality in Britain’s schooling. So ciologists have also found a link between gender and academic success. Until the late 1980’s there was high concern about the underachievement of girls. Societies had been structured to consider schooling more important for males than for females. Although the gap in gender inequality has narrowed in Britain, many women still study traditionally feminine subjects, such as literature whilst men are more likely to study subjects that are seen to be more masculine like engineering. (Macionis. J, Plummer.K, 2008) Sue Sharpe in a 1976 survey called ‘just like a girl’ discovered that the priorities of young girls were ‘love, marriage, husbands, children and then jobs and careers, more or less in that order’. When she repeated her research in 1994, she found that the order had changed to ‘having a job, career and being able to support themselves before having a family.’ (Browne. K, 2005) Weiner (1995) has argued that teachers have more forcefully challenged stereotypes since the 1980’s and sexist images have been removed from learning materials, which could be the reason for the changes in girl’s attitudes towards their own education. The increase in incentives for girls to gain qu alifications has been due to a number of reasons, one of them being the women’s movement that managed to achieve a great deal of success in challenging traditional stereotypes for women’s roles in society. Many women now look past traditional roles, such as housewives and mothers and are motivated to gain independence and to do well in their careers. Women on average work hard during their time at school and are more motivated to do well. They put more effort into their presentation as they give up more time to do their school work. (Browne. K, 2005) It is clear that there have been major changes in the gender perception of girls in Britain’s schools and the inequalities between males and females has become less and less. Although certain traditional gender perceptions exist through subject choice, females now have more equal opportunities to gain knowledge within the classroom and achieve success. However in modern day society the tables have now turned and there has been a sudden ‘moral panic’ over the underachievement of boys. (Weiner, Arnot and David 1997) Swann (1992) found that boys dominated class discussion by often acting inappropriately and interrupting, whereas girls  are known to have a more laid back attitude within the classroom and are praised for their abilities to listen and co-operate, which leads to the teacher having a more positive view to girls within the class, helping to produce the ‘self-fulfilling prophecy’ of girls greater achievement levels. (Holborn.M and Langley.P, 2002) Mitsos and Browne accept that boys are under-achieving and suggest that it is because men are culturally encouraged to appear macho and tough in society and these types of behaviours take place within the classroom and distract from learning. They also believe that the decline in manual work may result in the working class boys losing motivation as it is getting harder and harder to find jobs. Although these reasons seem valid, sociologists believe that more research has to be done within this area. (Holborn.M and Langley.P, 2002) More recent studies on education and gender have come away from the simple ‘differential achievement’ and now take into account a lot more processes within schools. The active role of the pupil is seen to create gender relationships and the way in which children form ideas on identities is seen to have a bigger impact. We have discussed social class and gender inequalities within Britain’s schools; however we are still to look into ethni city and race and the effects this has on differential achievement within schools. Many children from ethnic minority backgrounds tend to not do as well as other members of the population when it comes to education. Similar to the working class issues as majority of ethnic minority groups are part of the working class they face a series of disadvantages in social conditions, such as poor housing conditions and higher rates of unemployment within their home, which can cause a disadvantage in the chances of success. (Macionis. J, Plummer.K, 2008) Ethnic minorities are also at a disadvantage in school as they often suffer from isolation or racism from other pupils or are even discriminated against from teachers. Although, all schools in Britain are now legally obliged to have an anti-racist policy and teachers are now trained in equality legislation, research in secondary schools has shown conflict between white teachers and African Caribbean pupils. Stereotypes of African Caribbean young males have caused teachers to have more positive expectations of other ethnic mi nority groups, more than others. This explains the high level of black exclusions from schools and also explains why most permanent exclusions are down to disobedience of some sort, for  example pupils refusing to conform to school rules or being verbally abusive to teachers. The Labelling of certain pupils can cause them to comply with what is expected of them, for example disruptive behaviour and therefore leads to major effects on achievement. Phoenix (2001) conducted numerous studies identifying racism in schools; some suggest teachers discriminate against black and South Asian students, treating them in stereotypical ways. (Holborn.M and Langley.P, 2002) Racism can cause ethnic minorities to feel in some ways rejected from society and therefore racism within schools can cause young people to feel rejected from school as well, which can lead to prevention of achievement as individuals are not able to work to their full potential as they are not happy and comfortable in the school environment. Not all sociologists agree with the inequalities of ethnic minorities in schools. Taylor (1981) argues that the emphasis on faults in the education system should be treated with some degree of caution. Teachers do not necessarily behave in ways that reflect negative stereotypes of ethnic minority groups according to Taylor and that many teachers consider ethnic equality within schools to be of a high level of importance. (Holborn.M and Langley.P, 2002) There is enough evidence to link differential achievement with inequalities within Britain’s schools. Social class and ethnic inequalities effect the education and success of some pupils to some extent. Although, there have been developments and improvements on equality in society as a whole including educational institutions, there is still a long way to go before all individuals can be provided with equal opportunities of success. There are still clear class divisions within Britain’s schools as the working class are constantly at a disadvantage which prevents them from achieving to their full potential. Ethnic minority groups have very similar issues that need to be addressed in order for equal opportunities to evolve. However, there have been drastic changes in gender equality in schools and females and males are now being treated equally within the classroom. These changes have occurred within the whole of society as traditional gender stereotypes have been broken. These changes have had positive results as females now strive to achieve success. Referencing Browne, K., 2005. An introduction to sociology. 3rd ed. Cambridge: Polity Press Holborn, M., Langley, P., 2002. Sociology Themes and Perspectives. Fulham: Collins Macionis, J.J., Plummer, K., 2008. Sociology. 4th ed. Essex: Pearson Moore, S., Aiken, D., Chapman, S., 2006. Sociology A2. 2nd ed. Fulham: Collins Girls and Education (online) Available at: http://www.historylearningsite.co.uk/girls_education.htm Assessed on 07/06/2012

