Organization of Islamic Conference Essay Example | Topics and Well Written Essays - 2250 words

Organization of Islamic Conference - Essay Example The Organization was established in Rabat, Kingdom of Morocco, on 12 Rajab 1389H (25 September 1969) when the First meeting of the leaders of the Islamic world was held in this city in the rouse of the unlawful arson perpetrated on 21 August 1969 by Zionist fundamentals against Al-Aqsa Mosque, in occupied Jerusalem. 1 It was certainly in order to secure the honor, dignity and faith of the Muslims, to face this inconsiderate challenge launched in the holy city of Al-Quds so dear to them and against the Mosque of Al-Aqsa, that the leaders of the Muslim world, at their Summit in Rabat, held that event, which brought about unanimous worldwide denunciation and reprobation, to think together of their common cause and congregate the force required to overcome their differences, unite and lay the foundations of this large grouping of States, that is, the Organization of the Islamic Conference which they commended, in absolute precedence, with liberating Jerusalem and Al-Aqsa from occupation. After that, the meeting of Heads of State and Government constitute the highest policy making organ of the OIC. The Summit Conferences enable the leader of the Islamic world to periodically review the conditions within the Islamic world as well as the entire spectrum of international political developments from an Is lamic perspective. Organization of the Islamic Conference - OIC "Six months after that historical meeting, i.e. in Muharram 1390H (March 1970), the First Islamic Conference of Ministers of Foreign Affairs held in Jeddah set up a permanent General Secretariat, to ensure a connection among Member States and charged it to synchronize their action. The Conference appointed its Secretary General and chose Jeddah as the Headquarters of the Organization, in anticipation of the liberation of Jerusalem, which would be the permanent Headquarters."2 Framework of the OIC Four dedicated institutions have been set up within the framework of the OIC, namely, The Islamic Development Bank; The Islamic Educational, Scientific, and Cultural Organization; the Islamic States Broadcasting Organization and the International Islamic News Agency. The general secretariat of the OIC has permanent viewer status at the United Nations and maintains its headquarters in Jeddah, Saudi Arabia. The Doha Declaration (November 2000) called for an end to the occupation in Palestine and invited those member states that had traditional relations with the State of Israel to "put an end to all forms of normalization with Israel until it authentically and exactly implements U.N. resolutions relevant to the issue of Palestine. " The Kuala Lumpur Statement on International Terrorism, issued during the extraordinary

Compare and contrast Romanesque architecture and Gothic Essay

Compare and contrast Romanesque architecture and Gothic architecture.What traits did each illustrate and how did one transition - Essay Example Gothic architecture on the other hand relates to the kind of building design that tries to transcend beyond the human imagination. Romanesque architecture was a style of architecture that was simplistic in nature, while the Gothic architecture was more complex when compared to the Romanesque style of arcitecture. Thus, Romanesque architecture was primitive, while the Gothic architecture was more modern relative to the Romanesque architecture. Though the degree varied, Romanesque and Gothic architecture were both based on the conviction that the union with the celestial is achieved through insight. Romanesque architecture is a style that shows more interest in the things of the past than Gothic architecture. Romanesque architecture and Gothic architecture were two styles of building design that there was a prevalence of imagination over formal rules and reason. In terms of flamboyance, Gothic architecture is more flamboyant than the Romanesque architecture and it is due to this that G othic architecture is considered as one of the most exceptional artistic era in Europe’s history (Bishop). One style that is common to the Romanesque and Gothic architecture is the construction of westworks, which were archetypes of Gothic and Romanesque cathedral porticoes.

