The spread of nuclear weapons - is more better, With reference to the Essay

The spread of nuclear weapons - is more better, With reference to the post-Cold War world, critically discuss the argument that nuclear weapons bring stability - Essay Example However, for the most part, it seems that countries seeking nuclear weapons are looking for safety and security and in some ways it can bring stability to a region where the threat of conventional war is high. It must be noted that the stability brought by nuclear weapons is often a tense stability since nations who have such weapons tout the strategic or defensive capabilities of nuclear arms. That in itself is perhaps a misnomer since these countries maintain that they would only use such weapons if their security is threatened (Paulikas, 2006). In this regard, LaFranchi (2006) suggests that some developed nations can be considered smart enough to possess nuclear weapons with the restraint which comes along with their possession as a responsibility. However, Carter (2006) maintains that those countries which currently have the bomb should not seek to distribute it to others since it would only create higher levels of proliferations and create greater instability. Iran and North Korea are primary examples under the topic since Korea has gone nuclear and shown the world that it does have the power to stand up to America. On the other hand, Iran is actively seeking nuclear weapons and continues to defy international bodies as well as western nations in its search for nuclear armaments (Cortright, 2006). However, the way the case of Iran has been handled by the international community led by the United States is quite different from the case of North Korea (Palmer and Palmer, 2004). It can be shown that while North Korea obtained a higher level of stability through their bomb, Iran’s search for nuclear weapons and the resulting reaction of western nations could destabilise the region tremendously. It seems that the essential difference between Iran and North Korea is seeking and having weapons. Countries which are seeking nuclear technology may be handled differently from those who confess to have it in their arsenal. Kilgore (2007) suggests that Iran

Philosophy paper Essay Example | Topics and Well Written Essays - 2000 words - 1

Philosophy paper - Essay Example On a comparative approach a major theme that can be retrieved from these books is the aspect of Buddhism as a religion as well as the incorporation of what Kitaro Nishida term as â€Å"Pure Existence†. Introduction This paper will seek to make a comparative study approach to compare and contrast in detail the following physiological texts. These include; â€Å"What the Buddha Taught† by Walpola Rahula and â€Å"An Inquiry Into The Good† by Kitaro Nishida and translated by Masao Abe and Christopher Ives. The notion behind the book, â€Å"What the Buddha Taught† was first to introduce the concept of Buddhism as a religion. Walpola Rahula sought to bring the understanding of the teachings of Buddha and Buddhism as a religion among people. He sought to bring out Buddha as a person who was very simplistic in his nature. Walpola Rahula also introduced the Buddhist attitude on mind that states, â€Å"Man is supreme-one is one’s refuge-responsibility-Doubt -Freedom of Thought-Tolerance†. This indicated that man was a supreme being and he was responsibility, doubt, freedom and tolerance. In other words, man was the only being that was known to exist beyond the super natural. In this light, Walpola Rahula sought to bring about the Four Noble Truths relates to Buddhism. ... Walpola Rahula sought to explain that if the root causes of problems were eliminated from our world, then we would ensure that freedom was existent and he termed this freedom as Nirvana. However he also added that Nirvana was impossible to attain as the root could not be solely eliminated. The fourth noble truth was â€Å"Magga† that is â€Å"The Path†. This was termed as the path that was to lead to Nirvana. As stated Nirvana was freedom that was hard to accomplish because the root causes could also not be completely eliminated. Moreover, the noble path consisted of the following; Right Understanding, Right Thought, Right Speech, Right Action, Right Livelihood, Right Effort, Right Mindfulness and finally Right Concentration. The Middle Path was a planned path that led to development and progress and an individual who ought to follow the noble path would be guided and protected by the existing law that was referred to as Dhamma. It also added that this path led to a fut ure that was free from misery and unhappiness (â€Å"The Noble Eight-Fold Path†). The Noble Eight-Fold Path was grouped into four categories that include: Wisdom, Morality and Mental Development. According to De Silva (1990) wisdom incorporated Right Understanding and Right Thoughts. Right Understanding was related to having knowledge about the four noble truth and what they are. This also included understanding what karma was and being knowledgeable how it comes around and ways to avoid Karma by making the right decisions. As a result of Right Understanding came Right Thoughts that could lead to thinking in a positive and morally upright manner. Morality incorporated Right Speech, Right Action and Right Livelihood. Right Speech involved saying what is true and