Loan, Lend, Loaned, Lent

Loan, Lend, Loaned, Lent Loan, Lend, Loaned, Lent Loan, Lend, Loaned, Lent By Ali Hale Renee wrote to us to ask: Can you please clarify the proper way to use these words: loan, lend, loaned, lent? Thank you! If you’ll lend me a few minutes of your time, Renee, I’d be glad to! How to use the word â€Å"loan† as a noun and verb The word loan is most commonly used as a noun, and usually means a sum of money which will be paid back with interest (though can refer to any item which is borrowed temporarily.) This is the definition from Merriam-Webster: 1 a: money lent at interest b: something lent usually for the borrowers temporary use For example, the word â€Å"loan† is a noun in all of these sentences: I took out a loan to pay for my new car. If you can’t get another loan, you’ll have to save up.† The loan of your car was very helpful to me. Loan can also be used as a verb in American English, and can replace â€Å"lend† when the meaning is (from Merriam-Webster): (1): to give for temporary use on condition that the same or its equivalent be returned (2): to put at anothers temporary disposal b: to let out (money) for temporary use on condition of repayment with interest Note that â€Å"lend† is used almost exclusively in British English except for when referring to the formal act of borrowing money at interest. â€Å"Loan† can sound odd or old-fashioned, and the Merriam-Webster dictionary states: Although a surprising number of critics still voice objections, loan is entirely standard as a verb. You should note that it is used only literally; lend is the verb used for figurative expressions, such as â€Å"lending a hand† or â€Å"lending enchantment.† Examples of loan being used as a verb are: Please could you loan me some money. I’ll loan him the car if he really needs it. When can â€Å"lend† be used instead of â€Å"loan†? In many cases, the verb lend can be substituted for the verb loan – note that lend can never be used as a noun, though. (â€Å"I took out a lend to pay for my new car† doesn’t make sense!) Lend doesn’t have the same connotations of a financial transaction as loan, and you can lend both physical objects and intangible concepts. For example: I will lend you my bicycle so you can get to work on time. When I’ve finished reading my book, I’ll lend it to you. Could you lend a hand with this suitcase? The new carpet lends the room a cheerful air. What should â€Å"lent† and â€Å"loaned† be used? The word lent is the past tense of the verb to lend. For example: I lent you my bicycle last week. Why haven’t you given it back yet? When I lent you my book, you promised not to write in it. No-one lent a hand with my suitcase. (If you’re used to British English, be careful not to confuse this with leant, the past tense of the verb to lean, which is pronounced in the same way. If you’re American, you’ll probably use â€Å"leaned†, but British English uses â€Å"leant† and this can cause a lot of confusion.) The word loaned is the past tense of the verb to loan. For example: He loaned me a thousand pounds to start my business. If you had loaned me the money when I asked for it, I’d have succeeded. When I loaned him my tractor, I had no idea what he was going to do with it. Hope that clarifies the use of â€Å"loan, lend, loaned and lent†, and do ask in the comments – or on the Daily Writing Tips forum – if there’s anything you’re still unclear on. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Comparative Forms of AdjectivesUse a Dash for Number RangesMay Have vs. Might Have

Battle of Nassau in the American Revolution

Battle of Nassau in the American Revolution The Battle of Nassau was fought March 3-4, 1776, during the American Revolution (1775-1783). In 1776, an American squadron commanded by Commodore Esek Hopkins descended on the Bahamas with the goal of capturing weapons and ammunition for the Continental Army. The first major operation for the newly-created Continental Navy and Continental Marines, the expedition arrived off Nassau in early March. Landing, American forces succeeded in capturing the island and a large cache of weapons, but some hesitation after coming ashore allowed the British to spirit away much of the islands gunpowder. Though the operation proved successful, Hopkins was later criticized for failing to achieve other assigned objectives and his performance during the return voyage. Background With the beginning of the American Revolution in April 1775, the Governor of Virginia, Lord Dunmore, directed that the colonys supply of arms and gunpowder be removed to Nassau, Bahamas lest it be captured by colonial forces. Received by Governor Montfort Browne, these munitions were stored in Nassau under the protection of the harbors defenses, Forts Montagu and Nassau. Despite these fortifications, General Thomas Gage, commanding British forces in Boston, warned Browne that an American attack would be possible. In October 1775, the Second Continental Congress formed the Continental Navy and began purchasing merchant vessels and converting them for use as warships. The following month saw the creation of the Continental Marines under the guidance of Captain Samuel Nicholas. As Nicholas recruited men ashore, Commodore Esek Hopkins began assembling a squadron at Philadelphia. This consisted of Alfred (30 guns), Columbus (28), Andrew Doria (14), Cabot (14), Providence (12), and Fly (6). Hopkins Sails After taking command in December, Hopkins received orders from Congress Marine Committee which directed him to clear British naval forces from the Chesapeake Bay and North Carolina coast. In addition, they gave him some latitude to pursue operations that could be â€Å"most beneficial to the American Cause† and â€Å"distress the Enemy by all means in your power.