Introduction to social work

Introduction to social work Compare, contrast and critically evaluate Crisis Intervention and Task-Centred Practice. Debate what you see as their effectiveness by outlining potential advantages and disadvantages and with reference to research regarding their effectiveness. The British Association of Social Workers (BASW) Code of Ethics (2002:1) states that; The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environment. In order to promote such social change and provide high quality professional practice, social workers utilise various theoretical frameworks and apply them appropriately in order to help service users in the best way they can. The intention of this essay is to discus the key features of the task-centred practice and crisis intervention approaches, both of which are widely used methods of social work practice. With reference to research, the effectiveness and limitations of these approaches will be analyzed by outlining potential advantages and disadvantages, and by demonstrating that although these approaches have different origins, they do have some common features. McColgan (2009:60) states that task-centred practice is; a popular method of intervention in social work practice. It does not depend on any complex theory, is down to earth, makes sense and is easy to understand in its application. Coulshed Orme (2006:156) believe that the task-centred approach, also known as brief therapy, short term or contract work is probably one of the most researched and commonly used approaches to problem solving in social work practice. Task-centred practice was developed out of research into effective social work practice by Reid and Shyne in 1969, who found that planned, short term intervention, was equally as or more effective than long term treatment. Task-centred practice originates within social work itself, rather than being borrowed from disciplines outside of social work, such as psychology and sociology. Indeed, Reid (1992) states that; task-centred casework rejects any specific psychological or sociological base for its methods and seeks to be eclectic and integrative (cited in Payne, 1997:97). At the time task-centred practice challenged the long-term psychodynamic theory behind social work which, according to Woods and Hollis (1990, cited in Cree and Myers 2008:90) expected problems to be deep rooted and to require intensive and long-term specialist input to address these difficulties, however Reid and Shyne disputed this approach in favour of proposed time-limited, structured and focused interventions to solve problems, which was a direct challenge to the models that encouraged those with problems to move at their own pace. Reid and Epstein (1972) suggest that the task-centred approach is beneficial for a variety of problems, including interpersonal, social relationship, organisational, role performance, decision making, resource based, emotional and psychological. Doel and Marsh (1992) and Reid and Epstein (1972) suggest that in order to apply effective task-centred practice to such problems, a framework should be adopted, which should firstly look at problem exploration. Doel (2002) states that the first phase should consist of problem scanning and identification in order to establish the services users perspective of the seriousness of the issues. The user should then be guided to prioritise the target problems and clarify their significance and define their desired outcomes or goals. Marsh and Doel (2005:72) suggest that the use of I want or we will is a guarantee of a statement which results in a goal being achieved, rather than using verbs such as need. Epstein and Brown (2002:155) recommend that a maximum of three problems should be worked with at any one time as Doel and Marsh (1992:31) point out too many selected problems will probably lead to confusion and dissipated effort. The selection of targeted problems should be governed by feasibility of achievement and in accordance with the partnership of the worker (Cree and Myers 2008:93). Doel and Marsh (1992) identify that making an agreement and agreeing a goal should be a written statement of what the user wants, based on how to directly alleviate the problem. The benefits of a written agreement could include that it is in the service users own words and can be referred to at a later date. However, Epstein and Brown (2002) argue that whilst this may be more necessary with mandated service users, a verbal agreement may be sufficient. It is important to remember that the communication skills of users must be taken into account, and that appropriate media must be used in accordance with the users abilities and skills. Addit ionally, a verbal agreement may be less frightening for the service user, or they may not be literate, so possibly a tape recording could be used. Healy (2005:121) suggests that the agreement should document the practicalities of the intervention, such as the duration, frequency and location of meetings in order for both the service user and the worker to be held accountable. Cree and Myers (2008:94) state that once the practicalities of the agreement have been established, identification of how to address the problems can begin via agreeing to a series of tasks that will contribute towards achieving the goals set out, that is, alleviation of the problem. Dole and Marsh (2005:36) outline that goals ideally should follow the SMART principle; specific, measurable, achievable, realistic and timely. Additionally, goals and tasks should be detailed and clarify who will do what, when, where and how and the service user should have a major influence in deciding on and carrying out the goal s and tasks (Cree and Myers 2008:94). In short, the goal should be the clients goal, agreed after detailed discussion with the worker about why it is desirable, how it can be achieved and how it is evident that it has been reached. The goal should be as clear as possible, within the capacity of the client to achieve and ethically acceptable to the practitioner. (Doel and Marsh, 1992:51) Task implementation addresses the methods for achieving the task(s), which should be negotiated with the service user, and according to Ford and Postle, (2000:55) should be; designed to enhance the problem solving skills of participantsit is important that tasks undertaken by clients involve elements of decision making and self-directionif the work goes well then they will progressively exercise more control over the implementation of tasks, ultimately enhancing their ability to resolve problems independently. According to Doel (2002:195) tasks should be carefully negotiated steps from the present problem to the future goal. Once tasks are set, it is important to review the problems as the intervention progresses in order to reassess that the tasks are still relevant to achieving the goals. Cree and Myers (2008:95) suggest that as circumstances can change, situations may be superseded by new problems. The workers role should be primarily to support the user in order to achieve their tasks and goals which may include providing information and resources, education and role-playing in order to handle difficult situations (ibid:95). The exit stage of the intervention should have been anticipated at the initial phase, in that the contract or agreement will have been explicit about the length of the intervention, and both the service user and worker will be aware of the timescale in which to complete their tasks. A time limit is important as it guards against drift, allows time for a review and encourages accountability. It also acts as an indicator of progress (Adams, Dominelli and Payne, 2002). According to Cree and Myers (2008:96); the last session needs to review what has been achieved; how the tasks have been completed; to what extent the goals have been met; and what the service user has learned from the process that can be usefully taken into their future lives. Wilson et al (2008) suggest that the final phase should involve the service user and the worker revisiting the initial problems and comparing them to how the situation is now, along with what the underlying achievements were, and what has been learnt in the process. Additionally, the service user is encouraged to explore how to use the skills learnt for the future, and how the intervention will now end, for example, possible new contracts for further work or referral to another agency. In contrast, the conceptual origins of crisis intervention come from varied sources, primarily from mental health and have a long history of development (Roberts 2005 cited in Parker 2007:116) Caplan (1961) and Roberts (1990) (cited in Parker 2007:115) state that crisis is; a time limited period of psychological distress resulting from exposure to or interpretation of particular situations or longer term stress that individuals cannot deal with using tried and tested or novel means of coping. The theoretical basis of crisis intervention has developed in sophistication, namely through the work of Gerald Caplan, an American clinician, following Dr Erich Lindemanns study of grief reactions after a night-club fire in Coconut Grove, Boston, USA in 1943 in which almost 500 people died. Lindemann interviewed some survivors and the relatives of those who died and concluded that when faced with sudden crisis, the human capacity to deal with problems faltered. An individuals usual coping mechanisms are no longer adequate to take on board the experiences involved following a crisis and these experiences consequently challenge ones normal equilibrium, or homeostasis. Furthermore, during the Korean war in the early 1950s, it was discovered that psychiatric first-aid given immediately to front-line soldiers, often quickly restored them back to duty, whereas those who were sent home for protracted institutional treatment responded slower to intensive therapy, which could suggest that in stitutionalization confirmed there was a serious underlying problem (Fell 2009). The experience and resolution of crises could be said to be a normal process which is inevitable at some point during a persons life, however, defining exactly which events or situations constitute crises is more troublesome, as they are construed as crises due to individual perception or reaction to an event, not the actual event itself (OHagan 1986, cited in Parker 2007:117). The concept of crisis theory provides workers with a theoretical framework of the adaptation processes of the individual following such events that are seemingly overtly stressful and unmanageable. Crisis intervention takes the concept of this theory and applies it to the understanding of the individuals experience, and suggests certain steps to take in order to help those who are experiencing crisis (Wilson et al 2008:361). Coulshed (1991:68) believes that one of the most significant features of crisis intervention is that crisis does not always indicate an emergency or dramatic event. The crisis instead, may be developmental and the result of a new experience such as starting school, adolescence, leaving home, going to university, getting married, or the anticipated death of a relative or friend, or indeed oneself. Similarly, an existential crisis refers to inner anxieties in relation to ones purpose, responsibility and autonomy, for example, a middle life crisis. In both cases adjustment fails because the situation is new to us, or it has not been anticipated, or a series of events has become too overwhelming (ibid). For many people, these challenges will not constitute a crisis, although they may feel stressful, but it could be recommended that, in practice, the worker remembers the subjective nature of crisis, in order not to dismiss a service users experience, which would suggest that there are sta ndard reactions to events, as Hoff (1990) states; what is a crisis for me may not be a crisis for you. Alternatively, a situational crisis could be said to be an event that happens which is out of ones control, or out of the realms of normal, everyday experience, for example natural disasters, sudden illness or death, sexual assault, abortion, domestic violence, redundancy or relationship breakups (Aguilera 1990). Murgatroyd and Woolfe (1985) however, believe that the threshold level of how an individual deals with such events is not the same for everyone, which leads one to assume that it is how someone comes to terms with the event rather than the event itself, in agreement with OHagans earlier statement. Likewise, an individual may be a particularly resilient person, or has previous experience of such situations, or they may have a strong support network of family and friends. Indeed, given an example such as a terminal illness, preparation work may be underway before the inevitable occurs and therefore not develop into a crisis situation (Wilson et al 2008). Caplan (1964) suggests that crises are time-limited, usually lasting no longer than six weeks, and that an individuals capacity to cope with problems and return to a steady state is based upon a persons internal psychological strengths and weaknesses, the nature of the problem and the help being given. Caplan (1964) also describes the stages of crisis whereby an emotionally hazardous situation presents uncomfortable feelings and signals change in homeostasis, in turn motivating actions to return to normal through employing usual coping mechanisms, which in most cases, are successful in a short period of time. Alternatively, in the case of an emotional crisis, the usual coping strategies are ineffective and the discomfort and unpleasant feelings intensify, cognitive disorganisation increases and novel coping methods and problem-solving techniques are employed to reduce the crisis. The individual then seeks help and support from others and employs an adaptive crisis resolution which de als successfully with affective and cognitive issues and new problem-solving and coping behaviours are developed. Conflicts raised by the crisis are identified and work to resolve them is begun, upset is subsequently reduced and there is a return to the pre-crisis level of functionality. However, maladaptive crisis resolution sees the individual implement novel problem-solving and coping and adequate help is not sought. Underlying issues remain unresolved and sources of help are not fully utilised. Although the disquiet is reduced the individual functions at a less adaptive level than before the crisis. In an adaptive post-crisis resolution, the individual becomes less vulnerable in similar situations due to past resolved conflict, inferring that the novel and adaptive coping skills and problem solving behaviours have been learned and applied. Therefore, individual functioning may have improved, personal growth taken place, and the likelihood of future emotionally hazardous situatio ns of a similar nature developing into a crisis is reduced. Finally, Caplan (1969) describes the maladaptive post-crisis resolution whereby the individual is more vulnerable than before because of a failure to deal effectively with underlying conflicts. The individual has learned maladaptive strategies to cope with emotionally hazardous situations, such as drinking or problem avoidance, and in general their functioning may be less adaptive than in the pre-crisis state, potentially resulting in further emotionally hazardous situations developing into a crisis. In order to implement effective practice for successful crisis intervention Roberts (2000) recommends practitioners should follow a seven stage model beginning with risk assessment, in order to establish if the person needs immediate medical attention, are they considering suicide as a solution, are they likely to injure themselves, if they are a victim of violence, is the perpetrator still present or likely to return, if there are children involved are they at risk, does the victim need transport to a place of safety, has the individual sought emergency treatment of this sort before and if so what was the outcome? It is essential to establish rapport with service users who are experiencing an episode of acute crisis, to include offering of information regarding help and support, and genuine respectfulness and acceptance of the person in line with the anti-oppressive and anti-discriminatory practice, therefore adhering to the GSCC Code of Practice. The worker then needs to establish the nature of the problems that have led to the crisis reaction and encourage an exploration of feelings. Roberts (2000) believes this is a key element of the model, whereby service users should be encouraged to express their feelings in a safe and understanding environment within the context of an empathic therapeutic relationship with the worker. The worker should consider alternative responses to the crisis through active listening and encourage the service user to think about what alternative options there are available and what they feel they can bring to this new situation that they find themselves in. Roberts (2000) concludes that an action plan should be developed and implemented which involves the identification of a particular course of action in order to move beyond the crisis state successfully. The service user needs to establish a full understanding as to what happened, why and what the result was, to understand the cognitive and emotional significance of the event, an d to develop a future plan based on real situations and beliefs rather than irrationality. Finally, a follow-up plan and agreement can be drawn up between both service user and worker if any further help is needed and by whom. It is evident that there are various advantages and limitations as well as some common features between both of these methods of practice. In fact Reid (1992) believes that crisis intervention has been influential to the development of task-centred practice. A major advantage for task-centred practice is that it offers an optimistic approach that moves focus away from the person as the problem, to practical and positive ways of dealing with problems. Coulshed Orme (1998) suggest that task-centred practice does not assume that the problem resides only in the service user and therefore attention is paid to external factors such as housing and welfare and the strengths of individuals and their networks. However, Gambrill (1994 cited in Payne 1997) argues that neither model deals with social change and may not take account of structural oppression such as poverty, poor health, unemployment or racial or gender discrimination or where the problem may not be easy to overcome without politi cal or social change; the failure of political will to respond realistically to deep-seated problems of poverty and social inequality and its effectiveness in dealing with presenting problems may result in society avoiding longer-term and more deeply seated responses to social oppressions (Payne, 1997:113). In addition, Wilson et al (2008) argue that the crisis intervention model does not take into account cultural differences regarding traditions when coping with acute distress and the loss of a loved one for example. The criticism is that crisis intervention theory is based on a very western philosophy, which patches up as quickly as possible. It could be suggested therefore, that if workers carry out a thorough and sensitive assessment before intervention, this should be avoided. On the other hand, Coulshed Orme (1998:55) believes that the task-centred approach is more generic, in that it is considered to be ethnic sensitive and can be applied to many situations with different user groups; the task-centred approach is the one most favoured by those who are trying to devise models for ethnic-centred practice because its method is applicable to people from diverse cultural backgrounds. Therefore in keeping with anti-discriminatory practice which is integral to social work ethic and the GSCC Code of Practice. It could be argued that the success of these two approaches within social work comes from the fact they are brief and time efficient and therefore economical interventions, both for service user and from the care-management perspective. In addition, both approaches involve the service user in examining and defining their own problems and finding ways in which they can work on them using their own resources and strengths. This enables them to regain control of their lives and promote empowerment either by success in problem solving in order to build confidence as in the task centred approach, or helping people become emotionally stronger through learned experience, as with crisis intervention, rather than understanding the origins of present problems in past experience. This in turn helps the service users ability to cope in the near and distant future and become more capable of solving subsequent problems without help (Payne 1997). Equally, the fact that short-term interventions shou ld curtail the service users dependency on the worker, further enhances empowerment. As Ford and Postle (2000:53) state; The dangers of social work effectiveness becoming dependent on the worker/ client relationship, which may or not work out, are minimised in the short-term. The tasks and goals established in task-centred practice are chosen because they are achievable, that is the mutual and specific agreement or contract set up between the service user and the worker ensures that the success of the intervention relies upon the acceptability and participation of the tasks (Wilson et al 2008). As a result of the mutuality of the partnership, anti-oppressive and anti-discriminatory practice and empowerment are at the core of the task-centred approach, all which are key to the GSCC Code of Practice. However, Rojek and Collins (1987:211) point out that as that as task-centred practice is based on contractual intervention, this could set up an unequal power relationship between the worker and the service-user; As long as social workers have access to the economic and legal powers of the state and clients contact social work agencies as isolated individuals with problems, then there is the basis for inequality. Contract work does not get round these points by affecting an open and flexible attitude. Similarly regarding power base, Trevithick (2005) believes that the crisis intervention approach can be a highly intrusive method which is too direct and can raise a number of ethical issues such as making decisions on behalf of the service user if they are too distressed to do so themselves, which in turn may offer potential for oppressive practice on behalf of the worker. However Kessler (1966) believes that during the disequilibrium of crisis, a person has more susceptibility to influence by others than during periods of stable functioning which provides a unique opportunity to effect constructive change. This point could be argued in that the susceptibility to influence others that Kessler describes is in itself oppressive, although Golan (1978); Baldwin (1979); Aguilera and Messick (1990); Olsen (1984) (cited in Parker 2007:116) maintain that this time of disquiet motivates willingness to change, and this is when the practical application of crisis theory is effective. However, it could be suggested that that this is similar to the bargaining stage that Kubler-Ross (1970) describes in the five stages of grief, whereby an individual becomes so desperate to resolve a situation, that they are willing to try anything, even if it means striking a deal with God. Accordingly, Coulshed and Orme (2006 cited in Parker 2007:117) see its value in working with people at points of loss and bereavement, which they believe has resonance with the use of this intervention. This poses the question as to whether crisis intervention is more of a situation specific intervention. However, Poindexter (1997) believes that crisis intervention is suited to individuals who have experienced a hazardous event, have a high level of anxiety or emotional pain, and display evidence of a recent acute breakdown in problem-solving abilities, therefore implying that this approach could be applied to a range of situations or problematic events. Both interventions can be seen as time-limited approaches that superficially fit well with care-management (Ford and Postle, 2000:59) which implies that they are only used because they fit into the routine and schedule driven aspects of care management rather than for their effectiveness. It could therefore be suggested that due to the general pressures of time, the worker may try to fit either intervention around their workload, rather than around the service users needs, which in turn may restrict the development of empowerment within the service user, and ultimately not address any underlying problems. Although this is a rather bureaucratic outlook, it could be said to be a sign of the times that most things are increasingly driven by targets and financial considerations. Whilst both approaches seem to satisfy agency requirements as well as maintaining professional practice, Reid and Epstein (1972) believe that the task-centred approach is more structured compared to crisis interv ention (cited in Payne 1997:97). It could be suggested in which case, that task-centred practice is more beneficial for the less experienced worker as it follows more defined framework. In addition, it could be fair to say that this method of intervention could be useful for reflective practice due to it following such a framework; the worker, as well as the service user, has to be committed to a series of planned work, therefore could be a valuable tool for future guidance in a professional capacity. Further to the constraints of short term interventions Reid and Epstein (1972) suggest that these approaches may not allow sufficient time to attend to all the problems that the service user may want help with and that clients whose achievement was either minimal or partial thought that further help of some kind may be of use in accomplishing their goals. Task-centred practice is an approach which depends on a certain level of cognitive functioning. Doel and Marsh (1992) suggest that the service user must be of rational thought and be capable of cognition in order for the intervention to be effective, therefore may not be suitable for those with on-going psychological difficulties or debilitations; where reasoning in seriously impaired, such as some forms of mental illness, people with considerable learning difficulties or a great degree of confusion, task-centre work is often not possible in direct work with that person. It is evident that both the task-centred and crisis intervention approaches are popular and generally successful models of social work practice and can both be used in a variety of situations.   Both approaches are based on the establishment of a relationship between the worker and the client and can address significant social, emotional and practical difficulties (Coulshed Orme 2006). They are both structured interventions, so action is planned and fits a predetermined pattern. They also use specific contracts between worker and service user and both aim to improve the individuals capacity to deal with their problems in a clear and more focused approach than other long term non directive methods of practice (Payne 1991). Despite their different origins and emphasis, both of these approaches have a place in social work practice through promoting empowerment of the service user and validating their worth. Although there are certain limitations to both of the approaches, they do pro vide important frameworks which social workers can utilise in order to implement best practice. References Coulshed, V. and Orme, J. (2006) Social work practice . 4th ed. Basingstoke, Palgrave. Macmillan. Doel, M. and Marsh, P. (1992). Task-centred Social Work. Aldershot, Ashgate. Healy, K (2005) Social work theories in context : creating frameworks for practice. Basingstoke:Palgrave Poindexter, C. C. (1997) Work in the aftermath: Serial Crisis Intervention for People with HIV Health Social,May, 22, (2), 1-3. Adams, Dominelli and Payne (2002) Social Work: Themes, Issues and Critical Debate   (2nd edn) Palgrave Coulshed, V. (1991) Social Work Practice: An Introduction, Basingstoke: Macmillan/BASW Ford and Postle (2000) Task-centred Practice and Care Management, in Stepney and Ford Social Work Models, Methods and Theories   Russell House Payne, M (1997) Modern Social Work Theory   (2nd edn) Macmillan Reid and Epstein (1972) Task-centred casework   Columbia University Press Reid, W. J. (1992) Task Strategies New York:   Columbia University Press Trevithick, P (2005) 2nd Edition, Social Work Skills: A Practice Handbook, Philadelphia: Open University Press Caplan, G. (1964). Principles of preventative psychiatry. New York: Basic Books Reid, W. J. (1992) Task Strategies: An Empirical Approach to Clinical Social Work, New York: Columbia University Press Reid, W. J. and Shyne, A. (1969) Brief and Extended Casework New York: Columbia University Press Aguilera, D. C.   (1990) Crisis Intervention: Theory and Methodology 6th edition St Louis:   Mosby and Co Parker, J.   (2007) Crisis Intervention: A Practice Model for People who have Dementia and their Carers, Practice 19 (2), 115-126 Marsh, P. and Doel, M. (2005) The Task Centred Book Aldershot:Ashgate Hoff, L. A. (1990) Battered Women as Survivors , London: Routledge Rojek, C and Collins, S. A. (1987) Contract or Con trick? British Journal of Social Work, 17, 199-211 Epstein, L. and Brown, L. (2002) Brief Treatment and a New Look at the Task Centred Approach, Boston, MA: Allyn and Bacon Doel, M. (2002) Task-centred work, in R. Adams, L. Dominelli and M. Payne (eds) Social Work: Themes, Issues and Critical Debates (2nd edition), Basingstoke: Palgrave Reid, W. J. and Epstein, L. (1972) Task Centred Casework, New York: Columbia University Press Kubler-Ross, E. (1970) On Death and Dying, London: Tavistock Coulshed, V. and Orme, J. (1998) Social Work Practice: An Introduction, 2nd edition, Basingstoke: Macmillan/BASW Cree, V. and Myers, S. (2008) Social Work: Making a Difference, Bristol: The Policy Press Wilson, K, Ruch, G. Lymbery, M. Cooper, A. (2008), Social Work: An Introduction to Contemporary Practice, Essex: Pearson Education Limited Roberts, A. (2000), Crisis Intervention Handbook: Assessment, Treatment and Research, 2nd edition, Oxford: University Press Murgatroyd, S.J. and Woolfe, R. (1985), Helping Families in Distress: An Introduction to Family Focussed Helping, Michigan: Harper and Row Kessler, J. W. (1966), Psychopathology of Childhood, California: Prentice-Hall Fell, B. (2009) McColgan (2009) BASW (2002)

