Tips for Moving out of the Dorms

Tips for Moving out of the Dorms Moving out of the dorms? Two semesters is more than enough time to pack all sorts of debris into  a college dorm room. Here are some expert tips to make the process a little easier. 10 Tips for Moving out of a Dorm Room Spring Cleaning:  Encourage the notion of a pre-spring break cleaning. Doing a trash purge just before spring break means that much less garbage to deal with on the last day of school. You know your child will bring home bags of dirty laundry, but if weather permits, have him bring home any winter clothing, boots and/or flannel sheets that he doesnt still need at school.Divide and Conquer: If your child is coming home at any time before the end of the second semester, or you are going to visit him, take an empty duffel bag or two and start packing up winter clothing and any other non-essentials. Every bag you can get out of the room early is a bag you won’t have to deal with on the last day of school.Consider Summer Storage: If your childs dorm room has accumulated a lot of possessions - hes purchased a mini-fridge, for example, or youve traded in the Suburban for a Prius - you may want to consider a summer storage option. Store bulky possessions at a self-storage place near campus and you wont have to move it back next fall either. Most self-storage places take reservations, so youll want to reserve a unit 30 days ahead. Purge the Fridge, Dump the Trash: Have your child empty his refrigerator as soon as his last final is over, and start taking trash to the dumpsters. Wait till the day the dorms close and those dumpsters will be full.Sell the Books: Encourage your child to assess his textbooks and sell back anything he no longer needs. English lit books - Canterbury Tales, for example, and 1984 - can be used by siblings or friends forever, but genetics textbooks become obsolete very quickly. Sell them to the campus bookstore, via Amazon or Craigslist or through a textbook rental company such as Chegg.com, where, for example, an excellent condition, Organic Chemistry textbook that retails for $156 can be sold back for $81 or traded in for $89 in Chegg Dollars - which can be used, in turn, to rent next years textbooks. And Chegg pays the postage. Any of those options are preferable to lugging heavy books home to rot in your garage.Bring Supplies: It is easier to pack a car with regularly shaped objects – boxes or large Rubbermaid bins - as opposed to black plastic trash bags, grocery bags, and loose items. So bring packing boxes, rolls of packing tape, a roll of paper towels, a bottle of cleaning fluid, and a few trash bags for actual trash. Wear grubbies. Bring bottles of water and granola bars. Empty and Load: Time for the move! Empty all drawers, desks, cupboards and closets. Check the area under the bed and atop tall pieces of furniture. Pack boxes and tubs as neatly as possible, so they hold as much as possible. Dont mix dirty laundry into boxes of clean contents. Take water breaks, watch your back, and clean as you go. Use the corridor as a staging ground, stacking each packed box neatly against the wall until youre ready to make a trip down to the car.Consider Donations: You may find there are some items that you and your child will be willing to part with if space doesn’t permit them aboard – rugs, for example, or oddly shaped, relatively inexpensive items, such as electric fans or lamps. So many items of this sort get thrown away on the move-out day, some schools have started setting up separate dumpster areas so those items can be salvaged and donated. If your childs school does not have such plans, consider doing a Goodwill or thrift store run before packing for home. Pack Em Up, Move Em Out, Rawhide: If you have lined up summer storage space, either in campus housing or off-campus, move those items first. Then enlist all your Tetris skills and start loading your car with everything that’s coming home. Save soft items – blankets, bedding, and overcoats – to stuff into nooks and crannies and pad fragile items.Final Sweep: When the room is completely empty, do one last drawer and cupboard check. Check the restroom too, if your child has a toiletry cupboard there. Sweep out the dorm room and mop off any obvious grunge. Unplug the mini-fridge and arrange for pickup. Pull out the dorm checklist the university gave you last fall, the one that lists existing damage, and go over it with an R.A. so your child can check out. One last potty stop, hugs all around and you’re off! Now the only problem is, where to put all that stuff when you get back home...