International Management Competencies |Reflection

International Management Competencies |Reflection INTRODUCTION MSc International Management was my chosen area in which to study after my BA honors in International business management at Oxford Brookes and I was given the opportunity to complete a Masters Degree in the same line of study. The semester classes started on the 28th of September 2009, where I was to take part in International Management Competencies. The sessions would give me the possible additional prospect of becoming a first-class international business manager. To be involved in a global business concerning mixed cultures, overall integration and examination for changes that affects globalization by interacting cross-culturally. (Thomas, 2008). The class in which I took part in included 23 students from 17 different countries of origin, which meant I would be having contact with individuals that have the same interest of subject with different backgrounds and experiences to offers with diverse cultures which most certainly could give me an insight into different ethnicity and cross-cultural factors. These could potentially overlap between each other while interacting. With this in mind, understanding culture it is to be associated with the aim to define common human problems which are shared between groups. (Schneider, 1997). The module itself would also give me the unique opportunity to enhance my mangerial skills by learning form my experiences and taking part into the activities that would bring further education in developing my fundamental process of learning. I began to understand that the classes would give me a vast ability to develop my skills on a weekly basis by interacting with all the members of my class and group that I was placed in, also while working on the reading material and keeping a weekly diary (see Appendix A) it seemed to be appealing and would most definitely exceed my knowledge on the subject in question, to understand that International managers hold the responsibility towards an organisations success by managing with their hu man resources which are related to their cultural differences and backgrounds (Groseschl, Doherty, 2000). REFLECTIVE STATEMENT EXPERIENCES The most important task that I had to undertake this semester was associated with a mixed group of individuals form the same division to then explore the core case study given by our module leader, â€Å"The case of the Floundering Expatriate†, in which it involved diversity in cross-cultural groups concerning an organization that tries to manage these mixtures effectively to try accomplish great performance and success. The role for the project would be to analyse Bert Donaldson‘s managerial practices and to address the key issues with his team, and actions he could take in his own cultural development. The final results would then to be presented to the peers in weeks 8 (trial mock, see diary Appendix A, week 8) and week 10 (final assesed, see Appendix A week, 10), with also a group report showing all the content and understanding of the case. The group i got allocated to consisted of 5 people from different countries with mixed culture backrounds, knowledge and experiences to offer (Appendix A,week 2-3), of which Shirley came form Venezuela, Konstantin from Bulgaria, Judith form Germany, Moses from Denmark, and me from Italy. The process in which all these events happened has been recorded in diary format shown in the appendix (Development through the weeks of the semester) showing overall actions taken during the initial process in which it began, where i had to change to another team (Appe ndix A, week 2 and 3). The group was given the chance to be fully independent, and we had the power to decide when to schedule as there was no pattern or organised structure to follow, therefore we could procede as best as we could, to optimize the procedure, which would be critical for the result. As described by Robert Harris, (2004) the synergy within a team has to be promoted by improving strategy that creates enhanced quality of work, autonomy control, improved communication, which then results in higher performance, productivity and more research and development. On initial startup there was a lack of organization and indeciciveness to whome should be the leader, to find a comprimise to work consistenely, but then Shirley proved to be up to the part and showed great ability to commence and organize a programme to follow (see Appendix B) related to meeting times and place, and a leader was found, persuing the role as the motivator and director of the operation by applying her h uman resource skills and direction of the generic scope which are crutial for a successful leader by creating a sense of purpose structure and clear defenition of purpose (Emirates Center, 2002)(Appendix A week 5 to 6). The role in which i could represent myself would be as a team worker and finisher ,a relevant role that would have to be skilled over the weeks to come. As mentioned by Harris, 1998, a team worker has the main priority to put people on top of his list, concerning feelings, needs, and has a strong observing power of the strengths and weaknesses of the group. Additionally he plays as a facilitator minimising any possible frictions that may arise. FEELINGS I was very content to be in the assigned group and ready to combine all our ideas together to then put them into practice. By using different prespectives on cultures and leadership which are essential to be able to learn the basic skills for managing its organization successfully and create a working environment that can develop its skills and training through time. Managers are faced with one of the biggest tasks to motivate and lead individuals to different cultures by understanding their behaviors, as motivation has the need to achieve and dominate in its class (Mc Clelands, 1981). I had an amazing feeling that the overall experience would bring me insight into team working and learning other cultures by having the possibility to integrate and develop skills needed in working life environment, involving decison making process, solving problems, and being able to carry out required tasks. Furtermore an absolute importance to the way in which you present your skills and ideas is cr utial for the success and undestanding you bring across. As explained by Tjosvold et al (2003), cross cultural management is increasing due to expatriation and international trade, meaning that people from diverse cultures must work together in the global marketplace. Societies differ in characteristic ways of thinking, feelings and acting through effective approaches derived from their values which portrays stereotypes and expectations that come from these specific situations. Finally by examining my teams diversity there were some disadvantages towards lack of cohesion(Appendix A week 7-8), and misscomunication through language as none of us were native spakers, but there were several advantages thatour mixed creativity gave a wide range of prespectives, better ideas and less groupthink, that resulted in better problem definition in regards to finding solutions for productivity. THOUGHTS As our first meeting started on the 16th of October many thoughts ran through my head and I was thinking if the group would be able to interact, merge developing ideas and fuse past experiences (work related and life events) with knowledge to minimize any potential cross-cultural issues that may arise. During the meeting everyone knew their role (Appendix A, weeks 3-6). I was motivated to extend and widen my thoughts by analyzing the situation in hand for the development plan needed. I was beginning to feel very relaxed and was pleased to share my opinions and ideologies of the case, by describing as best as I could what I thought we should include for the report to analyze it according to the prerequisites. I stared to realize that I was changing as time passed on, as I understood that my preferences where towards working with others and accepting ideas and mixing concepts to reach an evaluated criteria for fluency. I began to apprehend that I function perfectly as a team worker by constructing a working structure with appropriate skills and resources as suggested by West (2004), but there was a necessary need for change towards the way I express myself and come up with ideas. I would have to be more assertive and confident in myself. As for being an expatriate from Italy it brought additional challenges for working in a new cultural environment. Haour-knipe (2001), argued that in order to be successful during the integration of a new society there needs to be an adaption towards learning the new language, making new friends and getting occustomed to the the new surroundings and local culture. Nonetheless I saw different insights into peoples different styles and ways of achieving a process where I could take into account additional practices to develop myself towards diversity and the power that a team can generate, as mentioned by Essed (1996), diversity can be understood by experiencing events that are in common with the individuals from the team, where the se beliefs, principles and theories have an important impact on the opportunities for success. Not only would this be developed through practice but also the assigned reading would help me to expand the ideas and understand further ways to think globally and express myself. REFLECTION Through team working I understood different aspects of behaviors towards work commitments and endless encounters that would affect the work process. With this in mind i can understand that culture influences behavior as its a process about people or events they carry out, by looking towards cultural norms (acceptable behavior and influences of past experiences, Francesco, 2005) shared in a group, with selective perception, stereotypes, expectations, social dominance and different attributes for reaction (Usunier, 1998). A good example illustrating this could be the existence within the group members of both low and high context cultures of which everyone except for me was low context. Meaning that there explanations are done through words or verbalization instead of context, while I was the only one of high context mainly the opposite of them. Therefore by looking towards my experience i have noticed the various advantages that brought me to seek my role, not only that i knew what i wanted to do but also it was confirmed by Belbins self awareness questionnaire (Appendix C) that i was an implementor and team worker. These implications are the essential attributes for my team, that are in need for improvement towards my communication practice and presentation style that would have to be fully prepared to describe content coherently and right to the point. By developing these aspects it brings me a step closer to becoming a successfull specialist in the field of international business as Brooke (1996) described the process of becoming a successful by 3 stages involving observation, experience and theory, thereon analysing them to understand the relevance of each to learn the theoretical side. THEORY INTO PRACTICE The potential cross-cultural problems related to the topic of the session were plentiful, where there were issues concerning team roles, working skills, and decision making. There were also differences in communication style (verbal and non-verbal) and performing practices among cultures. Moreover there are diverse preferences towards leadership performance (skills), decision styles, and expectations with a need of cross cultural adjustment towards a new environment. Consequently it is necessary to know ones skills to be assertive; portraying what you may offer when entering in United Kingdom to show all the benefits you may bring to future career. SUMMARY Managers need to able to take into account all the concerning circumstances mentioned above to lead Individuals form their team towards working as a unit to increase overall performance to reach targets (Thakur, 1993).What needs to be understood is that globalization is a major factor affecting cultures all around the world, where everyone has to work closely together and need each others support to build up to required expectations and competencies. This factor involves the rapid growth of a market in relation to social, economic and technological problems (Kavous, 2009). This module gave me the chance to question, analyze and improve my managerial skills, while the reflective statement and diaries give a broad outline of the experiences passed. Furthermore the professional development plan below will outline future areas for development .The overall project gave me an opportunity to discover my interpersonal skills as well as weaknesses that I need to overcome to develop sufficient international managerial competencies, the most important of which are communication, decision-making, leadership, presentation skills and team working. BIBLIOGRAPHY Ardalan, Kavous. (2009) â€Å"Globalization and culture: four paradigmatic views†, International Journal of Social Economics, Vol. 36, No. 5, pp. 513-534. Danielle Medina Walker, Thomas D. Walker, Joerg Schmitz, Terence Brake. (2003) Doing business internationally: the guide to cross-cultural success. McGraw-hill pages 33-36 Culture. Dean Tjosvold, Kwok Leung. (2003) Cross-cultural management: foundations and future. Ashgate publishing company, pp. 1-6. Francesco, A.M. and Gold, B.A. (2005) International Organizational Behavior, Upper Saddler River, NJ: Pearson Education Inc., pp. 159, 161,175, 204, 205. Groseschl, Stefan, Doherty, Liz. (2000) â€Å"Conceptualising Culture†, Cross Cultural Management: An International Journal, Vol. 7, No. 4, pp. 2-3. Jean-Claude Usunier. (1998) International and cross-cultural management research. Sage publications. pp. 31-35. Mary Haour-Knipe. (2001) Moving families: expatriation, stress and coping. Routledge publisher, pp. 90-92. Michael A. West. (2004) Effective teamwork: practical lessons from organizational research. Malden Oxford. Pp. 75-85. Michael Z. Brooke. (1996) International management: a review of strategies and operations. Stanley Thornes Ltd. Pp. 3 -21. Philip R. Harris. (1998) The New Work Culture: Hrd Strategies for Transformational Management Publisher HRD Pres, Team working pp. 520-526. Philip Robert Harris, Robert T. Moran, Sarah Virgilia Moran (2004) Managing cultural differences: Global leadership strategies for the 21st century. Elsiver, Oxford ,sixth edition PP.150 -156 Cultural differences. Philomena Essed. (1996) Diversity: gender, color, and culture. Library of Congress, A challenge towards diversity pp. 135-137. Schneider, S. (1997) Managing Across Cultures, Hemel Hempstead: Prentice Hall The Emirates Center for Strategic Studies and Research. (2002) Leadership and management in the information age pages 12-22. Thomas, D.C. (2008) Cross-Cultural Management Essential Concepts, 2nd Edition, Los Angeles: SAGE Publications Ltd, pp: 49, 50, 59,131-137, 187, 223, 234. APPENDIX A WEEK 1 DATE: 29th of September 2009 EVENT/ACTIVITY: Introduction of the Module and Key Competencies of an International Manager. Discussion of a Case Study, Exercise 3 â€Å"Spanning the globe†. EXPERIENCE: This was my first class where a brief presentation was given on how the module would turn out to be and what was expected form us with course objectives and learning outcomes. During this class we were given a specific task to work on, the case study â€Å"Spanning the globe†, to be worked on as a team with people that were assigned together