† Joining Hopkins aboard his flagship, Alfred, Nicholas and the rest of the squadron began moving down the Delaware River on January 4, 1776. Battling heavy ice, the American ships remained near Reedy Island for six weeks before finally reaching Cape Henlopen on February 14. There, Hopkins was joined by Hornet (10) and Wasp (14) which arrived from Baltimore. Before sailing, Hopkins elected to take advantage of the discretionary aspects of his orders and began planning a strike against Nassau. He was aware that a large amount of munitions were on the island and that these supplies were badly needed by General George Washingtons army which was besieging Boston. Commodore Esek Hopkins. Public Domain   Departing Cape Henlopen on February 17, Hopkins told his captains to rendezvous at Great Abaco Island in the Bahamas should the squadron become separated. Two days later, the squadron encountered rough seas off the Virginia Capes leading to a collision between Hornet and Fly. Though both returned to port for repairs, the latter succeeded in rejoining Hopkins on March 11. In late February, Browne received intelligence that an American force was forming off the Delaware coast. Though aware of a possible attack, he elected not to take any action as he believed the harbor forts sufficient to defend Nassau. This proved unwise as Fort Nassaus walls were too weak to support the firing of its guns. While Fort Nassau was located near the town proper, the newer Fort Montagu covered the harbors eastern approaches and mounted seventeen guns. Both forts were poorly sited in regard to defending against an amphibious attack. Battle of Nassau Conflict: American Revolution (1775-1783)Dates: March 3-4, 1776Fleets Commanders:AmericansCommodore Esek HopkinsCaptain Samuel Nicholas2 frigates, 2 brigs, 1 schooner, 1 sloopBritishGovernor Montfort Browne110 men The Americans Land Reaching Hole-In-The-Wall at the south end of Great Abaco Island on March 1, 1776, Hopkins quickly captured two small British sloops. Pressing these into service, the squadron moved against Nassau the following day. For the attack, Nicholas 200 Marines along with 50 sailors were transferred to Providence and the two captured sloops. Hopkins intended for the three vessels to enter the port at dawn on March 3. The troops would then quickly land and secure the town. Approaching the harbor in the morning light, Providence and its consorts were spotted by the defenders who opened fire. With the element of surprise lost, the three vessels aborted the attack and rejoined Hopkins squadron at nearby Hanover Sound. Ashore, Browne began making plans to remove much of the islands gunpowder using vessels in the harbor as well as dispatched thirty men to reinforce Fort Montagu. Meeting, Hopkins and Nicholas quickly developed a new plan which called for landings on the eastern side of the island. Covered by Wasp, the landings commenced around noon as Nicholas men came ashore near Fort Montagu. As Nicholas consolidated his men, a British lieutenant from Fort Montagu approached under a flag of truce. When asked of his intentions, the American commander replied that they sought to capture the islands munitions. This information was conveyed to Browne who had arrived at the fort with reinforcements. Badly outnumbered, the governor decided to withdraw the bulk of the forts garrison back to Nassau. Pressing forward, Nicholas captured the fort later in the day, but elected not to drive on the town. Capture of Nassau As Nicholas held his position at Fort Montagu, Hopkins issued a proclamation to the islands residents stating, To the Gentlemen, Freemen, Inhabitants of the Island of New Providence: The reasons of my landing an armed force on the island is in order to take possession of the powder and warlike stores belonging to the Crown, and if I am not opposed in putting my design in execution the persons and property of the inhabitants shall be safe, neither shall they be suffered to be hurt in case they make no resistance.† While this had the desired effect of preventing civilian interference with his operations, the failure to carry the town on March 3 allowed Browne to embark most of the islands gunpowder on two vessels. These sailed for St. Augustine around 2:00 a.m. on March 4 and cleared the harbor with no issues as Hopkins had failed to post any of his ships at its mouth.The next morning, Nicholas advanced on Nassau and was met by the towns leaders who offered up its keys. Approaching Fort Nassau, the Americans occupied it and seized Browne without a fight. In securing the town, Hopkins captured eighty-eight cannon and fifteen mortars as well as variety of other much-needed supplies. Remaining on the island for two weeks, the Americans embarked the spoils before departing on March 17. Sailing north, Hopkins intended to make port at Newport, RI. Nearing Block Island, the squadron captured the schooner Hawk on April 4 and the brig Bolton the next day. From the prisoners, Hopkins learned that a large British force was operating off Newport. With this news, he elected to sail west with the goal of reaching New London, CT. Action of April 6 During the early hours of April, Captain Tyringham Howe of HMS Glasgow (20) spotted the American squadron. Determining from their rigging that the ships were merchantmen, he closed with the goal of taking several prizes. Approaching Cabot, Glasgow quickly came under fire. The next several hours saw Hopkins inexperienced captains and crews fail to defeat the outnumbered and out-gunned British ship. Before Glasgow escaped, Howe succeeded in disabling both Alfred and Cabot. Making the necessary repairs, Hopkins and his ships limped into New London two days later. Aftermath The fighting on April 6 saw the Americans suffer 10 killed and 13 wounded against 1 dead and three wounded aboard Glasgow. As news of the expedition spread, Hopkins and his men were initially celebrated and lauded for their efforts. This proved short-lived as complaints about the failure to capture Glasgow and the behavior of some of the squadrons captains grew. Hopkins also came under fire for failing to execute his orders to sweep the Virginia and North Carolina coasts as well as his division of the raids spoils. Commodore John Paul Jones. Hulton Archive / Stringer/ Hulton Archive/ Getty Images After a series of political machinations, Hopkins was relieved of his command in early 1778. Despite the fallout, the raid provided much-needed supplies for the Continental Army as well as gave young officers, such as John Paul Jones, experience. Held prisoner, Browne was later exchanged for Brigadier General William Alexander, Lord Stirling who had been captured by the British at the Battle of Long Island. Though criticized for his handling of attack on Nassau, Browne later formed the Loyalist Prince of Wales American Regiment and saw service at the Battle of Rhode Island.