what is engineering :: essays research papers

1.  Ã‚  Ã‚  Ã‚  Ã‚  What is Engineering? According to Webster’s dictionary, engineering is the â€Å"application of science and mathematics by which the properties of matter and the sources of energy in nature are made useful to people† (http://www.webster.com). Engineers apply math to help design and manufacture products. (http://www.popsci.com) 2.  Ã‚  Ã‚  Ã‚  Ã‚  What did you learn about engineering that you were not previously aware of? Make a list of your insights. After taking the course Engineering Design and Graphics from the previous semester, I learned that engineers mean a great deal to all societies in order to for them to modernize. Engineers design and invent many products used by everyday people, from the ordinary wine glass to a complex space station. (http://www.popularmechanics.com) Also, I was not aware about taking a engineer’s certification that was not school related. (http://www.ihs.com/index.html) 3.  Ã‚  Ã‚  Ã‚  Ã‚  What new questions or uncertainties have surfaced? I have no new questions of engineering because I believe that I know all that I should know for the time being. However, I am uncertain to keep my major as mechanical engineering to a different engineering or an alternative major because of the difficulties of the science classes. The degree of difficulty of my classes places me behind in grade point average compared with students of equal abilities. 4.  Ã‚  Ã‚  Ã‚  Ã‚  On the back of this sheet, please list and then describe the reasons you want to be an engineer. Put your reasons in order starting with the most important. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Interests- Since my father bought my first K’nex set, a type of model building using sticks and gears, I enjoyed using my creativity towards engineering. I also enjoy mathematics, which influences a great deal in the major. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Money- Many upper classmen have told me if they had a chance to change their major, they should have become engineers.

Commentary of a Passage Taken from ” the Comfort of the Strangers “ Essay

The passage taken from â€Å"The Comfort of Strangers â€Å"by Ian McEwan essentially describes the want of two sisters Eva and Maria to look beautiful and furthermore the denial of their parents towards the girls’ desires. It is written in the third person i.e. the omniscient. The passage conveys few symbols: Beauty through the want of the sisters to look gorgeous ie. lipsticks, mascaras make up etc. , The truth and honesty through the confession of the boy. Owing to the fact that, when cosmetics are used they don’t illustrate the true face or beauty of the person they also symbolize the deceptiveness of appearances. The main centralized theme in this passage is deception. The girls lay trust on their brother for not disclosing whatever they did in the absence of the elders. But, conversely, we see that the boy divulges every action of his sisters. Furthermore, there are a couple of primary themes: childishness in the first paragraph and tension of the girls that their parents would return soon. We see that passage gradually passes from the afternoon to later in the afternoon and then to the dinner. So, it is chronological. The passage, when observed started with an exclamation and a question as well. â€Å"So! Did my sisters hate me?† – This paints a picture of the dubiousness, the author is having about whether his sisters in the future will lay trust on him or not. The Speaker in the passage is Robert – the young brother of the teen girls. At first he seems to be tranquil characters – moving comfortably with his sisters. But in the last part we observe a friction developed between him and his sisters. This passage can be humorous to the audience especially to kids who do not have any kind of desires as such of the sisters mentioned in the passage. The way the sisters have been cheated can be funny. In contrary to the humour, the passage can also generate a sense of discontent in the reader’s mind as the sisters had been cheated and their actions have been disclosed which they wish for. The passage is set in house. The situation in the first can be said to normal as elements of love and relationship can be observed. Ironically , as the day advances into the afternoon and into the evening a large variance is observed. The tension of the girls and the seriousness when they are blamed can be discerned. Along with this sad atmosphere created when the girls are blamed , when the first part is carefully swot up it can be noticed that a pleasant mood is indicated. Initially, in the passage, we see that the author uses they, them and their frequently. Hence repetition is observed. In the later part the author addresses the sisters to look like American film stars, thus using metaphor. The whole passage can create empathy in the minds of the readers – especially in adult girls towards the two sisters.  ¶As a consequence there are a lot of images produced in the reader’s mind. The girls waving their arms in the air to dry their nails and the metaphorical image – Girls addressed as the American film stars. Imagery, especially in this passage explains the frame or the situation much more in detail. Every action returns to its source – it may take very short time or even aeons . The confession had alienated the author from his sisters. His actions left him pondering whether his sisters will again lay trust on him in the future.