Sam Walton One of Uss All Time Great Leaders Essays

Sam Walton One of Uss All Time Great Leaders Essays Sam Walton One of Uss All Time Great Leaders Paper Sam Walton One of Uss All Time Great Leaders Paper Sam Walton, One of US’s All Time Great Leaders Sam Walton was born on March 29, 1918 to Thomas and Nancy Walton on a farm in Oklahoma. In 1923, after realizing the farm would no longer be able to support the family, Thomas Walton decided to go back to his previous profession of appraising farm loans and relocated the family to Missouri. Due to the nature of Thomas Walton’s profession the family was continuously moving. The constant moving allowed Sam Wlaton, the eldest son to become a survivor and gain a great passion for learning and adapting that ultimately facilitated the path towards becoming one of the richest and most successful leaders in the United States. Throughout his life, Sam Walton exhibited qualities that could be categorized under the trait approach theory. The trait approach theory states that leaders are individuals who are always out front and leading the way in the society and are gifted people who can do extraordinary things by possessing the following traits: intelligence, self-confidence, determination, integrity and sociability (Northouse, p. 19, 25). It is quiet apparent to see through Sam Walton’s accomplishment that he possessed all of these traits. Since Sam Walton was a young boy, he had what it took to get a head, get things done and make money. During the depression at an early age of seven Sam Walton helped to provide for his family by milking the cows and delivering magazines. At the age of 13, Sam Walton had become the youngest boy in the state of Missouri to become an Eagle Scout. Although, Sam Walton was not seen as one of the smartest kids in his class, his dedication and hard work eventually placed him in the ranks of the honor students. Sam Walton went to Hickman High School in Columbia, where he played basketball and lead the football team to the state title in 1935 as the starting quarterback. Sam Walton showed leadership potential early on by serving as Vice-President of his junior class and the President of his senior class. Unlike the other kids, besides school, Sam Walton had other responsibilities. He continued to work in order to help support his family. By the the time he graduated high school, he was voted the ‘most versatile boy’ in his class. Sam Walton got his BA in Economics from the University of Missouri, all the while working by waiting tables, serving as a life guard and delivering newspapers. After graduating in 1940, Sam Walton entered his first retail job at JC Penny’s in Des Moines, Iowa as a management trainee making $75 a month. In 1942, Sam Walton joined the Army for World War II, where he became the captain of the U. S. Army Intelligence Corps. While waiting to be inducted into the military, Sam Walton met his future wife to be, Helen Robson in 1945. Robson’s father was a successful banker and rancher who helped Sam Walton in starting his first retail business. Mr. Robson lent Walton $20,000. With the help of his father-in-law, Sam Walton was able to open his first Butler Brothers franchise as a variety store that became one of the highest sales and profit stores in the six-state region. According to Northouse, when he states in his book, Leadership Theory and Practice, â€Å"although it is good to be bright, the research indicates that a leader’s intellectual ability should not differ too much from that of the subordinates† (Northouse, P. 20). Sam Walton had the ability to relate, work and learn from his employees, as well as his competitors (Huey, P. 22, 23). Walton learned from just about every person he came in contact with. He said, â€Å"Great ideas come from everywhere if you just listen and look for them. You never know who’s going to have a great idea† (Huey, P. 211). To show his sociability, according to Lee Scott the former CEO of Wal-Mart, Walton would show up in the drivers’ break room at 4 AM with donuts and just sit there and talk to them for hours. Walton was amazed at how many ideas they always had in fine tuning the system. He would drill them by asking, â€Å"What they saw? How people were acting in the stores? Had they been to a certain store lately? And were things getting better? † (Huey, P. 212) According to Katz, effective leadership depends on three basic personal skills: technical, human and conceptual. Katz argues that these three skills are very different than the traits of leaders. He state that skills are what leaders can do and traits are qualities that made the leader who they are (Northouse, P. 40). Sam Walton was one who possessed all of the three skills, some better than others. Walton’s conceptual skills gave him the ability to bring new ideas and introduced services never provided by other retailers. His brilliant idea of providing a variety of goods for low prices under one roof has been the best idea anyone had ever thought of. The idea of making his stores centrally located, so customers were able to easily access the stores and having later store hours, especially during Christmass, gave the Walton stores an edge over his competitors. Sam Walton’s conceptual skills gave him the ability to create a vision and strategically place the proper steps and people needed to make that vision into reality. Sam Walton experimented with discount merchandising, where he bought directly from the wholesalers by cutting out the middle men in order to bring the lower cost to his customers, therefore, giving him the ability to sell a great number of goods resulting in high sale volume and more profits. One of the keys to Sam Walton’s success as a leader was his human skills. Katz defines human skills as having the ability to assist group members in working cooperatively as a group to achieve the common goals of the organization (Northouse, P. 41). While in college, he wanted to become the student body president. In order to win and make sure everyone knew him on campus, Walton would speak to anyone and everyone who was walking down the sidewalk. He would always look ahead and spoke to the individuals walking toward him and would start speaking to them, even if he didn’t know them. If he knew them, he would always address them by their name, thus making sure everyone recognized him and considered him their friend (Huey, P. 15). To keep management motivated and performing at their best, Walton offered his managers limited partnership and allowed them to invest in the store they were managing. This kept the managers personally vested in the business and motivated them in keeping the profits to a maximum in order to insure the success of the store. Walton also, made sure each customer was greeted at the door and set up his stores conveying the hometown identity. Each store honored a local graduating senior with a college scholarship and held bake sales to raise money for local charities. Although, Sam Walton possessed many great qualities as a leader, his technical skills fell short in some areas. According to him, he â€Å"never learned hand writing all that well. † (Huey, P. 16) Nobody could read his hand writing. He wasn’t very proficient in keeping accurate details, like sales slips and cash register transactions. Walton was known to be so disorganized that his manager at his first job in Penney’s stated, â€Å"Walton, I’d fire you if you weren’t such a good salesman. Maybe you’re just not cut out for retail† (Huey, P. 17, 18). Walton would schedule appointments and forget he ever made the appointments. He would constantly miss meetings because he simply would forget to make a note of the appointments. In analyzing Sam Walton’s leadership style, the style approach is very different than the trait and skills approaches due to the fact that the style approach focuses on what leaders do rather than who they are (Northouse, P. 86). The â€Å"style approach suggests that leaders engage in two primary types of behaviors: task behaviors and relationship behaviors, [and] how leaders combine these two types of behaviors to influence others is the central focus of the style approach† (Northouse, P. 86). One of the things that made Walton a task oriented leader was his meticulousness on having the store shelves stacked properly. He was adamant on having the stores clean, and well lit. He would personally visit every store to make sure the stores were setup in the best way. Along with being task oriented, Walton focused greatly on his relationship behavior with his subordinates. He would say, â€Å"Visiting the stores and listening to our folks was one of the most valuable uses of my time as an executive. But really, our best ideas do come from the folks in the stores. Period. † (Huey, P. 230) Walton firmly believed in crediting when credit was due. He was known for giving recognition for the success of Wal-Mart to the associates and made sure information about the company’s goals and objectives were shared throughout the organization. It was obvious that Sam Walton loved to be in the retail business. But what he said he most enjoyed about retailing was seeing people achieve more than he. He used to say: Listen to your people and respond to their needs. Recruit employees who have the capacity to replace you. Allow people to think and try new things. And create an environment that allows your staff to comfortably disagree with you. By allowing this type of atmosphere, as a great leader, one would enable people to provide the best route in meeting the organizational goals and objectives, as well as making you a great leader. Sam Walton’s leadership was most popular amongst his followers (associates, employees). The basic concept he followed and believed in was that â€Å"individuals don’t win, teams do. Sam Walton was presented the Medal of Freedom Award just a few weeks before his death by George W. Bush, â€Å"Then nations highest reward to be awarded to a civilian† (Wal-Mart Page). The presidential citation read: An American original, Sam Walton embodies the entrepreneurial spirit and epitomizes the American dream. Concern for his employees, a c ommitment to his community and a desire to make a difference have been the hallmarks of his career. By sponsoring scholarships for Latin America, he has also worked to bring peoples closer together and to share with others the American ideals he so well represents. A devoted family man, business leader, and statesman for democracy, Sam Walton demonstrates the virtues of faith, hope, and hard work. America honors this captain of commerce, as successful in life as in business(Wal-Mart Page). One of the things Walton focused on was having engaged followers, a concept that has become very popular in recent years. Although, we are currently looking to discover different ways of keeping followers engages, Walton’s way was through profit sharing, by making his managers part owners in his stores, as well as by keeping every person in the organization informed of all its activities and seeking feedback. Sam Walton believed that a happy employee meant happy customers and more sales. And by giving employees part of the company and making the employees success dependent on the company’s success, everyone would be a winner. Although Sam Walton was known as one of the most successful retailers and leaders, he had many critics. Walton was criticized for making Wal-Mart a virtual monopoly in the retailing industry. Where by his organization forced many local small businesses to close down. Some critics say that the expansion of the Wal-Mart stores brought down employee wages and working standards in the retail industry. By diverting most of the small business owner’s customers to Wal-Mart, it impoverished small independent retailers and destroyed historical downtowns in small communities. In the 1980’s, the Wal-Mart sales had exceeded over a billion dollars with over three hundred stores across North America. By 1991, Wal-Mart was the largest retailer in the US with over 1700 stores. Walton remained president and CEO until 1988 and chairman until his death. Walton died in 1992 as the second richest man, behind Bill Gates. He passed his company down to his three sons, daughter and wife. Wal-Mart stores now operate in Mexico, Canada, Argentina, Brazil, South Korea, China and Puerto Rico. Sam Walton had done real well as leader because he had the intelligence, self-confidence, determination, integrity and the sociability traits needed to be a successful leader. His human and conceptual leadership style made him an amazing leader. His ability to be able to lead by task as well as nurture group relationships put Walton as one of the greatest leaders of all time. Walton’s commitment to maintaining positive followership just added to his unique ability to possess all the qualities needed to be a successful leader. After analyzing Sam Walton’s leadership methods, I’m able to walk away with the following advice from the man himself, Sam Walton: â€Å"Commit to your goals, share your rewards, energize your colleagues, and communicate all you know, value your associates, celebrate your success, listen to everyone, deliver more than you promise, work smarter than others and blaze your own path† (Littlerock Website). Bibliography Wal-Mart Visitors Center Wal-Mart Community Involvement http://littlerock. about. com/cs/homeliving/a/aasamwalton. htm http://walmartstores. com/AboutUs/9502. aspx davidgorman. org/articles/the-sam-walton-way. html leader-values. com/Content/detail. asp? ContentDetailID=1065 Huey, John and Sam Walton. Sam Walton: Made in America. Mass Market Paperback. New York: Bantam1993.