Cultural values Assignment Example | Topics and Well Written Essays - 1000 words

Cultural values - Assignment Example There is a significant difference in the themes of Japanese people when compared to the American population. Within the American society, the rights of every individual become established and are not subject to cultural expectations. While similar fundamental rights to choice remain available within the constitution, the Japanese society perceives cultural values as superseding constitutional rights. Married women in Japan are therefore expected by the society to leave their careers and become full-time mothers. Individuals who opt to follow different paths find life increasingly difficult because of the cultural expectation. In contrast, the American society presents limited cultural expectations because of the multiple cultures making the American society. The diversity within the American culture remains the fundamental reason behind the absence of cultural expectations, and reliance on fundamental rights provided by the constitution.There are numerous cultural values within the J apanese society forming the base for the cultural beliefs. Empathy and human relations remains a fundamental aspect of Japanese culture, and are regarded as part of life. The Japanese believe that human emotions like love and anger come from the gods; hence showing love to others and resulting relations become valued within the society. Indentify oneself with another – empathy, remains highly valued within the society. Children are taught that human fulfilment emanates from close relationships with others.... Children are taught that human fulfilment emanates from close relationships with others (Nathan, 116). The Japanese believe that success comes forth through combination of efforts from different people. Order and status could be identified as the second fundamental aspect of Japanese society. The value is based on the Japanese belief in the philosophy of Confucianism, which emphasizes on harmony with nature, displayed through an individual’s contribution to social order and proper behaviour. Tranquillity and happiness are the fundamental results sought through the value of order and status (Slater and Robson, 360). Understanding of one’s social status in Japan remains fundamental in establishing relationship with others. While the status of individuals forms an essential element within the Japanese society, goals and self remain the fundamental aspect behind the establishment of the status. The element of individuality within the society becomes immensely admired wh en the individuals becomes perceived as sincere. While individuality is admired, extreme cases become negatively perceived as selfishness; which becomes the opposite of the value of empathy and human relations. The combination of these fundamental values presents a satisfactory balance between the society, environments, and the individual (Doi, 57). These values remain significantly important to the society, as they have contributed to the continued peaceful progression of the Japanese nation. Question 3 The social structure could be defined as a combination of different social arrangements resulting from and causing actions by members of the society. Social institutions have a significant impact on the roles played by

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Case study Caterpillar - Essay Example Hence, community services were not in its agenda in the initial years of its establishment in the city of Piracicaba in Brazil. (Griesse, 39) Piracicaba is located in the deep interior of the state of Piracicaba which is the most industrialized as well as agriculturally advanced area of Brazil. Caterpillar entered the city of Piracicaba in 1970s as the first international firm setting up a business there. The setting up of a branch of a internationally known firm like Caterpillar came as a surprise to the city as the time when the big corporate house of United States made its entry into the city, the city was encountering a lot of economic and political problems. The decision of setting up business of Caterpillar in Piracicaba of Brazil under such turbulent economic and political scenario was not, however, random. A number of factors induced the world leader in the construction business and in the production of mining equipments, Caterpillar, to venture into the city of Piracicaba. Actually the location of the city and its small town environment attracted the executives of the firm to set up their branch in    Piracicab a. Apart from these, the officials from Piracicaba also undertook huge effort to convince the firm to set up a business there by saying that the process of industrialization could only solve the problems facing the city. (Griesse, 39, 40, 41)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In its initial years, Caterpillar went through a number of challenges in the form of several social and political movements that took place in Brazil in late 1970s and early 1980s. During this turbulent socio-political scenario, the company put its major focus on strengthening its feet in the city. Hence, it was little responsive to the process of volatile developments of the city in its social and political spheres. During its initial years of establishments, the company found it beneficial for its

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Emerging Market in China - Research Paper Example Cavusgil et al., (2002) stated that the term of emerging market has been used to generalize the meaning of developing country in characterizing low-income level economies. This was a term first mentioned by Antoine W.Van Agtmael, of the International Finance Corporation. It was, however, unclear how to exactly give a definition of an emerging market back then. Some observers defined it as an extremely low-income economies under the umbrella of emerging market. Some observers included countries that experience a dramatic increase in terms of economic growth, and the rest of the countries not considered developed (Pacek et al. 2007). Emerging market countries have many characteristics in common describing their developing countries. They usually have a substantial agricultural region in between the rural and urban areas. Other characteristics include low productivity, poor level of building the foundation, poor education and nutrition. However, countries with these characteristics must have positive momentum in economies and development. According to The World Bank’s definition, emerging economy has an average per capita income of less than approximately 9000 USD and is maintaining a great economic transformation.Characteristics of an emerging marketThere are several aspects that are shared by emerging economies in terms of economic, technological, sociocultural and political aspects. In economic terms, emerging markets have been favoured by some of the fastest growth rate in the world.

