Workplace Conflict Resolution an Example by

Workplace Conflict Resolution Conflicts between employees are not an uncommon thing in any organization, but how one addresses these conflicts that will take it from destructive to constructive. This implies that the success of any organization depends on its ability to resolve conflicts in the workplace. Proper outlined strategies and techniques in resolving conflicts increases productivity, and it is possible to meet the companys goals and objectives. Actively participating in conflict resolution prepares employees to be able to detect future problems and avoid hearings in court. This paper will be based on a case study, where strategies to identify problems will aid one come up with suitable techniques to effectively manage workplace conflicts. It is important to note that workplace conflict resolution often takes a non-rational approach (Kolb and Bartunek, 1992, p. 20). Need essay sample on "Workplace Conflict Resolution" topic? We will write a custom essay sample specifically for you Proceed College Students Very Often Tell EssayLab support: SOS! I require that type essay completed immediately. I'm prepared to give money for it! Go To The Order Section And Prepare Yourself To Be Amazed Writing Services Review Essays For Money Academic Paper Writing Services Academic Writing Services Mr. X is the manager of a Public Relations firm that deals with advertising, marketing and consultation services to its clients. His management style requires his employees to be liberal and comfortable at the work place, a strategy he believes will increase productivity. Miss Y is an employee who works at the firm. She is very likeable, professional and a people person. What she does, she gives it her best. Because of this, most clients prefer to come to the firm because they trust to get expert advice on their PR questions and get good results from her. Miss Y began coming late to work by 5 or 10 minutes. This did not please Mr. X and he politely asked her to keep time. But she continued to do so for almost one week, giving excuses everyday and saying she would try to be early the next day which she never was. One day, Miss Y sat on her desk and was mailing the whole day, not giving clients any interest. This was not a tenet in the organization. Employees were not to sit on their desks when clients were waiting to be served, unless they were designing advertisements or searching for ideas before a meeting with the manager. When Mr. X saw this, he reminded her that she was not supposed to sit on her desk while on the clock she was to seat on the customer care desk. Miss Y retorted saying that she was being paid less for the effort she was putting in for the company, and she had to walk everyday to work. Let me be at least for once! Mr. X went back to his office stunned, not knowing what to tell her because she was still chatting on her computer. The challenge faced by Mr. X is that his management strategy is at odds with his leadership challenges. His employee is good and he cannot imagine hiring someone else, and training the person, who is unlikely to match Miss Ys technical and people skills. Nevertheless, he is not supposed to allow each employee to work under their own set of tenets. Mr. X also feels that he was humiliated by Miss Ys rude response. The areas to brainstorm in such a case include personality style recognition, how it would help the situation. Miss Y has to realize that Mr. X has his way of managing his employees and should appreciate it as an employee. Second is what Mr. X can do to create a win/win situation. This calls for compromise of both parties and understanding. The third important aspect is on Miss Y, who has to think of what to change in her behavior and attitude in order to appease her boss Mr. X and to retain her job. The fourth and last aspect is on both of them to think of what they can do, to avoid similar clashes in future. This will help in keeping and respecting the ethics of the work place on Miss Ys part. The solution of this problem lies within the following approaches; First, Mr. X as the manager should know that if managed in the wrong way, the conflict could go out of control, co-operation could break down and the goals and objectives of the firm would be threatened. He should have summoned Miss Y. to his office and try to solve the conflict amicably; the conflict could be a mutual problem that could be sorted out through discussion and negotiation. Because of his involvement in the conflict, he should emphasize that he was presenting his own perception of this problem and that he would also want to hear Miss Ys perception. He should also ensure that while he talks, he should be assertive rather than submissive. This strategy is called setting the scene. The second strategy is to Brainstorm possible solutions, this is to ensure that everyone is satisfied with the solution. The ideas should be very open. Finally, the last strategy involves negotiating a solution, by now, both sides have a better understanding of the position of the other and mutual agreement is clear. In situations where there could be differences between Mr. X and Miss Y on their positions, Mr. X would practice the win-win negotiation as the manager, to find a solution that satisfies both of them. In conclusion, it is clear that emotions form part of the crucial steps in resolving of conflicts. When doing conflict evaluation and resolution, emotions of both parties are crucial to note because they could act as signals that one needs to intercede. Having greater self-awareness and avoiding impulse reaction, has achieved a clear margin in the prevention of conflict that is destructive. References Bartunek, J. M., Kolb, D. M., Lewicki, R. J. (1992) "Bringing Conflict Out From Behind the Scenes", in Hidden Conflict in Organizations. Bartunek, J. M., Kolb, D. M., (Eds). London: SAGE Publications.

Gambling Its your bet essays

Gambling Its your bet essays Its common these days to chatter about smaller governments and individual responsibility, but we are actually living in increasingly prohibitionary times. Choices properly decided by private individuals are now being limited or abolished by public policies. Hence the v-chip, government mandated regulations on TV, and attempts to regulate information flow on the internet. The latest target of prohibitionists is legalized gambling, which has enjoyed a decade or so of rapid growth. Ten years ago, only Nevada and New Jersey boasted casinos. Nowadays, there are two dozen states with casinos, including betting house run by 126 different American Indian tribes. Thirty seven states run lotteries and some have either allowed or are seriously considering slot machines at existing sites such as horse-racing tracks. Last year, Americans spent more than $40 billion on legalized gambling, up from about $10 billion in 1982. Ironically, in the name of morality, prohibitionists must strip ind ividuals of the right to make moral decisions. Gambling is a universal cultural phenomenon: one of a relatively small number of activities that occur in nearly all societies and every period. Gambling might be said to have had a determining role in the antecedents of American Society. The Old Testament God created man with a natural propensity to bet, and the Biblical account of the genesis of Western civilization begins with Adam and Eve wagering a stake, their innocence, in the hope of adding knowledge to that stake. Too many, mans fall from grace and subsequent history are proof it was immoral, or a sucker bet. To others, the wager was an act of self-actualization, with knowledge Adam and Eve acquired humanity, and from the human interdependence created by the loss of Paradise society began. This metaphor illustrates the human experience with gambling, and thousands of years later mainstream America is still playing the game ...

