Eulogy Debut Albums and Greatest Men free essay sample

Eulogy Frank the greatest men who ever lived. As we gather at this sad moment to celebrate the lost of our beloved brother, friend and for some a hero. To me he was both a brother and a hero I look up to. Someone who I believe taught me to be a man am today. Without him Im not sure what path of life I wouldve taken. The words still run through my mind even now. Brow be who you want to be, and Just do what makes you happy. Dont worry about what anyone else thinks Frank used to always say that to me. I believe he said those words to himself all the time too. And thats what made choose the Army. Mum wasnt so sure about him going to the army. But I have to say Frank chose what made him happy and we were proud of him. We will write a custom essay sample on Eulogy: Debut Albums and Greatest Men or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Have to say for the last 3 days It been tough for our family. Not a second goes by without talking of him. HIS warm smile he always had even when I annoyed him. The wonderful sense of humor, we won ;t have those times when were traveling and you Just make us all laugh. The wrestling and fighting we used to do on the back lawn I surely miss all those moments. The letter I received last week, saying how you were going to be coming home for you birthday in a 2 weeks.It put a smile on all our faces. We were looking forward to seeing you home and celebrating you 22nd birthday. But I guess God had another plan for you. Our family was a family of love. I hope that I was a brother who always showed you love. Right now I look back. And I start to wish if I had spent more time with you. Just wish that last camp we went lasted forever. The first night you kept me up all night, telling me you amazing stories in Frank my beloved. I wish I had said goodbye. But I guess God saw that you have a good fight and succeeded. And it was time to rest.

How successful is Susan Hill in dramatising Kingshaw essays

How successful is Susan Hill in dramatising Kingshaw essays Phobias are irrational fears of something, for example spiders or heights. They are hard to get rid of and habitual. They are deep seated and often with psychological roots, such as a disturbing experience. Phobias preoccupy, haunt and disturb you. A phobia, or an illogical fear, affects your mind, playing upon it and misrepresenting your perception of the world. You see your fear everywhere and in everything. You cannot hide from it. Physical challenges are not usually correlated to psychosomatic problems. People such as Kingshaw in "I'm The King Of The Castle" can have horrendous phobias and fears in their minds, and yet still be able to surmount physical confrontations, such as ascending the castle wall or entering the feared wood feats accomplished by Kingshaw. Kingshaw can execute these challenges, and succeed in them, but then he is unproductive in overcoming his fear of Hooper, or break down the communication block between his mother and himself, which she does everything to maintain. Anyone can have a phobia, but there are some people who are more likely to be victims than others. Vulnerability and neglect play great roles in the occurrence of a phobia, as does insecurity. Those of us who are vulnerable, psychologically and physically, are more likely to have a phobia than those who fear nothing and have the ability to protect themselves from anything the world presents them with. They often have enough confidence physical appearances and abilities are part of this to fight a phobia, and prevent it from disabling their life. Those who are mistreated, or have experienced disregard, may be overcome with vulnerability, or a fear of being alone. Insecurities can lead to phobias just because they make the person weaker spiritually, emotionally and psychologically. If you have insecurities you cannot get the bettor of, then it is less likely you will be able to push a phobia or irrational fear from your mind. One of th...

The Rise of Universities by Charles Homer Haskins Essay

The Rise of Universities by Charles Homer Haskins - Essay Example On the one hand, a university represented a traditional craft-type corporation (universitas), which brought together people of a specific occupation type.  At the same time, the internal organization of universities hold quite an unusual, for that sort of corporations, position - it was given the certain features of republicanism: all full-fledged â€Å"citizens† had the right to elect and be elected to various university positions. According to some researchers, the earliest university in Medieval Europe was the one in Salerno.  It was developing on the basis of the oldest medical school of Salerno, the first mention of which dates back to 197 A.D. The Hippocratic community (civitas Hippocratica), which existed there, preserved and developed the best of the ancient medical heritage.  Salerno medical school, as one of the largest educational centers, was known until 1812.  However, it did not become the university.  Mainly, because the school did not teach on the sam e high level (as medicine) all the remaining subjects.   The named above reason accounts for the fact that it’s considered that the most ancient European universities are the ones in Bologna, which was founded at the end of the 11th century, and Paris – the 12th century.  The named universities, although formed almost simultaneously, differed in their internal structure and epitomized the two main types of universities in Medieval Europe.  The first (Bologna) university developed as the major centre for study of Roman law in Western Europe.  According to contemporaries,  in the  early 13th century, more than  10  thousand people  from all over  Europe studied in  Bologna.   The famous Bolognese  professors  had so many  listeners  that had  to lecture  outside, in the streets.  Almost  all the languages  of Europe were  represented there.  The university became  known a global one.  It was Bologna, where  for the firs t time  appeared the  so-called fraternities. It grew up on the basis of urban secular schools (School of Glossators) and was the organization of students.  This means that the student guilds arrogated to themselves the right to manage the entire process of university life.  Teachers of the University of Bologna were denied the right to vote at university meetings; the entire training process took place under the strict supervision of students and professors could be fined for violations of academic activity. But especially famous in Medieval Europe was the University of Paris – Sinai of education.  Not without reason there was a common saying in those days - in Italy - the papacy, in Germany - the Emperor, in France – the University.  It had about seven thousand people, which included not only teachers and students, but operational staff as well (booksellers, scribes of manuscripts, makers of parchment, pens, ink powder, apothecaries, innkeepers and moneyl enders, who lend money to schoolmen and teachers).  Unlike the University of Bologna, it was controlled by associations of teachers, not schoolmen.  But those were not just teacher - students of senior faculties, who managed to complete the preparatory faculty (foundation studies).  They were both Masters of the seven Liberal Arts and students.  Naturally, they began to oppose themselves to other teachers, schoolies and townspeople, claiming to determine their status.  In 1215 ended the struggle for autonomy of the University of Paris against the bishop.  Paris masters received the support of the Pope, however, for that they were

What are the advantages and disadvantages of the referendum as a Essay

What are the advantages and disadvantages of the referendum as a decision mechanism to solve the principal agent problem in political representation - Essay Example The two common types of referendum include; obligatory and facultative referendums. Obligatory referendum emerges when electorate’s votes have the right and responsibility to vote for a particular policy as may be defined by the constitution (Dovi, 2011). The outcomes of electorate’s votes in a referendum are legally binding. On the other hand, facultative referendum involves a vote by certain groups such as parliamentarians, electorates, executives and electorates. Normally, facultative referendum may be carried out in order to make amendments in some sections of the constitution. Facultative referendum may be carried out if certain provisions within a constitution require some amendment (Local Direct Democracy in Europe, 2011). Whereby, citizens might be required to give their opinion by participating in a referendum. In above connection, the outcome of a referendum represents the voice of majority because all citizens participate collectively in a decision making pro cess (Republic of Moldova, 1999). However, the outcomes of a referendum may not always represent a true voice of the electorates because of some political influence before and during the referendum. Whereby, some politicians ay influence electorate’s decisions by manipulating them to accept or reject a particular legislation for their own personal gains (Tierney, 2012). Normally, politicians act as agents while the electorates/ citizens act like the principal. Therefore, the agents have the obligation to act at the best interest of their principle in order to ensure that there is proper agency relationship. This means that conflict of interest may occur when politicians tend to pursue their own personal interest at the expense of their citizens. For instance, politicians may pass those bills that suit their needs at the expense of the electorates (Schiller, 2011). In above connection, referendum may be involved