Strategic Leadership In An Organizational Change Process Management Essay

Strategic Leadership In An Organizational Change Process Management Essay The following essay will critically discuss the role of strategic leadership in an organizational change process using relevant theories and example. The objective of this paper is to come up with a solution of the many challenges that occur in the process of organizational change through implementing proper leadership. Organizational change refers to a situation whereby an organization adopts a new strategy in the way it carries out its activities and management for better or removes a major section or an operational department (McNamara, 2011). Strategic leadership on the other hand refers to the implementation of strategies in the management of workers in any organization. Organizations always go through change, at times gradual and other times drastic throughout their normal life cycle whereby organizational leaders may create change driving forces within the organization. For example, radical changes may take place in an organization leading to structural transformation through which organizations attempt to revitalize business orientations through changing the reporting structure. Other changes, for instance, merger and acquisition, transforming the top management of an organization, reorganization and restructuring of the company may affect the organization culture and processes. Most of these transformations in organization are mainly meant to down size the size of the organization (Pryor et al, 2008). However, organizational change is not always embraced positively by the employees and the stakeholders thus it is a very challenging process (Appelbaum, St-Pierre Glavas, 2000, Pg 293). Most people are either afraid or unwilling to try out something new and they may go ahead convincing their counterparts otherwise. In other instances, organizational change is viewed like a threat by those who have been used to the old system (Pryor et al, 2008).. For instance, when a certain unproductive department may be scrapped from the company by the management, the employees feel threatened to loose their jobs thus resisting this change. This may lead to demonstration and if the leadership is not very careful, they may end up frustrated and may even fail to achieve their objectives and goals. This is where leaders ought to undertake proper change management in order to accommodate the views of each party and to make proper decision which wont affect the overall performance of the organization ( Thompsons, 2008, p5). When an organization is going through change, proper change management is vital in order to take the company through proper and successful transition. This is a time when the leaders and the managers need to exercise their leadership fully. Leaders should be the role models and the best examples to the rest of the employees in the implementation of change to show the positive attitude and that change is possible. Apart from action, they should explain the need for change to the employees, displaying the benefit and the importance of change in order to create a positive attitude even as they work towards the change. Once the employees find the attitude that their leaders have towards the change, they will be willing to learn more about the change and they will be motivated to participate more in implementing the change (Pryor et al, 2008). Several theories will be discussed in the essay pertaining the organization change and change management. We will also look at the economic importance of strategic leadership in change management. This will be in relation to the Arabic nature of the organization culture. Strategic leadership Strategic leadership involves use of strategy to manage workers in an organization (Cyprus, 2010, Para1). Strategy refers to a long-term plan of action that has been laid down by a company in order to achieve competitive advantage, by meeting the market needs and the stakeholders competition, through proper combination of resources (Johnson Scholes, 2011). The basic strategy that managers employ in organizations is motivation of workers in order for them to be productive at the end of the day. For strategic leadership to be successful, the managers ought to be critical thinkers and to apply the theories of strategic planning. Leaders are the most important assets of the company since their mode of leadership determines the future of the company and the productivity of the workers. Their input to the company and to the employees inspires them to take the appropriate action thus laying the foundation for the future of the company (Cyprus, 2010, Para1). Strategic leadership works handy with strategic planning, competitive advantage and comparative advantage. Competitive advantage refers to an advantage an individual or a company has over his competitors by offering goods and services to the market at a lower opportunity cost (Annon, 2011). It is a theory that tries to address some of the criticisms of comparative advantage which refers to the ability of a firm to produce goods and services at a lower opportunity cost as compared to its rivals. Since competitors can easily learn any strategic position, it has become so challenging for leaders to maintain competitive advantage over their rivals. Also, there has been acute and drastic global competition and technological changes that require the leaders to be updated and we set with the current affairs in order to protect the future of their organizations. Strategic leaders are therefore always focused and looking ahead as well as analyzing the present to prepare the business for what may be ahead (Cyprus, 2010, Para1). The major aspect in strategic leaders is awareness of the market, current as well as possible future occurrences, critical thinking out of action, adaptability as well as growth oriented. They implement their leadership roles by training the employees to get things done by combining resources in order to come up with the best results for the company (Cyprus, 2010, Para1) . Organizational Change Organizational change refers to a situation whereby an organization adopts a new strategy in the way it carries out its activities and management for better or removes a major section or an operational department (McNamara, 2011). Organizational change may also occur when the organization evolves through growth with time from what was established