How to Get a Student Loan Step-by-Step Guide

How to Get a Student Loan Step-by-Step Guide SAT / ACT Prep Online Guides and Tips For many students, loans are vital to being able to afford an education. The cost of a college education in the US is cost-prohibitive for many families, and loans help to close the gap between what school costs and what families can actually afford. As of last year, over 40 million Americans are working to pay off student debt. Learning how to get student loans sounds daunting and burdensome, but if you’re smart about how and where you get your loans, taking on debt can be a manageable option. Here, I’ll walk you through all the steps to getting student loans, including calculating your own need, finding loans, applying for loans, and managing repayment. First, though, I'll talk a little bit about how student loans work. How Loans Work This explanation is a bit simplified, but you should come away with a good general idea of how loans function. If you know how loans work, you'll be better able to find and apply for loans that are good fits for your needs. By definition, a loan is a sum of money that you (the borrower) is given by a person or entity (the lender) with the expectation that you'll pay it back with extra charges tacked on (the interest). When you repay student loans, you'll usually make monthly payments on the sum you borrowed (the principle) plus interest that has built up, or accrued. The bigger the principle, the higher the interest rate, and the longer you take to pay off your loan = more money that you have to pay back in interest. Details like length of repayment and interest rates will vary widely among loan options. Some loans come with extra perks (like the Direct Subsidized loan). There isn't anything particularly complicated about most loans, but some of the financial jargon can be confusing if you're new to it. If you're clear on the basics of how loans work, you can move on to the next step of getting a loan: calculating how much you need. How Much Do You Need? Before you actually apply for loans, you should have a general idea of how much funding you'll need. Follow these steps to get an estimate of how much loan money you should get to pay for college. Step 1: Determine How Much Your School Will Cost The total amount of money it costs to attend a particular school for one year is called its Cost of Attendance, or CoA. The CoA is an average (so your own unique cost might be more or less), and includes expenses like tuition, room, board, books, fees, transportation, and personal expenditures. You can check out a particular school’s CoA by Googlingâ€Å"[school name] cost of attendance.† You can get more info about college expenses and costs here. Step 2: Use Your Family's Financial Information to Determine What You Can Afford to Pay If there's a gap between your school's CoA and what your family can afford to pay,don’t panic! Not every school will be an affordable option for all students, federal and institutional grants and scholarships can really help fill that gap, especially for low income students. If a gap remains after grants and scholarships, you can then consider whether student loans are a good option for you. One way to "officially" calculate how much your family can afford is by using the FAFSA4caster. A major source of student aid is the federal government, and an important number that they use to calculate aid eligibility is called the Expected Family Contribution, or EFC. By using the FAFSA4caster, you can estimate your EFC, which schools will also use to award aid.You can get step-by-step instructions for calculating your EFC here. After you’ve completed the FAFSA4caster estimate, you’ll have an idea of your EFC. Additionally, you’ll know if you’re eligible for any federal grants, which will fill the gap between what you can afford and what your school costs. Finally, when you finish your estimate, you’ll know if you’re eligible for any Direct Subsidized or Direct Unsubsidized federal loans. Once you're informed about much money you may need to take out in loans, you can start searching for loans that are good fits for you and your family. Where to Get Student Loans There are so many options when it comes to student loan lenders. It would be impossible to provide an exhaustive list, but I'll outline a few great places to start. There are two main types of student loans - federal and private - and I'll discuss both. Student loan lenders are everywhere - the following tips will help you start finding your own student loans. Federal Loans Federal loans are loans backed by the federal government. Many federal loan programs are meant to assist low-income students and their families, although some don't require you to demonstrate any financial eligibility requirements to be considered eligible. Interest rates are generally competitive, and don't vary based on your or your parents' credit history. To get any federal aid, including loans, you need to meet basic federal eligibility requirements. Certain loans, like the Perkins and the Direct Subsidized, have other requirements as well. You can read more about basic federal eligibility requirements here. If you’re eligible for federal loans, they’ll be included in schools’ financial aid packages, along with any grants and scholarships. You get to decide what parts of the financial aid package you accept, and what parts you’ll reject;you don’t have to take on any loans if you have other ways of paying for school (e.g. an outside scholarship). Other federal loans worth checking out include Direct Unsubsidized, Stafford, and PLUS loans. Private Loans Quite a few banks offer private student loans, many of which require a cosigner (e.g. an adult with a solid credit history who signs the loan with you). If your parents are clients of a particular bank, you might start by looking for student loans at that institution. Make sure to shop around, though; check with other lenders to see if they offer you better terms, including lower interest rates. If your parents havea financial adviser, it would be ideal if you could check with him or herabout good student loan terms based on your family’s financial situation. How to Apply for Student Loans The loan application process and timeline will vary depending on what type of loans you plan on taking out. I'll talk generally about how to apply for both federal and private loans, although you should confirm the details with your lender, especially if you're taking out private loans; each lending institution will have its own protocols. Applying for Federal Student Loans You can apply for all federal financial aid, including student loans, by submitting one application: the Free Application for Federal Student Aid, or FAFSA. You submit the FAFSA every year that you'd like to be considered for aid. The federal FAFSA deadline for the 2015-2016 academic year is June 30, 2016. Generally, it's wise to submit your FAFSA much earlier than the federal deadline so that you don't miss out on opportunities for funding that tends to run out (the Perkins loan, for example, usually has limited funds available). Students usually submit their FAFSAs in the early spring; you can even submit your application as early as January 1 for the upcoming academic year. To optimize your federal aid eligibility, you'll want to submit your FAFSA even before you hear back from schools if you're a first-year student - say, early spring. You'll then receive notice from schools regarding your acceptance. Schools will put together financial aid packages based on information generated from your FASFA. At that point, you would decide what parts of the financial aid package you would accept, and what parts you would reject. Applying for Private Student Loans Unlike for federal loans, there's no singular application for private student loans. You would have to submit a separate application at each institution (usually a bank) that offers a student loan you're interested in. Many private loans require a cosigner - someone who has more established credit (e.g. a parent) who signs the loan with you. This person is like your lender’s loan insurance - students typically have little to no income or credit history, so if you don’t make payments, this cosigner is held responsible. The better your credit history or your cosigner’s credit history, the better the loans that are available to you. If the financial aid package provided by your school doesn't offer enough in grants, scholarships, or federal loans, you would then consider applying to private loans. How to Get Your Loan Money Once you’ve found a loan that’s a good fit for you, you’ll sign a promissory note. This is a written promise that you’ll pay back the money you owe by a specific date (e.g. 10 years after your loan grace period ends). Federal loans will probably be disbursed, or paid out, to your school directly. The money will be applied to any charges on your school account. If there’s any left over, your school will provide it to you in the form of a refund. If you don't need that refund money, it’s smart to just use the refund to make a payment on the loan Private student loans are also often disbursed directly to your school. Same as with federal loans, you’ll be awarded a refund if there’s any money left over. Caveats: What to Look Out For Before you go ahead and sign that promissory note, there are a few things you should consider. Student debt can very very rarely be discharged in bankruptcy, unlike many other types of debt. If you take on student loans, you’re stuck with them forever. If someone cosigns on your student loans with you, they’re stuck with the debt if you can’t afford to make your minimum monthly payments. Basically, don't take out more in loans than you're comfortable with, if you can help it. Anticipate your realistic career trajectory and earning potential for the 10 years or so after you graduate - this will help you decide whether the debt is manageable. For special types of loans, like the Perkins, consider that you may be able to arrange for loan cancellation. When it comes to student debt, it's important that you don't bite off more than you can chew. If you find that you're uncomfortable with the amount of debt that you would need to take on in order to attend a particular school, there are a few things you can do. Try researching scholarship opportunities, and bring your concerns to the school's financial aid office. If you're still uncomfortable with the loan amounts, consider whether it would be a better financial decision to attend a less expensive school. How to Pay Off Your Loans So you've taken out student loans - you won't have to worry about paying that money back until after you've graduated, right? Although that's technically true, there are steps you can take while you're still in school to reduce your total loan payment amount. If you can, make payments during school/grace/deferment, especially if interest is accruing. You’ll save money in the long run. The following charts demonstrates the long-term financial outcomes of two hypothetical students - they've taken out the exact same loan, but one student makes payments on her interest while in school whereas the other doesn't. Their interest capitalizes, or is added to their principle, at graduation. Take a look: Student A Student B Principle $5,000 $5,000 Interest Rate 10% 10% Interest accrued during 4 years of school $2,000 $2,000 Interest paid during 4 years of school $2,000 $0 Balance due at graduation $5,000 $7,000 Monthly payment (for a standard 10-year repayment plan) $66.08 $92.51 Total amount paid $9,930 $,100 By paying off her interest while she was still in school, Student A saves almost $1,200 in the long run. You won't be obligated to make any payments as a student, but it doesn'thurt to throw some money at your loans every now and again if you have some to spare. Another strategy to make the repayment process a bit easier is to set up automatic payments to avoid late fees. If you're consistently making at least your minimum payments on time every month, you'll also give your credit score a boost. Speaking of payments: if you have multiple loans with different interest rates, make larger payments on your high-interest loans to pay them off first. As you might have deduced from taking a look at the chart above, the faster you kill interest, the more money you'll save in the long run. You won't always be expected to make monthly payments on your loans, however. If you go back to school and won’t have an income, you can often get your loan deferred. If you lose your job, or aren't able to make payments for some other reason, you can look into other repayment plan options, like income-based or graduated repayment plans. Above all, keep your loan servicer in the loop; they'd rather reduce interest or monthly payments than not get their money back at all, so it's in their best interest to work with you if you're struggling. What's Next? Want to get a head start on those loan interest payments? You might want to think about getting a job before you leave for college - read our guide on the best jobs for teens.If you're already in college, you should check out the federal work study program for job opportunities. If you're still knee-deep in student loan research, read our guides on the Direct Subsidized, Direct Unsubsidized, and Perkins loan programs. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Case Study Analysis (International Management)