Persuasive Analysis – Henry’s Speech to the Virginia Convention

Hieu Nguyen Period 1 Persuasive Analysis – Henry's Speech to the Virginia Convention Patrick Henry in the speech, â€Å"Speech to the Virginia Convention† suggest that the American Colonists join his cause to fight against Britain in order to gain liberty. Henry uses many rhetorical devices in order to persuade the audience to join his fight. Some of the devices Henry uses include ethos, logos, pathos, allusions, and so on. Even though most of Henry's logic benefited him in persuading his audience, there were some parts of his logic where he exaggerated too much as well.In the speech to the Virginia Convention, Henry uses the rhetorical devices of ethos, pathos, rhetorical questions, and metaphors to his advantage in winning over the minds of the American colonists. Henry starts his speech by saying â€Å"My. President: No man thinks more highly than I do of the patriotism, as well as abilities, of the very worthy gentlemen who have just addressed the House. † He nry uses ethos to set a good image of himself. By saying that he thinks highly of patriotism, people will see his as a good man who knows what he is doing. For my own part, I consider it as nothing less than a questions of freedom or slavery; and in proportion to the magnitude of the subject ought to be the freedom of the debate. † Henry also uses ethos to make the colonist believe that he is a person who is fighting for the good of freedom. â€Å"I have but on lamp by which my feet are guided; and that is the lamp of experience. ‘ This is not only a metaphor, but an allusion that appeals to ethos and pathos as well. In metaphorically calling experience a lamp, he is saying that experience will show or â€Å"light† the way for the future.There is a Biblical allusion here to the scripture which that God's word is a â€Å"lamp unto thy feet and a light unto thy path. † This is an appeal to authority (God or the Bible). This is also an appeal to ethos and pat hos because it shows him as a spiritual person (ethos) and it suggests safety and security (pathos). By saying this quote, he has easily swayed the colonist to join him after they hear all the assurance Henry showed. â€Å"Can gentlemen assign any other possible motives for it? Has Great Britain any enemy in this quarter of the world to call for all this accumulation of navies and rmies? No, sir, she has none. † In paragraph 4, Henry uses a series of rhetorical questions then follows each one with a declarative sentence answering his questions. The rhetorical effect is that he emphasizes the military procedures which the British are taking. This creates an appeal to pathos because it evokes fear in the minds of the American colonists, which would bring them to join Henry Even though Henry uses his logic well to persuade the Americans, there are also some parts where he exaggerates as well .One common type of fallacy that Henry uses is an either-or fallacy; either gain indepen dence by war with Britain or forever stay under the manipulation of the British empire. For example, â€Å"For my own part, I consider it as nothing less than a question of freedom or slavery†¦ the subject ought to be the freedom of the debate.. It is only in this way that we can hope to arrive at truth†¦ † Henry claims that freedom from Britain is the only solution to their problems. By doing so, the audience is more engaged on his side of the agreement and may not see any sense of the argument as a result. There is no retreat but in submission in slavery! Our chains are forged! Their clanking may be heard on the plains of Boston! † Henry's statement only commits the fallacy of only two alternatives. Either America fights in order to obtain freedom, or America submits to being enslaved by the British. â€Å"They tell us, sir, that we are weak – unable to cope with the so formidable an adversary. But when shall we be stronger? Will it be the next week, or the next year? Will it be when we are totally disarmed, and when a British guard shall be stationed in every house?Shall we gather strength by irresolution and inaction? Shall we acquire the means of effectual resistance, by lying supinely on our backs, and hugging the delusive phantom of hope, until our enemies shall have bound us hand and foot? † This demonstrates an appeal to consequences. Henry, although never outright says it, is trying to say that we are strong enough to fight back. He states this indirectly by asking when we will be strong enough and then he hints at the consequences. Also you can read Rhetorical Devices in Night Walker by Brent StaplesThe consequence would be the result of the colonies not fighting back against Britain in time. He is trying to tell the audience that they need to realize they are strong enough to resist the British, and that if they do not, then they will suffer the consequences. The is over exaggerating since Henry only sets out two choices instead of all the other possible choices there could be. Henry's purpose in the speech to the Virginia Convention was to persuade his audience to join his fight against the British in order to gain liberty and independence.Patrick Henry uses ethos to apply authority and a good image to himself in order to sway the colonist into believing him. He also uses pathos to strike fear into the hearts of the Americans or provide security and hope. But even though Henry sways his audience with his logic, there are certain parts where he exaggerates too much and provides only two possible outcomes. Eith er fight against Britain and gain freedom, or submit and become enslaved. This only gives the audience two things to think about and they do not consider any other outcome.

Definition and Examples of Pro-Verbs in English

Definition and Examples of Pro-Verbs in English In English grammar, a proverb is a type of substitution in which a verb or verb phrase (such as do or do so) takes the place of another verb, usually to avoid repetition. Modeled on the term pronoun, pro-verb was coined by Danish linguist Otto Jespersen (The Philosophy of Grammar, 1924), who also considered the functions of pro-adjectives, pro-adverbs, and pro-infinitives. The grammatical term pro-verb shouldnt be confused with the literary and rhetorical term proverb, a concise statement of a general truth. Examples and Observations In its . . . auxiliary use, the relation of do to verbs is similar to that of pronouns to nouns: You could call do in this function a proverb. (34a) We want that trophy more than they do.(34b) Ill taste your raw-beet casserole if Fred does. In the first example, do stands for want that trophy, and in the second, does substitutes for tastes your raw-beet casserole. - (Thomas P. Klammer, Muriel R. Schulz, and Angela Della Volpe, Analyzing English Grammar, 5th ed. Pearson Education, 2007) Animals suffer as much as we do. -(Albert Schweitzer) A child needs respect as do we adults. -(Zeus Yiamouyiannis, Subverting the Capitalist Model for Education. Educating Tomorrows Valuable Citizen, ed. by Joan N. Burstyn. SUNY Press, 1996) Yes, sure, I like it. I really do. -(Robert Stone, Damascus Gate. Houghton Mifflin Harcourt, 1998) Havent you heard? She thinks Im talented, I said dryly. I thought you did, too. - (V.C Andrews, Dawn. Pocket Books, 1990) Why, I must confess that I love him better than I do Bingley. -(Jane Austen, Pride and Prejudice, 1813) I love him better than I do you and all I hope is that you will find someone that will suit you as well as he does me. -(Ruth Karr McKee, Mary Richardson Walker: Her Book, 1945) No one knows better than I do, or can appreciate more keenly than I can, the value of the services you have rendered me and the satisfactory results of your friendly interest in me. -(John Roy Lynch, Reminiscences of an Active Life: The Autobiography of John Roy Lynch, ed. by John Hope Franklin. University of Chicago Press, 1970) [I]ts extremely difficult to narrate something like, say, a murder or rape in first-person present tense (though quite a few of my students have tried). Doing so often leads to unintentionally comic sentences. -(David Jauss, On Writing Fiction: Rethinking Conventional Wisdom About the Craft . Writers Digest Books, 2011) Pro-verb Do as a Responsive The use of the proverb do as a responsive is so productive that it occurs even when do does not appear in the preceding allocution as in (19): (19) A: Well, you remember, say, the troubles round here you know {}(19) B: Yeah, I do.(Ulster 28) In example (19) the pro-verb do rather than the lexical verb remember is employed. Based on this evidence, it is therefore inaccurate to say that what is being echoed or repeated in the responsive is the verb of the preceding allocation. Clearly, it is the pure nexus or the pro-verb do (the nexus marker) rather than the predicate remember that is being repeated. -(Gili Diamant, The Responsive System of Irish English. New Perspectives on Irish English, ed. by Bettina Migge and Mire NÃ ­ Chiosin. John Benjamins, 2012) Pro-verbs vs. Pronouns I asked him to leave and he did. Did is a proverb, used as a substitute for a verb just as a pronoun is a substitute for a noun. This is intuitively very comfortable, until we take a careful look. Even though the pronoun is conceptually unmotivated it is at least morphologically motivated as a separate part of speech. But the proverb is in no way a distinct part of speech; it is just as much a verb as the verb it replaces. Now, of course, no one has said that the proverb is a distinct part of speech, yet certainly the intuitive satisfaction we get from it is directly dependent on the parallel with the pronoun, and if it werent for the pronoun the new term would never have found currency. So instead of having a coherent theory in traditional grammar, one whose parts are integrated according to well-motivated, carefully controlled principles, we have something that is built up by free association. -(William Diver, Joseph Davis, and Wallis Reid, Traditional Grammar and Its Legacy in Twentieth-Century Linguistics. Langu age: Communication and Human Behavior: The Linguistic Essays of William Diver, ed. by Alan Huffman and Joseph Davis. Brill, 2012) Style Note on Generic Do Sometimes, when writers are unable to think of the precise verb to complete a sentence, they simply plug in do; for example, They did the rumba rather than They danced the rumba. When it does not refer back to a previously used verb, do is not a pro-form. It is a generic verb, from the top of the ladder of generalization, and people often resort to using it simply because they are unable to come up with a more accurate verb, and do will suffice in most cases. Take, for example, the now popular saying, Lets do lunch. But because of its lack of specificity, do often results in lifeless sentences, and therefore writers should avoid using it (except as a pro-form of auxiliary). Used as a generic verb, do does not create textual cohesion. -(Colleen Elaine Donnelly, Linguistics for Writers. SUNY Press, 1994) Do and Happen The only members of the class of pro-verb are do and happen. These stand for any unidentified or unspecified process, do for actions and happen for events (or for actions encoded receptively, in some kind of passive form). Their occurrence does not necessarily involve an anaphoric or cataphoric reference. -(M.A.K. Halliday and Ruqaiya Hasan, Cohesion in English. Longman, 1976)