to work sitting on the same table during the lecture break that was give to us. During the given time the whole group decided we should read the case study individually and then discuss and go through the question given, therefore everyone had a specific task and to combine ideas together. The overall outcome of the task was to see how everybody would react to team work under a strict time management and to combine personal ideas with other members of the team. FEELINGS: My initial feelings of the task were orientated toward overall successful performance to achieve what was asked from me, I thought the group was well organized and prepared to come the exercise to come up with combined answers and ideas. Time management was also dived in 3 sections, the first towards reading the case study, secondly reviews opinions of members and finally to write notes down for a final answers. THOUGHTS: During the whole experience I felt I was learning throughout and getting to know different people and other ways of working as a group which made me happy and motivated to continue with the module introduced to us, where I realized that I would learn a great deal from this module that would most definitely improve me as a potential fine manager. REFLECTION: What I could learn from the first group discussion was that all individuals are different and that everyone has a different way of performing and achieving a process, therefore we have to accept to learn to work together and combine all ideas and conflicts to create something unique and to use individuals strengths to help the process. Also I had a rough look at the content of the module and understood that a wide range of reading material had to be studied, also by using as core text book Cross-Cultural Management essential concepts by David C. Thomas 2nd edition, and others similar to this. THEORY INTO PRACTICE: The potential cross-cultural problems related to the topic of the session are the following: Time pressure (35 min) Different understanding of the content Different opinions about approach Different perspectives of case study Working together effectively (constraints) General discussions to agree on a certain point In order to enhance these potential threats it has to be noted that individual competencies of members need to be worked on in order to be a successful manager and improve cross cultural team work by accepting different skills and behaviors that might come into practice. WEEK 2 DATE: 6th of October 2009 EVENT/ACTIVITY: International Team Working. Work group vs. Team. Division into groups for Assignment 1, Discussion of the Case Study 0.1 â€Å"The Thames Pump Valve Company† and different activities about team working guidelines, reflections about advantages and disadvantages of working in groups, improving long-term performance of leaders of a multicultural team and personal awareness and skills exercise. The group that I was in included me, Julius, Roman, and Pimita, but one member was missing as she did not attend the class. (Of which we were assigned to be group 2). EXPERIENCE: During this class our team explored the performance and potential of multicultural teams and the key barriers to achieve high performance and which strategies to consider to address these issues. The first discussion was about the case study of â€Å"The Thames Pump Valve Company†. This case study was part of our homework for the day and the discussion in my group was productive in the end. During the class we experience even other activities such as the exercise about team working guidelines where different cultural background proved even different ranking of the list of provisional guidelines. The second activity consisted in establishing advantages and disadvantages of working in groups and the other one was about improving the performance of leaders of a multicultural team in the long-term. During the session we discussed on conclusion of the role of self assessment to find each members preference and role within the group by completing Belbins team role task to see each other differences. Finally we were given the case study of â€Å"The case of the Floundering Expatriate† of which we would be analyzing with a group for the rest of the module to then give an oral presentation of the findings and solutions asked for. FEELINGS: I felt very happy to get to know my team members and see if we would work efficiently together, understand there different ways of doing and achieving a method, our group consisted of members from Germany (Julius), Russia (Roman), Italy (Eugenio), Pimpta (Thailand). So there were certainly potential for different cultural issues and idea generation. Overall there was a feeling of excitement for the beginning of a new relationship. THOUGHTS: While we were getting to know each other I was thinking what kind of benefits they would bring to the team and what could I learn from this experience and give towards making the group work. With this in mind previous weeks task for homework help me understand potential preferences that I might be involved in, I assessed myself development by completing the questionnaire given to us to correspond towards qualities for an effective manager where my strong points found were towards: Relevant professional knowledge and understanding Proactivity, inclination to respond purposefully to event Social skills and abilities Secondly I looked towards personal awareness and skills exercise between the roles that an international manger takes into account, by organizing the most important roles that comply with you to be successful, the most important ones for me where: Team leader/ Judge/ Challenger/ and Innovator REFLECTION: While attending the session I learned that I would most definitely be a team worker as I got along with my members and I was motivated to bring great ideas and completing the task assigned to us. At this moment in time there was no evident leader so positions still needed to be assigned. Finally we all decided to meet the following Monday to discuss the case study of â€Å"The floundering Expatriate†, for a general review. Finally I was also reviewing the material that had to be red, the initial chapters of the core text book and others suggested by the module leader. THEORY INTO PRACTICE: The cross cultural factor that were influenced in this session were that there could have been a language restrain between each other and that clear ideas didnt seem to flow at times , therefore a better organization was needed. WEEK 3 Date: 16th of October 2009 Event/Activity: Culture and Values and Managing diversity. I started to feel ill, which resulted in getting the flu. Therefore I could not attend the First group meeting as I was unable to for health reasons and I was therefore moved to group number 1, as another member form group 2 attended and course leader suggested I move to the other group as they were already agreed to work together. Experience: During this week I got a temperature resulting in getting the flu and I was in bed for a few days. On Wednesday we had the first group meeting and one of my group mates was really kind to send me an e-mail with all the details discussed during the meeting. On Thursday I tried to recover from this by taking medicine and resting for a few days which put my back on track, unfortunately I felt badly that I could not attend the meeting and felt very frustrated; also I had to interact with my new group and set up new meeting and roles that would be taken FEELINGS: I was very happy to meet the other members of my group and was ready to work with them on the case study of â€Å"The floundering expatriate†, I wanted to see how we would socialize and combine all our ideas and put them into practice, but as I was ill I could do that, so it made me sad that I let the team down, and I had to tell them that I couldnt attend. The group I was now assigned to consist from Shirley (Venezuela), Konstantin (Bulgaria), Moses (Denmark), Judith (Germany) and me (Italy), a nicely balanced group from different origins. THOUGHTS: During the time I didnt spend with my group I though what I could offer my team, and I started to think towards my potential assets that they could benefit from. One task that helped me realize what I could offer involved in completing Belbins team roles self assessment by looking toward contribution, shortcoming events, involvement in projects, characteristic approach towards work, satisfaction, difficulties that may arise, and problems that can be dealt with. With all this taken into consideration, the final verdict showed that I exceeded towards being an implementer and team worker. Another way in which I understood that I was starting a general development of my life towards a working life was due to understanding wide-ranging points of view and concepts of cross-cultural management from Francesco and Gold, Thomas books that gave me a great deals to think about how my performance would affect the group and how I would interact with fellow members. REFLECTION: Unfortunately I couldnt learn anything from the group meeting as I was absent, but I read the case study and was ready to share my views and opinion on how to come about answering the questions that were given to us. Also I was informed form other member to meet my new group on the following Monday to review question 1 and 2 of the case study, to bring my ideas and thoughts to the next session. THEORY INTO PRACTICE: The cross cultural factor that were influenced in this session were that the group might have thought that I was unorganized and not willing to work as I did not attend and hoping that this would not happen again. Additionally by being and implementer it meant that I would be reliable , disciplined, conservative and efficient and mainly to turn ideas into practical actions and work successful in a team with a smooth flow, knowing that I could bring these positive attributes to my team the following week and for the rest of the semester to complete the task given to perform a presentation on possible ways of developing the case study of â€Å"The Floundering Expatriate† by looking towards the: Cross cultural issues that arise Action plan to develop Berts Team Steps in which Bert need to take into account to develop his interaction skills Finally followed by our groups performance in completing the task WEEK 4 Date: 19th of October 2009 Event/Activity: Second group meeting: Presentation of task 1 and 2 Experience: The group decided to review question 1 and 2 on Monday at 12.00 with a meeting point in the library in Wheatley campus, so we could discuss and review the work done the week before for the tasks and see if any progress was made since their last meeting. SECOND Experience: 22nd of October This weeks class of IMC was divided in two parts; the first one had a guest lecture who talked about coaching and mentoring and the second one was about leadership. During the first part we did a test called ‘International Coach Federation Professional Coaching core Competencies to get a view about our coaching abilities. Also an article about coaching was distributed in class, titled â€Å" Accessing cultural orientations: the online Cultural Orientations Framework Assessment as a tool for coaching† by Gilbert and Rosinski (2007). The second part was about Manager as a leader where we discussed the characteristics of global business leadership and cultural influence on leadership in different counties. FEELINGS: I was happy this week to learn about mentoring across cultures and leadership which are essential needs for an international manager to learn the basic skills for managing its organization successfully and create a working environment that can develop its skills and training through time, as managers are faced with one of the biggest tasks to motivate and lead individuals to different cultures by understanding their behaviors, as motivation has the need to achieve and dominate in its class (Mc Clelands, 1981). While on the other hand leadership has the ability to inspire individuals to influence organizations members towards goals and targets that need to meet. THOUGHTS: As the lesson progressed I was thinking what kind of role would I seek to pursue during a managerial task, and when reflecting I was brought to understand that I would have a great ability to be a leader by having the ability to see members potential assets for the team and task in hand and by leading them to enhance their skills gradually by making them feel comfortable with what their achieving. REFLECTION: After the past experiences I started to realize that I might want to develop my leadership skills in my team, but as time progressed we noticed that Shirley took the role of leader right from the start by organizing schedules and giving out tasks to perform on a weekly basis and found myself in the situation to comply with her demands as she was very organized and everyone had the opportunity to collect and deliver any ideas that may be relevant for the case study. Also during the lectures I learned all the different styles that a manager can adopt or operate on, that can bring a wide variety of solutions. THEORY INTO PRACTICE: The cross cultural factors affected form this session and that concerned me the most were: A leader was found and had to deal with the of being a team worker Time constraint arose and found ourselves to rush through some of the work First sessions were formal and members from the group felt discomfort We need to establish a greater bond to flow in an organized way Different styles for expressing their ideas Different approaches to understanding and exploring ideas WEEK 5 DATE: 26th of October 2009 EVENT/ACTIVITY: On Monday we had our third group meeting. On Tuesday, IMC class, where we had a guest lecture about International Careers and Development. EXPERIENCE: This group meeting took place at the same time and place as organized and decided, were it was productive and we kept on expanding our ideas and development for the project and started to become more organized and coherent. WEEK 5 DATE: 29th of November 2009 EVENT/ACTIVITY: On Monday we had our forth group and on Tuesdays we had IMC class where we discussed â€Å"Problem analysis and decision making in an international environment†. EXPERIENCE: As every Monday we had our usual group meeting in the library the difference this week was that I was the only one to show up on time. During this class we discussed a case study â€Å"Pinpoint executive toys; the culture is important and can be said to be structured!† where we should put ourselves as managers of this organization and make some crucial decisions. While we were discussing the case study and try to find a solution to all the questions we found ourselves to work perfectly and in harmony together. FEELINGS: The guest lecturer gave me more insight into what my future plans would be and preferably were I would like to take my knowledge and skills into which sector of work, this gave me an insight into thinking more deeply into where I would like to work, where to stay in England or go abroad, working in an organization or company, and also what sectors would I be interested in. THOUGHTS: This week I was slightly de-motivated as I felt that I had to catch up with other modules and the work started to load on me, therefore I noticed that I was lacking towards generating new ideas and completing tasks, but I found the will and strength to study more, which showed I was gaining more insight into enhancing my personal skills as I wanted to achieve greater benefits to apply in future jobs or personal