Commonwealth bank of Australia Essay Example | Topics and Well Written Essays - 1250 words

Commonwealth bank of Australia - Essay Example It is approximately one century since this giant financial institution was formed by the Australian government. However it is currently owned by private investors owing to the move by the Australian government to privatize the bank in 1996. Commonwealth Bank of Australia has continued to expand its operations in various regions through acquisitions, joint partnership and takeover. Commonwealth Bank steady performance in the industry is attributed to a wide range of strategies that include customer satisfaction, business banking, technology and operational excellence, profitable growth as well as trust and team spirit1. From the financial point of view it is evident that Commonwealth Bank has emerged strongly from a humble beginning to be a profitable banking institution in Australia. This clam can be justified by the fact that the Group’s net earnings after tax for the financial year ended 2011/12 hit $6,394 million which is 13% increase compared to the previous year. The Grou p recorded 18.4% and 411.2 cents on Return on equity and Earnings per share respectively. This was a 12% increase compared to prior financial year. The Group declared a final dividend of $ 1.88 per share which was an 11% increase compared to previous financial year2. ... re 10198 Home loans 335841 Construction 3199 Personal 17968 Asset financing 9584 Other commercial and industrial 106762 RATIO’s OF BANK EXAMPLE: RISK RATIO ANALYSIS FOR COMMONWEALTH BANK OF AUSTRALIA BANK OVER THE PERIOD 2010 TO 2010 Ratio Ratio formula Actual figures for Year †¦Ã¢â‚¬ ¦(previous year) ($M) Ratio answer for Year†¦Ã¢â‚¬ ¦ (previous year) Actual figures for Year †¦Ã¢â‚¬ ¦( current year) ($M) Ratio answer for Year†¦Ã¢â‚¬ ¦ (current year) Source of information in annual report Comments Interest margin Interest revenue – interest expenses Average earning assets 32,215 – 20,293 553,735 0.02 37,304 – 24,697 576,369 0.02 Income statement p98 and note 2 page 119. The interest margin remain staeble over the two financial period owing to effective risk management strategies Net margin (after Tax) Operating profit after tax Interest income + non-interest income 5,680 32, 215+ 7,366 0.14 6,410 37,304 + 6,790 0.15 Income statement p98 and note 2 p119 The increase in net margin is as a result of Loans, bills discounted and other receivables Asset utilization Interest income + non-interest income Assets 32, 215+ 7,366 646,330 0.06 37,304 + 6,790 667,899 0.07 Income statement p98 and balance sheet p100 The increase in asset utilization ration indicates that the groups management effectively utilized the groups assets . Return on assets Operating profit after tax Equity 5,680 35,570 0.16 6,410 37,287 0.17 Income statement p98 and balance sheet p100 The increase in the return on assets ratio is attributable to the significant increase in the groups long-term assets Leverage multiplier Assets Equity 646,330 35,570 18 667,899 37,287 17 Balance sheet p100 The reduction in the ratio indicates that the group has reduced the level of debt used to finance its capital structure

Writing and Reporting News, page 216, exercise 1 Assignment

Writing and Reporting News, page 216, exercise 1 - Assignment Example Clariz replied, â€Å"no kidding, where?†. Ana retorted, â€Å"on your left girl but don’t make a huge turn you will become obvious†. Clariz said â€Å"Lord Almighty, look at those arms and chest, I can’t wait to be crushed by those, I am going to faint right now†. Ana however admonished Clariz saying â€Å"ssshhh! You are so obvious!† â€Å"Oh my God, Oh my God! He smiled at me, he’s so cute!†. Ana countered â€Å"hey bitch, its you who is obvious now, flirt!†. Clariz however commented â€Å"He smiled at I am gonna so die right now†. Each girl smiled at the person named Erick when he passed by. The girls did not resort to hysteria and surprisingly managed to composed themselves when the person of their interest passed by. After which, they described his physical anatomy and what they imagined he can do where the details may need to be redacted to make it acceptable for public consumption. The manner they described Erick attest that words can assume another meaning when it is used to describe a

The Progression Of Language Development Essay Example for Free

The Progression Of Language Development Essay Infants begin life with no other language than their cries and grunts. As their language mechanism matures, they make more and more sounds. Even before they can use these sounds as language, they begin to comprehend the meanings of words that they hear. They also can communicate their wants and needs with gestures and cries (Papalia et al. , 2002, p. 355).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At about one year, the first word appears. The first word is used as a sentence. Later, the vocabulary increases rapidly. Nouns come first; then verbs; then adjectives and adverbs; with pronouns appearing last (Papalia et al., 2002, p. 356).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Language ability depends on maturation, but also on other factors. Those children who talk earliest will, on the average, alter prove to be the most intelligent. Girls tend to talk a little earlier than boys. Single children also tend to talk earlier than twins. Those with a more stimulating home environment make more rapid progress in language development than those with a poorer environment (Papalia et al., 2002, p. 357).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   My niece was introduced to two languages from the very start when she was barely three months old. Her parents decided that they introduce her to her ancestral language which is basically French. Although very difficult at first since they will be speaking to her in two languages, they became used to the idea later on. However, they noticed that acquisition of vocabulary is slower compared to unilingual babies or children. This was starting to be evident when the child turned nine months to one-year old when the baby starts to mimic whatever her parents would say to her and starts to speak her desires. Today she is already almost three years old and has been alternately speaking English and French. Though her vocabulary gets mixed many times, she can easily switch to any of the two languages whenever she prefers to; though again given her maturity level, she still is limited with facility for words. From my observation, it is quite true that though a child may be limited with the speed at which he/she can speak words or language compared to the unilingual child, the bilingual tends to have a higher degree of proficiency later on. Studies show that acquiring another language (especially quite similar to the learned ones) will be greater a possibility if the child has been taught with two or more languages as a child (Papalia et al., 2002, p. 357). Reference: Papalia, Diane E., Sally W. Olds, Ruth Duskin Feldman. 2002. Human Development, Eighth   ed. McGraw-Hill.

