Pyramids :: Symbolism History Spirit Essays Research

Pyramids The image of the pyramid with the sun shinning behind it was taken from a 1996 brochure advertising a weekend seminar with Robert Kirby, an international speaker and author. Kirby's weekend seminar is titled "Manifesting Your Life - Purpose, Prosperity and Abundance." His self proclaimed fields of expertise include Corporate Negotiation, Accelerated Learning, Transformational Psychology, Kinesiology, Emotional-Spiritual Revitalism, and Energy Field Research, among others. The brochure states, "Newly researched evidence now permits you to unleash enormous latent creative capabilities through your body's dynamic electrical energy field." Robert Kirby is one of the many people currently making a living utilizing information associated with the new age spiritual movement. The new age spiritual movement is a very broad ideological umbrella covering the terminology Kirby uses, and much more. The new age movement seems to signal above all, an interest in the mind-body-spirit connection. People are pursuing the idea that the knowledge is within each individual to unite the physical, emotional, mental, and spiritual aspects of themselves to create wholeness. The pyramid seems to have been adopted as a powerful symbol for these ideas. The pyramid of the 90's is a spiritual icon for health, power, abundance, and purpose. In our country riddled by me ntal and physical health-care crisis's, where traditional western medicine clearly lacks answers, the spiritual movement is becoming increasingly wide spread, and the pyramid carries the message. The pyramid symbol carries the traditional coding of the spiritual trinity. Each side of a pyramid is a triangle and the triangle stands for the trinity of the Father, Son, and Holy Ghost. The new age trinity is a somewhat different way of looking at the traditional religious trinity ideology. The difference is in the extension of the definition. The trinity in this case is the father (spirit), mother (matter), and son (consciousness, Christ). Interaction of father spirit, with matter (mother), creates the son. The belief is that this is true of everything that exists - - all life is formed within that trinity. So ultimately the pyramid is the symbol of creation, and the symbol of God. The new age spiritual movement of the 1990's definitely includes the notion that individuals have access t o God. Interestingly enough, the meaning of the pyramid in the 1990's is not that far removed from the meaning of the original pyramids of Giza. When first looking at the two images and deciding exactly what each represents, it seems at first as if the entire meaning of the original structure is lost in today's use; however, there is a connection of meaning on a deeper level on close examination.

Development through the life stages P2 Essay

The causes of the life factor Down Syndrome Foetal alcohol syndrome Bullying Peer groups Smoking The effect on the development on an individual (PIES)The physical side effect to a child with down syndrome is that they have a small nose and they have a flat nasal bridge, they also have a small mouth, their eyes slant either upwards or downwards. They have weak muscle tone which means they are very floppy; they have big hands and have short fingers. They may have a weight problem which will cause them to put on weight and will affect how they do activities if they start to get overweight and be limited in what they do. They may share physical features from their parent which will make them different. For intellectual, the child may develop a lot of mental health issues while they grow older, many of them face having anxiety, repetitive and obsessive compulsive behaviours. For emotional, they may develop behaviours that could affect their emotions, they may start to get frustrated at th e fact they are delayed with their communication. For social, they are not very confident and people will need to get them to interact with other people and get them into social groups.The physical side effect is the child will have low birth weight, their body features will not be fully developed which will mean they will have a small head, a flat face with a snub nose, they will also have a thinner top lip, they will also have widely spaced eyes. They may develop general or specific learning difficulties. For intellectual, the child may develop a few learning difficulties which will include poor memory, they also have difficulty to understand concepts such as the time and counting money. They also have bad language. For emotional, the child will have a lot of behavioural problems and for this they become hyperactive, they don’t have the ability to concentrate, they have a lot of anxiety and are very stubborn. For social, they have a lot of socialization problems which causes difficulty to build and maintain friendships. The physical side effect is that it can affect the way a person can act, they may resort into eating disorders especially girls. There may be the physical signs, for example bruising around the neck or arms, also scratches and scars. For intellectual, this can affect the way they are towards education if they are being bullied during school, they will not want to attend school so they can get away from the bullies, this will then effect there future. For emotional, it is an emotional distress, which will cause a lot of physical  and emotional pain to them. For social, this will affect how they will interact with other people; due to them being bullied