Michael Jordan Essay -- essays research papers

In Jim Naughton’s book Taking To The Air, the main character is Michael Jordan. The book is Jordan’s life and talents. Michael Jeffrey Jordan was born February 17, 1963, in Brooklyn, New York. He was the fourth child and the youngest of three boys. Michael Jordan is by any measure, the most popular athlete in America and perhaps the best-known figure in the world. I have chosen to use Maslow’s Theory of Hierarchy of Need to analysis Jordan’s personality. I will do my analysis by focusing on Jordan’s healthy personality, which is marked by his continued personal growth. Michael Jordan’s parents are James and Deloris Jordan. James began work as a forklift operator for General Electric, rose to dispatcher and retired as a supervisor. Deloris took a job after her children were in school at a drive-through window for United Carolina Bank. She worked her way up to head teller and retired as chief of Customer Service. Jordan has two brothers and two sisters; James Ronald, Larry, Deloris and Roslyn. He married Juanita Vanoy. Juanita, who was a loan officer at Chicago Bank before marring Jordan, Michael and Juanita, have two sons; Jeffrey Michael and Marcus James. Jordan’s friends admired him and value his friendship because he is a considerate and noble man. The Jordan’s are "pretty laid-back people". (Naughton, 1997, Pg. 19) Fred Whitfield, a friend of Jordan states, "he was just a real clean-cut guy with his head on straight." (Naughton, 1992, Pg. 18) "He hates to be embarrassed, he can’t take that. He can dish it out all the time, though. "If you make a mistake, he’ll let you know about it," states Buzz Peterson, a college roommate. Kevin Jones, another college friend, to whom Michael gave one of his tailored tuxedos, states "these gifts are Jordan’s way of making sure his buddies don’t get left behind." (Naughton, 1992, Pg. 23) Rod Higgins of the Golden State Warriors, who is Jordan’s best friend in the league states "to deal with him, you have to go right back to him just to make the night not so long." (Naughton, 1992, Pg. 22-23) Adol ph Shiver was Michael’s summer time playmate at Empire Park in Wilmington, his classmate at Laney High School and began again Chapel Hill. Jordan has a big circle of friends but these were a few of the closet. Beneath this verb... ...tain a fresh appreciation of the world around them. Socially, they are sensitive to others’ needs and enjoy rewarding interpersonal relations. At the Henry Horner Homes Project, Michael has written his legend. "It is sentimental to pretend that he can solve the many problems that beset this pace, irresponsible to imagine that he owes a greater responsibility to these kids than one owes them one’s self. But he could focus attention on these children’s problems simply by crossing the street. These kids, and others like them, are not Jordan’s obligation, but they are his opportunity. And with so much on the lives, who would you rather see with the ball?" (Naughton, 1992 Pg. 250-251) Michael Jordan has not only grown as a great athletic but also as a good human being. Jordan loves children and he will help those he can. Through Maslow’s Theory, I could see Michael Jordan Personality. He shows that he fulfills one’s potential and has a nature of the healthy personality. He strikes a nice balance between many polarities in personality. Michael Jordan, indeed, by any measure, is the most popular athletic in America and perhaps the best-known sports figure in the world. Michael Jordan Essay -- essays research papers In Jim Naughton’s book Taking To The Air, the main character is Michael Jordan. The book is Jordan’s life and talents. Michael Jeffrey Jordan was born February 17, 1963, in Brooklyn, New York. He was the fourth child and the youngest of three boys. Michael Jordan is by any measure, the most popular athlete in America and perhaps the best-known figure in the world. I have chosen to use Maslow’s Theory of Hierarchy of Need to analysis Jordan’s personality. I will do my analysis by focusing on Jordan’s healthy personality, which is marked by his continued personal growth. Michael Jordan’s parents are James and Deloris Jordan. James began work as a forklift operator for General Electric, rose to dispatcher and retired as a supervisor. Deloris took a job after her children were in school at a drive-through window for United Carolina Bank. She worked her way up to head teller and retired as chief of Customer Service. Jordan has two brothers and two sisters; James Ronald, Larry, Deloris and Roslyn. He married Juanita Vanoy. Juanita, who was a loan officer at Chicago Bank before marring Jordan, Michael and Juanita, have two sons; Jeffrey Michael and Marcus James. Jordan’s friends admired him and value his friendship because he is a considerate and noble man. The Jordan’s are "pretty laid-back people". (Naughton, 1997, Pg. 19) Fred Whitfield, a friend of Jordan states, "he was just a real clean-cut guy with his head on straight." (Naughton, 1992, Pg. 18) "He hates to be embarrassed, he can’t take that. He can dish it out all the time, though. "If you make a mistake, he’ll let you know about it," states Buzz Peterson, a college roommate. Kevin Jones, another college friend, to whom Michael gave one of his tailored tuxedos, states "these gifts are Jordan’s way of making sure his buddies don’t get left behind." (Naughton, 1992, Pg. 23) Rod Higgins of the Golden State Warriors, who is Jordan’s best friend in the league states "to deal with him, you have to go right back to him just to make the night not so long." (Naughton, 1992, Pg. 22-23) Adol ph Shiver was Michael’s summer time playmate at Empire Park in Wilmington, his classmate at Laney High School and began again Chapel Hill. Jordan has a big circle of friends but these were a few of the closet. Beneath this verb... ...tain a fresh appreciation of the world around them. Socially, they are sensitive to others’ needs and enjoy rewarding interpersonal relations. At the Henry Horner Homes Project, Michael has written his legend. "It is sentimental to pretend that he can solve the many problems that beset this pace, irresponsible to imagine that he owes a greater responsibility to these kids than one owes them one’s self. But he could focus attention on these children’s problems simply by crossing the street. These kids, and others like them, are not Jordan’s obligation, but they are his opportunity. And with so much on the lives, who would you rather see with the ball?" (Naughton, 1992 Pg. 250-251) Michael Jordan has not only grown as a great athletic but also as a good human being. Jordan loves children and he will help those he can. Through Maslow’s Theory, I could see Michael Jordan Personality. He shows that he fulfills one’s potential and has a nature of the healthy personality. He strikes a nice balance between many polarities in personality. Michael Jordan, indeed, by any measure, is the most popular athletic in America and perhaps the best-known sports figure in the world.

Mla Format – Abortion

Jean Lin Ms. Kasababian Language Arts Honors 30 November 2012 Abortion In 2008, twelve women taking resident in the U. S. died due to legal abortions performed during the second or third trimesters of pregnancy. Abortion should be available to all females living in the United States, but must be a legal citizen to have late abortions, which are during the second or third trimesters of pregnancy. Abortion is a right that women have, and the Fourth Amendment â€Å"Search and Seizure† supports it.Fewer women will exercise abortion if it is kept legal in the U. S. Late abortions are dangerous, so only legal citizens of the U. S. may have second or third trimester abortions. In the 1820’s, various ideas against abortions began forming in the United States. Connecticut passed a statute targeting apothecaries who sold poisons to women for purposes of abortion, and New York made abortions a felony eight years later. The criminalization of abortions accelerated throughout the 18 60’s all the way to the 1900’s.Some states did allow abortions to generally protect a woman's life or pregnancies due to rape or incest. The famous Supreme Court case Roe v. Wade in 1973 legalized abortions throughout the U. S. The Court argued that the First, Fourth, Ninth, and Fourteenth Amendments protect an individual’s zone of privacy. On Jan. 24th, 2005, Hillary Clinton made a speech addressing her thoughts about abortion. â€Å"Let’s defend the right to an abortion while doing all we can to ensure that fewer and fewer women exercise it. The Fourth Amendment, â€Å"Search and Seizure,† applies to a woman’s right to have an abortion: The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the person s or things to be seized. (Mount 1) Note that the fourth amendment specifies that authorities must have a warrant to scour a person of his/her belongings.The baby belongs to the mother, and therefore she has a right to decide whether to have an abortion (to have a doctor â€Å"search† her) or not. NARAL Pro-Choice America (National Abortion Rights Action League) â€Å"believes in keeping abortion legal and safe. † NARAL also believes in lessening the need for abortion, which means keeping the access to contraception, or birth control, wide open. Even pro-life persons believe in access to birth control. Hillary Clinton stated in her speech in 2005, â€Å"The pro-life Senate minority leader, Harry Reid, has a bill called the Prevention First Act that would expand access to birth control. Access to birth control does not act in the same way as an abortion does, however. Many CPCs (Crisis Pregnancy Centers) mislead women into thinking that abortions cause breast cancer, t hat birth-control pills cause abortions, and that abortion can lead to sterility. CPCs do anything to talk a woman out of having a legal abortion. Late abortions are performed during the second or third trimesters. A method of late abortion is a saline injection. This is when a needle is inserted into the uterus through the abdominal wall.Amniotic fluid, which is the â€Å"egg white† that provides nutrients for the baby, is drained from the uterus and replaced with concentrated salt water to kill the fetus. The amniotic fluid drained is said to be dangerous if it were released into the woman’s body. The woman can die, but has a very low risk of being infected. One idea brought up by pro-life activists is that abortion is murder. According to the 14th Amendment, people born and naturalized as citizens in the U. S. are protected under the law. A fetus is not yet born.Just because it has a life doesn’t mean the fetus is protected under the law. The mother is, but t he â€Å"unborn baby† is not protected as an individual. Therefore, abortion is not murder, and abortion is not illegal. Everyone, either pro-choice or pro-life, wants to lower the amount of abortions practiced: According to the most recent data from the Centers for Disease Control, since 1990 the number of reported legal abortions dropped from 1. 4 million a year to 853,000 in 2001. The number of abortions for every 1,000 live births dropped from 344 to 246. Sullivan 1) Abortion should be a right and privilege for every woman, but it also comes with great risk and responsibility. Works Cited â€Å"Abortion – When and How Abortions Are Performed† JRank. 2008. Abortion – When And How Abortions Are Performed Haeberle, Erwin J. â€Å"The Sex Atlas. † 1983. ; http://www2. hu-berlin. de/sexology/ATLAS_EN/html/abortion_methods. html ; McBride, Alex. â€Å"Roe v. Wade (1973). † No date. ; http://www. pbs. org/wnet/supremecourt/rights/landmark_roe. html; Sullivan, Andrew. â€Å"The Case for Compromise on Abortion. † Time 27 Feb. 2005