Prohibition of Religious Ambiguity Essay -- Philosphical Lawfulness, Ag

William James’s Argument William James argues that agnosticism is not a valid choice to make. He opens his argument with the conjecture that â€Å"voluntarily adopted faith† abides by philosophical lawfulness (74). He builds from this by defining a hypothesis as â€Å"anything that may be proposed to...belief† and it may be either live or dead in quality. A life hypothesis is one that appeals as a real possibility. The quality of being live or dead is not an â€Å"intrinsic property.† Instead, they are â€Å"relations to the individual thinker; measured by...willingness to act.† James defines an option as a decision between two hypotheses which may be 1) living or dead, 2) forced or avoidable, and 3) momentous or trivial (75). An option may be genuine if it is live, forced, and momentous. James’s next move is to show that scientific questions are â€Å"trivial options† with dead hypotheses and are avoidable, unlike the religious question. He shows this by questioning whether or not it matters if we have particular scientific theories or scientific beliefs. He conjectures that it â€Å"makes no difference† in these instances. James summarizes: Science says things are; morality says some things are better than other things; and religion says...1) the best things are the more eternal things,...and 2) we are better off even now if we believe [1] (76). James suggests that the religious hypothesis is forced and momentous; therefore, for those who religion is a live hypothesis, it is a genuine option. Hence, James concludes that he cannot accept â€Å"the agnostic rules for truthseeking† because any â€Å"rule of thinking which would absolutely prevent [us] from acknowledging certain kinds of truth if those kinds of truth were really there, would be an irrational rule† (77). U... ...onal decision; --just like deciding yes or no,-- and is attended with the same risk of losing the truth† (75). Hence, every individual’s hand is forced in making a decision regarding the religious hypothesis. One must either believe in the eternal or believe in the temporal because there is no in between option. According to James, if and when someone identifies with an agnostic philosophy, he or she is not choosing ambiguity, he or she is ultimately choosing disbelief of the religious hypothesis and will be subject to the same consequences of disbelief if the religious hypothesis is sound. Therefore, according to James’s argument, agnosticism is not philosophically lawful. Works Cited James, W. (1896). â€Å"The Will to Believe.† In G. L. Bowie, M. W. Michaels, and R. C. Solomon (Eds.), Twenty Questions: An Introduction to Philosophy (74-78). Boston, MA: Wadsworth.

History of Personal Loss Essay

It is always not easy to hear that a person died and it is really hard to accept if a family member passed away. The first death that I can remember and that affected me was the death of my aunt, my father’s sister. I was still 12 years old at that time when it happened. I was not that close to her but a month before she died, we communicated often and she even asked permission to my father for me to spend my summer with her but my father declined. When we had the chance to spend time together years back, she spoiled me with toys and clothes, thus she became my favorite aunt. Her death came as a shock to all of us. She had a motorcycle accident. Upon hearing the news, I could not believe my ears. My father and I flew immediately to their place and there I saw her remains. It was horror for me. She was such a healthy woman and it terrified me seeing her inside the coffin. My heart was crushed when I saw my father cried. It was my first time to see him cry. That was also the first ever funeral service that I attended to. When it was time to send her to her last resting place, we followed her wake by foot and during that long walk; almost all the cars that passed us by threw coins at us. My cousins explained that it’s a way of showing their sympathy to us. I really can’t forget that experience because my cousins and I was so busy picking up the coins and it made me forget my grief. As Goodman (2000) has discussed, it is not unusual that people faced with sudden death experience â€Å"absent grief† and the initial reaction to the news is usually disbelief and shock. The most recent death in our family was the death of my aunt Elsa. She had peptic ulcer disease which escalated to carcinoma. We found out about her illness about a year ago and the progression of the disease was very rapid and none of us was ready for her rapid deterioration. After she died, I still can’t believe that she’s gone. Every time I visit her working place, I still expect to hear her voice greet me and ask me what I want and how I’m doing. It’s really painful not to hear her voice ever again and not seeing her doing what she does best, taking care of the patients in the community. As much as possible, I try to avoid going to her once office because even up to now, I don’t want to be reminded that she’s gone forever. Goodman (2000) also pointed out that a grieving person may experience a feeling that the person is still living. Even though, Aunt Elsa’s death was really painful, the most painful death that I ever had was the death of my little brother. He had a congenital heart disease, specifically tetralogy of fallot. Ever since he came into our lives, I didn’t treat him as fragile as he should have been because for me, he is a strong individual and that he can surpass every heart attack he had. Going to the hospital was a normal thing for me, since he was sick most of the time. When he was eight years old, upon arriving from school, I was informed that he was again admitted. I was very nonchalant about it but when I found out that he was in the intensive care unit that was the first time I felt fear for his health. When I entered the ICU, my heart just died upon seeing my brother. There were so many tubes inserted in his body and the respirator and cardiac monitor was really getting to my nerves. I tried to wake him up but he won’t respond. I tried not to cry; I tried to be strong for him but the mere act of speaking was very difficult for me. I want to tell him how much I love him but I can’t speak. I don’t want him to hear my trembling voice and give away my emotion. It was very difficult because I know his time is running out and I can’t even tell him how much I do love him. The day after, I had to go to school but I wanted to stop by the hospital however, I was running late so I decided against it. After school, I went directly to the hospital, but the ICU nurse said that he died 9:00 A. M. that day. I couldn’t believe my ears and I went home shocked. It was only when I saw him there, lying in the coffin that I believed that he already left. He left without me telling him how much I do love him. He left me. My brother’s death made me realize that anybody that I love can leave me without any notice, anytime. Now, I fear of being left by my parents. They are all that I have and I can’t stand a thought of them leaving me for good, forever. They’re both old and I know their time in our world is almost up. I try to have myself ready for that dreadful day. I think, based on experience, my initial reaction would be disbelief then followed by numbness, which can last for several days. The numbness would then evolve into anger. I know I will be angry to myself for not being a loving daughter that I should have been and anger because they left me all alone. The stages of grief that are discussed by Smith (2009) are denial, anger, bargaining, depression and acceptance. One lesson that my parents taught me after my brother passed away was life goes on. People we care for and love do come and go but we continue to live. We should accept what we have or don’t and try to live life the way we should have. I believe that one can never forget one’s loss but he can only get used to living without the person. Thus, I know I have resolved my grief when I am already used to have a life empty of my loved one’s absence. This topic is so sensitive for me so I think it is appropriate for me to share my own experiences of grief with a client/ patient if it could give the patient assurance that after the heartache, he still can have a life. References: Smith, M. , Jaffe, E. , & Segal, J. (2009). Coping with Grief and Loss: Support for grieving and bereavement. Retrieved May 11, 2010 from http://helpguide. org/mental/grief_loss. htm Goodman, R. F. , (2000). Coping with grief after a sudden death. Retreived May 11, 2010 from http://virginiatech. healthandperformancesolutions. net/Tech%20Trauma%20Articles/Articles/Coping%20With%20Grief%20After%20a%20Sudden%20Death. pdf