to something else after input of resources. This is the development that an organization gains as it grows and it is a major and very significant process of organization change. Since no organization remains static or the way it was established, the topic of organization change has become a very common and widespread topic among business people as well as scholars (McNamara, 2011). Strategic leadership is very core in the process of organizational change in order to embrace this change in a positive and rewarding way as well as preventing negative impact of change to the company. Leaders and managers are faced with a challenging task to accomplish successful and significant change whereby some achieve beyond our expectations whereas others struggle a lot and fail. Reasons for organizational Change Organizational change is brought about by different reason, some of which are from the management whereas others are out of human control. Natural disaster and acts of terrorism are some of the major reasons that may bring about organizational change. The Arabic community has been facing many of these kinds of hazards in their continents directly or indirectly which has made it important to embrace the culture of organization change in their organizations. For instance, the long time war in Afghanistan and Iraq has affected many organizations leading to implementation of new strategies and dynamics. This is because the terrorist attacks may at times target an organization in such a manner that it is not possible to continue with its ordinary culture. Also, major disasters in the United States have been associated with the terrorist groups in the Arabic community making it very hard for the two parties to do business together thus need for organizational transformation to accommodate these changes. Change management theories An organization must be in a position to understand the changes itmight be going through for it to manage it successfully, otherwise, any change is doomed to serious problem and failure. Some of the change management tactics include accepting the brief, diagnosing the change through investigation to be able to understand the change, managing the stakeholders carefully, planning for change by creating a bullet proof plan, managing change project by making it happen in practice, investing in means of turning the plans in to reality, designing the organization in such a manner that it will accommodate the changes and successfully move from the old organization in to a new organization, employing change techniques that will instill personal change among the parties involved in the organization to make it easy in to reality and adopting the 4D change project framework that is good at managing organizational change projects (Annon, 2002-2011, Chapman, 2005-2010). Scholars have come up with various theories that explains change management some of which include the action research theory, Lewins three step modal, Scheins Extension of Lewins Change Model, The Lippit, Watson and Westley model of planned change which expanded Lewins Three-Step Model to a Five-Phase Model, Kotters Strategic Eight-Step Model, Mento, Jones and Dirmdofer.s Twelve-Step Model, Jicks Ten-Step Model and Shields five-step model (Pryor et al, 2008 Kritsonis, 2005). Let us look at some of the change management theories in details. Action Research Model Action Research Model or Theory involves several and diversified tactic of implementing change. It involves a combination of changing the attitudes and behaviors as well as crosschecking and testing the change technique to be employed. Changing of attitude and behavior mostly involves the leadership and the employee (Pryor et al, 2008). This is the very important stage whereby the leaders and the managers ought to exercise their leadership and help their juniors in to the change process. This involves training the employees concerning the change process that may be required as well as giving them a good example by acting as their role models. At this stage, the management should take their time to let the employees and the stakeholders the importance, reasons and benefits of change process that needs to be undertaken in order to create a positive attitude in them and to give them morale towards wanting to learn more concerning the new change in the organization. This part of changing the actions and behaviors of the parties involved in the organization is action oriented because the ultimate goal is to make change happen. The other part that is covered in the action research theory involves testing the change method being utilized. In this part, the leaders revolve around trying different frameworks in a real situation as a means of testing or confirming whether the theories can yield their objectives. They may also apply different theories in different situations they have identified in the organization that require change. The basic requirement in this part is to understand the change itself in order to avoid repeated try and error but to identify the matching theory easily. There are three major steps that lead to the implementation of the change through strategic leadership. It requires first to diagnose the need for change in an organization probably due to global and technological changes or any other reason. After identifying the need to do organizational change, it is followed by introducing an intervention and finally evaluation and stabilizing change. The above three steps of change are cons istent with the three steps to be discussed in the Lewins Model (Pryor et al, 2008) Lewins Model/ Theory Lewins model is characterized by three major steps of implementing change which include 1) Unfreezing the present- This involves diagnosing the need for change in an organization. 2) The second step involves moving from the present by introducing intervention. This is where the parties involved stop using the old and the ordinary methods in running the organization and starts using the new changed techniques. 