Eu Integration Theories-Neofunctionalism

EEU Integration Theories:Neo-Functionalism â€Å"Any comprehensive theory of integration should potentially be a theory of disintegration. † (Schmitter, 2002: 4) Introduction Neo-functionalism, as the first integration theory of EU to form a regional cooperation, is a theory of collective security and collective development but there was a compromise, a negative side: interdependence; sometimes `excessively? to a supranational authority and the risk of by-passing of nation state.The balance of the scale was rather sensitive and it was both supported and rejected by many passionately. This paper tries to find an answer to the question â€Å"What is the significance of the neo-functionalist theory for integration process of the EU and what are the dynamics and causes of the decline in mid 1960s and its renaissance after 1980s? † and deals with the theory from a very limited perspective. Its predecessors and successors will be kept out of discussion but a closer view to th e phases of neo-functionalism will be provided.The main argument of this paper is that, in its first phase between 1950s until the mid 1960s, neo-functionalism suffered from abstraction of the power of nation state in a period in which supranational governance was not thoroughly internalized; whereas, with the deepening of integration process and theoretical contributions by scholars, enabled neo-functionalism to see the reality of integration through a more realist and mature perspective and to be more comprehensive in terms of realizing the power of myriads of actors in the integration process during its second phase after mid 1980s.In the first part, definition of neo-functionalism and its importance in the post WW II context will be given. In the second part, the theory will be elaborated with its core concepts and in the third part, criticisms of the theory will be given from both empirical and theoretical grounds. In the fourth and last part, the recent history of neo-function alism will be evaluated and the revival period will be elabotared in connection with the recent aspects of European integration. 1. Definition of Neo-functionalism and its importance in the post WW II context The Europe after the two world wars had a catastrophic burden.Although numbers vary, around 35 million in the first and around 55 million casualties depicted the highest number of losses in the history of mankind. As a precursor to United Nations, League of Nations failed to prevent the road to the second world war primarily due to lacking an armed forces of its own; moreover, nation states hardly had the enthusiasm to support any formation that limited their sovereignty. The pain and destruction after the two wars created an incentive to cooperate for further economic and human losses.Neo-functionalism is conceptualized by Ernst B. Haas in this context to explain boosting of regional cooperation and create interdependence in such a way that any conflict would result in great e conomic losses, which prevents rational states from further conflicts. â€Å"Then came along the political project of creating a united Europe, which had the result of creating a myriad of institutions in which very, very many people participated. †¦ These institutions developed a permanence through which both French and German †¦ learned to do routine business with each other every day.A problem which they experienced was a common problem. †¦ first comes the traumatic lesson, then comes the institution for learning to deal with each other† (Haas, 2000: 16 in Risse, 2004:1). The case of European Coal and Steel Community (ECSC) was the example that Haas took to exemplify this cooperation to integration process. The ECSC was the first organisation based on supranational integration, with the states that composed them pooling a whole range of national powers (European Nagivator, The European Communities).Until it was merged to the European Commission in 1967, The High Authority governed the ECSC to provide a common market in terms of coal and steel. â€Å"The Six (Belgium, France, Germany, Italy, Luxembourg and the Netherlands) opted for integration and supranationalism as the means of unification. † (Henig, 1997:12) For Haas, political integration is â€Å"the process whereby political actors in several distinct national settings are persuaded to shift their loyalties, expectations, and political activities toward a new centre, whose institutions possess or demand jurisdiction over the pre-existing national states† (Haas 1958,16).According to neo-functionalist thinking â€Å"the fundamental idea was that international relations shouldn`t be seen as a zero sum game, and that everybody wins when countries become involved in processes of economic and political integration† (Stroby-Jensen in Cini, 2007:84). The main reason for this arguments is one of the key concepts of neo-functionalism, namely spillover, which will be su bstantiated in the next part. 2. Main concepts of Neo-functionalist theory The Spillover thesisNeo-functionalist theory assumes that cooperation in a certain area triggers cooperation in several other areas areas (sometimes not previously planned ones) to achieve a through integration in the original area and creates new political goals (Stroby-Jensen in Cini, 2007:84). According Neo-functionalism the logic of spillover is central to explain the expansive logic of European integration and in this part three main types of spill over will be briefly identified to understand this expansive logic with a closer view.The first type of spill over is the functional or technical spillover, which suggests some sectors are so interdependent to each other that, it is impossible to isolate them and further integration is the key to prevent further problems. In other words, it takes place â€Å"when integration in one industry/sector creates its own impetus and necessitates further integration b oth in the same, and in other industries/sectors† (Howell, 2002:17).The second type is the political spillover according to which policy areas are purposefully linked together due to ideological reasons, sometimes as â€Å"package deals† (Stroby-Jensen in Cini, 2007:85). With such integration, the actors will realise their benefits in the international level instead of national one and form international coalitions (Haas, 1968:34). So the elites will learn to pursue their benefits in the international level and â€Å"refocus their activities, expectations and even loyalties to the new center† (Tranholm-Mikkelsen, 1991:4).The third type of spillover is the cultivated spillover which puts emphasis on central institutions like the Commission especially when nation states aren`t willingful for further integration. So it is assumed â€Å"that the European Commission will be pro-active in the management of European integration† (Howell, 2002:17). But the importa nt point here is that the central institutions such as the Commission act â€Å"not only as mediators, but also more directly as agents of political integration or as `policy enterpreneurs`† (Stroby-Jensen in Cini, 2007:85).Elite Socialization and Supranational Interest Group Thesis The second and the third thesis of neo-functionalism are elite socialization thesis and supranational interest group thesis. â€Å"The elite socialization thesis describes that over time civil servants and politicians involved on a regular basis in the supranational policy process will tend to develop European loyalties and preferences† (Mailand, 2005:6). This loyalty would result in prioritizing the European interests rather than the national ones in the framework of pan-European norms and ideas.This formation of European-minded agents result in a common European identity. The latter one, the supranational interest group thesis, argues the presence of interest groups putting pressure on go vernments to accelerate the integration process based on their economic and political interests. â€Å"Organized interest groups are also expected to become more European, as corporations and business groups formulate their own interests with an eye to the supranational institutions† (Stroby-Jensen in Cini, 2007:87).They â€Å"may ally themselves with supranational institutions like the European Commission in pursuing their agendas† (Ozcan, 2008:8). 3. Main criticisms for the Neo-functionalist theory The power of a theory is closely related with its accuracy of prediction. That is why neo-functionalism was considered to be quite convincing around 1950s and 1960s. From the middle of 1960 the theory suffered a great deal due to the incompatibilities with reality until its renaissance around mid 1980s due to the developments in integration process.But in this part the main criticisms towards neo-functionalism before its revival will be elaborated with its imperfections un der empirical and theoretical grounds. From an empirical grounds perspective, due to its attempt for being a grand theory, neo-functionalist school put forward some great assumptions, the most attention drawing of which is the emphasis on incremental integration rather than with fluctuations during the integration process of Europe.On the one hand, compared to its predecessor functionalism (as mentioned at the beginning of the paper, due to the limitations, the contextual approach to neo-functionalism is abstracted from this paper), neo-functionalism takes into consideration the non-automated integration; but on the other hand, ironically, based on spill over concept, neo-functionalism did not take into consideration the possibility of spill-back until the middle of 1960s, which can shortly be defined as the process of disintegration and â€Å"withdraw from joint obligations† (Schmitter, 2002:20), and downgrading their commitment to mutual cooperation.The most explicit exampl e would be the Empty Chair Crisis â€Å"From 30 June 1965 to 29 January 1966, in disagreement with the Commission of the European Communities on the financing of the common agricultural policy (CAP), France's representatives refuse to attend any intergovernmental meetings of the Community bodies in Brussels† (European Navigator, The Empty Chair Crisis). The French president Charles de Gaulle who had a military background created a huge crisis which ended up with the Luxembourg Compromise in 1966.The main reason for this was the gradual transition from unanimous voting to qualified-majority voting as provided for in the Treaty of Rome with effect from 1966 (Europa Glossary, Luxembourg Compromise). The crisis due to the intergovernmental view of French government formed the end of the first phase of neo-functionalism, leaving its place to a nation-state dominated perception of integration. From a theoretical grounds perspective, neo-functionalist school was criticized for the i nability to predict the nature of integration.Concerning this, even Haas himself acknowledged that â€Å"What once appeared to be a distinctive `supranational? style now looks more like a huge regional bureaucratic appendage to an intergovernmental conference in permanent session. † (Haas, 1975:6). As it is mentioned in the empirical grounds part, the concept of spill over was seen not to reflect the realities of integration process all the time. The second important critique from a theoretical point of view is towards the elite socialization thesis, which mainly assumes the development of supranational loyalties and identities.This criticism argues that in fact it is not possible to separate the servants from their national roots and even if they are paid and appointed by a supranational authority, they may still have a â€Å"larger ear† (Dihm, 2010: Field Trip to Brussels Meeting) for their national backgrounds either due to due their previous networks or nationalist sentiments. The third criticism focuses on the nature of neo-functionalism, which gives the main importance on the supranational character of international relations.Again taking into consideration the empirical criticism, the intergovernmental aspect was underestimated in case of national interests by the neo-functionalist school and the main criticism was towards an analysis which is more centered on intergovernmental aspects. 4. The revival of Neo-functionalism in the late 1980s and early 1990s Although Neo-functionalism lost its popularity after the middle of 1960s (after a period of popularity in 1950s and first half of 1960s), it started to gain its popularity due to the revitalization of EU integration process.This renewed interest is closely associated with the Single European Act (1986) which brought forward creation of an internal market in EU until 1992. â€Å"To facilitate the establishment of the internal market, the act provides for increasing the number of cases in which the Council can take decisions by qualified majority voting instead of unanimity† (Europa. eu, Single European Act). This accelerated the integration process in many ways besides removing trade barriers only, making the concept of spillover frequently referred to once again after a long slumber.Nevertheless according to some, this renewal would not be sufficient to understand the linear progression of social events. â€Å"As social scientists, we wish for theories about the social world to build on each other in some linear fashion but more often than not we observe, instead, a cyclical pattern by which different schools of thought replace each other in commanding out attention over time. Leading figures in the various theoretical traditions follow this same pattern† (Orru, 1988:115).But this was merely a cyclical pattern in fact when a closer analysis is made concerning the main theoretical aspects of the renaissance of neo-functionalism. After the theory strengt hened by the developments in EU, the most significant contribution came from Alec Stone Sweet and Wayne Sandholtz`s â€Å"European Integration and Supranational Governance†. Their main argument is given at the beginning of their article as â€Å"We argue that European integration is provoked and sustained by the development of causal connections between three factors: transnational exchange, supra-national organization, and European Community (EC) rule-making. (Stone-Sweet, Sandholtz, 1997:297) and their main emphasis is on â€Å"cross-border transactions and communications that generate a social demand for EC rules and regulation† and institutionalization due to EC rules and as endresult â€Å"this process provokes further integration† (Stone-Sweet, Sandholtz, 1997:297). As seen above, their theory is based on a sense of causality and their position is in between the intergovernmental and supranational politics which is seen as a continuum and â€Å"the conti nuum measures the increasing influences of three factors on policy-making processes and outcomes within any given policy sector.These factors are: (1) supranational organizations; (2) supranational rules; and (3) transnational society† (Stone-Sweet, Sandholtz, 1997:303). Bargaining takes place between a number of actors to decide on which end of the continuum is more predominant during the decision making process; nevertheless, since they also take into consideration the intergovernmental aspect, they argue â€Å"the grand bargains are, by definition, intergovernmental† (Stone-Sweet, Sandholtz, 1997:307).They not only take into consideration the intergovernmental policies, but also accept them existing in all stages and parts of the decision making system by saying â€Å" In fact, intergovernmental decision-making is ubiquitous in the EC, present even at the far right-hand pole of our continuum [which is Supranational Politics]† (Stone-Sweet, Sandholtz, 1997:306) .What they take as their starting point to their theory constitutes the core point of their argument, which is the society as the determinant actor especially â€Å"non-state actors who engage in trans-actions and communications across national borders, within Europe† (Stone-Sweet, Sandholtz, 1997:306). It will be the people to demand a certain standard of European rules standards and â€Å"as transnational exchange rises, so does the societal demand for supranational rules and organizational capacity to regulate† (Stone-Sweet, Sandholtz, 1997:306).Stone-Sweet and Sandholtz also make a check of their argument by looking at â€Å"Eurosclerosis†. â€Å"The period from the mid-1960s to the mid-1980s in the context of European integration is often referred to as an era of stagnation or eurosclerosis. † (Awesti, 2006:2). Stone-Sweet and Sandholtz argue that during this period starting from the Empty Chair Crisis to The Single European Act in other words  " In the worst days of ‘Eurosclerosis' in the 1970s, levels of intra-EC trade and other forms of exchange soared† and they point out a direct correlation between the integration process and the exchanges that take place.As seen, transaction based integration theory is depicted as a process which is mainly driven by the volume of transactions taking place for a thorough integration process by triggering a vast extent of regulations in myriads of areas. Conclusion Mentioned as the first words of this paper â€Å"Any comprehensive theory of integration should potentially be a theory of disintegration† (Schmitter, 2002:4), Schmitter highlights that the strength and weakness of neo-functionalism is rather similar and what creates integration may end up with disintegrative consequences.Being accepted as the first of the integration theories, neo-functionalism has had a very debated place due to its defying characteristics against the sovereignty of nation states. When a ll the information given above is summed up, it would be possible to say that the time span in which a theory exists in, is crucial for its existence. In other words, the perceptions and conditions of its age is of great importance to decide on the consistency of a theory.Neo-functionalism suffered due to the theoretical assumptions and the realities of integration process in its first phase; nevertheless, the notion of supranationality seemed to be better absorbed and digested by the nation-states in its second phase. Another significant determinant factor about the life of a theory that one can deduct by looking at the example of neo-functionalism is the level of abstractions. How much a theory shall abstract and accept is a major question and although in the first phase Haas didn`t totally deny the authority of nation-states, due to the sensitivities of the age, the theory weakened considerably.Even if they don? t define themselves as neo-functionalists, Stone-Sweet and Sandholtz `s approach to integration process as a continuum between the two poles of sovereignty brought a fresh start for the decision-making and integration process of EU. All in all, today neo-functionalism with its renewed form, is one of the most significant theories to observe and understand the dynamics of integration process of EU together with all the bargaining process that takes place between the actors involved.