Your Guide to a Successful Second Interview

Your Guide to a Successful Second Interview You’ve survived your first interview. Congratulations! And the hiring manager has called you back in for a second round. Congrats again! You must have done something right, right? But that doesn’t mean you don’t have to prepare as arduously for your second interview as you did for your first. First, understand this is not a guarantee you’ll get the job. If anything, the competition has narrowed and become more fierce. You can’t rest on your laurels yet. You have to fight! You’ll probably be sitting down with someone higher up on the food chain- sometimes a lot higher up- as well, so your preparation and your game have to be top notch. There’s a lot more pressure. The stakes are higher. But you have another, more targeted chance to prove you are the right candidate for the job.Step 1: StrategizeMake sure you know exactly what the job is- what it entails, who you’d be reporting to, etc. Then make sure you know who exactly will be interviewing you- and read up as much as you can on who they are. You’ll want to impress your interviewer(s) with your expansive knowledge of the industry/company/role, but not scare them away. Strike a good balance.Be sure to prepare a brand new list of questions you should be prepared to ask when that section of the interview comes up. Tailor your research to this job in particular, and reach out to your contacts to see if you can chat with anyone who works or has worked in that office. It’s not a bad time to figure out what really matters to you in a job- and make doubly sure you want this one, as you move closer to potentially getting it.Step 2: PlanThere are three types of interviews: one-on-one interviews with a department head, director, or even owner; panel interviews with a group of higher-ups (think firing squad); and group interviews where you’re being interviewed alongside your competition. Each requires a slightly different strategy, so be sure to k now going in which scenario to prepare for. Mock interviewing with friends or current contacts is always a good idea to make sure you’re on your game.Step 3: Ask QuestionsWhether you’re talking to a supervisor, an HR manager, or a potential future coworker, you’ll absolutely need some questions to ask. Prepare a ton and then choose the one that makes the most sense when you’re on the ground. Make a list of questions for each type of person- that way you won’t run into an HR rep and only have questions prepared for your would-be immediate supervisor. When in doubt, ask about a typical day in the office, the work culture, or whether there is potential for professional growth.Your Top 5 Tips for a Second InterviewNo matter which sort of interview you’re facing, or with whom, here are five great ideas to keep you at the top of the heap.1. Be respectfulEven if you think you should be speaking with someone higher up on the food chain, treat whomev er interviews you with utmost respect. Make eye contact, be pleasant, shake hands firmly and warmly. And get a business card. You’ll thank yourself come thank you note time!2. Assess and analyzeRemember, a second interview is also a chance for them to start selling you on the job. Keep an eye out for red flags. Try to get a sense of your potential future coworkers. Ask yourself how you would feel in this environment, with this team. Do you respect the people who would be your supervisors?3. PrepareAs we said before, you have to prepare even more for a second interview than a first. You’ll need more information about the nitty-gritty details of the job, as specifics are much more likely to come up. Do your homework. Show how much you know about the job and about the company and industry.4. BreatheIt’s easy to get so stressed that you hold your breath. Don’t! Figure out what you’re going to say going in, and try to get through it. Take a moment to in ternalize questions before answering so you really make use of your preparation.5. Be honestThis should go without saying, but it bears repeating: no long-term good will come of you telling your interviewer what they want to hear. Be honest about your skills and your needs and you won’t end up in a job you don’t want or can’t handle.

Analysing The Characters Of Hedda Gabler English Literature Essay

Analysing The Characters Of Hedda Gabler English Literature Essay We are introduced to Hedda Gabler as the daughter of the venerated General Gabler, and as a woman born into an extremely wealthy aristocratic family. Though having lived a pampered life, she believed her time as a single woman was growing thin, leading her to marry George Tesman, a man she clearly no longer has feelings for – if indeed she ever did. Throughout the rest of Henrik Ibsen’s play Hedda Gabler, we observe how Hedda’s obsession with freedom and free will conflict with the norms of nineteenth-century society which surrounds her, leading her to manipulate those around her, and eventually her own death. It would seem that Hedda’s greatest asset throughout the play is her ability to manipulate the individuals around her. The tediousness of monogamy is most likely the largest driving factor for her scheming all through the play: â€Å"How mortally bored I’ve been†Ã‚   [ 1 ]   as she conveys it to Judge Brack. The deception of others i s one of her solutions to the suppressed life she must lead under the nineteenth-century societal standards. We witness her feign friendship in the conversation between her and Miss Tesman, all the while deviously making remarks about her hat: â€Å"Look there! She has left her old bonnet lying aboutà ¢Ã¢â€š ¬Ã‚ ¦fancy, if anyone should come in and see it!†.   [ 2 ]    We witness her clandestine motives when she burns Eilert Là ¸vborg’s manuscript and convinces her husband that she did it because she â€Å"could not bear the idea that any one should throw you [George] into the shade†.   [ 3 ]   We also see evidence of her suppressed emotions as she â€Å"walks about the room, raising her arms and clenching her fists as if in desperation†.   [ 4 ]   Her greatest skill however lies with her ability to extort information and secrets from others; as Eilert remarks about their past relationship: â€Å"[I] told you about myself, things that no on e else knew†.   [ 5 ]   She frequently displays her talent of asking questions without actually answering any on her part; soon after, Eilert asks: â€Å"What was the power in you that forced me to confess these things?† to which Hedda replies elusively: â€Å"Do you think it was any power in me?†.   [ 6 ]   Hedda feels as though she can suppress the boredom in her life by obtaining power over others. When asked by Mrs. Elvsted why she is manipulating Eilert so, she replies: â€Å"I want for once in my life to have power to mould a human destiny†.   [ 7 ]   Although Hedda is wealthy, she considers herself lacking in influence, and thereby poor. If Hedda cannot attain any sort of power – whether it is political, authoritative, or pecuniary – then she must find power through the lives of others. Because Hedda is proscribed from carrying out the life that she wishes to live, she finds that she must live vicariously. However, the life of another woman – namely Mrs. Elvsted – would not suit Hedda’s criteria, for she is just as subdued as any other woman during that time. We come across this notion when Hedda asks to Là ¸vborg:

News Management, Communication and Social Problems Essay

News Management, Communication and Social Problems - Essay Example Pressure groups do not essentially seek to become part of the government; they only wish to influence the outcomes of various government decisions (Williams, 1998). Pressure groups are designed having a rather narrow and focused aims and they therefore tend to only concentrate on a limited range of specific issues. Unlike the practice that is common with political parties, pressure groups do not put together manifestos covering various broad ranges of spectrum of policies (Chapman, 2004). Although there exists several key differences between political parties and pressure groups, the distinction between the two is often seen to be blurred since some of the parties in the United Kingdom are to small to have the unattainable hope of forming the government and as such these parties resort to trying to influence the government. Various pressures groups like trade unions used to maintain close links with political parties to an extend that it was practically impossible to distinguish betw een the two an example being that the United Kingdom’s Labor Party was formed on the basis of the trade union movement, the trade union movement at one time used to provide the bulk of the party’s funding as well as majorly dominate and influence the direction taken by the various party policies (Williams, 1998). ... This pressure group endeavors to work towards not only the representation, but also the overall protection of all the doctors in the United Kingdom (Browne, 2011). Promotional Pressure Groups: Pressure groups that fall into this category are seen to strive at putting forth various new ideas that all happen to be aimed at attempting to improve and reform the society so as to make it better for particularly the more vulnerable people. A good example of a pressure group that falls into this category in the United Kingdom is the Child Poverty Action Group. This pressure group works at attempting to both represent and raise awareness of the difficult experiences and various effects of poverty that befall poor children (Needham and Dransfield, 1990). Large Corporations and News Management Although in the past, most large corporations had failed to recognize the vital role that public presentation happened to play in their operations, recent times have seen widespread appreciation of the fa ct that most large corporations happen to operate in a media sensitive environment. Large corporations are now engaging in trainings some of their executives on how to deal with any media crisis management (Manning, 2001). Some of the large corporations like Procter & Gamble have implemented various news management strategies that see them issue â€Å"Crisis management manuals† during the hiring process of all new staff members serving in their communications and public relations departments. They also organize mock news media exercises where they engage several freelance journalists who are hired to play the role of reporters from various news agencies such as the BBC and CNN (Manning, 2001). The News Management Strategies

A Successful Leader Essay Example | Topics and Well Written Essays - 2250 words

A Successful Leader - Essay Example Leadership is so important for the success of the organization because it also deals with the changes that an organization faces both with in the organization as well as in the external environment. In the present world of continuous change and constant innovation, the essence of proper leadership is felt like never before. The leader ideally, should not only plan and strategize to achieve the organizational objectives but also he should be the person, to whom his team would refer at any unforeseen happenings. The leader should be able to change the pre-determined path, if necessary, and still continue motivating his sub-ordinates and achieving the desired goal. As changes in the organizational environment as well as the external environment are taking place constantly, a leader should plan his strategies keeping the factor in to consideration. Defining leadership in the periphery of words has been a tough job even for the modern management thinkers as leadership is more about convincing others to do a certain thing in a certain way to achieve the desired output. Deborah Allen has defined leadership in the following words, â€Å"A leader is someone who can visualize a better world in the future and is able to convince others to join him/her on the journey† (Family and Community Medicine. n.d.) In the words of Majorie Bowman, â€Å"Leadership means making a difference, creating a positive change; providing the impetus that creates an atmosphere of change that improves the world, or at least the small part of the world around us and is characterized by sustained action over time.† From the definitions of the above it can be deciphered that leadership is all about motivating and convincing the group of subordinates (or followers, as the case may be) towards the achievement of the desired goals and objectives. It has been discussed earlier that

Study abroad Essay Example | Topics and Well Written Essays - 1500 words

Study abroad - Essay Example Being able to navigate around foreign countries over time increases the chances for a student to be self-sufficient as they learn to provide for themselves. Interacting with people from different cultures also allows students to challenge their long-held beliefs; more importantly, this demands that students look into their own native culture and appreciate its uniqueness. This is because they will have the opportunity to identify differences and similarities with the cultures in the foreign countries, which in turn teaches them to be accommodating of others. In addition, students are bound to find themselves in situations where their personal identity is questioned or criticized where this gives them a chance to develop confidence and self-esteem as they give out responses. All these experiences go a long way in shaping the character of student looking to excel in their chosen career. Why it should be made a necessity to study abroad International experiences, especially long-term on es that last for a semester or a year help build a student both professionally and personally. A student has a better chance of accessing employment and further education opportunities. It becomes important for institutions to encourage their students to take advantage of opportunities to study abroad, even if for a semester only. Such encouragement helps students get over their personal fears and instead consider the opportunities for personal growth that are available through international experiences. In addition, institutions need to guide students through the application process for such programs and take them through the preparation process of moving there and settling in while finding means of fending for themselves. The core reason for advocating for studying abroad is that is help students gain exposure as this enables them to adjust their way of thinking, attitudes and builds their skills. This exposure is essential in helping students become empowered and feel confident e nough to participate in a global job market (Lewin, 2009). The second core reason is based on employers’ perception of students who have studied abroad. A study done by Trooboff, Van de Berg and Rayman revealed that employers value the ability to be flexible and adaptable and that these skills are enhanced by studying abroad. Additionally, the personal quality of being open to and non-judgmental about people from varying cultural backgrounds was seen as being valuable to employers, and enhanced by studying abroad. Being observant and a good listener also ranked high among qualities valued by employers and enhanced by studying abroad though this was superseded by qualities such as being willing to take risks in order to learn new things, being cognizant that one’s worldview is not universal and having knowledge about more than one culture outside the United States. Overall, the skills/ personal qualities ranked the highest were ability to work under pressure and being a ble to work effectively in teams where both were seen as being enhanced further by studying abroad. Following an international and global competence criteria developed by Hunter and Deardoof, this study ranked the highest three personal qualities as being important when employers are hiring as well as being enhanced by international study. These are being able to communicate, interact and effectively work outside one’s comfort zone, getting along well with persons from varying races and cultures and