Analysis (International Management) - Case Study Example Apart from that, the way through which both old and newly established firms adhere to the code of conduct, so as to ensure ethical business practices and quality standards, is a cause of concern. Moreover, after the demise of Jamsetji Tata, a gap has been created and this is expected to further increase, after the retirement of Ratan Tata (Business Monitor International 2008, 1-2). With acquisition of the steel giant, Corus Group, Tata group might have to deal with issues in fields, such as, mining and manufacturing technology capacity. Particularly, issues related to preservation of environment sustainability and conservation of resources (Firstpost 2011, 1-63). Studies have shown that integration issues are highly responsible for high failure rates of mergers and acquisitions. Integration of managing operations in a different and diverse cultural setting and different law suits often act as a hindrance to the company’s success (Freeman, Gopalan and Bailey 2008, 1-6). If the Indian economy slows down, some of the Tata affiliates are obvious to stumble. In addition to that, the CSR activities already undertaken by the group, such as, rural electrification or development, could prove as a burden for the firm (Goldstein 2008, 93-95). The acquisition of Corus can create various challenges for the firm in the future and one of the most obvious ones would be to balance traditional systems with new economic realities. The deal was worth $7.4 billion and amalgamation of its high cost operation might also weaken Tata’s profitability (Goldstein 2008a, 1-4). The union at Corus wants Tata to invest a hefty sum of $600 million, in order to ensure that no job cuts are taking place (Swiatkowski 2005, 284-285). The international acquisition has presented Tata groups with the opportunity to strengthen its position in the UK market, but could also destabilize the core business line. In the process of international acquisition, the company had

Critical analysis Essay Example | Topics and Well Written Essays - 500 words

Critical analysis - Essay Example This crisis will peak around 2050. paragraph 2. The purpose of this article was to inform and influence. The information was given by statistics and facts. However, the statistics were projected. The problem with projected facts is the unknown. A nuclear war might occur next year and everyone could die. The article wanted to influence the reader with colorful wording and examples. The statistics were current about today’s older and younger populations. Thus the article is informational and influential. paragraph 3. The attitude or emotion type of this writer was concerned. This article would fit in the Economist.com (where it came from), a prolife leaflet, or even a book on why the world needs to have more children. It was factual, but emotional as well. It gave the feeling that the older generation is a burden. In essence, the older generation is a problem that needs to be solved. The danger is when the younger generation solves that problem, when they grow old their younger generation will solve the problem. paragraph 4. This article uses statistics to prove their points, but also uses opinions as well. For example, this article thinks in the future fewer workers will mean more job openings. The economy will falter due to fewer workers. That is an opinion. With the advancements in technology, fewer workers might be needed. The total affects of the ageing generation on political, social, and economical areas are speculation and opinion, since the author cannot predict the future accurately. The evidence this article uses is statistics on older generations. Birth rates in different countries, developing and richer ones, were given. Life span data was given. Opinions about this data were given. The conclusion was the abundant ageing population was going to burden the younger generations. The full affect will be felt in 2050. This as mentioned before is opinion due to the unreliability of

Lewins Model of Organisational Change Essay Example for Free

Lewins Model of Organisational Change Essay Example of repositioning Another current example is McDonalds who has lost touch with consumers and global changing needs of consumers (health issue) and are trying to reposition themselves capitalising on their competencies like store location and convenience to update their brand offerings. A brands market share and profitability may be strengthened by repositioning. Repositioning can be accomplished by: physically changing the product changing the price changing distribution changing image through promotional efforts aiming product at a different target market Repositioning When a product or brand’s position creates an unfavorable circumstance, the company’s marketing team may seek to reposition it. Repositioning is the process of changing consumer perceptions of a brand relative to competitors. It involves a sweeping process that must be implemented at the strategic level, thereby affecting every part of the company. It cannot simply be a marketing ploy, which might arouse the suspicions of consumers. Repositioning is the process of changing consumer perceptions of a brand relative to competitors. In the positioning map shown in Figure 5.9, Nissan did not have an advantage with regard to either safety or speed. The marketing department, after seeing the results, might try to reposition Nissan on the variable of safety. Repositioning would involve improvements in the safety features of the automobile (in the design and manufacturing departments), a promotional campaign to inform consumers of these changes (marketing), public relations releases announcing the results of new safety tests when they favor the company, and an overall company focus on safety. Such a strategy includes informing all employees about the new approach and rewarding those who suggest innovations and improvements related to safety of the automobiles.  If successful, a future positioning map would show Nissan moving up on perceptions of safety. The Hyundai example from earlier in this chapter serves as an example of effective repositioning. The company moved from perceptions of being cheap and low quality to a new position based on improved consumer perceptions of quality. Product re-positioning Sometimes during its existence, a company may notice that its products image is outdated, or can be improved. Then the company starts re-positioning its products in customers perception. Re-positioning consists in identifying a new, unoccupied market position and promoting the product based on the new criteria. Re-positioning is suitable for minimizing companys own products competition. The business is trying to make a difference in the way the consumers perceive the similar products they furnish. Re-positioning requires a sustained promotional campaign and bring forward many risks.