Definition of Communication Essay

Introduction Whenever we interact with other people, intentional or unintentional, we communicate; because of its abstract nature, the concept of communication is difficult to define. If one remembers Communication Theory as a Field (Craig 1999), we gain insight into the scientific fields of communication, on how diverse the fields of study actually are. With such diversity among theorists’ approaches to communication, it is even harder to get a single definition standing, at least within academia. The devil is in the details; however some argue that it is rather impractical to study a subject that isn’t well defined. A First Look At Communication Theory (Griffin 2012) offers a working definition. (Griffin 2012:6) states â€Å"Communication is the relational process of creating and interpreting messages that elicit a response†. But does this definition of what communication is suffice in the light of what the different theorists argue it is? This will be the main focus of my paper. I find it most reasonable to approach this question with two communication theories with different fundamental approaches to communication. In order to cover both the interpretive and objective theoretical approach, I will discuss the definition in relation to Constructivism and Semiotics. The Definition The definition consists of five parts: messages, creation of Messages, interpretation of Messages, A Relational Process, and Messages that elicits a response (Griffin 2012:6-9). â€Å"Messages are the very core of communication study.† (Griffin 2012:6). The creation of messages is the implication that messages is usually not randomly generated (constructed, invented, planned, crafted, constituted, selected, or adopted (Griffin 2012:7)). A message does not hold a meaning in and of itself; e.g. there is a differentiation between the words and the meaning. Communication is considered a process, because it functions in a contextual sense. In addition, it is a relational phenomenon because it involves two or more participants and affects their connection. And lastly, if a message fails to initiate any reactions, it would be ironic to call it communication according to Griffin. Constructivism Constructivism approaches communication from the psychological perspective, focusing on cognitive competence in interpersonal communication (Griffin 2012:98). The level of interactional competence is determined by the sophistication of the actor’s social perception skills, and their ability to analyze the social situation (the cognitive complexity of an actor (Griffin 2012:99)). The cognitive complexity is reflected in the communication process through the effectiveness of person-centered messages. â€Å"†¦ the capacity to produce highly person-centered messages has been assessed by having participants generate messages in response to standard situations and then coding these messages within hierarchical schemes for the degree of person centeredness manifested. For example, messages seeking to persuade others have been coded for the extent to which the goals and desires of the target are taken into account.† (Brant R. Burleson, Scott E. Caplan 1998:II,B) In a constructivist view, the communication process is more goal-oriented than relational. Constructing the message in a communicational context is in and of itself an intention to get an anticipated or desired reaction. â€Å"The perception and processing of others’ intentional efforts to convey some internal state–may be viewed as a special case of social perception† (Brant R. Burleson, Scott E. Caplan 1998:II,C). The addressed uses a received message as input in the process of structuring their response. The effectiveness of a response is directly correlated to the message’s goal related structure, and the cognitive complexity and perception skills of both addresser and addressed. Semiology Semiotics is the study of signs; it involves the production and the analysis of socially attributed meaning to an object. The semiologist Roland Barthes focused his research on signs we use in communication (Griffin 2012:332). In Mythologies (Roland Barthes 2009) we see that Barthes’ perspective on communication is broader than the interpersonal level, focusing more on abstract connotations and mythical signs in a cultural context. He argues that reality is converted into speech through human history; therefore there are no eternal meanings (Roland Barthes 2009:132). Concordantly, the meaning of a sign can shift as time progresses, an original sign could become a denotation for something else through the semiotic process. The creation of meaning of signs is then not only an individual process; it is also a conjunction and ongoing process of communication and human history. Barthes offers a semantic explanation, in his example of wrestling, to the reactions of the audience towards the wrestlers (Roland Barthes 2009:11-12). Arguing that, with French wrestling, different connotations around the mythical sign of â€Å"justice† were at interplay. So in the process of interpretation; Meaning can be implicit. Unconsciously perceived as connotative factor(s) to what is consciously noticed, and then reacted upon. Directly applying the points of discussion Extending the commonalities and differences between the two theoretical views, with Griffin’s definition, some points are very clear. Both view messages as the core instrument in communication and see it as a process. Both agree that if no reaction is elicited in any way, then the function of the message initially failed. The circumstances thereof are different in each point of view. However the aspects of messages in each theoretical view are defined in such a fashion; without a response of any kind, it would be a contradiction to refer to them as such (If we, of course, interpret messages that elicit a response to include apathetic responses). On the points of objection, it seems mostly to be a case of â€Å"weighing the words†, when viewed by either theoretical lens. As an example: on the point of a relational process, constructivists might prefer â€Å"goal-oriented† rather than relational. Or from Barthes’ perspective, adding a concept of creating mea ning as a result of communication to the definition. Conclusion The outlined approaches in this paper of constructivism and semiotics, display clear differences in the assumptions, focus-points and explanations of communication. However their general outlook does not, in any significant way, object to Griffin’s working definition. I think this outcome qualifies the definition as sufficient, as a practical tool when studying communication. The evident boundary of my paper however, is the lack of other major theoretical lenses in the subject. Further work needs to be done in order to conduct a more unified definition. References Barthes, R. (2009). Mythologies. London: Vintage Classics. 3-14 and 131-144 Craig, R.T. (1999). Communication theory as a field. Communication Theory, 9, 119-161. Griffin, E. (2011). A First Look at Communication Theory. 8th edition. New York: McGraw Hill. J. C. McCroskey, J. A. Daly, & M. M. Martin (Eds.). (1998). Communication and Personality: Trait Perspectives. Cresskill, NJ: Hampton, pp. 233-286, Website: Presshttp://www.ic.arizona.edu/ic/wrightr/const/bu98b.htm#II.B.%20CC%20and%20%E2%82%ACMessage%20Production%E2%82%AC