they may find it hard to trust other people and to also want to become friends in case they are bullied again. This will affect how they develop in the future because they may start to isolate themselves from people if they believe they are not strong enough to stand up for themselves. The physical side may have positive and negative sides to peer groups, if you’re in a group and everyone in the group is skinny, it may lead to that person losing weight in a way they should which would affect the body functioning. For intellectual, the groups may tend to be distracted with work which will allow them to fall behind on their work and affect their future. For other groups, it may be different and they may all work together to help each other with work and to achieve what they came to education for. For emotional, the groups may lead to becoming violent towards other people which will bring out aggression in them, they may also have a friendly group which won’t do any harm to people. For social, being in groups will give them the opportunity to develop their social skills, which includes leadership, teamwork or sharing. The physical side effect is they will have a reduce the performance at all the physical training they will do. They have a higher risk of heart attacks/ strokes and will have a higher heart resting rates than non-smokers. It may also affect the financial strain which will cause more worry on a person especially if they have low income. For intellectual, smoking will lead a person to not concentrate for long; it may also lead for the person to be affected mentally. For emotional, the smoking will relieve the stress that they will be building up. For social, it can be a social activity which people will be able to interact with one another when they are outside smoking, sometimes depending on the people, it may cause negativity on relationships. Can the factor be identified before the birth of a babyAntenatal screening can be given at 13 weeks to determine the likelihood of the baby developing or developed the condition. When the women goes for her monthly check-ups, they can notice th e child’s development growth and they will know when the baby is born whether they have been drinking throughout the process of the pregnancyThis factor cannot be identified before the birth because it is the society and the  environment around them that will cause this.This factor cannot be identified because it’s the environment and the friendships that the person will develop when they are in education.The cannot be identified because they are either brought up with a family smoking which will make them more likely to smoke or they want to smoke because other people are smoking. How many the factor influence the life of an individualAll people will down syndrome depending on the condition may be able to live separate from their parents, they may find it difficult to cope but they could get a little bit of work to help them be like other people and not be different. Sometimes they get married and will live their lives.Most adults who have a drinking problem will need help to get them back on track and to be able to look after their child without them resorting back to alcohol. They can get lots of supervision help which they will be able to make day to day decisions with themFor some people, if they were bullied at a young age, it may affect the way they will interact with other people and will tend to isolate themselves, they are at a higher risk of having anxiety or depression. But if the bullying for them was a short term memory, they will forget about what has happened and will carry on with their lives. Depending on how the group has been, if the group had a negative affect then that person may be rude, mean and harsh to other people just like they have grown up doing with in their group. But if there was a positive affect then the person will stay the kind, innocent person they were which will give them more of a social life.Smoking may cause long term effects especially if they are addicted to it, some people along the way may develop cancer which is caused by the smoking which will lose their independents, depending on the condition it may lead to them not being able to live on their own. Care needs to be fulfil individual needsBoth children and adults both need regular check-ups to see how they are getting on and to monitor their health. They may develop some certain health problems and with the check-up doctors will be able to do something about it. The children may need help if they have learning difficulties, they will be able to have someone to keep close eye on them and to make sure that they are progressing, for the adults they will need help in controlling their drinking problem if they have one and to understand the damages that has happened.Any person will be able to receive counselling if they believe they cannot get over it and will need to open up  about how they feel, also having a friendly face who had not bullied the person could help to open up and talk about what had happened. Parents are the people who will be able to influence the child to change the way they were and to not be who they are or how they are turning into. This is when they will need to have someone to be there for them so they are able to open up about how they feel and to let all their aggression outThere can be talking therapies which will help change a person’s thinking and acting towards the smoking and change it positively to help t hem cut smoking and eventually quit.