Analysis of Death of Woman Wang Historical Novel by Jonathan Spence Essay

Analysis of Death of Woman Wang Historical Novel by Jonathan Spence - Essay Example The fascinating structure of the book consists majorly on the observation on the people having to do work on the land, their social conflicts and, their family structures. ... 2 In his quest to escape the challenges and the fact of being dismissed, he was not happy to go back to his home in Shao-wu, Fukien, out of fear of disgrace, this instead compelled him into an absolute poverty3. His attempt, after finishing the local history, culminated further into more sorrow. His return to Fukien was accompanied by the Rebellion of the feudatory. Since he was amongst the many literati and former officials, he got ordered to take up bureaucratic "office", it was upon refusing to resume the office that Feng retreated to the Fukien mountains, where the constant exposure in 'bitter weather led to his death. Another key actor aforementioned is Huang who was also a magistrate in the County, stationed in the county’s city. A Chinese imperial official, who had gone past the Confucian examinations and was posted in T'an-ch'eng. Upon coming to realizing T'an-ch'eng as a very poor area, in which, almost the whole population had been decimated. In his attempt, to allev iate the poverty by campaigning for tax cuts, particularly in areas where farming had ceased to operate as usual, taxes collection could help, not only from the rich landowners but also from the poor farmers. He came across a lot of challenges and concerns; one such was the superstitions, most of the residents committing suicides out of the hard life and a series of natural disasters. Though he is compassionate, Huang can safely be considered a product of the unsuccessful Chinese major system Confucian ethics and ideas, overwhelmed by the arrogance and the corruption of the rich and the degeneracy and despair of the poor.  Ã‚  