Home Depot Case study Example | Topics and Well Written Essays - 2250 words

Home Depot - Case Study Example Home Depot Inc became the fastest growing firm in the world after its establishment and no one would have ever thought that such a firm would be faced with the challenge of operating in an interconnected world of retail which led to of slowed growth rate and reduction in revenues. The business environment had changed due to customer empowerment and development of on-line retailing. To cope with this problem, the firm embarked on standardization, centralization and performance metrics. Home Depot was established in 1978 by Marcus and Arthur Blank together with other associates. Marcus and Blank had enough experience in home improvement firms as they had both worked in Handy Dan Home improvement Centers before they were fired. They had an idea of creating their own firm which would be bigger and much improved from the one they had been working in. Home improvement industry in the U.S was at its climax and each day new firms were being establishment. They had an idea of establishing the irs that would be much competitive in the industry. (Hagg A, 2011). The reputation of the firm in the country was built by its commitment to service of customer. Different from many other firms they adopted an inverted pyramid in their ways of operation putting the customers in front of the firm and the administration. The main customers of the firm were the do-it-yourself customers. These customers are those that purchase products and go ahead to install on their own. There was a need by the firm to have proper arrangements and training people in the firm on how to handle customers and explain to them on how to install the products in their homes. The other kind of customers to be targeted was professionals. These were mainly those that are trained such as plumbers and masons. Thou their number was much less than the other kind, they were the most frequent and contributed a considerable amount of revenue to the firm. Home Depot faced strong competition from Lowe’s which had a great share of pro customers in the market. After the massive drop in revenues

Staffing Organizations-Part 2 Essay Example | Topics and Well Written Essays - 1500 words

Staffing Organizations-Part 2 - Essay Example The Gourmet Coffee Shop is a small organization and does not have the budget or staff to run its own staffing purposes and? therefore? an outside recruitment group can give the coffee shop with a full level of service? For example these agencies can help in advertising, identifying recruitment needs, along with background checks, examining the references of candidates etc. Using external recruitment agencies can be a little expensive, but on the other hand? it is the most sensible decision for company that does not have its own recruitment purpose. A recruitment financial plan will be formulated, which would include the staffing price, equipment and supplies cost along with salaries and benefits. After the recruiting and organizing period is complete, the next strategy of the coffee shop will be to choose â€Å"targeted versus open recruitment†, as the business is seeking particular individuals with certain, skills, knowledge, capacity and other features. Utilizing the open re cruitment method will entail a high quantity of candidates making the selection procedure exceptionally difficult. 2. Create a Communication Message (Realistic, Brand or Targeted) to Attract Applicants to the Open Position. When creating a communication message, it needs to be focused on being attractive and appealing to the target applicants. The main goal here is to capture the attention of potential applicants. Once this is achieved, the next step is to maintain their attention. This stage consists of the communication medium and message notifying the vacancy of jobs. â€Å"The   communication   process   consists   of   a   message   being   sent   and   received.  The message maybe verbal or non-verbal.   The   same   basic   principles   apply   whether   humans,   animals,   other   forms of   life,   or   combinations   of   these   are   involved† (The Communication Process, n.d. par.1). The message can be reali stic, targeted or branded. The medium for distribution can be a job posting, potential supervisors and peers? and extra written documents. These messages have to be expressed through some medium to the recipient. It is necessary that this message should be recognized by the recipient in the same meaning as intended by the sender. He or she must react in a time structure. Therefore, the communication is a two way method and is incomplete without a feedback from the receiver to the correspondent on how well the message is decoded by him. 3. Select the Communication Medium for the Recruitment Effort and Explain why that Method was Chosen Over Others. Communication can happen through several mediums. These mediums are assembled into four main types, which are verbal, written, visual communications and nonverbal. Whereas a number of mediums of communication, for instance talking, are much clearer than others, such as body language, every medium is significant for communication among peop le. In this case the select physical media. Physical media refers to a channel where the individual who is talking can be heard and seen by the viewers. The entire point here is to be capable of not only hearing the messages but also to watching and interpreting the body language. This does not require being two-way channels. In certain conditions the receiver expects physical communication. â€Å"If a message is perceived as important to the receiver they expect to hear it live from their

Capstone Research Project (5) Paper Example | Topics and Well Written Essays - 2000 words

Capstone Project (5) - Research Paper Example GAAP rule works in connection with SEC rules for public companies. GAAP rule emphasizes on covering financial statements presented in balance sheet for at least three years. GAAP need to work closely with SEC regulations in order to measure performance of companies. In accordance to GAAP guideline interim periods must be viewed as essential part of financial year. This guideline helps accountants to allocate cost elements for different financial period. GAAP also focuses on examining unscrupulous transactions in order to identify financial frauds. Although GAAP rules differ on the basis of accounting standards of different countries. Financial fraud is multi dimensional event in terms of variety of impact and nature of fraud. In many cases financial analysts of companies intentionally forecast inflated market capitalization value in order to fulfill dubious objective. Companies practicing unethical business tend to violate GAAP rules in order to gain personal objectives. Financial fr aud can impact various issues such as trade and sales, stock market valuation and investment banking contracts significantly. Many companies use street earning method to calculate earnings per share (EPS) while the method excludes important elements of accounting such as unusual items, extraordinary charges, Charges from mergers and depreciation (Ponzio, 2010, p. 32). Fraudulent companies change GAAP rules in accordance to their requirement in order to satisfy personal objective. Following section will try to explore relationship between GAAP rules and situation mentioned in the Capstone Research Project. 2.0 Leases on Technology Assets Seem Inflated 2.1 Current Lease Accounting GAAP suggests that Current Lease Accounting standard needs to classify their contract as operating lease (all leases except capital lease) or capital lease (this type of lease transfer risks as well as rewards to lessee due to ownership). Amount of capital lease such as payment of rental can be identified fr om examining the balance sheet. GAAP rule suggests that auditor needs to check capital lease by applying depreciation on assets while such thing is not possible for operating lease. According to GAAP in operating lease the lessee does not realize the amount of leased asset from balance sheet but the person can recognize operating lease expenses. Auditors have criticized the shenanigan approach of GAAP to ignore operating lease. Current lease accounting standard has not identified any special measure in case excessive operating lease. Sometimes operating lease can give rise liabilities such as rental payment hence auditors try to capitalize leased assets. Accountants need to follow criteria specified in ASC 840 (SFAS 13) of GAAP to investigate capital lease. According to GAAP rules capital lease needs to follow (ASC 840-10-25-1) (SFAS 13.7) guideline. Accountants need to check proper valuation of leased property in order to identify financial fraud. According to GAAP rules leased tem should not be less than seventy five percent

Staffing Organizations-Part 2 Essay Example | Topics and Well Written Essays - 1500 words

Staffing Organizations-Part 2 - Essay Example The Gourmet Coffee Shop is a small organization and does not have the budget or staff to run its own staffing purposes and? therefore? an outside recruitment group can give the coffee shop with a full level of service? For example these agencies can help in advertising, identifying recruitment needs, along with background checks, examining the references of candidates etc. Using external recruitment agencies can be a little expensive, but on the other hand? it is the most sensible decision for company that does not have its own recruitment purpose. A recruitment financial plan will be formulated, which would include the staffing price, equipment and supplies cost along with salaries and benefits. After the recruiting and organizing period is complete, the next strategy of the coffee shop will be to choose â€Å"targeted versus open recruitment†, as the business is seeking particular individuals with certain, skills, knowledge, capacity and other features. Utilizing the open re cruitment method will entail a high quantity of candidates making the selection procedure exceptionally difficult. 2. Create a Communication Message (Realistic, Brand or Targeted) to Attract Applicants to the Open Position. When creating a communication message, it needs to be focused on being attractive and appealing to the target applicants. The main goal here is to capture the attention of potential applicants. Once this is achieved, the next step is to maintain their attention. This stage consists of the communication medium and message notifying the vacancy of jobs. â€Å"The   communication   process   consists   of   a   message   being   sent   and   received.  The message maybe verbal or non-verbal.   The   same   basic   principles   apply   whether   humans,   animals,   other   forms of   life,   or   combinations   of   these   are   involved† (The Communication Process, n.d. par.1). The message can be reali stic, targeted or branded. The medium for distribution can be a job posting, potential supervisors and peers? and extra written documents. These messages have to be expressed through some medium to the recipient. It is necessary that this message should be recognized by the recipient in the same meaning as intended by the sender. He or she must react in a time structure. Therefore, the communication is a two way method and is incomplete without a feedback from the receiver to the correspondent on how well the message is decoded by him. 3. Select the Communication Medium for the Recruitment Effort and Explain why that Method was Chosen Over Others. Communication can happen through several mediums. These mediums are assembled into four main types, which are verbal, written, visual communications and nonverbal. Whereas a number of mediums of communication, for instance talking, are much clearer than others, such as body language, every medium is significant for communication among peop le. In this case the select physical media. Physical media refers to a channel where the individual who is talking can be heard and seen by the viewers. The entire point here is to be capable of not only hearing the messages but also to watching and interpreting the body language. This does not require being two-way channels. In certain conditions the receiver expects physical communication. â€Å"If a message is perceived as important to the receiver they expect to hear it live from their