Organizational studies Essay

Prof. Andras Tilcsik, Rotman School of Management andras. tilcsik@rotman. utoronto. ca (preferred contact method) https://portal. utoronto. ca/ 416-946-0610 (email preferred) 95 St. George St. , Room 7018; Thursdays 2:30-3:30pm & by appointment TBA Course Scope and Mission Organizations are all around us in society: we study in them, work for them, rely on them for goods and services, and we are regulated and influenced by them. Understanding organizations, therefore, is key to becoming more effective actors in the organizations that we are, or will be, part of. Organization theory is the scientific study of how organizations function as collective social systems in their particular environment. Applied to business, organization theory primarily focuses on how different organizational design choices facilitate or hinder the achievement of organizational goals (e. g. , profit, survival, growth) in competitive marketplaces. In this course, we will explore organization theory with an emphasis on understanding organizations as systems, and on the practical applications of these theories for organization management. The primary focus of our course materials, analysis, and discussion will be on organizations (not the people who comprise it). Thus, this course—like organization theory more generally—offers a unique perspective for those interested in business and management. By the end of the course, you will achieve the following to become a more effective organizational actor: ? Familiarity with key elements of organizational structure, design, processes, and context 1 of 10 ? ? Skills in organizational analysis and the diagnosis of strengths and  weaknesses Ability to apply organizational theory to real world organizations Course Prerequisites RSM260H1/ MGT262H1 Course Exclusions RSM360H1/ MGT363H1 Required Readings ? ? Daft, R. L & Armstrong, A. (2012). Organization Theory and Design (2nd Canadian edition). Toronto: Nelson. (ISBN-10: 0176503684 / ISBN-13: 9780176503680) Supplemental material will be occasionally handed out in class, or posted on Blackboard. Evaluation and Grades Grades are a measure of the performance of a student in individual courses. Each student shall be judged on the basis of how well he or she has command of the course materials. Work Class Participation & Attendance Individual Short Paper Team Project Proposal Presentation Report Closed-book short quizzes Open-book final exam Bonus credit 10% 15% 0%* 5% 30% 10% 30% (up to 3%) Due Date Ongoing January 28, 2013 February 11, 2013 Variable March 18, 2013 Variable FAS final period (March 25, 2013) * Final project reports from groups that fail to submit the proposal on time will NOT be graded. 1. Class Participation & Attendance (10%) In each class, I might randomly call five to six students to present their work or ideas or to lead class discussion at any time. It is likely that I will open the class by asking someone to summarize the readings or cases briefly, or answer a short question. Please be prepared to participate in class by ensuring that you have read the assigned material before class. I also strongly recommend taking detailed in-class notes and reviewing them after class, while the material is fresh in your mind. I expect you to attend every class on time, and stay for the entire session. If you have an unavoidable conflict, which makes it impossible for you to attend a particular session, please notify me at least 24 hours in advance. 2 of 10 2. Individual Short Paper on Management Fads (15%) This assignment asks you to gather some information on a current and a past trend or fad in management and consider the causes and effects of these fads. This assignment is explained in more detail in Chapter 5 of the textbook (p. 195, â€Å"Chapter 5 Workbook: Management Fads†). Make sure that your address all three questions in the assignment. Your report should read like a coherent (short) essay, rather than just a set of disconnected answers to different questions. If it is helpful for your analysis, you might consider how the institutional perspective on organizations (pp. 188-193) helps explain your findings. The paper should be approximately 800 words, typed double-spaced. Write clearly and concisely and indicate all your sources. If you are not sure where to start looking for information, or how you might think about these questions, please see me well in advance of the due date. 3. Team Project (35%) In teams of 5 to 6, you will analyze a case—or a set of cases—by applying appropriate theories to generate insights about organizational theory, design, and change. The project also requires you to be creative in how you present the insights. More information about the final case project will be posted on Blackboard and provided in class on January 28, 2013. 4. Closed-book Short Quizzes (10%) To enhance your overall learning effectiveness, I will give 4 short pop quizzes through the semester. Your best 3 quiz scores will count towards your grade. Further details will be announced in class. 5. Open-book Final Exam (30%) The final exam will be an open-book written examination, in which non-electronic aids are permitted. The final will cover all readings and course content (e. g. , lectures, class discussions). 