The Sociology of the Internet and Digital Sociology

The Sociology of the Internet and Digital Sociology The sociology of the internet is a subfield of sociology in which researchers focus on how the internet plays a role in mediating and facilitating communication and interaction, and on how it affects and is affected by social life more broadly. Digital sociology is a related and similar subfield, however, researchers within it focus on such questions as they pertain to the more recent technologies and forms of online communication, interaction, and commerce associated with Web 2.0, social media, and the internet of things. Sociology of the Internet: An Historical Overview In the late 1990s, the sociology of the internet took shape as a subfield. The sudden widespread diffusion and adoption of the internet in the U.S. and other Western nations drew the attention of sociologists because the early platforms enabled by this technologyemail, list-serves, discussion boards and forums, online news and writing, and early forms of chat programswere seen as having significant impacts on communication and social interaction. Internet technology allowed for new forms of communication, new sources of information, and new ways of disseminating it, and sociologists wanted to understand how these would impact peoples lives, cultural patterns, and social trends, as well as larger social structures, like the economy and politics. Sociologists who first studied internet-based forms of communication took interest in impacts on identity and social networks that online discussion forums and chat rooms might have, especially for people experiencing social marginalization because of their identity. They came to understand these as online communities that might become important in a persons life, as either a replacement or a supplement to existing forms of community in their immediate surroundings. Sociologists also took interest in the concept of virtual reality and its implications for identity and social interaction, and the implications of the society-wide shift from an industrial to an information economy, enabled by the technological advent of the internet. Others studied the potential political implications of the adoption of internet technology by activist groups and politicians. Across most topics of study, sociologists paid close attention to the way online activities and relationships might be related to or have impacts on those a person engages in offline. One of the earliest sociological essays pertinent to this subfield was written by Paul DiMaggio and colleagues in 2001, titled  Social Implications of the Internet, and published in  Annual Review of Sociology. In it, DiMaggio and his colleagues outlined then-current concerns within the sociology of the internet. These included the digital divide, relationships between the internet and  community and social capital (social ties), the impact of the internet on political participation, how internet technology impacts organizations and economic institutions and our relationships to them, and cultural participation and cultural diversity. Common methods during this early stage of studying the online world included network analysis, used to study the ties between people facilitated by the internet, virtual ethnography conducted in discussion forums and chat rooms, and content analysis of information published online. Digital Sociology in Todays World As internet communication technologies (ICTs) have evolved, so too have their roles in our lives and their impacts on social relations and society overall. As such, so too has the sociological approach to studying these evolved. The sociology of the internet dealt with users who sat before wired desktop PCs to participate in various forms of online communities, and while that practice still exists and has even become more common, the way we connect to the internet nowmostly via wireless mobile devices, the advent of a wide variety of new communication platforms and tools, and the general diffusion of ICTs into all aspects of social structure and our lives requires new research questions and methods of study. These shifts also enable new and larger scales of researchthink big datanever before seen in the history of science. Digital sociology, the contemporary subfield that has subsumed and taken over from the sociology of the internet since the late 2000s, takes into account the variety of ICT devices that populate our lives, the variety of ways in which we use them (communication and networking, documentation, cultural and intellectual production and sharing of content, consuming content/entertainment, for education, organization and the management of productivity, as vehicles for commerce and consumption, and on and on), and the many and varied implications these technologies have for social life and society overall (in terms of identity, belonging and loneliness, politics, and safety and security, among many others). EDIT: Role of digital media in social life, and how digital technologies and media are related to behavior, relationships, and identity. Recognizes the central role that these now play in all aspects of our lives. Sociologists must take them into account, and they have done so in terms of the kinds of research questions they ask, how they conduct research, how they publish it, how they teach, and how they engage with audiences. The widespread adoption of social media and the use of hashtags have been a data boon for sociologists, many of whom now turn to Twitter and Facebook to study public engagement with and perception of contemporary social issues and trends. Outside the academy, Facebook assembled a team of social scientists to mine the sites data for trends and insights and regularly publishes research on topics like how people use the site during periods of romantic courtship, relationship, and what happens before and after people break up. The subfield of digital sociology also includes research that focuses on how sociologists use digital platforms and data to conduct and disseminate research, how digital technology shapes the teaching of sociology, and on the rise of a digitally enabled public sociology that brings social science findings and insights to large audiences outside of academia. In fact, this site is a prime example of this. Development of Digital Sociology Since 2012 a handful of sociologists have focused on defining the subfield of digital sociology, and on promoting it as an area of research and teaching. Australian sociologist Deborah Lupton recounts in her 2015 book on the topic,  titled simply  Digital Sociology, that U.S. sociologists Dan Farrell and James C. Peterson in 2010 called sociologists to task for not yet embracing web-based data and research, though many other fields had. In 2012 the subfield became formalized in the UK when members of the British Sociological Association, including Mark Carrigan, Emma Head, and Huw Davies created a new study group designed to develop a set of best practices for digital sociology. Then, in 2013, the first edited volume on the topic was published, titled  Digital Sociology: Critical Perspectives.  First focused conference in New York in 2015. In the U.S. there is no formalized organization around the subfield, however many sociologists have turned to the digital, in both research focus and methods. Sociologists who do so can be found among research groups including the  American Sociological Associations sections on Communication, Information Technologies, and Media Sociology,  Science, Knowledge and Technology,  Environment and Technology, and Consumers and Consumption, among others. Digital Sociology: Key Areas of Study Researchers within the subfield of digital sociology study a wide range of topics and phenomena, but some areas have emerged as of particular interest. These include: The impact of ICTs on social relationships, like the role that social media plays in teen friendships today,  how and which rules of etiquette have emerged around smartphone use in the company of others, and how they impact dating and romance in todays world.How ICTs are a part of the processes of crafting and expressing identity, like through creation of social media profiles on popular sites including Facebook and Instagram, how selfies are a part of those processes in todays world, and the extent to which there may be benefits or drawbacks to expressing ourselves online.The impact of ICTs and social media on political expression, activism, and campaigning. For example, some sociologists are curious about the role and impacts of changing ones Facebook profile picture to reflect solidarity with a cause, and others, in how online activism might impact and/or advance issues offline.The role and impact of ICTs and the web in processes of building group affiliation and community, part icularly among marginalized groups like LGBT individuals, racial minorities, and among extremist groups like anti-vaxxers and hate groups. Since the early days of the sociology of the internet, the digital divide has been an area of concern for sociologists. Historically that has referred to the way wealth brokers access to ICTs and all the resources of the web-connected to them. That issue remains relevant today, however others kinds of divides have emerged, like how race affects the use of social media in the U.S. ​Notable Digital Sociologists Mark Carrigan, University of Warwick (education, capitalism, and big data)Deborah Lupton, University of Canberra (defining digital sociology as a subfield)Mary Ingram-Waters, Arizona State University (fantasy football and identity and ethics)C.J. Pascoe, University of Oregon (teen use of social media and ICTs)Jennifer Earl, Arizona State University (politics and activism)Juliet Schor, Boston College (peer-to-peer and connected consumption)Alison Dahl Crossley, Stanford University (feminist identities and activism)