Analysis Of The Leadership Of Kim Jong Il History Essay

Analysis Of The Leadership Of Kim Jong Il History Essay It is believed to be important to examine the life and leadership style of Kim Jong Il for several reasons. Among these reasons are the following. There is much talk about an absolute and/or unquestioning loyalty to Jong Il (e.g. Kang, 2006; Pollack, 2009), and it is deemed important to understand the reason for this. In addition, although North Korea bears the description The Democratic Peoples Republic of Korea, its political ideology appears to be in no way linked to democracy, and it is believed that the reason for this should be investigated. Also, of grave concern is how the people of North Korea continue to remain in submission to the inhumane treatment that they have been receiving, and how they have managed (i.e. despite the atrocities taking place in their country) to maintain the ideology that their homeland is literally Paradise on Earth (Hyun Sik, 2008, p.50). What allows North Koreans to perpetuate the thought that they are living in a chosen land (Hyun Sik, 2008, p.50) ? Does their political leader have anything to do with it? What about his leadership style? This paper is expected to unearth the truth behind the North Korean situation. It is believed to be important to understand the North Korean situation through the image of its leader, because of the nature of his leadership. Jong Il is described as one who has assumed absolute control of North Korea (Kang, 2006). He is what is known as a dictator. Consequently, it is believed that if he were to be properly examined then it may be understood why he is the way he is, how the people of North Korea have been affected by his rule as well as how things may be able to turn around for his country and people. To gain the above understanding, an academic research will be conducted on Jong Il in an effort to be able to assess his life and leadership style to gain the desired result. This research will be conducted in the form of a literature review. First the leaders biography will be presented followed by which his leadership style will be diagnosed and assessed within the context of Nahavandis text book on leadership (i.e. The Art and Science of Leadership, fifth edition). Through an analysis of the literature and Nahavandis text, the parallels between Jong Ils leadership style and the concepts discussed within the text will be identified in order for a critical assessment of the North Korean political leadership situation to take place. This assessment should be what will produce a conceptual understanding of the present political leadership within the North Korean context as well as how this leadership situation not only coincides with what Nahavandi (2009) presents, but also works to a ffect the lives of the North Korean people (i.e. inclusive of its leader, Jong Il, the one in question). A brief history of the leader It is unclear when Kim Jong Il was born as well as under what circumstances his birth took place. Jong Il, according to Pike (2009), was born on the 16th day of February, 1941. AE Television Networks (2009) also stated the same date of birth for Jong Il. However, both Pike (2009) and AE Television Networks (2009), acknowledge that Jong Ils year of birth was subsequently adjusted to 1942. The reason given by Pike (2009) for this change was that the same was expected to necessitate a thirty-year age difference between Jong Il and his father Il Sung. The circumstances surrounding Jong Ils birth remain a mystery. Many accounts have been given of the same. Some of these accounts include the following: Jong Ils family claimed that a swallow foretold his birth; others claim that a double rainbow appeared over Mount Baekdu when he was born, while some even stated that with the event of his birth, a new star appeared in the heavens. All these theories surrounding his birth take root in what is described as a cult of personality, which simply illustrates that legend and official North Korean government accounts describe [Jong Ils] life, character, and actions in ways that promote and legitimize his leadership (AE Television Networks, 2009). Needless to say, whether Jong Il was born in Khabarovsk, USSR or in a secret camp on Mt. Baekdu in Samjiyon County, Ryanggang Province (Pike, 2009), there appears to be something mystic about this leader. If there was not, then why would all of North Korea hail him as the Dear Leader and interpret hi s as well as his fathers existence through an analogy of Jesus Christ and God (i.e. with Jong Il being made to represent Jesus Christ in the minds of the North Korean people, while his father, Il Sung, is being made to represent God in the minds of the same) (AE Television Networks, 2009; Kang, 2006)? As Kang (2006) stated, the people of North Korea literally worship Jong Il just as they worshipped his father Kim Il Sung. One North Korean gave the following account of Jong Il: General Kim Jong Il is a rare great man of Baekdu type who was born at Mt. Baekdu, the sacred mountain of our nation, and made an unusual growth amidst the special revolutionary education of his parents, brilliant commanders of Baekdu, as well as the practical training of the revolutionary struggle. He personifies the revolutionary spirit, trait and nature of Mt. Baekdu. The revolutionary spirit of Mt. Baekdu personified by him is the spirit of independence associated with the soul of Baekdu, the spirit of gun inheriting the linage of Baekdu, the indefatigable revolutionary spirit replete with the mettle of Baekdu and the optimistic spirit consistent with cheerfulness of Baekdu. The revolutionary trait of Mt. Baekdu possessed by him is pluck and courage of Baekdu-style giant, ever-victorious sagacity of the brilliant commander of Baekdu, broad-mindedness befitting a heroic man, organizing ability of leading millions of people, indefatigable attacking spirit, strong ability of executi on (Pike, 2009). As mystic as Jong Il may have appeared, he was seen as one who demonstrated loyalty to his father Il Sung. This loyalty, according to Pike (2009), was demonstrated through Jong Ils involvement of the purging of his fathers guerrilla cronies as well as those who were not deemed personal friends of the Great Leader (Kang, 2006). It is believed that this loyalty to his father is what made him his fathers successor. Jong Il was described as forever being in politics. He was noted as being active in the Childrens Union a youth organization that promotes the concept of Juche (the spirit of self-reliance) as well as in the Democratic Youth League, where he engaged in the study of Marxist ideology (i.e. in relation to politics) (AE Television Networks, 2009). It is believed that in 1974, Jong Il was named the successor of the revolutionary cause of Juche, and that between 1971 and 1980; he was given positions of increasing importance within the Korean Workers Party (Pike, 2009). When Jong Il was named successor to the cause of Juche, he reportedly embarked on an initiative, which saw to the advancement of the program, which was concerned with the imbuing of the entire Korean society with the Juche ideology (Pike, 2009). Kim Jong Il reportedly had an interest in many disciplines, none of which he was particularly good at (Hyun Sik, 2008). One of the disciplines Jong Il was interested in was the arts. He was described by AE Television Networks (2009) as the overseer of the Propaganda and Agitation department in his country. This department was the one responsible for controlling the media as well as for censorship (AE Television Networks, 2009). As leader of this department, Jong Il reportedly used the mass media, literature and art, all media that fall under the umbrella term popular culture, to stretch his public image as well as to obtain popular support for himself (Pike, 2009). When Jong Ils father died in 1994, Jong Il reportedly assumed supreme power over the North Korean state. It is through this acquisition of power that Jong Il à ¢Ã¢â€š ¬Ã‚ ¦micro-manages every detail of government business (Pike, 2009). Pike (2009) describes Jong Il as being opposite to his father. He is described as being impatient as well as a vivid displayer of extemporaneous behaviours. Jong Il is described as being arrogant and self-centered in policy decision making, unappreciative of criticism as well as opposing opinion and emotional when it comes to displaying his likes and dislikes (Pike, 2009). However, on his softer side, Jong Il is known to be a lover of movies (e.g. James Bond movies) and is known to have a personal collection of films in excess of 20000 (AE Television Networks, 2009). Nevertheless, despite the latter, Jong Il can be thought of as a sad case, because his legitimacy as ruler of North Korea is determined by the said countrys political system. As a result, Jong Il remains prisoner to a system into which he was born. There is nothing Jong Il could do to reform his nations political system without undermining his own legitimacy. Therefore, his only rational option is to uphold the system (P ike, 2009). Jong Ils upholding of the system is notably in the best interest of his country. A critical assessment of the life and leadership style of Kim Jong Il Kim Jong Il, on the basis of his biography, can be deemed a charismatic leader. However, he is of the unethical type. He is deemed a charismatic leader because he shows forth characteristics such as a high degree of self-confidence (expressed through his firm belief in his ideology), strong convictions about his ideas (which is based on him being unaccepting of criticisms as well as opposing opinions), expressiveness (manifested through his description of being an emotionally expressive individual) as well as activeness in image building (expressed through his use of popular culture to expand his popular image) (Nahavandi, 2009; Pike, 2009). However, although the above is true of Jong Il, he is also deemed to be unethical for several reasons. Jong Il is noted to use his power for personal gain or impact and to promote his personal vision (i.e. through the use of the Propaganda and Agitation Department), to censure critical or opposing views (i.e. through his unaccepting of them), to demand that his decisions be accepted without question (as manifested through the unquestioning compliance spoken of by Kang, 2006), to use one-way communication, and to be insensitive to followers needs (accounted for through Kangs description of the sufferings that the people of Korea are made to endure at the hand of Jong Il) (Howell Avolio, 1992). Although Jong Il uses his power indiscriminately, he can still be considered an effective leader. This is because based on the circumstances in his country; he uses his power to maintain the stability required for the effective functioning of the same. It may not be the view of many outside of North Korea. However, with the level of brainwashing the people of that land have received nothing seems wrong for most of not all. As it was noted earlier, even though Jong Ils leadership style is not the best, he has no choice than to ensure that it is perpetuated. This is because if he chooses to change the way his authority is ascribed to him (i.e. to reform the political system in his country); he will be doing himself more harm than good. As Pike (2009) described, Jong Il is a prisoner to the system; a prisoner in that even if he wants to change the system, he would not, because of the unwillingness to give up his supreme, divine status. It is what grants him his legitimacy