Cuban Film Industry Essay examples -- Cuba Movies Films Cinema Essays

Cuban Film Industry Bennito Mussolini constructed Cinecitta in 1938, the most significant film studio in Europe. Stalin had hi own Private projection. Juan Peron and Mao Zedong shared the fascination, they both married actresses. Francisco Franco was said to have a fantasy of being a movie writer. The leader of the Cuban Revolution follows their footsteps. In 1979 he created, ?The International Film Festival of Havana? and also inaugurates a school for the Cuban youth to follow on their prestigious film makers rule of the screen. The Cuban revolution had a great impact on future Cuban filmmakers and the Cuban film industry. Before the revolution, during Batista?s dictatorship, cinema only existed in the capital and major cities; only Hollywood videos would be shown. When Fidel Castro took over the filmmaker?s goal was to create democracy in the production and distribution of films. Their desire to acquire films from all over the world almost exceded their patriotism. Cuba developed mobile cinemas for the rural areas. Since the revolution it has been possible to create a film industry in Cuba although the fight to show the industry view of the revolution has been hard. Unfortunately there are limitations to money so productions have decreased. This creates a problem for the younger generation who are struggling to become film makers. Now a days its almost impossible to create a film without co-producing it with another country. Other problems exist for example, in Cuba there is a shortage in gasoline, gas is r eceived from other countries to film motion films. From the very beginning the cinema was the only sector of Cuban society openly in the hands of the communists, and they control each and every piece of film shown in the... ... of independent directors and producers? For Cubans the art of movie making is truly an art. Their desire is more to entertain the public than to make money . The war against capitalism is very notable in Cubans, sometimes there is just too much pride to admit that one is wrong. But when Cubans are all that Cubans have, pride might be the only thing to protect them from the outside world. Films are a part of Cuba, the youth is a part of Cuba, ?machismo? is a part of Cuba. All these little pieces integrate to form a great country which fights to entertain their people without betraying their leader and Cuba Bibliography 1.http://web.lexis-nexis.com/universe/ a. Copyright 1995 UNESCO (France) b. Copyright 1991 The Economist Newspaper Ltd. c. Copyright 1988 The New Republic Inc. 2.http://www.stg.brown.edu/projects/classes/mc166k/espinoza.html Cuban Film Industry Essay examples -- Cuba Movies Films Cinema Essays Cuban Film Industry Bennito Mussolini constructed Cinecitta in 1938, the most significant film studio in Europe. Stalin had hi own Private projection. Juan Peron and Mao Zedong shared the fascination, they both married actresses. Francisco Franco was said to have a fantasy of being a movie writer. The leader of the Cuban Revolution follows their footsteps. In 1979 he created, ?The International Film Festival of Havana? and also inaugurates a school for the Cuban youth to follow on their prestigious film makers rule of the screen. The Cuban revolution had a great impact on future Cuban filmmakers and the Cuban film industry. Before the revolution, during Batista?s dictatorship, cinema only existed in the capital and major cities; only Hollywood videos would be shown. When Fidel Castro took over the filmmaker?s goal was to create democracy in the production and distribution of films. Their desire to acquire films from all over the world almost exceded their patriotism. Cuba developed mobile cinemas for the rural areas. Since the revolution it has been possible to create a film industry in Cuba although the fight to show the industry view of the revolution has been hard. Unfortunately there are limitations to money so productions have decreased. This creates a problem for the younger generation who are struggling to become film makers. Now a days its almost impossible to create a film without co-producing it with another country. Other problems exist for example, in Cuba there is a shortage in gasoline, gas is r eceived from other countries to film motion films. From the very beginning the cinema was the only sector of Cuban society openly in the hands of the communists, and they control each and every piece of film shown in the... ... of independent directors and producers? For Cubans the art of movie making is truly an art. Their desire is more to entertain the public than to make money . The war against capitalism is very notable in Cubans, sometimes there is just too much pride to admit that one is wrong. But when Cubans are all that Cubans have, pride might be the only thing to protect them from the outside world. Films are a part of Cuba, the youth is a part of Cuba, ?machismo? is a part of Cuba. All these little pieces integrate to form a great country which fights to entertain their people without betraying their leader and Cuba Bibliography 1.http://web.lexis-nexis.com/universe/ a. Copyright 1995 UNESCO (France) b. Copyright 1991 The Economist Newspaper Ltd. c. Copyright 1988 The New Republic Inc. 2.http://www.stg.brown.edu/projects/classes/mc166k/espinoza.html