Qué es e-verify y cómo afecta el trabajo de inmigrantes

Quà © es e-verify y cà ³mo afecta el trabajo de inmigrantes El programa  e-verify es una herramienta gratuita en Internet del Gobierno federal que permite a empresas y empleadores individuales verificar, en el momento de una nueva contratacià ³n, si la persona que pretenden  emplear est autorizada para trabajar legalmente en Estados Unidos. E-verify utiliza la informacià ³n sobre el potencial empleado que cada empresa registra  en la planilla que se conoce como I-9 y que el empleador introduce en el programa para compararla con informacià ³n de las bases de datos del Departamento de Seguridad Interna (DHS, por sus siglas en inglà ©s) y de la Administracià ³n de la Seguridad Social. En apenas unos segundos se obtiene la respuesta confirmando que el potencial trabajador est autorizado o, por el contrario, que no lo est. La respuesta negativa se seà ±ala con una nota conocida como no confirmacià ³n tentativa (TNC, por sus siglas en inglà ©s) y que equivale a una no autorizacià ³n. En este artà ­culo se informa sobre el funcionamiento de este programa, quà © empresas estn obligadas a utilizarlo, quà © hacer cuando e-verify no confirma que una persona est autorizada para trabajar y, finalmente, cà ³mo cualquier persona puede comprobar quà © informacià ³n tiene  este programa sobre ella. Cà ³mo funciona e-verify Las empresas o los empleadores individuales pueden darse de alta y registrarse gratuitamente en la pgina oficial del Servicio de Inmigracià ³n y Ciudadanà ­a (USCIS, por sus siglas en inglà ©s). Necesitan tener a mano el EIN, que es el nà ºmero federal que identifica a la empresa o al empresario. La pgina de inscripcià ³n  brinda cuatro formas de acceso, que dependen de las circunstancias de la empresa. Es importante seguir las instrucciones y darse de alta en la opcià ³n correcta. Precisamente porque puede ser confuso,  muchas empresas prefieren utilizar los servicios de compaà ±Ãƒ ­as privadas que actà ºan como agentes de e-verify. En todo caso, las empresas deben firmar electrà ³nicamente un contrato que se conoce por las iniciales de MOU (Memorndum de Entendimiento, por sus siglas en inglà ©s) y que regula el uso que se puede hacer de e-verify. Por à ºltimo, cabe destacar que e-verify solamente se puede utilizar para verificar informacià ³n sobre nuevos empleados,  nunca sobre personas que ya estn trabajando para una empresa. Quà © empresas estn obligadas a utilizar e-verify En este punto la respuesta no es fcil ni à ºnica, ya que la obligatoriedad o no de e-verify est regulada por leyes federales y estatales, lo cual tiene como una de sus consecuencias que se producen enormes diferencias entre estados. En todo caso, en la actualidad ms de un millà ³n de empresas utilizan este programa. En primer lugar,  todas las empresas pueden libre y gratuitamente utilizar el servicio de e-verify, si asà ­ lo desean, para asegurarse de que todos los empleados que contratan tienen papeles para trabajar legalmente en Estados Unidos. Esto aplica a los 50 estados de la Unià ³n y tambià ©n a sus territorios, como por ejemplo Puerto Rico, aunque en este punto hay excepciones, como el caso de la Samoa americana. En cuanto a la obligacià ³n de registrarse y utilizar e-verify de acuerdo a las leyes federales, aplican varios supuestos, siendo el ms comà ºn  el que afecta a las empresas que contratan con el gobierno federal o alguna de sus agencias. En este caso, la regla general es que todas las empresas estn obligadas, a menos que aplique algunas de las excepciones, como es el caso de que el contrato entre el gobierno y la compaà ±Ãƒ ­a se extienda por menos de 120 dà ­as, o el monto de la obra o servicio sea inferior a $150.000 o que el trabajo se desarrolle en su totalidad fuera de los Estados Unidos. Asimismo, esa regla aplica en los casos de subcontrataciones y empresas afiliadas, si bien la ley permite excepciones. Pero adems existen otras reglas federales menos conocidas que  tambià ©n imponen el obligado cumplimiento de este programa. Por ejemplo, es imperativo registrase y utilizar e-verify cuando se contrata a estudiantes internacionales con visa F-1 para el programa OPT en su modalidad de extensià ³n para carreras STEM (Ciencias, Tecnologà ­a, Ingenierà ­a y Matemticas, por sus siglas en inglà ©s). En cuanto a los estados, se producen situaciones extremadamente diversas que van desde la prohibicià ³n de utilizar e-verify a nivel estatal a la obligatoriedad de utilizarlo para agencias y contratistas de los gobiernos estatales y locales, y tambià ©n para la mayorà ­a de empresas privadas, incluso en el caso de que carezcan de  relacià ³n de negocios con las administraciones pà ºblicas. Debido a la gran variedad legislativa se recomienda verificar la ley que aplica en cada estado. Este artà ­culo se limita a mencionar la situacià ³n en los siete  estados con ms poblacià ³n inmigrante y en cuyos territorios residen el 70 por ciento de los migrantes presentes en la actualidad en Estados Unidos.   Asà ­, en aplicacià ³n de la Ley de Aceleracià ³n del Empleo de 2011, en California est prohibido que las agencias estatales, las ciudades o los condados exijan a las empresas privadas el uso de e-verify. Adems, desde 2016 las empresas que utilicen e-verify pueden ser multadas con un mximo de $10.000 si utilizan la informacià ³n obtenida a travà ©s de ese sistema para una finalidad distinta a la de verificar autorizacià ³n para trabajar de una persona. En Florida, en aplicacià ³n de la Orden Ejecutiva 11-02, estn obligados a utilizar e-verify todas las empresas que presten servicios o vendan productos a agencias estatales. En Illinois la ley HB1743 permite el uso de e-verify por parte de empresas privadas pero penaliza el mal uso de la informacià ³n obtenida. Adems, la ley SB11 prohibe a agencias estatales o locales exigir el empleo de e-verify. En Nueva Jersey y en Nueva York no existen leyes ni à ³rdenes ejecutivas regulando el empleo de e-verify, por lo tanto su aplicacià ³n a nivel estatal es voluntario. En Pennsylvania, la ley SB625 requiere el uso de e-verify para todos los contratistas y subcontratistas de obras pà ºblicas por un importe superior a $25.000. En Texas, por orden ejecutiva RP-80, estn obligados a utilizar e-verify las agencias estatales y los contratistas con el estado. Adems, en aplicacià ³n de la ley SB374 las instituciones de educacià ³n superior, como por ejemplo universidades, estn obligadas a usar este sistema. Quà © hacer si e-verify emite una no confirmacià ³n tentativa (TNC) El sistema puede fallar por  contener informacià ³n errà ³nea o no actualizada. Es por ello que, ante  esa situacià ³n, el empleado tiene dos opciones. En primer lugar, aceptar la negativa, en cuyo caso el empleador dar por terminada la relacià ³n entre ambas partes. Pero, en segundo lugar, puede apelar esa decisià ³n del sistema e-verify. En este caso el empleador no puede posponer el inicio del trabajo o del entrenamiento, ni tampoco puede suspenderlo o aplazarlo si ya ha comenzado. Adems, el empleado debe contactar o bien con  el DHS o bien con la Administracià ³n de la Seguridad Social. La opcià ³n depende de lo que diga el sistema de e-verify cuando notifica la negativa. Si se debe contactar con el DHS,  el telà ©fono para marcar es el  888-897-7781  y debe hacerse dentro de los ocho dà ­as laborales siguientes a la decisià ³n de no confirmacià ³n tentativa. Deben tenerse a mano todos los datos generados por la TNC, como por ejemplo el nà ºmero de caso. Adems, debe esperarse preguntas relacionadas con cambios de estatus migratorios y las fechas en los que tuvieron lugar. Por el contrario, si se debe contactar la Administracià ³n de la Seguridad Social,  en ese caso se tiene que acudir en persona  a una de las oficinas locales dentro de los ocho dà ­as laborales siguientes a recibir la TNC. Entre los documentos que deben llevarse destacan la notificacià ³n de la no confirmacià ³n tentativa, una identificacià ³n  que muestre nombre, apellidos y edad, acreditacià ³n de la ciudadanà ­a americana, si se tiene, o de la tarjeta de residencia permanente, si ese es el caso. E-verify self-check Cualquier persona mayor de 16 aà ±os puede utilizar e-verify para comprobar  si, segà ºn las bases de datos del gobierno federal, est autorizado para trabajar en Estados Unidos. Esta opcià ³n, que se conoce popularmente como self-check y est disponible en espaà ±ol, permite corregir posibles errores que puedan aparecer en ese programa antes de solicitar empleo en una empresa por primera vez.   Documentos que permiten trabajar legalmente en Estados Unidos Para finalizar, recuerda  que los documentos que permiten acreditar que se est autorizado para trabajar son cualquiera de los siguientes: Los que prueben la ciudadanà ­a estadounidenseLa tarjeta de residencia permanente, conocida tambià ©n como green cardEl permiso de trabajo (EAD, por sus siglas en inglà ©s)Una visa vigente de trabajo o de intercambio, en estos dos à ºltimos casos respetando siempre las condiciones especà ­ficas de cada visa. Este es un artà ­culo informativo. No es asesorà ­a legal.