6. Bonus Credit (up to 3%) Organizational scholars sometimes run experimental studies to test new hypotheses. You can earn extra credits up to 3% by participating in research studies conducted through the Rotman Participant pool between January 7, 2012, and March 25, 2013. These credits will count towards your cumulative course grade, and your participation in a study will help contribute to cutting-edge research on organizational behavior, marketing, or other business issues. You will receive 1% extra credit for each hour of research in which you participate. To participate in a research study, sign up for an account online at http://rotman-credit. sona-systems. com. When you request an account, make sure you fill out all of the information accurately, including selecting the correct course and section, to ensure that you receive credit. Once you have an account, you may read over the descriptions of research studies that are posted online. When you identify a study in which you would like to participate, you may view available timeslots for that study and sign-up online to participate. Participation in the actual research study will take between 45 and 60 minutes. You will be debriefed at the end of the study, and you will be asked to answer a question about some aspect of the study. Once you correctly answer the question, you will be given credit for completing one study. COURSE FORMAT AND EXPECTATIONS For Written Assignments: Please note that clear, concise, and correct writing will be considered in the evaluation of all your written work for this course (i. e. , individual short paper, team project report, and final written exam). That is, you may lose points for writing that impedes communication: poor 3 of 10 organization, weak paragraph development, excessive wordiness, hard-to-follow sentence structure, spelling mistakes and grammatical errors. Students who require additional support and/or tutoring with respect to their writing skills are encouraged to visit the Academic Success Centre (www. asc. utoronto. ca) or one of the College Writing Centres (www. writing. utoronto. ca/writing-centres). These centres are teaching facilities – not editing services, where trained staff can assist students in developing their academic writing skills. For Class Participation: It is my hope that our class can serve as a riskless environment in which we all feel comfortable testing new ideas and pushing the boundaries of our thinking. This may be a different experience than you have had in previous classes, but exploring your ideas out loud by participating in the discussion will serve you well in other classes and in your future careers. I know that some of you may be shy or uncomfortable speaking publicly and/or English is not your first language. If you are particularly worried about your in-class contributions, please check in within the first two weeks of the semester, and I can work with you in creative ways to help your contributions. There is, however, no alternative to participating in class discussions. But if you do fall into this category, please come see me early in the term, and we will work together to come up with ways to facilitate your participation. There is no charge for the instruction and support. For Group Work: The final project requires students to work in teams of 5 to 6. Learning to work together in teams is an important aspect of your education and preparation for your future careers. That said, project-based teamwork is often new to students and you are therefore reminded of the following expectations with respect to behaviour and contributions to your team project. 1. Read the document entitled, â€Å"Working in Teams: Guidelines for Rotman Commerce Students† which is available on the RC portal under the Academic Services tab. 2. When working in a team, Rotman Commerce students are expected to: †¢ †¢ †¢ †¢ †¢ Treat other members with courtesy and respect; Honour the ground rules established by the team; Contribute substantially and proportionally to the final project; Ensure enough familiarity with the entire contents of the group project/assignment so as to be able to sign off on it as original work; Meet the project timeline as established by the team. 3. Resolving differences: Conflicts can – and do – occur. Conflicts are part of the team’s process of learning how to work together effectively and can actually generate exciting debate and creative solutions – if managed appropriately. Student teams are collectively expected to resolve disputes or misunderstandings as soon as they arise (and prior to submission of the final project). In cases where teams are unable to reach a mutually agreeable solution, the entire team must meet with the Rotman Commerce Team Coach** as soon as possible. The Coach will listen to the team and help develop options for improving the team process. All members of the project team must commit to, and, utilize their action plans. ** The Rotman Commerce Team Coach, Nikoleta Vlamis, may be reached 4 of 10 at nikoleta@nikoletaandassociates. com for an appointment. Nikoleta is an expert in team dynamics and facilitation. Note that Nikoleta’s role is to provide guidance, support and advice on team matters – not to formally evaluate or assess teamwork for academic purposes. 