Link between Gender Inequality and Economic Growth

The Link between Gender Inequality and Economic Growth It is not generally seen that the economy and gender development are interconnected in terms of each other's influence and their development process. However, this correlation is well-explained by the fact that if women's employment rates were raised to 70 percent, which is closer to that of many developed nations, the annual Gross Domestic Product (GAP) of Asia would increase by up to 2-4 percent (United Nations in China, 2010). Indeed, economic growth has impacts on gender inequality levels both positively and negatively, whereas gender inequality hampers economic growth as a whole.Connell (2009, 1 1) defines the term gender as â€Å"the structure of social relations that centers on the reproductive arena, and the set of practices that bring reproductive distinctions between bodies into social processes. † Gender inequality refers to the unequal rights, responsibilities and opportunities of women and men (ASSAI, 2001). E conomic growth is defined by an increase in the capacity of an economy to produce goods and services, compared to one period to another (Riley, 2012).For example, gender inequality can be a barrier to the process f development by weakening the ability of household members to engage in productive activities. At the same time, structural changes that accompany the development process can significantly weaken/loosen the constraints that women and men face when they work towards new economic approaches. This paper analyses the links between gender inequality and economic growth and the complexity associated with this relationship. In order to examine the link between gender inequality and economic growth, it is important to have a clear understanding of some key concepts.Firstly, social construction is a key concept that is used to understand how people build and organize ideas, actions and thoughts around a perception through cultural and social influence (International Encyclopedia of the Social Sciences, 2008). Next, gender relation is the interaction of different masculinity and femininity to shape the power dominance of the society (March et al, 1999). Moreover, globalization â€Å"is the process of transformation of local or regional phenomena into global ones. It is the notion of a shrinking world including unequal flows of labor, capital and ideas† (Stilling, 2002).It is also crucial to understand gender accountability in analyzing the relationship between economic growth and gender inequality. Gender accountability refers to the process by which members of a society hold others accountable for transgressing or defying traditional social expectations of gender (West and Zimmerman, 1987). Gender performance is creating differences between women and men and their interaction with others which are not natural or biologically based (West and Zimmerman, 1987). Finally, gendered division of labor refers to the ways in which certain Jobs or tasks become ge ndered in a patriarchal society (March et al, 1999).There are positive aspects of economic growth that help to shorten the gender gap, especially in the decision- making power within households despite the certain exceptional cases that function in the reverse order. In most circumstances, economic development reduces the disadvantages faced by women. Firstly, economic development plays a huge role in women education (World Bank, 2011 b). Women work under low-wage conditions partly because of the poverty at their homes. It is not that women prefer to supply labor at a very low wage, but they are forced to do so in order to manage the financial condition at home.Once the economic stability at family level improves, the number of women who go into low-wage Jobs for their poor economic condition at home reduces and the low-wage Jobs would no longer be reserved for women. For example, the workers in garment factories in Bangladesh, a major source of export earnings, are mostly women, an d as the cost of living increases, the cost of women not going to work exceeds the cost of them working in low-wage Jobs (Siberia 1995). Secondly, poor economic condition makes women less aware about hygiene, and they cannot afford to medical expenditures, especially during menstruation period and pregnancy.It creates an environment for the employers to consider women as weakness and less productive (World Bank, 2011 b). Economic growth increases women's health care that result in improved level of women's fitness to any career. Eventually, sexist attitudes of employers about suitable tasks for women change. For example, the enrollment of women in Engineering, which requires field work, has been increasing day by day (Unguent, 2000). Thirdly, economic growth brings up changes in decision-making power of men and women at household level. It challenges the social construction that men are the breadwinners of a household.Rising income levels at household level associated with increased household expenditures challenges the patriarchal system and creates pathways for women to enter into Job market. However, it might affect the gender relations at home that men would not accept their power to be shared. Siberia explains the use of women's earnings in household spending: My husband likes that my income is for luxuries, for the little things that catch my fancy. Although sometimes I pay for household things, during difficult months. He tells me, it is his Job to provide for food, clothing, rent and other necessities. Siberia, 1995:) It portraits the men's perception that they do not want their women to contribute towards the economy of the family due to the social construction of men as breadwinners. In contrast, economic growth as an outcome of globalization creates opportunities for women to become empowered and to report violence against women. Women are mostly exposed to different social contexts that in turn heighten awareness about gender equality and the need for alleviating gender discrimination that they were not aware of and women's dependency on men.My experience at AY-JAW is itself a good example of how an exposure to different social context can hence a person's attitudes towards gender discrimination and violence. Five years back from now, if I were asked if it is fine for men to have the entire power within households, I would say yes'. However, if the same question is asked now, my answer would be ‘no'. Finalization of labor migration, which refers to the trend of growing employment of women which is possible mostly because of the expansion of technological improvement, trade and capital flows (Legal terms, Definitions and Dictionary, n. ). Also gives opportunities for women to get exposed to other countries where women can learn that they should get equal rights. Having experienced the effects of gender accountability in other countries and knowing that women's equality is important, once they get back to their home socie ties, there is a high possibility that they will fight against gender discrimination. Exposure to different social context might lead women to be more aware about the social norms and patriarchy of their own society that favored men (Ridgeway, 1997).They would eventually come forward to make changes in the society that results in reducing gender gap in the society. However, economic development does not always help to narrow down the gender AP; rather, in certain cases, it increases the socio-economic vulnerability of women. Despite the economic development and the increasing women's participation in the labor force, the incidence of sex-selective abortions and the absolute number of ‘missing women', coined by Mammary Seen (2003) refers to the terrible deficit of women in substantial parts of Asian and north Africa, which arises from sex bias in relative care, are growing.The critical condition is further explained by the fact that â€Å"China and India together account for m ore than 85 million of the nearly 100 million missing† women estimated to have died from discriminatory treatment in health care, nutrition and nutrition access or pure neglect, or because they were never born in the first place† (United Nations in China, 2010). In rural areas of Asia, the social construction of femininity that all girls/women should get married is strongly followed. The societies develop a gendered centralization that parents take the responsibility of marrying women off once girl children are born itself (Slakes at el, 2003).Women do not get enough gains from the new paid-employment opportunities. They are given opportunities to paid workforce, at the same time they re employed in insecure environment that does not make any changes in the level of gender inequality. For example, even though women are given permission by their husbands or families to work in garment industries, they are often abused by their employers, not allowed to go to toilets even when they are urgent (Siberia, 1995). Violence against women is high even when they work for longer hours than men do (Ridgeway, 1997).After understanding how economic growth affects gender inequality, it is crucial to understand how gender inequality hampers economic growth. Most importantly, economic growth is hampered by the constraints that keep omen involved in unpaid work, and the unequal opportunities that favor men over women (Beerier et al 2004). Women's Jobs in export industries such as textiles and garments have been important in generating foreign currency earnings. Dependence on women workers in labor-intensive, export-oriented manufacturing has become a common pattern across Asia as women's share of manufacturing employment rose during their export drives.Therefore, gender inequality has negative impacts on economic growth. Furthermore, gender inequality in education and employment hampers economic growth. The low level of access to education for women is linked with h igher rates of fertility and lower savings rates. Rising fertility can reduce investment in children's education and health. (Ridgeway, 1997). Moreover, inequality in education can contribute to women's unequal household bargaining power, affecting the distribution of household resources.The unequal decision-making power at household level might affect the overall household management, and thus prohibits the development process of households given the resources. For instance, a sole member making all the decisions would not be as effective as the incidence here both husband and wife together make decisions, with a mutual understanding of the benefit-cost analysis (Unguent, 2000). However, it is the social construction in Asian societies that a woman in a household being more educated would be considered as a threat to the men's masculinity.Men make sure that the income brought to home by women would not be spent to main household spending, but on luxuries (Siberia, 1995). Indeed, me n preserve the socially constructed norm that men have the control over the income and transgressing would affect the gender relations. Additionally, systematic differences in investments in girls' and boys' education can lead to Job sector inefficiency due to distortion in skill levels (Bosnian, 2003). Investing too much in less-talented men and investing too little in competent women reduces the total productivity in the economy (Bosnian, 2003).In other words, gendered division of labor arises where the labor queues become gender queues because employers rank males as more valuable workers than females (Resin and Ross, 1990). When employers hire workers, they take into consideration about the loss of their institutions' productivity level, especially the maternity leave that women take (Timekeepers, 2012). Employers make an assumption that all women will get pregnant and have children. The assumption is basically developed from the socially constructed idea of femininity that all women will have children.Against the assumption, the enforcement of maternity leave legislation in Taipei, China led to a 2. 5-percentage-point increase in women's employment (Civilize and Rodgers, 2003). In some patriarchal societies, certain Jobs are allocated only for men. For example, in northern part of Sir Lankan, CNN (three wheeler) drivers were usually male, and the government introduced a plan that allows female to be CNN drivers. After some time, an accident occurred in which the fault was found to be on the side of CNN driver who is a female. Based on the incident, there were some controversies regarding whether to allow the women do be CNN drivers further.However, the point to be noted here is that there were so many accidents held earlier to the particular event, and they were committed by male CNN drivers. No inquiries were done to the male drivers, but when the same incidence is caused by women, they held up to scrutiny. It again shows the gender discrimination in soc ieties, and people being more critical when gender norms are transgressed. In addition, sexist unequal expectations of gender performance are other constraints that affect economic growth at the household levels.Men and women are sometimes pressured to perform gender according to what is acceptable in their particular society, rather than thinking about rational choices about family income. For example, Sir Lankan male cleaners go to Middle Eastern countries to financially support their families (Near, 2010). Although they are involved in feminizes Jobs' abroad, when they return to their societies, they do not keep involving in feminizes activities because they think this would be a wreath to their masculinity (Near, 2010).As a result, men, who strongly support the patriarchal system of men as breadwinners of a family, fail minimize the costs within households by not accounting the female labor force participation. In order to address the barriers to the development of economy and g ender, a strong foundation for policy implementations that alleviate the constraints that women face should be considered. These will include remedying heavy time burdens devoted to unpaid work, regulations that favor men, inadequate public infrastructure, insufficient access to agricultural inputs, discriminatory practices in the labor market, and social constructions.Asian governments have also paid relatively limited attention to gendered vulnerabilities in their social protection policies (ILL and ADS, 2011). By decreasing gender inequality, from the household level to major indexes, a country's overall economy can be developed at a faster pace (Ridgeway, 1997) Likewise, as economic development occurs, we have to make sure that it will not lead to a path in which gender inequality grows even more. Works Cited Beerier, G. , Y. Rodgers, and J. Civilize. 004. International Trade and Gender Wage Discrimination: Evidence from East Asia.