Contemporary hospitality industry Assignment Example | Topics and Well Written Essays - 2250 words

Contemporary hospitality industry - Assignment Example ng to the British Hospitality Association, (BHA) the hotel and tourism sector comprises of an approximate of 127,000 businesses and employment for about 1.6 million people. This is anticipated to rise in the future as more investors come into the industry. Approximately, the industry contributes about 19% of the total national income. This kind of labour is either directly or indirectly related to hospitality and tourism (Reid et al, 2010). There are distinguishing differences between a 4* hotel and a Bed and Breakfast. Different travellers settle on where to stay based on specific needs. Bed and Breakfasts are usually run by a family providing a friendly and caring environment. It is appropriate for people who want to have the home away from home experience. A 4* hotel is mostly a member of a conglomerate which is larger and consists of other hotels. The inns are privately owned mostly private homes that have been renovated for commercial use. The Bed and Breakfast food is provided by the owners and usually gourmet which is informal and quality food. The food could be eggs, meat or what is available in the house. A four star hotel offers a continental breakfast which is a variety of fruits, cereal, yogurt, and batter for those who wish to make waffles. The food is prepared by professional chefs. A four star hotel is offers a more complex style of living with uniform rooms and decor whereas Bed and Breakfasts are more like homes rented out to guests with an open kitchen and variations in rooms. A four star hotel has a large staff employed to perform several duties such as cleaning, checking in guests and other services while a Bed and Breakfast is equipped with lesser staff who treat guests as members of the house. The main distinguishing factor between a tall and flat organisational structure is the levels of management. In a flat organisational structure, there is usually just one level of authority. This could be the CEO whom everybody reports to. In a

Occupy Wall Street movement Research Paper Example | Topics and Well Written Essays - 2750 words

Occupy Wall Street movement - Research Paper Example This paper focuses upon the Occupy Wall Street Movement. Canadian activist Adbusters founded the movement with the aim of protesting against economic inequality, social injustices, high unemployment rates, corruption, and the fact that concentration of power and wealth was at the hands of a few individuals and institutions. The movement also felt that corporations were applying undue influence on the government. To do away with these kinds of mistreatments and injustices, it was necessary to protest so that the plight of the people could be heard which led to the formation of the movement. The Wall Street Movement felt that the United States and the world at large were highly affected with economic inequality where power and wealth was in the hands of a few individuals and institutions. The economic inequality exist both in distribution of income and economic assets. The Movement argues that since the country’s wealth was unfairly distributed, high level of socioeconomic inequ ality was unavoidable. High socioeconomic inequality would have affected negatively the social welfare of the people. This would see a reduction in life expectancy, high infant mortality rates, emotional depressions, high rate of diseases among others. Therefore, the movement felt that if it staged a protest, this would put pressure on the government to adopt strategies that could see the socio economic disparity reduce. The means with which the economic disparity could be diminished was to pressurize the government to adopt a progressive taxation. ... The movement protested at the manner in which the government handled educational matters. The government at some points did not provide adequate facilities in some of the areas of learning. This led to low quality of education resulting in decreased labor provision in various industries. Educational inequality also existed between the rural areas and urban areas where the urban schools were given fair treatment by the state as compared to those in rural areas. The movement is of the opinion that even those who live in rural areas should not be denied access to better education. The movement, therefore, protested against the educational inequality (Conrad 77). Social heath inequality was also a matter of concern for the Occupy Wall Street Movement in America. For example, it was evident that the health facilities were discriminatorily distributed to favor just those of high status in the society. The distribution of the health facilities were according to the Movement was racially man aged. A past study shows that African America women are more likely to die of a treatable disease than their white counterparts (Bartels 56). This shows the extent to which race plays a big role in the provision of health services, a thing that the Wall Street is highly opposed to. The research also shows that, the lesbians and the gays in America are discriminated against and are not provided with proper health care. All this kind of inequalities prompted the Occupy Wall Street Movement to stage a protest to ensure that the government provides health services equally without discrimination based on race, sexual orientation, or culture. Gender inequality is another issue that the movement had to protest against. For example, according to the