as political l eader of North Korea, and it therefore cannot be changed without upsetting the present leaders legitimacy to rule over the state. Jong Il can therefore be placed within the context of the contingency era of leadership. This is because as Fiedler describes, his effectiveness as a leader is based on a match between his leadership style and the leadership situation (Nahavandi, 2009). Jong Il is effective as a leader because his leadership style matches his leadership situation (Nahavandi, 2009). Jong Ils leadership personality can also be interpreted in terms of the behaviorist perspective. It can be thought that Jong Il was trained to be the type of leader that he is. His father, Il Sung, ensured that Jong Il was groomed in a particular way from young. He (Jong Il) was made to attend specific schools; namely, Namsan Primary School (a school he later destroyed through bombing), Namsan Higher Middle School, and Kim Il Sung University (AE Television Networks, 2009; Hyun Sik, 2008). According to Hyun Sik (2008), these schools (afore mentioned) were reserved for the elite of the North Korean society, in particular, party officials above the rank of vice minister (p.47). At these schools, the concept of Juche was taught. Apart from attending these schools, Jong Il was able to nurse the Juche ideology from being in close contact with his father as well as through his involvement with the Childrens Union. Consequently, he was able to perpetuate its existence. Jong Il believably lea rned to be a dictator, an autocratic, because as his former instructor described, he was a shy young man (Hyun Sik, 2008). But what made him acquire this leadership personality? It is believed that Jong Il was predisposed to acquire certain behavioral characteristics that would have allowed him to be an effective leader today. It is believed that Jong Il was exposed to a great deal of charismatic experiences throughout his early life. As a result of this it is assumed that he has adopted a certain degree of charisma and that this very charisma is what he was able to use to sway the minds of the Korean people in the direction that he wanted them to go. Jong Il, because of his ability to manipulate the minds of the North Korean people, through the channel of indoctrination, as accounted for by Lankov (2007), can be described as an individual who scores high on the Machiavellian personality scale. Jong Il and his parents crafty use of supernatural accounts at the time of his birth were used to convince the people of North Korea that Jong Il is a deity. Consequently, the North Korean people found themselves worshipping Jong Il in much the same way as they worshi pped his father (Kang, 2006). Apart from Jong Il being made to look like a deity, he reportedly did all in his power to keep the people of North Korea thinking and acting in a particular way, a way that would ensure the continued legitimacy of his power that flows from his position as Supreme Leader/Ruler of the DPRK. For example, as stated by Lankov (2007), North Korea has maintained a self-imposed information blockade that is without parallel (p.71). North Koreans are not allowed to have free tuning radios, neither are they allowed to listen to news casts and programs that are from sources outside North Korea. This news blackout is supposed to keep North Koreans believing that their country is an earthly paradise (Lankov, 2007, p.71). In this way, North Koreans will cast a blind eye upon the inhumanities that Jong Il is said to bestow upon them, because they supposedly do not know any better. In other words, their reality is based purely on what Jong Il feeds them. So, although North Koreans may feel in their h earts and minds that something is wrong with the political leadership in their country (if even they do), they will continue to exist within a false reality, because of the unadulterated doctrine, which has been ingrained deep within their psyche. Continuing on the subject of power, the other sources of power that Kim Jong Il possesses is that of Coercive Power and Reverent Power. Nahavandi states that coercive power is the leaders ability to punish; persons comply for fear of this punishment. Kim Jong Il exercises his Coercive Power by ensuring that he attains full compliance from the people by instilling fear in them by threatening to arrest persons who refuses to adhere to his directives; deeming them political criminals. Jong Il also received Reverent Power through his coercive tactics on his people. He did this by mandating the people to worship him and his father and demanded that all believed and followed the principles of Juche. So not only was he their political leader her was their spiritual leader qualifying his Reverent power. Jong Il is accused of committing many heinous crimes against the North Korean people. Kang (2006) argues that he should be charged for crimes of war as well as of genocide. Kang (2006) argues that although Jong Il may not commit these crimes himself, he (in one way or another) sanctions them. Kang (2006) was careful to mention that the people of North Korea were mistreated on the basis of their religion and nationality. Christians and what were described as half-Han Chinese infants fathered by Chinese or other non-Koreans fell victim to Jong Ils rule. Women, who fled to China and got pregnant there, and were later forced to return to North Korea, were forced to have abortions. In the case of religion, any one who was deemed associated with any other religion besides Juche was persecuted by Jong Il. These persons were typically those who fled to countries outside North Korea seeking refuge, and were suspected of being influenced by outside intervention. However, unfortunately for th em, they were forced to return to their home land (Kang, 2006) where they paid the ultimate penalty for their supposed spiritual fornication. According to Kang (2006): One person testified that she saw prison security officers kill several Christians by pouring molten iron on them after they refused to renounce their religion and accept the state ideology of Juche. In particular, members of underground Christian churches and persons in contact with Christian missionaries have been subjected to harsh punishment, prolonged detention without charge, torture, or execution (p.99). Jong Il is so adamant about his belief in Juche that he went to great lengths to gain compliance from all persons dwelling within his territory of rule. Kang (2006) stated that the citizens of North Korea were literally mandated to worship Jong Il and his father based on what was known as the Ten Great Principles of Unique Ideology. Persons failing to comply with this order became political or ideological criminals and were made to suffer much abuse (inclusive of rape and the deprivation of food and medicine) (Kang, 2006). No one was spared the wrath of Jong Il from the smallest and most innocent of children to the oldest of adults, were made to suffer the consequences of their perceived defiance to Jong Il. For example, it was noted by Kang (2006) that Jong Il punished a nine year old and his family, because the child innocently scribbled over the faces of Jong Il and his father Il Sung that were printed in his text book. Neither the child nor his family was ever seen again; they l iterally vanished off the face of the earth. The interesting thing about Jong Il is that he ensured that he was awarded compliance from his citizens by instilling fear in them. Kang (2006) noted that In addition to [a] cult-like mentality [existing in North Korea], a culture of surveillance pervade[d] [the] North Korean societyà ¢Ã¢â€š ¬Ã‚ ¦ (p.56). Every individual was literally placed as each others watch man to ensure that each individual was living according to Jong Ils rules and/or orders. The Peoples Security Agency, the State Security Protection Agency, and the Korean Workers Party each plant[ed] their own informants in all work-places and units of organization', and since no one knew who exactly was an informant, they were all forced to be on their Ps and Qs (i.e. to be on their best behavior) (Kang, 2006). All these efforts to ensure forced compliance to Jong Il illustrates that the North Korean leader is definitely a high Mach because he is more than willing to do whatever is necessary to gain his desired end (i.e. e ven though it means manipulating other people [as he evidently did] or gaining his desires at the expense of other individuals). From the preceding essay, it can be deduced that Kim Jong Il is definitely the leader of a brutal dictatorship. He displays qualities of an autocrat, because he makes decisions on his own (i.e. without being opposed). The literature exposed him as one being intolerant of criticism and disfavoring of opposing opinions. Jong Il was described as a leader to which there was an unquestioning loyalty. Everything he ordered was executed by his subordinates (i.e. the people over which he ruled) without question. This occurred irrespective of whether the actions were right or wrong. Jong Il was termed a high Mach because he was seen as one using the legitimacy of his power to manipulate his followers into doing precisely what he wanted them to do (i.e. without care for how his desires were affecting the persons directly involved). Jong Il utilized fear tactics to ensure that he gained the compliance he required another indicator that he would score high on the Machiavellian personality scale. Apart from severely punishing people for defying him, he placed the North Korean people against each other by making them all spies for him. The North Korean leader appeared to be a possessor of charismatic qualities (i.e. he was deemed to be one born with special qualities for a special purpose). His birth was described as supernatural in occurrence, and the activities surrounding his birth were used as a tactic to gain the desired support from his followers. Jong Il, despite his negative qualities, appears to be an effective leader because he is able to maintain the stability required in his country. He appears to be operating under the contingency model of leadership because his leadership style appears to be directly related to his leadership situation. However, although Jong Il appears to be an effective leader, he is one that is unethical for various reasons. For example, Jong Il is noted to use his power for personal gain or impact and to promote his personal vision, to censure critical or opposing views, to demand that his decisions be accepted without question, to use one-way communication, and to be insensitive to followers needs all actions that are unethical by Howell and Avolios standards. Jong Il appears to be an explicit case of the nature/nurture principle. He is believed to be endowed with certain character traits (e.g. influence and/or charisma) nature that together with his ideology (Juche) and/or trained behavioral characteristics (authoritarianism or dictatorship) shapes his leadership style nurture. Jong Ils personality and leadership style have created a North Korea that sparks immense interest from the outside world. Apart from them being interpreted as treacherous, it is still unfathomable how the people of North Korea, at the hands of one man, can live to accept such an inhumane political system, and comply with it unquestioningly. Could this be a case demonstrating the share power of indoctrination or is it that North Koreas leader has emerged to be so powerful and feared, because his society provides the grounds for him to do so? Some food for thought.