Women, Advertising, & the Ottoman Empire

In this paper, I intend to look at the issues of advertising and women in the Ottoman Empire. I will identify how advertising forms had the ability of impacting women within in the Ottoman Empire as well as how the advertising forms had a general impact on Ottoman society as a whole. I will mainly focus on the nineteenth century and twentieth century in my analysis. However, I will make reference to the conditions that preceded the context of my analysis.First, I want to elaborate on the context from which I begin my enquiry. The Ottoman Empire didn’t feel the true forces of modernization until around the nineteenth century. Some have identified the date at which the Ottoman regime faced political, financial, and social challenges associated with modernization as the 1830s. As the regime began to feel the impacts of modernization, the Sultan felt the pressures from European powers. Soon the military and the bureaucratic apparatus begin to show signs of strain. Of course, the c hallenges associated with modernization ultimately reached the society as a whole.At this time, there was a flood of mass-produced goods. Many of these goods came from different trade agreements that had recently been signed with the European states. The influx of goods and increased trade diminished the traditional guild methods of production as well as consumption throughout the Empire. At the time, the urban areas in the Empire could have been described as cosmopolitan. The major cities were a combination of minority groups, Europeans, Levantines, and a wealthy bureaucratic class who were largely accepting of European ways of living and European ideals.I mention this context in order to show how modernization had begun to affect the region. I also want to highlight how the cities within the Ottoman Empire were becoming highly diversified. In other words, the Empire was undergoing major shifts toward a more multiethnic character as well as shifts toward an acceptance of European o r â€Å"Western† ways of living. At the turn of the twentieth century, the makeup of the Ottoman Empire was a mixture between Turkish Ottomans, Armenians, Jews, Muslims, Greeks, and Europeans. Complex cultural and religious groupings such as this inherently demand a market for a diverse range of roducts. Not until the 1860s did Western companies enter the Ottoman markets. However, when the Western influences entered the Ottoman realm, a tendency toward liberal economic policies had already been instituted along with quickly advancing cultural and social developments.Many scholars refer to the entrance of, for instance, Western marketing forces, as the systematic Westernization of urban spaces within the Empire (Duben & Behar 1991). During the times between the 1870s and 1914, multinational companies were fueling the process of globalization (Jones 2005). This transition in business practice (e. g. lobalization) was thought to move from the more advanced parts of the world to less industrial areas (Wilkins 2005). Of course, the Ottoman Empire was one of the first regions to be affected by globalization. Most scholarly surveys focus on the notion that Western companies operating in the Ottoman Empire are premised on the ideas of imperialism or dependency. However, these types of analysis are lacking in the appropriate scope. To actually understand the situation of the time from a perspective that moves beyond simple readings that claim imperialistic forces were at play, it is good to look at the Ottoman consumer culture.The consumer culture was perhaps best represented in the ways companies advertised their products. It is also important to look at who the buyers of these products were and what the perception of these buyers ultimately was. In this paper, I will be focusing on marketing and advertising in order to advance an analysis of the late-Ottoman Empire as something other than a casualty of modernization. I now wish to transition to my primary topic of women and advertising in the Ottoman Empire. I suppose one could term the era I am looking at â€Å"late-Ottoman† society.Though this term is not extremely helpful for the purposes of my paper, I believe it does accurately represent a series of notions held by Ottoman scholars, and it seems helpful to at least keep in mind. However, I will primarily be looking at women insofar as consumption or the emergence of modern goods impacted women and catered to the desires of women in the Empire. Given the modern emergence I discussed earlier, women were beginning to develop expectations and images of the modern lifestyle, and this was beginning to attract them.Not surprisingly, advertising around this time focused heavily on women’s attitudes toward this attractive new lifestyle. Since I am primarily concerned with women in my analysis, I will look at publications geared toward women. From these publications and advertisements, the areas of entertainment, wealth, foo d, education, etc. , will be uncovered for their respective changes that were brought about by modernization. In terms of gender, the twentieth century marked a time of tension as it pertained to perceptions of women, especially among the Ottoman elite.This occurred alongside many of the same issues associated with modernization I mentioned earlier. However, other areas of change were being displayed by changes in women’s education and the increased spread of modern ideals in the media. As women’s education was transforming, ideas were being raised in the popular media as to the concepts of gender. Some authors and scholars from the early 1900s even debated the modernization of the Ottoman Empire in terms of the relationship between women and the Empire itself.As in other parts of the world, the common themes relating to gender—marriage, women’s proper role, divorce, motherhood—were being politicized and debated. As a response to this shift, some s cholars began to focus on the Ottoman state’s self-initiated reforms and how these reforms brought about things such as a women’s popular press. Of course, much information used in the debate about gender today is drawn from the popular images of the time, which originated from social avenues of life such as consumption.For instance, advertisements found in women’s journals showed evidence of how women were beginning to perceive, for example, roles of other upper-class women (Basci 2004). First, I think it is important to consider advertising itself in terms of its presence in the Ottoman Empire. Advertising was a brand new industry that had just come about in the early 1900s insofar as the Ottomans were concerned. Many of the first advertisements were specifically marketed to Ottoman women by merchants who were aware of their target demographic.The women depicted in these advertisements portrayed a largely unmediated image of consumers. These types of consumers were depicted as elite women who were educated to a degree (in that they read). Before the establishment of the Turkish republic, there were in excess of forty different women’s publications. Most of these women’s publications came about after 1908, when the reinstatement of the Ottoman constitution occurred. The reinstatement of the constitution, or the event that was referred to as the constitutional revolution, gave the Ottoman press and unprecedented amount of freedom.An article I referenced by Palin Basci looked at the feminist journal entitled Women’s World. This journal came about in 1913 and was in print for eight years. The journal was thought to represent a platform for discussing gender relations. Furthermore, it was believed that Women’s World was a symbol of a new type of world for Ottoman women (Cakir 1994). In fact, the publication was actually published by the Association for the Defense of Women’s Rights. For my enquiry, I want to look at this journal due to the particularly thorough amount of scholarly research that looks at this publication.Furthermore, Women’s World is believed to have been one of the most consistent and visible publications for women during the Ottoman period. The journal was also published by women. Within the journal there were editorial articles, stories, letters, translations, and advertisements. Basci argues that the advertisements in the publication, â€Å"contributed to, and were, in turn, shaped by the emergency of new avenues of power and participation for women† (Basci 2004, 37). After one year in publication, the weekly issue of Women’s World began to contain notices for goods and services that focused on a female consumer base.The types of goods being targeted to the readers were goods that would have been considered â€Å"natural† goods for the time for a female consumer. For example, these advertisements covered topics such as fashion, health, an d beauty. Additionally, the featured advertisements were created in large part to appeal to women’s awareness of self-image issues. The other types of advertisements focused on issues relating to entertainment, leisure, food, wealth, and education. The types of advertisements commonly found in Women’s World portrayed women of all standings in life.The advertisements also had the effect of portraying women who were teachers, mothers, and wives as consumers of health books, movies, delicatessens, restaurants, legal services, and maid services. The advertisements also give insight into the broader questions of the time period, such as the consumption patterns of women, and how these patterns were influenced by an internationalized market. In the following, I will mainly focus on the issue of education, and how this theme played an important role in late-Ottoman advertising and its impacts on women.Many female readers of the popular publications of the time were being subj ect to further solicitation from educational publications. Interestingly, women were targeted by magazines that covered politically and social relevant issues that pertained to the development of the Empire. Basci points out that these advertisements ranged between books on womanhood and love, to issues of national interest and liberty. As an example, Women’s World advertised the journal entitled Ictihad, which was intended for individuals who supported the ideas of free thought, â€Å"liberty from oppression,† and intellectual evolution.One interesting trend that I would like to identify here is how the publications such as Ictihad (which stands for â€Å"opinions†) acknowledged how women should be interested in live beyond the home and ought to look toward the world and its customs and issues of significance. Within the publication, tutors of German, English, and French offered their services. In addition to these language opportunities for Ottoman women, diff erent ads advertised classes in painting, photography, and music. The ads often expressed a desire in catering to both Muslim and non-Muslim women, which is also an interesting point to consider.Just prior to the emergence of these type of ads as well as following the introduction of these ads, activities such as arts, piano, and languages were becoming increasingly viewed as lady-like and sophisticated. Many of the available tutors in the advertisements were non-Muslim, which may have posed an issue in the times preceding. Of course, all of these ideas of education and gaining the skills of refinement had an effect on Ottoman society as a whole, in that it complicated the common female conventions that had existed for many years. Furthermore, the skills being taught were emphasizing Western ideas and techniques.In terms of music lessons, Western music and instruments were being used. Common religious and folk songs were being taught in introductory courses, which would have been lo oked down upon in times prior. Perhaps most importantly, the skill of mastering a European language was viewed as more socially important than being well-versed at the Arabic language or Koranic scholarship. I mention these examples to emphasize how once conservative Islamic regions were beginning to favor European ideas and skills over the historically important skills such as Islamic scholarship.Another interesting thing to note is that the tutors offering their services in Women’s publications were not only female. Some male tutors were offering their services to women, which radically disrupted the conventions of Ottoman women. For instance, most upper-class Ottoman women carried a stereotypical notion that they lived segregated lives. Furthermore, men would sometimes seek the services of women who advertised services in the women’s publications. Some Ottoman women began offering their services as domestic maids until they married.In total, I want to portray how th e Muslim women who read women’s publications around the turn of the twentieth century were exposed to and encouraged to engage with the world around them. They were encouraged to depart from their common domestic spheres and experience what the world had to offer. Of these women, as portrayed by the types of ads in the common publications, many were interested in education as well as issues relating to philosophy, war, and ethnicity. Furthermore, the actual existence of independent women’s publications symbolizes a significant shift in Ottoman society.The publications symbolize a type of woman who was clearly engaged in the social, economic, and political dimensions around her. A past emphasis on male driven advertisement targeting was now switching toward a focus on women and their relation to the larger Ottoman markets and urban lifestyles. Women were starting to manage their own money to a degree and desired to learn new languages. Also, women became actively involv ed in equipping the homes with phones and electricity. These women were also likely to attend a drama performance by themselves or have their portrait taken by a photographer listed in the women’s publications.Perhaps most importantly, the advertisements offered to Ottoman women signaled the ability for Ottoman women to take full advantage of modern conveniences. Rather than living domestic lives and concerning themselves with child-rearing, women had the time and freedom to engage in activities such as volunteering and socializing. As female socializing became more prevalent, new forms of entertainment and leisure were created. New forms of leisure included fine dining, dramatic entertainment, musical concerts, etc.What I found particularly interesting was the degree to which advertising in late-Ottoman society linked Ottoman women to European lifestyles. Ottoman women were directly exposed to European customs and European styles. Still, women were largely subjected to forms of exclusion within the Empire. For instance, even though women were engaging in a way of life that resembled the European lifestyle, Ottoman women were still given separate forms of transportation, rooms specifically for women, and women’s matinees. Still, the increased presence of women in all aspects of Ottoman life brought about questions bout instituting a new dress code. It is important to remember that women’s increased visibility and participation was not fully accepted by all. In many ways, the visibility of women led to greater scrutiny of women and greater debate over the appropriate social boundaries in the Empire. Pelin Basci also points out in her article that Ottoman modernity brought about the association of guilt and decadence with modern consumer practices. The guilt was a result of consumerism during a time in which the Empire’s military was undergoing great losses. As the Empire lost militarily, it also lost territorially.Thus, men and women within the Empire began to accuse one another of irresponsibility related to spending money on consumer goods and leisure activities. Some writers (e. g. Karaosmanolu) believed that women’s engagement with modern lifestyles marked the descent of the Ottoman Empire into corruption and moral chaos. The article by Basci points out a cartoon that I actually came across in another article on this issue. The cartoon portrays the Ottomon nation as a pure and virginal woman who becomes threatened by the gluttony and lust of European influences (Brummet 1998).Many male writers at the decline of the Empire attributed the female attraction to modern lifestyles as catastrophic to the society. However, men also blamed each other, accusing their fellow men of indulging in the lust and gluttony associated with entertainment and leisure. These men believed that leisure had ultimately distracted them from paying attention to their home and their country. By loosing focus on the home, they be lieved that they allowed women to gain too much freedom in economics and politics.Despite the accusations thrown at either side, it seems certain that advertising played a significant role in determining women’s perceptions toward modernity. Women’s publications literally offered them new and intriguing ways of experiencing life and growing personally. However, it is possible that publications such as Women’s World merely revealed a marketplace that was already largely composed of Muslim women who were contracting and offering modern services in a market that was already buzzing with competition.The dynamic between modern consumer culture and women seemed to be based on women’s economic influence as well their political influences. One example of this was the women’s boycott on Austrian goods as a response to Austria-Hungary’s annexation of Bosnia-Herzegovina (Quataert 1983). In terms of the influences that motivated advertisers, it is impor tant to mention that women’s increased economic and political activities was being recognized by merchants. This led to aggressive marketing campaigns targeted directly toward women. The competition to secure the female market led to tensions between players in the markets.One of these tensions could be represented as a general tension between Muslim and non-Muslim businesses. From these religious tensions, certain religious symbols often entered ads in the women’s publications, such as the crescent and star. Other companies focused on nationalistic issues, and emphasized their pride with national issues and with women who purchase domestic products such as food and oil. Some non-Muslim companies took advantage of advertising to emphasize how money spent with Muslim companies would ultimately return to use as guns and bullets in war.In its attempts to overcome social disintegration, the environment in the Ottoman Empire fostered a milieu of economic nationalism, partic ularly among Muslims. This fact may have also led to greater ethnosocial tensions in the society (Balabanis 2001). I highlight this point to demonstrate how advertising played a role in pitting Muslims against non-Muslims. Either way, both saw a common enemy in the Western companies. Paradoxically, this enemy was also a friend of sorts. Ultimately, advertisements targeted toward women can best be seen for their propensity toward a common conflict.This conflict is the conflict between the spread of the modern lifestyle and the ads themselves, which seemed to portray contempt for the overall lack of female participation in the social life of the country. This fact seems to indicate to me that the involvement by women in the social, economic, and political spheres may have not been as pronounced as scholars seem to argue. Granted, it may have increased to a degree, but I see no evidence that this increase was substantial enough to be deemed a descent into â€Å"moral chaos. Still, it is clear that late-Ottoman advertising did seek to appeal to a new type of woman. This woman had a type of agency, and was willing to make her own choices. This was wanted to play an active role in shaping her interactions with the outside world and establishing herself as a viable consumer. It is now believed that the period between the revolution (1908) and World War I marked a time of significant female visibility. Increased visibility came alongside new platforms for women to assert themselves in issues of political and social importance.Since many issues of political and social importance were seen to relate to consumption, women were also establishing firm connections with avenues of consumption and leisure. Ultimately, advertising in the late-Ottoman Empire seemed to be united by a cohesive theme. That theme is, in my opinion, one of heightened self-awareness. As women became more aware of their political and social powers, women also became aware of the disparities between t he different classes, especially the classes of women.Works Cited Basci, Pelin. ‘The New Woman’: Fashion, Beauty, and Health in Women’s World. † International Journal of Turkish Studies 11 (2005). Brummett, Palmira. â€Å"New Woman and Old Nag: Images of Women in the Ottoman Cartoon Space. † Fatma Muge Gocek, ed. , Political Cartoons in the Middle East. Princeton: Markus Wiener Publishers, 1998. Serpil, Cak’r. Osmanl’ Kad’n Hareketi. (Ottoman Women’s Movement). Istanbul: Metis Yay’nlar’, 1994. Duben, Alan, and Cem Behar. Istanbul Households. Marriage, Family and Fertility 1880–1940. Cambridge University Press: Cambridge, 1991. Jones, Geoffrey. Multinationals and Global Capitalism from the Nineteenth to the Twenty-First Century. Oxford, UK: Oxford University Press, 2005. Quataert, Donald. Social Disintegration and Popular Resistance in the Ottoman Empire, 1881–1908. New York: New York University Press, 1983. Wilkins, Mira. â€Å"Multinational Enterprise to 1930. Discontinuities and Continuities. † In  Leviathans. Multinational Corporations and the New Global History, edited by Chandler Jr. , Alfred D. , and Mazlish Bruce , 45–79. Cambridge: Cambridge University Press, 2005.