5 of 10 WEEKLY SCHEDULE (subject to change) Session 1 Date Jan 7 Topic and cases Introduction: Organization Theory & Design Textbook readings Chapter 1 2 Jan 14 Organization Design & Strategy Chapter 2 3 Jan 21 Organizational Structure Short Case: Aquarius Advertising (pp. 124-127) External Environment & Inter-Organizational Relationships Final case project announced Organization Design in an International Environment Short Case: Ivanhoe Mines (pp. 236-238) Halfway Point: Taking Stock and Looking Ahead Case: Tim Hortons (pp. 510-513) Chapter 3 Chapter 4 & 5 Individual short paper due Chapter 6 4 Jan 28 5 Feb 4 6 Feb 11 Team project proposal due No class Feb 18 University Closed (Family Day). No Class. 7 Feb 25 Organization Size, Life Cycle, and Decline Short Case: I Love Rewards Inc. (pp. 348-350) Organizational Culture Short Case: Closing the Gap (pp. 386-387) Innovation & Change Management Case: The Hospital for Sick Children (pp. 514-520) Chapter 9 8 Mar 4 Chapter 10 9 Mar 11 Chapter 11 Chapter 12 Team project report due Chapter 13 10 Mar 18 Decision-making 11 Mar 25 Conflict, Power & Politics Final team presentations (1) Final Review & Debrief Final team presentations (2) 12 April 1 N/A TBA by FAS. FINAL EXAM All course materials 6 of 10 POLICY AND PROCEDURE Missed Tests and Assignments (including midterm examinations) Students who miss a test or assignment for reasons entirely beyond their control (e. g. illness) may submit a request for special consideration. Provided that notification and documentation are provided in a timely manner, and that the request is subsequently approved, no academic penalty will be applied. In such cases, students must notify Rotman Commerce on the date of the missed test (or due date in the case of course work) and submit supporting documentation (e.g. a medical certificate) to the Rotman Commerce Program Office within one week of the originally scheduled test or due date. Students who do not provide Rotman Commerce or the instructor with appropriate or sufficient supporting documentation will be given a grade of 0 (zero). Note that the physician’s report must establish that the patient was examined and diagnosed at the time of illness, not after the fact. The Faculty will not accept a statement that merely confirms a later report of illness made by the student to a physician. Late Assignments Assignments are due at the beginning of the class of the weeks specified in the outline. The grade will normally be reduced by 10% if the assignment is not received by the specified time, and by an additional 10% per day late. Students who, for reasons beyond their control, are unable to submit an assignment by its deadline must obtain approval from the instructor for an extension. Supporting documentation will be required as per the policy on missed tests and assignments. Accessibility Needs The University of Toronto is committed to accessibility. If you require accommodations for a disability, or have any accessibility concerns about the course, the classroom or course materials, please contact Accessibility Services as soon as possible: disability. services@utoronto. ca or http://www. accessibility. utoronto. ca/. Attendance of Other Sections I teach two sections of this class on Monday. You must attend the section in which you are registered. Under exceptional circumstances, however, you may attend a different section on the same day (each section will cover the same material) provided that you receive permission from me at least three days in advance. Email Policy & Office Hours At times, the course instructor may decide to communicate important course information by email. As such, all UofT students are required to have a valid UTmail+ email address. You are responsible for ensuring that your UTmail+ email address is set up AND properly entered on the ROSI system. For more information please visit http://help. ic. utoronto. ca/category/3/utmail. html Forwarding your utoronto. ca email to a Hotmail, Gmail, Yahoo or other type of email account is not advisable. In some cases, messages from utoronto. ca addresses sent to Hotmail, Gmail or Yahoo accounts are filtered as junk mail, which means that important messages from your course instructor may end up in your spam or junk mail folder. 7 of 10 Blackboard and the Course Page The online course page for this course is accessed through Blackboard. To access the course page, go to the UofT Portal login at https://portal. utoronto. ca/ and log in using your UTORid and password. Once you have logged in, look for the My Courses module where you’ll find the link to all your course websites. If you don’t see the course listed here but you are properly registered for the course in ROSI, wait 48 hours. If the course does not appear, go to the Information Commons Help Desk in Robarts Library, 1st floor, for help, or explore the Portal Information and Help at www. portalinfo. utoronto. ca/students and review the Frequently Asked Questions. Classroom Norms Consistent with the general goal of mutual respect for all course participants, students are expected the following: Attending the class. Each class benefits from the attendance and participation of all students. Your grade for participation will be affected by absences. You should sit in the assigned seat, if relevant, and display a legible name card at all times. Arriving on time. Late arrivals are disruptive to both lectures and class discussion, and show disrespect to those who are on time. Class starts 10 minutes after the hour. Minimizing disruptions. All cell phones and pagers should be turned off during class. You should not leave and re-enter the class. You should avoid engaging in side conversations after class has