Pre-Ib Geography Exam Review Essay Example for Free

Pre-Ib Geography Exam Review Essay Angular Bearing: measured in degrees in a clockwise direction from the north; written as 3 figures (i. e. 90) * Military Grid (4 amp; 6 digit) * System of numbered lines; position stated by quoting numbers of the lines that intersect at the point in question * Easting Northing ; EAST TENTH NORTH TENTH * Contour line: a way of showing elevation; usually brown lines * Steep areas – very close contour lines, gentle areas – very wide contour lines * Latitude/Longitude * Latitude 0 °: Equator|23. 5 °N: Tropic of Cancer | 23.  ° S: Tropic of Capricorn * Longitude 0 °: Prime Meridian | 180 °: International Date Line * Scale different types; conversions Linear Scale| Representative Fraction Scale| Direct Statement Scale| * | * 1:50 000| * 1 cm to 10 km| * 1 km = 100 000 cm * Time Zones – know them amp; how to calculate time zone from one zone to another * From west – east: Pacific, Mountain, Central, Eastern, Atlantic, Newfoundland * Plus 1 hour, as y ou travel from west to east Global Positioning System (GPS) – what is it? How do you use it? * Revolutionary navigation system; provide location with metres or less anywhere on the globe * Canada Map: Unit 3 * Geologic time-line (eras amp; major developments in each) * Precambrian Era: the earth is formed; Canadian shield is formed; bacteria amp; algae – only life forms * Paleozoic Era: the continents straddle the equator; first insects appear; Pangaea is formed * Mesozoic Era: Dinosaurs rule the earth; first bird amp; mammals appear * Cenozoic Era: Dinosaurs go extinct; first Hominids appear; first humans reach North America * Continental Drift amp; Plate Tectonics * Continental drift (Alfred Wegener): 300 million years ago, all of the earth’s land masses, which were in constant motion, collided to form one supercontinent: Pangaea; could not explain how continents moved * Evidence: shape of the continents; Fossil Evidence; Rock Evidence; Glacial Deposits; Location of Coal Deposits * Plate tectonics (Canadian J. Tuzo. Wilson): the earth’s crust is divided into 12 major plates which moved in various directions by the underlaying hot mantle convection cells (mid-atlantic ridge) * Types of precipitations – Relief/Orographic precipitation; Cyclonic/Frontal precipitation; Convectional precipitation * Relief/Orographic precipitation: only in mountainous regions * Moist air rise up the windward slope amp; condenses as it rises amp; cools * Cool air descends on the leeward slope, warms up, drier climate because the clouds evaporate * Cyclonic/Frontal precipitation: only in places with hot summers +20 °C (continental areas) * The sun heats up the ground, warm air rises; condensing amp; forming clouds amp; precipitation. * As the storm persists, the air cools amp; drags down, bringing the storm to an end. * Convectional precipitation: happens in most places * Air masses of different pressure amp; temperatures don’t mix. * The warmer air will rise above the colder, dense one, creating precipitation. Gradual upward movement=mild precipitation; Sharp upward movement=thunderstorm, hail * Landforms: the natural features on the surface of the Earth (Canadian Shield, lowlands, highlands) What are they? | Development of landforms| How do they or will they contribute to Canada| Canadian Shield (largest amp; oldest landform region)PRECAMBRIAN| * Pressure inside Earth folded amp; crumpled the Metamorphic rock * Minerals in shield rock cooled amp; separated into layers according to their density * Intense heat amp; pressure changed the rocks * Erosion worn down mountains = flat * Ice age eroded amp; created lakes, depressions amp; valleys| * Not much farming thin layer of soil; little fertile land * Vast deposits of lead, gold, nickel, copper, zinc, etc. Mining communities drawn here; communities rely on the mining industry for jobs * Rich diamond deposits; Water for hydroelectric energy * Recreation, tourism, â€Å"get back to nature†, canoe| Appalachian Mountains (oldest highland region)PALEOZOIC| * End Paleozoic Era, North America collided with europe amp; northern Africa during the formation of Pangaea * Raised amp; folded layers of sedimentary, Igneous/metamorphic created from volcanoes amp; earthquake s * Erosion reduced jagged peaks to rounded hills amp; mountains * Glaciers smoothed peaks amp; separated hills with wide glacial valleys | * Sedimentary rich in non-metallic materials, i. e. coal * Igneous/Metamorphic rich in metallic minerals, i. e. iron amp; zinc created by volcanic activity amp; faulting * Long bays created from ice age, for deep harbours for ocean freighters amp; became site of major cities * Settlement along fertile river valleys amp; along seacoast| Innuitian Mountains (most northern region)MESOZOIC| * Formed in Mesozoic era; North American plate moved northward. Continental-continental convergence * Contain some igneous amp; metamorphic, but mainly sedimentary * Younger than Appalachians, not worn down as much| * Barren; trees can’t survive extremely cold winter temperatures; can’t grow during short summer * Covered by ice amp; permanent snow * Minerals not exploited because if remote location| Western CordilleraLATE MESOZOICEARLYCENOZOICCoast mountainsInterior plateausEastern Mountains| * Range after range of mountains separated by plateaus amp; valleys * Pacific plate amp; North American plate collided * Uplifting region into several mountain regions * Convergent; pacific plate subducted under North American causing folding, faulting, amp; volcanic activity * Great height + rugged appearance = geologically young| * North-south mountains amp; valleys = obstacle for transportation since main routes are west=south * Farming amp; mining towns in river valleys * Tourism(beautiful scenery); winter sports * Fishing(salmon); gold rush; energy resources * Copper, forestry, rocks, coal, fossil fuels| Interior PlainsPALEOZOIC + MESOZOICAlberta PlainsSaskatchewan PlainsManitoba Plains| * 545 million years ago; during formation, covered by inland seas, sediments deposited amp; compressed into sedimentary * Thick layers of mineral deposits left in dried-out sea beds * Composed of rolling hills amp; deep, wide river valleys * Differential erosion separated by escarpment * Glaciations created large lakes covered by sediments = flat| * Reafs from inland seas form oil amp; gas found today * Potash mined amp; used as fertilizer * Swamps at edge of ancient seas changed into coal * Soil developed on sediments of lake bottom deep fertile, good for growing grai ns amp; oil seeds * Agricultural amp; beef products | Great Lakes / St. Lawrence Lowlands(most southerly region)PALEOZOIC| * During Paleozoic era, glacier retreated which left 5 great lakes * Bedrock formed from sedimentary rock; several escarpments * Glaciations created rolling landscape, carried huge amounts of soil, sand amp; gravel from Canadian shield, dumped throughout region * Flat plains, glacial hills, amp; deep river valleys * Rift valley formed by faulting; flooded during end of ice age| * Good for agriculture; excellent soils amp; warm climate * Flat lands; ideal for transportation routes amp; development of cities (50% of canadians live in small) * 70% of country’s manufacturing industries * Maple syrup, forestry, mining, fishery, water supply, * Sheep, poultry, dairy, logging – lumber, paper| Hudson Bay Arctic LowlandsPALEOZOIC + PRECAMBRIAN + MESOZOIC PALEOZOIC + CENOZOIC| * Layers of sedimentary rock rest on top of ancient rock of Shield * Waters of Hudson Bay covered lowland amp; deposited sand, silt, amp; clay that became layer of sedimentary rock * A series of islands located in far north, gently rolling landscape * Bodies of water continues to deposit deep basins of sedimentary along east amp; west coasts (Paleozoic era) * Receding glaciers left sedimentary rock (Cenozoic)| * HB- mining, march, wetlands, plains * AL-Not good for farming, harsh climate * Rich in furs due to abundance of wildlife * Water resources provide hydro power for Ontario * Contain lignite, coal, oil, amp; natural deposits * Game, fishing| * Climate: weather conditions of a place averaged over a long period of time * Factors affecting Climate (LOWERN) * Latitude: Significant differences in average annual temperatures; distance from the equator a key factor. * The same amount of energy from the sun that hits Earth is spread over a large areas at northerly ocation because of th earth’s curve; the same amount of energy is more concentrated at the equator * Most southerly pointPelee Island; Most northerly pointAlert * Ocean Currents: The temperature of an ocean current affects the temperature of the air passing over it. * Warm– warm air – the mild climate of B. C. ; Cold– cold air – Labrador amp; nor thern Newfoundland * Where air above two currents meet, conditions are often damp amp; foggy. * Winds amp; Air Masses * Air Masses: large volume of air with the climate conditions of the area where it is formed. * Over ocean moist; as air masses pass over land=in precipitation; over continental area will generally be dry. * Winds amp; Pressure Systems * Air moves from areas of high pressure to areas of low pressure, this causes wind. Prevailing Winds: around the earth, there are pressure belts which cause wind patterns. * Westerlies: over Canada, the winds tends to move from the west to east . * Polar Front: the boundary between the cold, dry, polar air amp; warm, wet, tropical air. * Jet Stream: high in the atmosphere above the polar front is a current of fast-moving air. * In winter=moves southward, cold arctic air into the U. S. * In summer=moves northward, warm air from the Gulf of Mexico to flow farther northward into Canada’s interior. * Cold air masses amp; warm air masses that meet at the polar front often create storms. * Elevation: height of land above sea level Air mass moves up a mountain= expands since there is less pressure; as it expands=loses heat amp; becomes cooler. * Relief: the affect that mountain ranges act as barriers to climate systems * Result in greatly differing temperatures in different cities that are close to each other but separated by mountains. * Windward side of rocky mountains=more precipitation; leeward side of rocky mountains= precipitation. * Nearness to body of water: Bodies of water have a moderating effect on land temperatures. * Oceans amp; large lakes heat up amp; cool down more slowly than land masses. * Results in cooler summers amp; warmer winters. * Maritime vs. Continental climate * Maritime| * Continental| Total annual precipitation of over 1000 mm| * Total annual precipitation of less than 1000 mm| * A temperature range of less than 25C °| * A temperature range of more than 25C °| * Winter: Season of Maximum Precipitation| * Summer: Season of Maximum Precipitation| * Soil make-up (MOMA) * Minerals; Organic material amp; bacteria; Moisture; Air * Vegetation * Tree line: boundary between the Tundra amp; the Boreal Forest zone; North of this line, it is too cold for trees to grow. * Permafrost: permanently frozen ground that does not completely thaw in the summer. * Active layer: upper layer of permafrost that thaws only briefly in summertime Unit 4 Demography: study of human population dynamics, population numbers, distribution, trends, amp; issues that looks at how populations change over time due to births, deaths, migration amp; ageing. * Push/pull factors – what are they? Be able to identify them * Push factors: factors that causes people to emigrate from their country (i. e. war, absence of human rights, poor economic/educational opportunities, religious persecution, terrorism, amp; natural disasters) * Pull factors: factors that draws immigrants to a country (i. e. job opportunities, freedom of speech amp; religion, lower taxes, better education amp; health care, better climate, join friends/relatives living in another country ) * Immigration – benefits amp; drawbacks Benefits| Drawbacks| Declining fertility amp; population=severe labour shortages; * Fiscal burden of aging population; scarce staff-nursing homes amp; retirement facilities * Replace baby boomers jobs; fill jobs Canadians don’t want; temporary jobs during harvest time * High-skilled-innovate higher rate than canadians; low-skilled- meet crucial service sector gaps * More global prosperity than foreign aid/international trade; revolutionize Canada’s foreign aid policy| * Short term expediency; political gain * Stress on schools to take in new students * Little cultural communities formed * Lack of culture belonging * Competition for jobs of Canadians| * Types of immigrants (3 types) * Economic Immigrants Skilled Worker/ Professional: 67 points (government adjust; make sure immigrants meet Canada’s economic needs) * Business Immigrant: 37 points (show willingness/ability-make significant financial contributions to economy) * Family Immigrants (Allows Canadian residents to reunite with family members) * Every family immigrant must be sponsored by relative in Canada (provide housing amp; other needs for 3-10 years, if immigrant runs into financial difficulty, they need to help them) * Refugee (Apply for refugee status while in Canada as visitors/living in home country) * Fears cruel or inhumane treatment in their home country ( persecution-race, religion, nationality, political opinion) * Special category includes victims of natural disasters (storms, earthquakes), amp; human disasters (war, famine) * Points system – what are points given for? Who does it apply to? Education: High School, University/college (diploma, bachelor, doctorate, master’s degree)_______________Economic * Language ability: English/French (high/moderate/basic/no