The Process of Food Consumption essays

The Process of Food Consumption essays We all need the energy to function, and we get this energy from the foods we eat. The most efficient way for cells to harvest energy stored in food is through cellular respiration; which requires a cell to exchange two gases with its surroundings. The cell takes in oxygen in the form of the gas. It then throws away the waste in the form of the gas carbon dioxide. Oxygen present in the air you inhale disperses across the outline of your lungs and into your bloodstream. And the carbon dioxide in your bloodstream diffuses into your lungs and exits when you exhale. Every molecule of carbon dioxide that you exhale was originally formed in one of the mitochondria of your body's cells. (Chapter 6 pg. 91) Let's start with the stage of cellular respiration; glycolysis means "splitting sugars." Glucose, a six-carbon sugar, it is split into two molecules of three-carbon sugar. During the process, two molecules of ATP and two molecules of pyruvic acid and two high-energy electron carrying molecules of nicotinamide adenine dinucleotide are produced. Glycolysis can occur with or without oxygen. In the company of oxygen, glycolysis is the first stage of cellular respiration. Without oxygen, glycolysis allows cells to make small amounts of ATP; this process is called fermentation. Fermentation is the breakdown of sugar into an acid or alcohol. According to www.khanacademy.org, these are the steps of glycolysis step one the enzyme hexokinase phosphorylates adds a phosphate group to glucose in the cell's cytoplasm. In the process, a phosphate group from ATP is transferred to glucose producing glucose phosphate. Step two, the enzyme phosphoglucoisomerase converts glucose phosphate into its iso mer fructose phosphate. Isomers have the same molecular formula, but the atoms of each molecule are arranged differently. Step three, the enzyme phosphofructokinase uses another ATP molecule to transfer a phosphate group to fructose phosphate to form fructose, bi...