Cleopatra as a Historical Figure Essay -- William Shakespeare Literatu

Cleopatra as a Historical Figure In hieroglyphs, the name reads â€Å"Kleopadra†. It is a name which in Greek means â€Å"Glory of Her Race† (Weigall, 44). It is a name belonging to a woman who has transcended the boundaries of time so that we may know her story. What better way to describe Cleopatra, the last Queen of Egypt, Ruler of the Nile, sent from the Gods themselves to lead her people, than â€Å"Glory of Her Race†? Cleopatra, the last ruling descendant of the Ptolemaic Dynasty, has arguably unparalleled fame as a female historical figure. Yet we must ask ourselves: why? What is it about this individual that strikes us as so intriguing that we, like the Elizabethans before us, centuries ago, like the Romans two millennia past, should divert so much of our attention into construing the motivations behind the enigmatic figure that is Cleopatra? We must look not only to Cleopatra, but also to the historical events surrounding the last few years of her rule, in order to truly understand the historical significance bestowed upon her. It was a combination of the tumultuous political upheaval and civil unrest of Rome c.a. 40 B.C. that allowed Cleopatra to utilize her exotic mysticism and considerable political cunning to manipulate the situation in an attempt to fulfill her ultimately patriotic ideals. It is her vital and unique role in these hugely significant historical events that makes her equally indispensable in the annals of history. The land of Ancient Egypt has forever been a source of intrigue and mystery, both to the people who lived outside of its influence, and to those of us living thousands of years after the Pharaohs ruled the Nile. The dichotomy that existed during the time of Cleopatra between the West, Rom... ...ction).† The Norton Shakespeare: Tragedies. Eds. Stephen Greenblatt, Walter Cohen, Jean E. Howard, and Katherine Eisaman Maus. London: Norton, 1997. 854-847. Shakespeare, William. â€Å"Antony and Cleopatra.† The Norton Shakespeare: Tragedies. Eds. Stephen Greenblatt, Walter Cohen, Jean E. Howard, and Katherine Eisaman Maus. London: Norton, 1997. 856-934. Volkmann, Hans. Cleopatra: A Study In Politics and Propaganda. London: Elek Books, 1958. Weigall, Arthur. The Life And Times Of Cleopatra. New York: Greenwood Press, 1968. Works Cited Deats, Sara Munson. "Rabbits and Ducks." Literature Film Quarterly 20.4 (1992): 284- 294 Rabkin, Norman. Shakespeare and the Problem of Meaning. Chicago: University of Chicago (Press), 1981 Shaw, William P. "Textual Ambiguities and Cinematic Certainties in Henry V" Literature Film Quarterly 22.2 (1994): 117-123

Ethics in the journalism Essay

Ethics in the journalism sector is not a new issue of debate. Journalism ethics has been described as â€Å"a dysfunctional ethical discourse† by Iggers (as cited by Mccabe, 1999). The role of media is always very important in manufacturing the consent of people and develops a view regarding any particular issue. However the way news is collected, compiled and presented is always a question of debate. Citizens get the information regarding the social problems. The media has the capacity to bring the change. The traditional media is based on the maturity of the information, published news and different other subjects. Media has moved from its traditional role of observer to the change agent within the society (Mccabe, 1999, p. 199). The role of technology in media presentation has been very crucial in the recent past. The information is available easily on the website. â€Å"The Internet blurs traditional categories like â€Å"professional† versus â€Å"amateur,† â€Å"published† versus â€Å"unpublished,† and â€Å"public† versus â€Å"private. Existing rules for the ethical conduct of human subjects research that rely on these categories are thus difficult to extend to this new medium. † (Bruckman, n. d. ) Information available on the various websites makes it convenient and handy. However, the reliability of information available at this source is questionable. The referencing of the sources from which information has been obtained and how the credit has been given is always important in order to maintain the ethical standards of the journalism in this internet age.