3) Refreezing- This is the final stage of action as seen in the Lewins Model and it involves final evaluation and stabilizing of the change process. This is where the organization community is now convinced that the direction the leadership took is the best and the results may even be felt (Pryor et al, 2008). For the Lewins model to be significant and permanent it is important to carefully follow the above mentioned steps, otherwise, the impacts will be short lived. It is important to move from the present without giving room to the possibility of moving back. It is a planned change whose speed has drastically increased in the present day. However, the Lewins model can be applied in unplanned changes in a situation where there is a high probability that change will occur. For instance, in the cases of natural disaster like hurricanes, earthquakes and floods, the probability of change taking place is very high whereby, these occurrences happen unplanned. It is therefore possible to apply this model on preparation of a disaster to take place in some unknown time. In most cases, the public may not be willing the changes proposed by their leaders whereby the three stages are not carefully followed and this results in damages when the public is caught unawares (Pryor et al, 2008). Scheins Model This theory is an extension of Lewins Model which describes how the three stages of action should be implemented. It describes on the best methods of unfreezing, moving from the present and freezing. Schein describes that for unfreezing to work, or diagnosing the need for change in an organization, in order for people to embrace the change, they must first see the need for change, whereby they are not satisfied with the prevailing status quo. This is where people start seeing the difference between the existing state and the expected state. Once people realize the gap between what is prevailing and what is expected, they are motivated to work towards change in order to bridge the gap and achieve their goals. In order to achieve or accomplish the desired goal, people must be assured that taking the action of change wont humiliate or frustrate them in any way (Pryor et al, 2008). The second stage of organizational change involves moving or changing from the present to the future or the expected goal. Schein identifies this stage with cognitive restructuring which helps people adopt a different view of event from the present to the future. He describes that for cognitive restructuring to be effective, people must identify with new role models as well as acquiring new and relevant information pertaining the new changes to help them move forward (Pryor et al, 2008). The third stage of organizational change according to the Lewins model of change management is the freezing stage. This stage is involved in stabilizing the change making it permanent and ensuring that it is not short-lived. In his description over this stage, Schein has divided this stage in to self and relation with others. He describes that for the change to be stable and permanent, people must personally adopt the changed way of doing things and make it comfortable and usual to work out things using that method. In relation with others, they must ensure that their attitude and behavior are aligned towards the new system permanently (Pryor et al, 2008, p9). Lippitt, Watson and Westleys Expansion of Lewins Change Model This model expands and changes the Lewins model by making the steps of change five instead of three. The five stages of the expanded model include unfreezing, establishing a change relationship, moving, refreezing and finally achieving a terminal relationship (Pryor et al, 2008, p10) Kotters Model Kotters model of change management is an eight phase theory whereby each step lasts a certain period and mistakes in one phase can affect the success of the whole plan. This model is best suit in strategic leadership and strategic management whereby through changing the vision of an organization, it is possible to change the vision of the organization. The eight phases of Kotters model include 1) Creating a sense of urgency 2) Proper handling of the resistant groups 3) Creating a plan of action 4) Proper communication of change to the organization 5) Doing the necessary training pertaining the new idea 6) Short terms rewards to those who have embraced change 7) Process evaluation and implementing the necessary changes 9) demonstrating the relationship between new behaviors and organizational success change to reinforce making the change permanent (Pryor et al, 2008, p10) . Role of Strategic Leadership in Organization Change Strategic leadership involves the application of strategy in the management of an organization. In this case, leaders are very instrumental in ensuring that organizational change establishes and is permanent. There are different types of leaders some of which cannot be able to see through a process of change while others are very good at it However, due to specialization, the two kinds of leaders to discussed briefly below are necessary in an organization setting in the process of change (Centre for Creative Leadership, 2005, p1). The charismatic leader- This kind of a leader has personal quality and ability to mobilize and sustains a n activity in an organization. During the process of change, a charismatic leader, through personal action and perceived personal characteristics, is able to mobilize the employees and sustain an efficient adoption towards the new dynamics. A charismatic leader can easily change an individuals values, goals, needs and aspirations. Though he is the popular kind of a leader, his leadership is observable and definable since his behavioral characteristics are very clear. A charismatic leader has three major components: envisioning, energizing and enabling which are very key in the process of organizational change (Schneier, 2011, Pg 281). Instrumental leader- This kind of a leader ensures that every person in the management team as well as all the employees follow the proposed line of change to ensure that the process is consistent and permanent. He invests in building of competent teams, clarifying the line of action to his team, both leaders and the employees, building in measurements and administration of rewards and punishment depending on how individuals handle the process. An instrumental leader ensures that the established process of change is not short lived but lasts permanently (Schneier, 2011, Pg 281). Effective organizational transformation requires both charismatic and instrumental leaders. A charismatic leader is good at generating energy, creating commitment and directing individuals towards the new approach of the organization. An instrumental leader eurs consistency in the adoption of te new organizational approach. Let us look at some of the roles of strategic leadership in organizational change management (Ireland Hitt, 2006, p63). As mentioned earlier, organization change is not always embraced positively in an organization. In this case, strategic leadership should be capable of introducing the news about change in a very professional and conducive way to ensure that the parties involved receive them positively (Heller Bonno, 2006). This includes proper prior training, workshops and acting as role models to the rest such that the rest of the people are motivated and are eager to learn more and adopt the change. It is necessary to introduce the process of change in piecemeal to reduce