Relationship between Canada and the US essays

Relationship between Canada and the US essays Relationship between Canada and the US from 1960-1963 As the last years of Diefenbaker as Prime Minister came to an end, the relation between Canada and the US reached an all time low. As the Cold War deepened, the tension between the two countries worsened. It didnt help at all when it came to the personal relationship between Prime Minister Diefenbaker and President Kennedy. Diefenbaker refused to load nuclear warheads on the missiles he had bought; therefore the relations became tenser for the two countries. Also before Diefenbaker was out of office, the Canadian government postponed placing Canadian air forces in NORAD on highest alert as the Americans, and refused to send troops there during the Cuban Missile When John F. Kennedy became president, Diefenbaker quickly started to dislike him. Not only because he was young, charming, and aggressive in pursuing American interests, but also because Kennedy urged Canada to join the Organization of American States during his visit to Ottawa in 1961, even after Diefenbaker had put down the idea. Diefenbaker was angered because Canada was always being pushed in certain areas by the US. He believed in nationalism, which meant standing firm against American When Diefenbaker was elected, he had agreed to unite the air-defense plan with the United States. But everyone in power knew that its costs would have been very 2 high, that there were no foreign orders, and that it was disorganized. As a result Canada was better off without it. Therefore Diefenbaker rejected to load nuclear warheads on the missiles that he had bought. In the later years the Cabinet split over the issue of nuclear ...

The Artistic Gladiator essays

The Artistic Gladiator essays Art is defined in the Webster Dictionary as human ability to make things; creativity of man as distinguished from the world of nature (Websters New World College Dictionary). Now when most people think of art or see a definition like that, they think of art that can be viewed in museums, such as: paintings, and sculptures, not the considering art in film. Film can be viewed as all other forms of art thrown together to create an all-encompassing work of art. Movies have ingredients from almost all forms of art. The dialogue, and the plot the actual story being conveyed can be considered form literature. In fact most ideas and story lines for movies come from novels and other publications. Another contribution from the art world to film is music. Full scores of music are made particularly to suit the mood of the movie, the desired feeling that is communicated to the audience by the use of music. And in some cases the movie can make a single, or a whole sound track into its own marketable venture. Also the photography or in this case the cinematography in the film, the settings, realistic action sequences take great skill. And last but not least the theatrical aspects that go into a movie, the way the actors or actresses visually express the telling of a story and show feelings is the most important part. One film that I chose for an example of this is Gladiator. This film was a major award winner in its year of showing on the big screen. I choose this movie because I felt that it has been one in recent years that has caught my attention as being a movie that will be one revered as a classic when its time comes. It also displays all of the previous aspects of art that I have already mentioned. Gladiator was made in 2000 staring Russell Crowe as an army general for the Roman Empire. He is sentenced to death by the new ruling dictator of Rome due to fear of his power with the armys loya ...