The forgotten group memeber case Essay Example

The forgotten group memeber case Essay Example The forgotten group memeber case Essay The forgotten group memeber case Essay Essay Topic: Sociology The facilitator, Christine, is assumed to embrace the same roles and adhere to the equivalent theories defined for a leader. Also, it is believed that the principles taught within Professor Rasmussens Organizational Behaviour class are consistent with those discussed by Dr. Keeping. The outcomes associated with the alternative solutions are based upon the likelihood of their interpretations within the group meeting corresponding with our interpretations of the theories utilized and are not explicitly applied with certainty. Statement of the Problem Due to lack of: clearly defined team roles, demonstrated leadership qualities, effort by all members and acknowledgment of communication barriers, conflict was imminent within the group. Immediate problems to be addressed by all members of the group include Janets feelings of exclusion from the group and Christines lack of insight into the apparent causes of Janets loss of motivation to be a group member. Professor Rasmussen must decide whether to resolve the feelings of inequality between the group members and if delegating a further assignment to Janet is appropriate. Analysis of the Problem As stated in the course outline received by all students at the commencement of the term, group work is considered to be the primary medium through which applying the theories learned in class is to be implemented. Causes of animosity within the group may be attributed to group dynamics, norm formation, leadership inefficiencies, perceptions, conscientiousness and communication barriers. As explained by Professor Rasmussen during the second class, all groups undergo four stages of interaction: forming, norming, storming and performing1. These four phases are also referred to as mutual acceptance, communication and decision making, motivation and productivity and control and organization. Interaction amongst those who have had no previous relations together is facilitated through the first stage; where personal preferences and work schedules are exchanged, strengths and weaknesses made apparent and expectations clarified2. The first group meeting held was used to recognize these necessities. The second stage, where norms, goals and performance ideals are mutually established through discussion, should not occur without careful consideration and input by all members. The formation of the group failed to fully complete this stage however, allowing the ambiguous actions of members to be perceived incongruently. Norms are behaviours that social groups deem proper when interacting, so that actions may be consistent and activities made predictable3. To be effective, all must clearly understand and adhere to these expectations for there to be cohesiveness. At the commencement of the semester, Professor Rasmussen defined his norms for the groups and required all students to sign a contract, indicating that all expectations have been acknowledged. Unfortunately, within Christines group, not all members abided by the norms. One member in particular, Janet, failed to fulfill the contract to its fullest extent, however, one should not fault the lack of cohesiveness strictly to Janet. The group accepted the norms delivered by Professor Rasmussen but did not redefine or set out norms to be suitable for them selves. Nor was the contract or its contents reviewed during the group meetings. Therefore, it may be inferred that the group failed to establish strict rules or guidelines, causing the situation they are presently in. Christine, as facilitator, should have ensured that the norms were set as they are a vital aspect of a successful group4. Christines style of leadership throughout this situation may be described using the theory of Leader-Member Exchange. This theory focuses upon the unique relations between a leader and their subordinates. Greater personality similarities contribute to closer relations, allowing for stronger bonds to be forged5. These strong personality connections cause the subordinate to be designated a member of the ingroup. The ingroup consists of those who receive special preferences such as inclusion within social activities that occur outside of the organization. Those subordinates who do not receive this special treatment are considered the outgroup members. As facilitator, Christine did not form a strong inter-personal relationship with Janet, her subordinate. As sole member of the outgroup, Janet did not satisfy the need to relate to her colleagues as defined by ERG; a theory first proposed by Clayton Alderfer that defines the needs of existence, relatedness and growth as essential to human motivation. The need of relatedness is the ability to identify with ones peers and establishing a sense of belongingness6. Janet was not able to experience the cohesiveness established through the extracurricular social interactions. The rest of the members were able to receive these benefits and become highly cohesive due to their designated statuses as members of the ingroup. Because Janet was excluded from the ingroup and was allocated to the outgroup, she was lead to encompass unmotivated behaviours. She was lead to feel unmotivated, as she was a victim of the fundamental attribution error principle. This theory states that one may have their preferences and ideals seen as the primary cause of their actions although situational attributions may be the proper cause7. Janet experienced this bias by the members of her group, as she chose to help her boyfriend with his project instead of meeting with the group at the designated time, as she previously agreed to. From her perspective, she did not intentionally choose to spend the allotted time with her boyfriend, however the group feels that her actions were a blatant attempt to avoid contributing further. This principle was also used by Janet, as she attributed Christines lack of social inclusion to the general dislike of her personality. Due to the diverse personality composition of the group, it is imperative that the leader manages the situation with care to ensure that conflicting ideals do not affect the groups cohesiveness. Stereotypes attributed amongst the members of the group lead to distrust as well as communication problems. A leader must recognize these issues and allocate the required time towards helping the group unify8. When Christine first met with her group, she made stereotypical assumptions about each individual based upon her first impressions and the brief biographies supplied to her. One may describe representativeness heuristics as a method in which a person evaluates others based on characteristics or previous occurrences9. Christine utilizes this principle when she assumes that Janet is unmotivated and uninterested with the group project; as she was late to the first meeting and mentioned all her free time was spent with her boyfriend. This causes the group to feel as though Janet does not want to work with them, which leads her to feel unwelcome. Although Janet has contributed her allotted portion of the assignment, Christine still holds negative feelings due to selective perception10; the ability to omit information, which does not correspond to, established beliefs. Despite the fact that Janet was a fully contributing member, the group continued to hold a negative bias due to her lack of social activity. Also, Mike had the tendency to put forth less effort than other group members, which is looked upon as free riding. A free rider is one who tries to maximize their outputs while minimizing their level of inputs11. Due to his lack of focus and recurring need to bring humour to all situations, Mike is seen as a fully contributing member because of his constant presence. Christines lack of leadership contributed to the differing ways in which each individual was treated, causing the group to have a lack of respect for her position. A persons conscientiousness defines the range of tasks they wish to sustain and the variety of activities in which they chose to involve themselves. A person who appears to focus on effectively completing a small number of goals is viewed as displaying high-conscientiousness. They value the characteristics being responsible, organized and self-disciplined. Anchored at the opposing end of the continuum are those whom are regarded as exhibiting low-conscientiousness. They apply themselves to a large number of responsibilities that often cause them to become overwhelmed by the volume and incapable of applying the effort required. People within this category tend to be careless, irresponsible and lack self-sufficiency12. In applying this theory to the case, it is apparent that Janet tends demonstrate characteristics consistent with a less-conscientious person. She is studying at a university, maintaining two jobs and is fully committed to a serious relationship. Therefore, Janets time is greatly consumed with a larger variety of activities than others within her peer group. This detracts from her performance in the group-case study. Communication is an essential element for coordinating efforts and sharing information within any interpersonal atmosphere13. Barriers to communication arose concerning Mikes free- riding tendencies and Janets failure to attend group meetings regularly due to Christines failure to fulfill the role of facilitator. Instead of avoiding the conflict, Christine should have resolved the issues as they became apparent, for they caused stronger concentration upon Janets individualized status.