AP U.S. History Application

Osama Bin Laden attacked the United States’ on September 11, 2001 and ever since the attacks that killed nearly 3,000 people, this event has been known as the nine-eleven. The nine-eleven was a series of four suicide attacks that were committed in the areas of New York City, Washington D. C. , Virginia, and Pennsylvania. After the nine-eleven, he has been the major target of the Federal Bureau of Investigation (FBI). After the death of Osama Bin Laden, I realized a few key points that have changed my view of the way human beings think. Osama Bin Laden did not influence me to have a grudge against the United States, or any of the sorts, but he helped me view the world in a different way. For instance, many people in the United States celebrated his death after he was found and shot on May 2, 2011. I disapprove of this reaction from the citizens of the United States. He did wrongs to thousands of people and caused the United States to pay billions of dollars to fix the damage. But regardless of what he did, it is wrong for us to celebrate his misfortune. To take joy out of someone’s tragedy proves human beings to be immorally unjust. If human beings celebrate the death of someone who is equal to them, they are not being compassionate. Though Osama Bin Laden’s decision to bomb the United States and its people was heartless, the act of rejoicing the death of a human also proves us to be inhumane. People forget to be compassionate towards the others who make the terrible decisions, because they believe that they are only meant to do harm, but that’s not always the case. If we do not discriminate and if we treat each other equally, less suicide attacks will occur. The big reason why terrorists decide to act the way they do is because of all the unjust and discrimination they have to face in their daily lives. The way human beings react to the death of others is important because it teaches others how inhumane our world has become. The main reason why wars start is because of power and money; and the after-results of the war often does no good. It only forces the people of the country to live a controlled life of poverty. The government restricts us from practicing our true freedom by forcing propaganda upon us, and Osama Bin Laden is one of them. The citizens of the United States understand that he made wrong decisions and that he needs to pay for what he’s done, but we should respect everyone; because all human beings were created equal. In conclusion, Osama Bin Laden has influenced the way I think towards the human behavior and thoughts through America’s response to his death. American citizens took joy out of his misfortune, without thinking about the amount of respect they are giving to Osama Bin Laden, because I believe we should all be treated and respected equally. Rejoicing for someone’s death will do no good for the present or the future, because of the immoral actions. It’s imperative for each person to remember that everybody is created equal and human beings are human beings; we think similarly. Osama Bin Laden has inspired me see the world with a different perspective: to think and treat others with respect, no matter what kind of background they have or what kind of sins they have committed. AP U.S. History Application Osama Bin Laden attacked the United States’ on September 11, 2001 and ever since the attacks that killed nearly 3,000 people, this event has been known as the nine-eleven. The nine-eleven was a series of four suicide attacks that were committed in the areas of New York City, Washington D. C. , Virginia, and Pennsylvania. After the nine-eleven, he has been the major target of the Federal Bureau of Investigation (FBI). After the death of Osama Bin Laden, I realized a few key points that have changed my view of the way human beings think. Osama Bin Laden did not influence me to have a grudge against the United States, or any of the sorts, but he helped me view the world in a different way. For instance, many people in the United States celebrated his death after he was found and shot on May 2, 2011. I disapprove of this reaction from the citizens of the United States. He did wrongs to thousands of people and caused the United States to pay billions of dollars to fix the damage. But regardless of what he did, it is wrong for us to celebrate his misfortune. To take joy out of someone’s tragedy proves human beings to be immorally unjust. If human beings celebrate the death of someone who is equal to them, they are not being compassionate. Though Osama Bin Laden’s decision to bomb the United States and its people was heartless, the act of rejoicing the death of a human also proves us to be inhumane. People forget to be compassionate towards the others who make the terrible decisions, because they believe that they are only meant to do harm, but that’s not always the case. If we do not discriminate and if we treat each other equally, less suicide attacks will occur. The big reason why terrorists decide to act the way they do is because of all the unjust and discrimination they have to face in their daily lives. The way human beings react to the death of others is important because it teaches others how inhumane our world has become. The main reason why wars start is because of power and money; and the after-results of the war often does no good. It only forces the people of the country to live a controlled life of poverty. The government restricts us from practicing our true freedom by forcing propaganda upon us, and Osama Bin Laden is one of them. The citizens of the United States understand that he made wrong decisions and that he needs to pay for what he’s done, but we should respect everyone; because all human beings were created equal. In conclusion, Osama Bin Laden has influenced the way I think towards the human behavior and thoughts through America’s response to his death. American citizens took joy out of his misfortune, without thinking about the amount of respect they are giving to Osama Bin Laden, because I believe we should all be treated and respected equally. Rejoicing for someone’s death will do no good for the present or the future, because of the immoral actions. It’s imperative for each person to remember that everybody is created equal and human beings are human beings; we think similarly. Osama Bin Laden has inspired me see the world with a different perspective: to think and treat others with respect, no matter what kind of background they have or what kind of sins they have committed.

Applying Systems Theory to an Educational Setting Assignment

Applying Systems Theory to an Educational Setting - Assignment Example My focus of study is the educational system of Carleton University to which I have experienced studying under its Economics program. From her on, I shall use the word 'school' to denote Carleton University for brevity. The school was founded in 1942 and is located in Ottawa, Ontario, Canada. It is situated on 62 hectares south of the city centre and is bordered by the Rideau River, the historic Rideau Canal and rather pleasant residential neighborhoods. All the information that I will be using is based from my own knowledge of the school with supplemental information from the school's website. Every university should engage in a planning process that sets not only the direction the institution is going to head but also the pacing that it will take. These plans usually require measurable outcomes for the institution to know what they have achieved and how they have fared so far. The administrative and governing body of the school is categorized into five units whose government and administrative functions are clearly defined. These units, although separate from one another, do communicate and work with another to come up with better policies and regulations regarding the school's functions. These five units and their subcomponents are given in the following: Reporting to the President, the Provost and Vic... b. Office of the President The President, also known as the Vice Chancellor, is actually the chief executive of the school. It is thru his initiative that the directions and immediate priorities are determined. c. Office of the Provost and Vice-President (Academic) Reporting to the President, the Provost and Vice-President (Academic), the chief academic officer of the University, is ultimately responsible for all academic programs and policies. The Provost's portfolio includes all academic units, Graduate Studies, the University Library, enrolment management, student affairs, the Office of the University Registrar, learning technologies and teaching support and faculty recruitment and support. d. Office of the Vice-President (Finance and Administration) The Finance and Administration Division of Carleton University are made up of the Computing and Communication Services, Finance, Human Resources, Institutional Research and Planning, Internal Audit and Advisory Services, Pension Fund Management, Physical Plant, University Safety and University Services departments. Its mission is to provide quality specialized services to the Carleton University community that provides a safe, healthy and productive environment for students, staff and faculty in which to work, study and live. e. Office of the Vice-President (Research and International) This office provides the necessary program for research, scholarship, and creative activity in sciences, business, engineering, arts, and public administration. It is also responsible for handling international affairs such as students from abroad and conferences in other countries. Administrative Services All the non-teaching services such as for business transactions, library,