High Score on the Old SAT Should I Take the New SAT

High Score on the Old SAT Should I Take the New SAT SAT / ACT Prep Online Guides and Tips If you’re a current high school student, then you’re caught in a big transition between the old SAT and the new SAT. You may have thought you were all set with a high SAT score, but now you’re wondering, â€Å"Should I take the new SAT?† Not to worry, help is here! You can easily resolve this concern by asking yourself two key questions. First, find out whether your colleges require the new SAT. If they don’t, feel free to scroll down to the next important question: is your score on the old SAT really high enough to achieve your goals? Read on to consider one or both of these questions, and determine once and for all whether or not you need to take the redesigned SAT. Question 1: Do You Need the New SAT for Colleges? Before you start evaluating your SAT scores, you should make sure that your scores will fulfill application requirements. Do your prospective colleges accept old SAT scores, or do they only want new SAT scores? If you can’t find this information online, call up the admissions offices to clarify their stance. Interested parties need to know. So far, it looks like just about every college will still accept old SAT scores from students in the Class of 2017. As for students in the Class of 2018, several colleges haven’t declared an official policy yet. The trend seems to be that most colleges will still accept the old SAT, but not all of them have confirmed this yet. There’s just one college so far that will only accept the new SAT from Class of 2018 applicants, Northwestern. On its admissions site, Northwestern states, â€Å"Beginning with those seeking to enroll as first-year students in fall 2018, we will only accept the new SAT.† Ifyou're a junior or younger andaiming to be a future Wildcat, then you know what you need to do. In addition to figuring out which test your colleges require, you should also take note of your colleges’ super-scoring policies. Most colleges won’t â€Å"cross super-score† between the old SAT and new SAT. Since they’re two different tests with two different scoring systems, most colleges won’t take your highest sections scores on either test to combine them into the highest possible total score. If you’re relying on superscoring as part of your testing strategy, then this fact may be another deciding factor in whether or not you should take the new SAT. Once you answer this question for all the schools on your college list, you’ll be one step closer to answering the question of whether youshould take the new SAT. Let’s consider both scenarios, the first being that your colleges take the old SAT and the second being that they do not. I'm only applying to super chill colleges where I can play ultimate frisbee and take glass-blowing classes. They're totally cool with myold SAT scores. Answer 1: My Colleges Take the Old SAT If your colleges take the old SAT, then you might not have to take the new SAT! You've already met the SAT score requirement of your college applications. Rather than prepping for the new SAT, your energies will likely be more productive in other areas, like your academics, extracurricular activities, and producing the rest of your application. Before completing writing off the new SAT, though, you should scroll down to question #2 and make sure that your old SAT score really is high enough to make you a competitive applicant. My fashion forward colleges say out with the old and in with the new. They think the old SAT is so last season. Answer 2: My Colleges Only Take the New SAT If you’re a younger student graduating after 2018, then it’s possible that your prospective colleges will only take the new SAT. As you saw above, you’ll also have to take it if Northwestern’s on your college list. You may have been hoping that you were all finished with the SAT, but unfortunately, you got caught in the switchbetween the old and new SAT. The good news is that you’ve already done a lot of preparation and know that you can achieve a strong score if you put your mind to it. You’ll need to readjust your test prep to the redesigned test, or you could even consider switching over to the ACT instead. We’ll discuss how to choose between the SAT and ACT in more detail below, but first, let’s look at the second important question, which has to do with evaluating your SAT scores. Is your glass really as full as you thought, you were you usingan absurdly tiny measuring tape? Question 2: Is Your Score Really High Enough? Maybe your colleges take your old SAT scores, but that doesn’t mean that you’re necessarily all finished with this part of your application. Before nixing the idea of taking the new SAT, you should make sure your score really is high enough to accomplish your goals. So what criteria can you use to make this determination? First, you can consider your personal goals. Were you able to meet your target scores? Do you feel that your scores are an accurate reflection of your academic abilities? If you feel satisfied with your scores, then they may be high enough to meet your personal goals. Second, and more importantly, you should consider your prospective colleges’ expectations. While colleges typically don’t advertise an SAT minimum, they do publicize the average scores of accepted students. You might be able to find this information on your colleges’ admissions website. You can also easily find it using PrepScholar’s database, which gives you the average SAT scores, ranging from the 25th to the 75th percentile, of each college’s accepted students. For instance, a score of 2100 on the SAT is a great score and may very well exceed your personal goals. However, if you’re looking to apply to a highly selective school like Duke, MIT, Stanford, or any school in the Ivy League, then a 2100 isn’t actually all that competitive. You might go through your college list and write down the range of average SAT scores for accepted students. For example, this chart shows the range of average SAT scores for six colleges: College 25th Percentile 75th Percentile Penn State 1600 1910 University of Wisconsin 1760 2090 Northeastern 1940 2200 Villanova 1810 2090 UCLA 1750 2160 Harvard 2120 2400 To be a competitive candidate, you should have an SAT score in the 75th percentile of average scores or higher. For instance, you’d want to possess an SAT score of 2090 or above if you’re applying to the University of Wisconsin. If your scores fall in the lower part of the range or even below the average SAT score, then you might consider taking it again. It may be frustrating to have to study for a completely redesigned test, but you shouldn’t let this challenge deter you. In the end, gaining higher scores to send to your colleges would be well worth it. To discover the average SAT scores for each college on your list, you can use PrepScholar’s database of schools. Read on to learn more about this process, step by step. Step 1: go to your college's admissions page or PrepScholar's database. Step 2: throw your hands up and wail, "What more do you want from me?!" How to Research Your Colleges’ SAT Score Expectations Most colleges don’t explicitly state their SAT score expectations, but they still have a certain hidden requirement. Admissions officers sometimes won’t look at the rest of a student’s application unless he/she hits a certain score level. PrepScholar has collected this data on colleges across the country to help you with your college research. Just search for â€Å"[name of college] + PrepScholar† to find the average SAT scores of accepted students, ranging from the 25th to 75th percentile of accepted scores. For instance, the following offers a glimpse of PrepScholar’s data on NYU: As you can see, a score of 2190 on the old SAT would make you a competitive candidate for NYU. You can also enter your SAT scores and GPA on PrepScholar’s admissions calculator to estimate your chances of getting in. An SAT score of 2190paired with a GPA of 3.7gives you over a 50%chance of getting into NYU, meaning you could apply to NYU as one of your â€Å"on target† schools. Check out all your prospective schools on PrepScholar’s database to figure out whether your old SAT scores really are high enough to get you into college. What you do next depends on your answer to this original question of, â€Å"Is my score really high enough?† Like I said, my old SAT scores are high enough! I'm going shopping for winter clothes now so I can survive on a New England college campus. Answer 1: Yes, My Scores are High Enough If your scores meet your personal goals and fall near the 75th percentile of average scores, then you don’t have to take the new SAT! This is assuming, of course, that you already answered question 1 and your colleges take scores from the old SAT. Since you’re all done with this part of your application, you can focus on the other parts. Make sure you’ve requested recommendations and given your teachers and counselor a detailed brag sheet. Brainstorm topics for your personal essay and work through several revisions. Maintain your GPA and take an active role in your extracurricular activities. Continue to strive for success in school for your personal growth and to send off the strongest application you can! On the flip side, let’s say you researched your colleges’ average SAT scores and found that your old SAT scores didn’t quite match up. Then what? If you find your scores need to be higher, you have every right to look as disgruntledas this deer. Answer 2: No, My Scores Should Be Higher So you’ve done your research and found that your old SAT scores aren’t up to scratch. They fall closer to the 25th percentile end of the range or lower. If you’re serious about getting into a school and have time to retake the SAT, then you should probably take it again. Luckily, all of the prep you’ve already done will help you on the new SAT. At the same time, much of the test has changed, so the new SAT requires its own unique preparation. While your studying will help to some extent, you also don’t have to stick with the SAT out of loyalty. You could choose to take the ACT instead. If you do need to retake an admissions test because your colleges either don’t accept or expect higher SAT scores, which one should you choose, the SAT or the ACT? Should YouTake the New SAT or the ACT? Let’s say you asked yourself the two key questions described above and concluded that your old SAT scores won’t do. You need to take another exam, but you have the option of the new SAT or the ACT. How can you determine which test is better for you? First, you should take the time to learn about both tests. You’ll notice that the redesigned SAT is actually very similar in structure and question type to the ACT. After learning about both tests, you could sit down and take a timed practice test in each. Compare your performance to see which test would ultimately grant you the higher score for your college applications. To give you a preliminary comparison, let’s briefly review the structure and content of the SAT and ACT. After learning about their key features, read on to find practice tests and some tips for prepping for both tests. Don't worry about buying a bunch of heavy books to learn about the SAT and ACT. We have tons of comprehensive articles to teach you all about both tests. Step 1: Learn About the SAT and ACT Below are some key features of the SAT and ACT. You can also check out our various guides for a full breakdown of both tests, as well as detailed charts that compare them. As you read about the new SAT and ACT, consider which features seem like pros for you as a student and which ones feel like cons. Key Features of the SAT Since you already took the old SAT, you’ll immediately notice that the new SAT looks very different. Instead of ten shorter sections that are mostly random in order, the new SAT has just four longer sections in a predictable order. You’ll always get Reading first, following by Writing and Language, Math No Calculator, and Math with Calculator. The SAT essay is now optional; if you choose to take it, you’ll get it as a fifth section. You’ll want to check with your prospective colleges to see whether they expect you to take the essay section, which will no longer factor into your total scores. Much of the content coincides with the old test. You’ll still need to demonstrate your reading comprehension skills, a strong grasp of grammar and usage, and the ability to solve algebra and geometry problems. There are a few key differences from the old SAT, though. First, the Reading section no longer has sentence completions. You won’t need to fill in the blanks of questions with obscure vocabulary words. Instead, vocabulary questions will be passage-based and ask about a more common word that may shift meaning depending on context. You’ll also get some evidence-based questions in the Reading section that ask about your reason behind your answers. For instance, if you identified the main point of a paragraph, then a follow-up question may ask what specific lines prompted your previous response. In the Writing and Language section, you’ll answer questions on grammar, structure, word choice, and organization of ideas that are based on passages. The questions in both Reading and Writing are all passage-based, so context clues now play a much bigger role on the SAT. Ultimately, your performance on Reading and Writing will be combined into one Evidence-based Reading and Writing score. The other half of your score will be SAT Math, which, as you read above, is divided into a calculator prohibited and a calculator permitted section for the first time. Most of the questions will involve algebra, but you’ll also get a few geometry and, also for the first time, trigonometry questions. Finally, the SAT math will feature more word problems with â€Å"real world scenarios,† at least, according to College Board. Some of these so-called real world scenarios may ask about gas mileage, converting currency from one country to another, or profits from online music. Some of these word problems may include graphics; in fact, you’ll now find graphics, like tables and charts, that are paired with data interpretation questions on all four sections of the SAT. These changes are largely in line with those outlined by the Common Core. If your school’s curriculum has incorporated Common Core benchmarks, then it may give you a leg up on the new SAT. If you have to retake an admissions test, consider whether these changes appeal to you and your academic strengths. Below are a few of the key features of the ACT so you can compare the two tests. One big difference between the two admissions testsis the presence of a Science section on the ACT. It primarily asks about robots. Only one of those statements is true (I'm helping you sharpenyour critical reading skills!). Key Features of the ACT The new SAT actually looks very similar to the ACT. The ACT has always had a more predictable and straightforward format. Its four sections are English, Math, Reading, and Science, in that order, followed by an optional essay section. While the SAT features a long Reading section and a short Writing section, the ACT is the reverse; its English section (equivalent to SAT Writing and Language) is longer than its Reading section. Similar to the SAT, the ACT also asks questions that are passage-based and avoids particularly obscure vocab words. ACT Math is also comparable to SAT Math, but it tests more advanced concepts. Like the SAT, it has a large emphasis on algebra. Unlike the SAT, the ACT Math section asks more geometry and trigonometry questions. On the ACT, you can use a calculator throughout the math section. The biggest departure from the SAT can be found in the ACT Science section. This 35-minute section tests your reasoning and problem-solving skills and asks you to interpret, analyze, and evaluate data. It doesn’t necessarily require you to have a lot of scientific knowledge. Instead, it has to do with evaluating experimental design and understanding graphics. Students who are well-versed in the scientific method may appreciate the inclusion of a science section on the SAT. As you read through these features, you may have developed an inkling of which test you’d prefer. Let’s summarize the reasons why one test might be better than the other. Which Test Features AreBetter for You? Now that you’re familiar with some of the main differences between the tests, you should figure out which one seems better suited to your academic strengths. One big difference is the Science section on the ACT. You may know automatically whether this section, mainly based on data interpretation and evaluation, plays to your strengths or is one you’d rather avoid. Keep in mind, of course, that the SAT now also features graphics throughout all its sections, but they’re not all related to science. If you’re a more advanced math student, then you might be drawn to the ACT. It features more geometry than the SAT and doesn’t have as many complex word problems. If you’re stronger in algebra, then the SAT may be for you. As mentioned above, the ACT has a longer English section than a Reading section. The SAT has the reverse. Students who are stronger in reading comprehension, specifically answering questions about main points, details, and vocabulary in context, may prefer the SAT. Students who prefer to edit paragraphs for word choice, grammar, and organization of ideas may be drawn to the ACT. If you’re not sure where your academic strengths or simply want to see how the tests include the above-described content, you could take a practice test in each. Taking practice tests may feel tedious,but if you arrange everything in an Instagram-worthy way, then you can at leastmake it look cool. #nofilter Step 2: Take an SAT and ACT Practice Test After you’ve completed step one and learned all about the SAT and ACT, you might take a practice test in each. In the end, choosing between the two is simple. You should choose the one on which you can gain a higher score. Taking and scoring a practice test will help you figure out which test is better for you. There are lots of old ACT practice tests available, and College Board has offered four free official SAT practice tests. Time yourself in a quiet environment and when you’re finished, take the time to score both tests. While the two use a different scoring scale, you could compare the scores using concordance tables released by College Board and ACT, Inc. Since the redesigned SAT is so new, these comparisons are still somewhat rough. However, they should work to give you an idea of how your scores stack up. Besides, if you’re scoring very closely on the SAT and ACT, then you canjust choose based on your personal preference for one test over the over. You might feel like sticking with the SAT since you already got a high score on the old SAT. However, as you read above, the redesigned test features some significant differences in both structure and content. It’s totally up to you whether you want to stick with the SAT or switch over to the ACT to gain new scores. Once you make up your mind, how should you prep for each test? How to Prepare for the New SAT Since you gained a high score on the old SAT, you’ve probably already done a good deal of preparation for the test. To get ready to retake it, you should start by familiarizing yourself in-depth with all the changes. Learn about what’s changed on Reading, Writing, Math, and the essay, as well as what’s stayed the same. For instance, the reading comprehension strategies and grammar rules you studied for the old test should still help you on the new one. Some of the major changes, though, include a â€Å"no calculator† math section, an entirely passage-based Writing section, and a new emphasis on data interpretation. Make sure your materials accurately reflect the changes and will help you get ready for new question types. You can find official practice questions at College Board, as well as a useful and free online program at Khan Academy. While you’ve already done some prep, you should still start at least three months before your test date to give yourself sufficient time to adjust to the new test and improve your scores. Brief pause for some words of encouragement. You can do it, you superhero! OK, now back to reading. How to Prepare for the ACT As with the new SAT, some of the prep you did for the old SAT will also help you on the ACT. The two tests ask some similar questions, especially when it comes to reading comprehension, grammar, algebra, and geometry. However, you may need to brush up on more advanced math skills, as well as renew your focus on editing structure and organization of ideas in passages. You’ll also have to study entirely new material for the Science section, focusing on data interpretation and the ACT’s unique experimental design questions. As with the new SAT, you should start by familiarizing yourself with each section of the ACT, the English, Math, Reading, Science, and, if applicable, Writing. Gather official practice tests and other high-quality practice materials. You might begin with a diagnostic test and use your results to figure out how long you need to study to achieve your target score improvement. As you read above, you can research your colleges’ expectations and aim for the 75th percentile or higher in the range of average ACT scores of accepted students. Let your college goals guide your prep as you work toward your target scores. Hopefully, at this point, you have a clear sense of whether or not your old SAT scores are sufficient to apply to college. Let’s review the main points to keep in mind as you work your way through the college process. To Sum Up†¦ If you’re graduating in 2018 or earlier, then most colleges should take your old SAT scores. Unless you decide you need higher scores, then you can forget about these tests and devote your time and energy to other pursuits. On the other hand, if you’re a younger student or discover that your old SAT scores aren’t quite high enough, then you should spend some time prepping for and retaking an admissions test. You could take the new SAT, or you could switch things up and try the ACT. Ultimately, you should choose whichever test will help you get higher scores for your college applications. Once you decide between the two tests, focus on preparing with high-quality practice materials and a thoughtful, customized study plan. In the end, all of your hard work will pay off when you get that acceptance letter to your dream school. What’s Next? Once you’ve learned about each section of the new SAT, it’s time to think about study strategy. Check out our ultimate study guides, full of tips to help you master skills, question types, and time, for SAT Math, SAT Reading, and SAT Writing and Language. Are you taking the Essay section on the SAT? This comprehensive guide will guide you through the process of writing a new SAT essay, step by step. Are you unclear on how long you need to study for the SAT, especially since you already took the old version? Check out this 6-step guide for figuring out exactly how long you need to study for the SAT. 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:

The film The Searchers by John Wayne (1868) and Mary Rowlandson Essay

The film The Searchers by John Wayne (1868) and Mary Rowlandson narrative - Essay Example The film "The Searchers" by John Wayne (1868) and Mary Rowlandson narrative. Both the narratives, on the civilizational clash between Indians and the settlers, have been criticized as racist and also gender insensitive by forthcoming critics. For example, the narrative of Rowlandson though provide many examples of Indians’ kindness to her, she seems to blindly accept of the Western stereotype of bad Indians and good â€Å"Christians† (Rowlandson, 244). She (Rowlandson) always generalizes by calling Indians â€Å"enemies†, â€Å"barbarous creatures†, â€Å"inhumane creatures† and â€Å"infidels† (Rowlandson, 14, 45, 13). Though, this is the case with Rowlandson’s narrative, she has shown the honesty not to omit any of the several kind acts that Indians, especially Indian women, did to her. But in the film, The Searchers, the hero of the film attributes not even a single good quality to the Indians. And in the first scene itself, the lead character, Ethen is seen behaving in a contempt-filled manner to the half I ndian, Martin, who is the foster son of his brother (The Searchers). Ethen even rudely tells Martin that he looks like a â€Å"half-breed† (The Searchers). Here, it has to be noted that Rowlandson had good reason to hate Indians, but Ethen had none, as far as the viewers know. Even then Ethen is found to be more intolerant towards the Indians than Rowlandson. This contradiction can partially be attributed to Rowlandson being a woman, and Ethen being a man. In all the civilizational clashes in history, men have been the conquerors while women stayed on the margins of such power game. It was never their war. And that is why Ethen is more racist than Rowlandson- because it is Ethen’s (and all the men’s) war actually. There is no where in these two depictions, even a suggestion that Westerners were also imparting similar atrocities upon Indians, which were far more wide spread as compared to the Indian excesses. The puritan attitude of the West of that period, and t he hypocrisy involved with that notion is evident from the fact that Ethen wants to murder his brother’s daughter because she became wife to an Indian, and thus strangely deprived of even the affection of her uncle (The Searchers). But in the Rowlandson narrative, Weetamoo, the wife of Rowlandson’s Indian master, is acknowledged as a powerful and self-asserting woman though Rowlandson never seems to fully realize the rights and powers that Indian women enjoy in their society (Rowlandson, 4). Rowlandson herself has described Weetamoo in the words, â€Å"a severe and proud dame she was, bestowing every day in dressing herself neat as much time as any of the gentry of the land† (37). In her narrative, there are many Indians and Indian women who give her food and shelter (Rowlandson). For example, an Indian gives her a pancake to eat when she was hungry and another Indian woman gives her a a piece of