My SAT Testing Center Was a Nightmare - Make Sure This Doesnt Happen to You

My SAT Testing Center Was a Nightmare - Make Sure This Doesn't Happen to You SAT / ACT Prep Online Guides and Tips On Saturday, June 6th, I sat alongside high school students to take the SAT at George Washington Prep High School in South Los Angeles. I knew what to expect. I’d taken the test back in 2009 in South Florida when I was beginning my own college application process. I could never have imagined how different my experience would be this time. My SAT Testing center, located in a poor area of Los Angeles, had HUGEflaws that resulted in extremely unfair testing conditions for the students. When I shared these experiences with my co-workers, they were flabbergasted. But others shared experiences that were just as deplorable. I wish I were joking. I wish this were satire. But this isn't Saturday Night Live, and there were serious problems that ruined the experience for the other test-takers, many of whom were taking it for the first time and using vouchers. This is undoubtedly happening across the country and crippling the scores and futures of thousands of students. Unfortunately, as in my experience,these problems may be especially prevalent in lower income areas where students aren't as well prepared for how the test SHOULD go, and incompetent proctors may be overlooked. Read this and make sure this doesn't happen to you. I'll address the five main issues that occurred: Shortened section times Communicating the wrong instructions Intolerable noise Poor proctoring leading to opportunities for cheating Break time waived I'm reporting 100% fact from my own experience. I'm not a dramatic person, and I wish these things hadn't happened. At the end, I'll address why these issues matter, what you as a test taker should learn from my experience, and what the College Board should learn from my experience. Shortened Section Time Issues While many students are angry over the 20/25-minute discrepancy on section 8/9 of the test, this is not the timing issue I am referring to. To be honest, no one at my testing center seemed to notice. There were too many other issues. We only received 20 minutes for the essay portion, instead of 25 minutes - a full 20% less than the allotted time. Our proctor incorrectly wrote that we started at 8:45 when we actually started at 8:50, according to my watch and the clock on the wall.I didn’t say anything at the time because I assumed he was timing off his own watch that was perhaps 5 minutes behind. I assumed we would be stopped at 9:15 according to my watch, but we were stopped at 9:10. How many clocks does it take to tell the time? I didn't say anything, and I regret it. I was able to finish my own essay, but I could have potentially helped the students around me. I didn't say anything at the time because I second-guessed myself. Was I wrong?Was the section only 20 minutes long? I re-read the instructions after the test was over and realized that we were supposed to have 25 minutes for the essay. Also, in some ways, I felt helpless. I only had 1 proctor in my room, and he was the one making the mistakes. Would he listen to me? Who could I talk to other than him? I should have sought help from the other proctors especially because the timing issues continued. On a few sections without a break before them, we were short a minute per section. For those sections, our proctor said the section began at the same time the other ended.When in fact, he read directions in between, so the new section began about a minute after the other ended. With only 10-25 minutes per section, this minute could have been crucial to students. I made a mistake by not speaking up, but you shouldn't. If this happens to you, you MUST speak up. While this issue may have had the most direct impact on our scores, the others are just as worrisome. 100% Incorrect Instruction Issues On top of the timing issues, there were issues with the instructions.At the beginning of the test when reading the directions, the proctor misspoke and said you could not write in your test booklet. What I think he meant was that you can’t ONLY write your answers in the test booklet, as you need to fill out the scantron to have your test scored. A student was confused and asked if she could write in the booklet. He said no. This is absolutely, 100% false. You're supposed to mark up the reading passages and do your math figuring directly in the test booklet. I spoke up. I said, â€Å"Yes, you can write in the booklet, but you need to put your final answers on the scantron.†The proctor said he wasn’t sure.Finally, another student spoke up and said that she read on the back of her test booklet that you can write in it.The student who originally asked the question looked unsure because the proctor still said he wasn’t sure. This is unacceptable. Imagine how hard it is to do math without writing out work or use process of elimination when you can’t physically cross out answer choices.If this happened at my site, you could imagine how many instruction issues occur throughout the country. People who have studied the test thoroughly know this instruction is wrong. But people who haven't taken the test and aren't prepared would have no idea.This would cripple their score. Another PrepScholar writer took the test at a different testing center in Los Angeles this weekend, and her proctor kept skipping over instructions or telling "jokes" like "the test will last 23 hours."Her proctor really scared some students with that one.Additionally, her proctor missed several 5-minute warnings. So, it's very important to bring your own watch to self-time.Some issues are out of your control: Unbearable, Concentration-Breaking Noise Issues During my test, there were noise issues CAUSED by the proctor as well as outside noise issues.After starting the test, our proctor promptly popped in ear buds and began listening to music. This is wrong on a number of levels.We could hear the music clearly through his headphones, and finally, about 10 minutes into the essay, one student had the courage to ask him to lower the volume.To his credit, our proctor apologized profusely and lowered the volume - but he should not have been listening in the first place. LOUD NOISES! At some point in the middle of the test, our proctor opened the window to our classroom (big mistake).During one section, we heard young children screaming in the hallway for a few minutes (why were they at a high school on a Saturday? who knows!).Our proctor did ask them to stop, but it was still a disturbance, and the window should have been closed. During a later section, there was a very loud ice cream truck playing â€Å"it’s a small world† on loop.I asked the proctor about it, but he just told me it was an ice cream truck and did nothing. It clearly was parked in the school parking lot or something because it continued to play â€Å"it’s a small world† audibly and loudly for about 15-20 minutes. This noise was incredibly distracting. I was trying to power through a CR passage and block it out.Again, the proctor did not close the window. He did not try to get another faculty member to investigate the noise. He just let it continue. I know noise issues are a common problem.Another PrepScholar writer took the test in Northern California this weekend, and her proctor was watching a movieon their iPad, which accidentally switched to full volume during a section.She said her proctor promptly turned it off.However, no proctors should be allowed to use electronic devices during the test.They need to be alert and focused to catch any possible cheating. Creating Opportunities for Cheating Issues During my test, there was a definite possibility of cheating. I am not saying that anyone cheated. I did not specifically see anyone cheating. However, I know it would have been far more possible to happen compared to normal testing centers. At the beginning of the test, when the proctor was listening to his music while at his desk, it would have been easy to whisper to the students around you to discuss the essay. Don't do it! During one break, the proctor stood outside the classroom by the door, leaving all of the students who decided to stay in the room alone at their desks with their test booklet and answer key.It would have been easy to go back and review your work or answer problems you couldn’t get to. Additionally, the proctor only walked up and down the aisles at most 3 times during the entire test.He did not check calculators.We could easily have had unapproved programs with vocabulary words or something else. While I genuinely do not think cheating occurred in my classroom, my proctor definitely opened himself up to possible cheating.My proctor did not seem to care about much other than getting out of the test as quickly as possible, which leads me to my next point. Waiving Important Breaks Issues Another huge issue was that after our 4th section break, our proctor put it to a vote as to whether we would only break between the 7th and 8th section or whether we’d take 2 breaks. No. This test is NOT a democracy. The College Board requires three 5-minutebreaks and doesn’t let the students decide.We voted to take only one break.My proctor was elated as he was â€Å"trying to get to a Dodger’s game.† I didn’t need another break; however, I’m sure if I were a student who wanted the additional break to reset, I would have been too nervous to speak up and conflict the group opinion. Students should not have been placed in that awkward situation. Why Does This Matter? Social Inequality. The College Board Is Failing Its Students. All of these problems created an incredibly unfair testing environment. I definitely think my score may have been impacted. I barely finished the Critical Reading section while "it's a small world" was playing on loop. All of the issues made it very difficult to concentrate. Additionally, the essay, for which we received20% less time than normal, counts for 30% of our Writing score. An incomplete essay or poorly written essay could easily drop your score 100-200 points on the Writing section. If this happened at my testing center, which I randomly chose from the centers available in the Los Angeles reason, irregularity must be incredibly prevalent, and that is unbelievably sad. As I mentioned, two other PrepScholar writers also had unforgivably bad experiences at their test sites.Testing center regulation should be of the utmost importance to the College Board, especiallyas I believe this issue may impact those at the lowest socioeconomic levels more. I took my test at George Washington Preparatory High School in the Westmont neighborhood in South Los Angeles. According to an article from the LA Times, the average household income in Westmont is $31,572. It ranks 242nd out of the 265 ranked neighborhoods by household income in Los Angeles, meaning it'sthe 13th poorest neighborhood in all of Los Angeles, in the bottom 10 percentile. The College Board already knows from their testing data that their SAT tests unfairly disadvantage those from lower socioeconomic backgrounds. However, the College Board does not take into account the unfair testing conditions that may be contributing to these students' lower scores as well. I know that the playing fields are incredibly uneven when it comes to SAT testing centers. My original SAT Testing Center, William T. Dwyer High School in Palm Beach Gardens, Florida, stuck to the rules. The proctors knew the instructionsand were able to answer any of our questions. There were no noise disturbances, and the timing was precise. The proctors circulated throughout the test, ensuring that there was no cheating. I don't know what it takes to become a proctor in South Los Angeles. Clearly, the proctors weren't instructed well, and the College Board doesn't care enough to maintain quality evenly throughout the country. If I were to guess, the College Board takes extra care when it knows students are hyper-vigilant and ready to pounce on a single screwup. In wealthy areas of metropolises like New York City, Boston, Los Angeles, San Francisco, and Chicago, students would complain incessantly. And the College Board can't risk another scandal. So it pays attention to those areas and makes sure they stay quiet. But where students are unprepared, don't know their rights, and aren't as motivated to report problems, the College Board gets away with unforgivable behavior like this. TheSAT can account for a huge part of whether a student can get into her dream college or not. These conditions severely disadvantage the people the College Board is supposed to be trying to help. But not all hope is lost. While the College Board may not be doing anything to level the playing field, you as the test taker can take certain steps to help yourself get the fairest testing conditions possible. What a Test Taker Should Learn From My Experience: Try to go into the SAT as knowledgeable as possible about the test. Know the amount of timing you are allowed per section. Read the instructions at home. You should be able to read them off of any free SAT practice test. If you have any questions about these directions, email or call the College Board in advance of your test date, so you know the answer from the authority. Ask your older friends where they took their SAT. Ask them if there were any issues. Was the timing correct? Was there distracting noise? Bring your own watch to time yourself. If you notice a timing issue, raise your hand and ask/tell your proctor about it. For noise issues, unfortunately, the College Board doesn’t allow you to take the test with ear plugs (a policy I think they should change). You need to ask your proctor to close all windows. Ask your proctor to tell whoever is outside to quiet down or go elsewhere. If your proctor is unable to answer any questions you have about the instructions, ask your proctor to go ask someone else. Demand to speak to someone else or have your proctor call the College Board. If you have other issues with your proctor as far as allowing possible cheating or trying to cut out break or anything else, go find another proctor during your break! Tell the other proctor what is happening. If you feel your issues were not addressed at the testing center, call the College Board; here is their phone number. I did! The College Board takes these matters seriously as they pride themselves on standardization. What the College Board Should Learn From My Experience: With all of these issues, I hope the College Board will consider offering free re-tests to every other student at George Washington Prep High School. I also feel this reveals a bigger issue that the College Board needs to address: proctor training.I think all proctors should undergo a required training session before they act as a proctor for any SAT test. At these training sessions, the proctors should be taught the instructions and rules of the test. They should be taught the exact timing procedure including breaks, and they should be forced to practice it. Also, they should be told that they are never allowed to use electronic devices during the test. Additionally, they should be taughthow to watch for cheating by checking calculators, walking up and down the aisles, etc. Proctors need to know their own dos and don'ts. While I believe my proctor could have done better, I still think the College Board is to blame for the lack of standardized procedures at test centers. Why has the situation gotten so bad? I am not sure. Perhaps the College Board needs to send observers to every school site toensure fair testing conditions are being met? I also think thatall SAT test takersshould receive a test taker’s rights guide from the College Board so that they know what is fair or unfair.These students I took the test with were mainly first time, voucher-using students, who had no idea what to expect. What’s Next? Taking the SAT soon? Learn about the rules and regulations, and know thatif your test center has a problem to speak up. Trying to figure out where to go to college? Let us help you pick out your target school. Studying for the SAT? Read our ultimate SAT study guide. Taking the test really soon? Learn how to cram for the test. Want to improve your SAT score by 160points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Two questions essay Example | Topics and Well Written Essays - 500 words