chances of resistance (Appelbaum, St-Pierre Glavas, 2000, pg 294). Once the organization is aware of the intended change and the means and dynamics of implementing change, it is the role of leaders to ensure that the procedures are carefully followed. This involves consistent monitoring and evaluation of the employees, rewarding those who do well to motivate them whereas those who entertain laxity are faced with the appropriate repercussion. If the leadership is consistent with monitoring and evaluation processes, adoption of the new leadership techniques may take root very easily and the employees will forget the old system and get used to the new one (Schneier, 2011, Pg 281). The effectiveness of the management affects the success of change management a great deal. During the initial stages of a change process, a leader ought to be envisioning such that he is able to create a picture of the future which people can identify with and work towards its achievement. People are more likely to be committed when working towards a common goal (Schneier, 2011, Pg 281). Another role o a strategic leader is generation of energy and motivation of workers in the organization to motivate them to work towards the set goal. The common method a leader may use in energizing the employees is through demonstration of personal excitement through personal contact with the organization employees. Once employees identify the confidence in their leaders, they may not hesitate to be involved in the process of change (Schneier, 2011, Pg 282). Furthermore, strategic leadership is responsible of helping people psychologically to be able to perform when faced with challenges. After everything has been done for the employees and is set to do the work, it is important to give them emotional support in times of need. A good leader should be able to listen to his employees, understand their problem and participate in coming up with a solution. Employees tend to have more confidence in that kind of a leader whereby a charismatic leader is better suit for this position (Schneier, 2011, Pg 282). Economic importance of strategic leadership and change management Strategic leadership in change management has got its own benefits in the overall community of the organization. Some of its benefits towards the organization include, providing the staff with direction and focus, Forming the basis for objectives and strategies, Inspiring positive emotions about the organization, Ensuring unanimity of purpose and Helping resolve divergent views among employees. It is the basic core of an organization that determines success or frustrations in it (Bondenm, 2009). However, strategic leadership may at times be biased and fail to provide the benefits thats meant to bring in an organization. For instance, the strategic vision to be effected by the leaders may only be favoring the interests of the leaders while failing to consider the interests of the subordinate and ordinary employees. Also, senior executives use failureà ¢Ã¢â€š ¬Ã‚ prone practices, may engage in or condone unethical conduct, may pay little or no attention to productivity, quality, and innovation, may allocate time and money unwisely and may apply too much intuition and too little rational analysis (Bondenm, 2009). Conclusion Strategic leadership and change management are two very close areas which are very interdependent. Change management can be very frustrating and at times disappointing if it is accompanied by poor leadership. To have proper and effective organization change, it is necessary to employ good management whose source is from the leaders. This is why it is important as the essay pertains, to learn the relationship between the two, including the theories describing them, their economic importance as well as the role of strategic leadership in change management. Every organization has its culture and in this particular case, the organization change must be in line with the Arabic culture. This is because each community has its own beliefs which are different from the rest in the whole globe. However, since diversified kinds of people are likely to work within the organization who may not be necessarily Arabs, it is important to have policies and changes within the organization that are open to the global and technological changes. Organizations always go through transformation throughout their life cycle. This is because an organization starts when it is small and as people continues investing in it , it continues growing and there may be need for change in one area or another. Also, the prevailing global and technological changes have got so much impact on the well being of an organization. For instance, introduction of the internet has reduced the world in to a cyberspace whereby most of organization needs to adopt these changes. Technology has also reduced the need of so much manpower since most of the work can now be done using the machine. This has led to drastic organizational changes whose goals I mainly to downsize the companies. This results to laying off of staff whose solution has been brought about by the introduction of 24 hour working shift that ensures that work is done all the time. Organization change may either be planned or unplanned. H planned change s mainly mean to improve the conditions of the organization while the unplanned depends on its nature. For example, natural unnatural disasters r not planned and the change enforced by them may not be positive whereas technological and global effects impacts organizations positively and they are not planned. Strategic leadership is very important in managing both of these changes to ensure that their results ar always positive. Several theories have been laid down to show the relationship between strategic leadership in change management. When learnt keenly, it is clear that change involves stages which leaders should overlook carefully since a mistake in one stage of change may affect the overall results of the change process. It is also clear that the leaders should be in the front line in the implementation of the change process. Firstly, they should be the role models to the rest of the organization; they should make proper communication to the people and should ensure that the employees stick to the set plan to ensure consistency. Though strategic leadership has got many benefits, it does not lack a few challenges that affect the effectiveness of the change process. For example, there may lack proper leadership to implement the change process or the change may be biased. Also, the community may resist change making it hard for them to achieve their goals. Through proper leadership and proper prior preparation, It is possible to prevent negative results in a change process.