Cultural Differences in Nonverbal Communication

Cultural Differences in Nonverbal Communication Physical appearance plays an important part in non-verbal communication. It encompasses all of the physical characteristics of an individual, including body size , skin color , hair color and style , facial hair, and facial features. Physical appearance is readily observed and reveals many aspects of psychosocial function  [2]. A persons physical appearance reveals a great deal about that person. For that reason one needs to take care of his/her look prior to participating in oral communication, especially in business setting. For instance, a clean, neat, appropriately dressed individual conveys a positive self-image, knowledge and competence. A dirty, careless or inappropriately dressed person conveys the message that he does not care about his or her look  [3]. The presence of body odor, poor hygiene, and badly dressed clothing may be associated with any of the following: depression, incompetence, impaired cognitive abilities, limited financial recourses, overwhelming care giving responsibilities, impaired vision or smell, or deficiency in access to or inability to use bathing facilities  [4]. Physical appearance includes physiological characteristics, such as eye color and height, as well as ways in which we manage, or even alter, our physical appearance. For instance, many people control their physical appearance by dieting, using steroids and other drugs, coloring their hair, having plastic surgery, wearing colored contact lenses, and using make-up  [5]. Physical appearance has an influence on communication since one evaluates others in interpersonal exchanges  [6]. Based on physical qualities one may make inferences about others personalities. Although these inferences may have no factual basis, they can affect ones personal and s ocial relationships as well as decisions about hiring, placement, and promotion  [7]. It is crucial since the first impression made during interaction lasts long. For instance, if a young intelligent man who graduated from the university with distinction and wants to get a job. However, every time he would come to a job interview, he would get rejected by potential employers who would reason he doesnt suit them. The real issue behind those rejections would be that he has a problem with the smell that comes out of his mouth. Besides problems with the smell of the body, the color of ones skin can also influence the outcome of communication and affect communication process. For instance, certain individuals will not communicate with persons who are of a particular race or ethnicity.  [8]  In such cases, communication will be difficult to realize, since it is a matter of choice that is already made by that person who prefers avoiding interracial communication and his opinion would be difficult to alter. There was a situation in Russia when an eleven year old school girl from Poland refused to play with a boy from Nigeria because he was black Another situation occurred in the daycare center in the USA where a small boy would not let Afro-American staff touch him as they looked dirty to him. Neither would he want to play with children of that race  [9]. Different cultures have different values of physical appearance. For instance, Western culture places an extremely high value on physical appearance and on specific aspects of appearance  [10]. Consequently, miscommunication may occur when a person with an inappropriate appearance from a different culture will attempt to conduct a conversation with a person from Western culture, who will perceive him or her incorrectly. The traditional African societies perceive full-figured bodies as signs of health, prosperity, and wealth, all of which are considered necessary. African Americans who support this value acknowledge or prefer women who weigh more than the ideal model for European American women or Caucasians  [11]. During intercultural communication, people will perceive each other differently and will demonstrate an attitude that they usually do in their culture. Improper usage of physical appearance in intercultural communication and setting such as a religious institution or a corporation may result in miscommunication or even violence. Hence, one needs to adjust his/her look to a setting in which s/he will interact in the hosting culture. However, paying attention only to how one looks would be insufficient if one has problems with bad smell. Olfactics Another aspect of the oral communication is odor of a communicator. As mentioned before, the interaction with a person who has bad smell can be the cause of failure to obtain a job. Olfactics is the study of communication via smell which is the least understood of all senses  [12]  and refers to the use and perception of smell as related to communication  [13]. Smell is a code that is almost exclusively nonverbal  [14]. It is a term for odors and scents as well as our perception of them  [15]. Smell is a very strong signal to most people, closely connected in many set of circumstances to strong emotions  [16]. The amount of human brain devoted to olfaction is a very large portion. Odor is first detected by the olfactory epithelium in the nose, which starts a chain of events that leads to an information flow to olfactory bulb and limbic system of the brain, which pays a key role in regulating body functions and the emotions. Smell is the only sense linked directly into the limbic system, which may be evidence of its being our most basic, primitive sense  [17]. A tiny organ in the nasal cavity that responds to chemicals such as pheromones and natural substances plays a role in basic human emotions such as fear, hunger, and those which are related to sex  [18]. Smells are almost constantly processed in a holistic manner  [19]. Most smells activate olfactory responses but there is a difference in perception of smell based on gender. Women can detect odors in lower concentrations, identify them more accurately, and remember them longer than men  [20]. Heterosexual men and women respond to the pheromones of the opposite sex with increased activity in the hypothalamus connected to sexual behavior. Lesbians respond with elevated hypothalamic activity to the estrogen -like pheromone of other women  [21]. It is possible to recall an event that occurred months or years ago when similar smells encountered again smell as such smells are a powerful memory aid  [22]. Hence the first impression lasts longer and that is why it needs to be good, which is why people use perfumes, soaps, and body deodorants to convey a particular image to others or to cover up natural odor which is related to hormones and DNA structures and is too a part of the olfatic code  [23]. There are many ways in which smell is applied. One of them is in aromatherapy. Aromatherapy is the application of oils of flowers, herbs, and plants to make people feel better, which was widely practiced in ancient Chinese, Egyptian, and Indian civilizations and is widely applied today in Belgium, England, France, Germany, and Switzerland. Besides, fragrance is used in the workplace in Japan in order to enhance efficiency and reduce stress among office workers  [24]. Another application of smell is in marketing because advertisers believe that smell is important. For instance, Mike Gatti, the executive director of marketing at the National Retail Federation stated: A lot of retail companies use it, and its purpose really is to keep customers in your store, to create this welcoming environment and it works; it does keep people in your store longer. It helps people feel better in their shopping, and in a lot of cases causes them to spend more money.  [25]  Fragrance strips in magazines enable consumers to sample a perfume.  [26]  In other words, smell is used as a method of persuasion in mass communication. Likewise, smell refers to body odor. Certain cultures are sensitive to any body odor; others conceal body odor with perfumes and colognes; and still others find the odor of perfumes and colognes unpleasant. Generally, body odor is affected by the food one eats; interesting enough, those who eat meat have a different body odor  [27]. Since Attitudes to body odor vary considerably across cultures, they can sometimes cause problems  [28]. People will react positively or negatively to other people based on the way they smell. A persons smell remains in another persons long after he or she has left the room. For instance, citizens from the United States consider body odors, bad breath, perspiration, or too much cologne to be offensive. In turn, as clean as US inhabitants think they are, many cultures consider their smell offensive. Because people of the United States eat much more meat than people in many other countries, their body odor is different from those who are from other coun tries in which more vegetables and fish are consumed. Japanese and Filipinos are raised to be very conscious of different odors and often complain about the way US Americans smell. Although U.S inhabitants tend to be uncomfortable with natural smells, Middle Easterners and Filipinos believe being able to smell a friends breath is pleasing. Without knowing how culture perceives odors and how one is expected to react to odors, one is not able to behave appropriately in business environment. Lack of knowledge in the olfactics area has affected many business transaction  [29]. Here is an example how smell can affect someones career in intercultural communication: A medical doctor from Saudi Arabia was completing an internship in a hospital in the southern United States. Problems arose when patients refused to have the Saudi doctor examine them. Interviews with patients revealed two problems: he smelled bad and he breathed on the patients. The doctors orientation had apparently failed to include the incongruence between Arabic and U.S American perceptions of smell.  [30]   In order to be accepted by people from other cultures, an individual needs to adopt the hygiene practices of the country he is visiting or in which he is conducting business  [31]  . Unfortunately, that medical doctor, being in the US, was proficient only in English and Medicine. He didnt have sufficient communicative competence to avoid the misunderstanding described above. Proxemics Besides smell, there is a need to take a look at another aspect of communication that leads people into misperception of each other proxemics. It is the study of personal space and how humans use distance in general. This term was first used in 1963 by an anthropologist and researcher Edward T. Hall  [32]. Proxemics relates to spatial distance between persons interacting with each other, and their orientation toward each other. Individuals generally divide their personal space into four distinct zones. Edward Hall identified four spatial zones: Intimate space 0- 1, 5 feet. For family members and beloved. Personal space 1, 5-4 feet. For friends. Social space 4-12 feet. For strangers. Public space 12 feet-and more  [33]. Proxemics is nonverbal communication that deals with physical distance between people. When someone moves into intimate space with another person who does not want to be intimate with him/her, that person, whose personal space is trespassed, is likely to become uncomfortable and put up barriers. This situation is also known as invading the persons space. People who feel that their space has been violated will step back or cross their arms. However, if an individual stays within the social space zone with a close friend who prefers to be in his personal or intimate space, this may result in negative feelings  [34]. Proxemics is the communicative aspect of personal space and or territory. Everyone is believed to be encircled by an invisible zone of psychological comfort that follows us everywhere we travel. That invisible zone provides persons with a lot of nonverbal information regarding the level of trust and intimacy that an individual has for other people. Cooperation is a key factor in the street negotiation and its participant must be able to read the level of comfort of the person s/he is dealing with and must take into consideration the amount of distance that an individual needs to be comfortable while being dealt with. Knowing the dynamics of personal space will also prevent one party of the interaction from unknowingly violating their counterparts personal space and causing unnecessary tension. Distance between people depends on power and authority that a person has. People who possess the most power and authority command a greater amount of personal space that they can entitle as their own. They will often distance themselves from other people of less power around them. Confident people, and people of higher status, are comfortable going straight to the center of the attention while lower status, or non-confident people, to tend to have near the exits or the back of the room  [35]. The comfort zones vary drastically between cultures. Arabs and Americans differed significantly in proxemics, the Arabs interacting with each other closer and more directly than Americans. The differences in distance between subjects from different Arab regions were smaller than those in different American regions. Arabs interact much closer to each other. Latin Americans exhibit less closeness than Arabs, but still interact much closer than Anglo Americans. Interactants stand farther apart and the frequency of tactile contact diminishes as one goes from Central to South America.