Two questions - Essay Example The echo boomers are known to be interested with diverse fun activities and projects. Therefore, for the hotel to attract them, it has incorporated different activities in its services. Such activities include; golf course facilities, swimming pools, pool tables, and libraries. Echo boomers are also known to be high achievers with the desire to make a lot of money while still young. With hotel having this generation as their major target, it has also implemented such facilities as gambling machines. It also holds events such as auctioning of expensive items such as wall paintings. Most of the persons attracted into the hotel are therefore able to make money by taking advantage of the different opportunities offered at the hotel. Other business opportunities are also made possible by the hotel inviting the experienced business entrepreneurs who then offer investment projects to the echo boomers. Therefore, with all these activities and facilities, the hotel has hence managed to attract its target group, the echo boomers. Ecotourism mainly deals with nature and preservation of the environment. Therefore, it is one strategy that has made a lot of progress in attracting people who are interested with the natural environment. Ecotourism has promoted the tourism industry through use of attraction such as national parks and natural resources. Ecotourism also makes the environment appeal to people thus, attracting many tourists even those that are not interested with nature (Whyte, 2010). Space is one viable tourist attraction in the world, but which is very expensive. Currently, only few persons have managed to undertake this source of income since many people also assert that is a dangerous activity. An organization that is working to make this economic attraction possible is the Depaul Space tourism Organization. Despite a lot of challenges being experienced in the

Entrepreneurship Assignment Example | Topics and Well Written Essays - 2000 words - 1

Entrepreneurship - Assignment Example Though they constitute a major element of the countries growth, very little was done for their growth and development in the past. It is a common misconception that unemployed people call themselves entrepreneurs. But, in reality they provide several basic services necessary for huge corporate companies as well as the local public. The government has started to realize their importance only in the recent days. Government encourages the small and medium level entrepreneurs to get rated because they believe the sole aim of encouraging entrepreneurship is job creation and economic growth. Several steps to improve them are taken from offering them easy loans to giving them subsidies to improve their infrastructure. The major obstacle faced by the SMEs are their inability to garner funds when they are in dire need. Getting a good credit rating will help them demand the finance they require from various agencies with confidence. But, there is little awareness regarding the process and its importance among the entrepreneurs. Credit rating is basically a system which statistically determines a person or businesses ability to pay back the money borrowed. The credit ratings are offered by three financial bureaus Equifax, TransUnion and Experian in the U.S. Their rating for each business might differ slightly. An American citizen is entitled to get a free credit report once in every 12 month from these bureaus. But, they should pay a minimal fee of $7.95 to get a detailed credit rating. An alternate way is to use software like FICO to get the credit rating. People applying for the report will usually get it within 30 to 45 days of application. They bureau takes into account certain features like credit repayment history, current debts and time taken to pay back the previous credits, the frequency of getting credits and the credit type to create the credit