begun. Focusing on the class. Laptops, iPads, and other electronic devices should be turned off during class. Being prepared for class. You should be ready to discuss any assigned readings and to answer any assigned questions for each day’s class, including being ready to open a case assigned for that day. Respect. You should act respectfully toward all class participants. Prepare using only class materials. Before a case is analyzed in class, you should neither read an analysis of the cases nor discuss it with students who have previously discussed it in class (either in a previous year or in a different course or section). Similarly, you should not share the notes handed in class with another student who may take the course at some later time. If you are in violation of this policy, or know of someone who is, please discuss it with the professor. How to Prepare for Class For all lectures: ? Start by skimming the readings, looking at headings and subheadings to understand what the reading discusses. ? Then, delve into the readings and consider the following questions. What are the central points of the reading? Why are these points important? What is not addressed? What assumptions are being made? 8 of 10 For cases: While there is no set method of case preparation, one approach involves the following: 1 ? Start by reading the textbook or any theoretical readings or articles that are also assigned. Consider what the case is designed to accomplish—why this case, now, in this course? Use the other readings as a way to frame your reading of the case ? Read the exhibits (if any) first. What do they say about the case? Then, skim the case. ? Read the case. Take notes on important issues. Draw links between the other readings and the assigned case. Apply any tools discussed in the other readings. ? Reread the exhibits (if any). ? Also, don’t forget what we’ve learned in prior classes. Often, using our tools of analysis will give you new insights into a particular case. ? It’s often helpful to summarize your perspective of the case on a single page of notes. It requires you to focus on the larger issues at hand, rather than feeling that every fact is important. ? Take a stand. What are the core issues in this case? Why are they so important? What should be done? What will happen if your idea is implemented? Academic Integrity Academic Integrity is a fundamental value essential to the pursuit of learning and scholarships at the University of Toronto. Participating honestly, respectively, responsibly, and fairly in this academic community ensures that the UofT degree that you earn will continue to be valued and respected as a true signifier of a student’s individual work and academic achievement. As a result, the University treats cases of academic misconduct very seriously. The University of Toronto’s Code of Behaviour on Academic Matters http://www.governingcouncil. utoronto. ca/policies/behaveac. htm outlines the behaviours that constitute academic misconduct, the process for addressing academic offences, and the penalties that may be imposed. You are expected to be familiar with the contents of this document. Potential offences include, but are not limited to: In papers and assignments: †¢ Using someone else’s ideas or words without appropriate acknowledgement. †¢ Submitting your own work in more than one course without the permission of the instructor. †¢ Making up sources or facts. †¢ Obtaining or providing unauthorized assistance on any assignment (this includes collaborating with others on assignments that are supposed to be completed individually). On test and exams: †¢ Using or possessing any unauthorized aid, including a cell phone. †¢ Looking at someone else’s answers †¢ Misrepresenting your identity. †¢ Submitting an altered test for re-grading. 1 This section borrows from Prof. Anita McGahan’s notes on case preparation (article forthcoming) 9 of 10 Misrepresentation: †¢ Falsifying institutional documents or grades. †¢ Falsifying or altering any documentation required by the University, including (but not limited to), medical notes. All suspected cases of academic dishonesty will be investigated by the following procedures outlined in the Code of Behaviour on Academic Matters. If you have any question about what is or is not permitted in the course, please do not hesitate to contact the course instructor. If you have any questions about appropriate research and citation methods, you are expected to seek out additional information from the instructor or other UofT resources such as College Writing Centres or the Academic Success Centre. Recording Lectures Lectures and course materials prepared by the instructor are considered by the University to be an instructor’s intellectual property covered by the Canadian Copyright Act. Students wishing to record a lecture or other course material in any way are required to ask the instructor’s explicit permission, and may not do so unless permission is granted (note: students who have been previously granted permission to record lectures as an accommodation for a disability are, of course, excepted). This includes tape recording, filming, photographing PowerPoint slides, Blackboard materials, etc. If permission is granted by the instructor (or via Accessibility Services), it is intended for the individual student’s own study purposes and does not include permission to â€Å"publish† them in anyway. It is absolutely forbidden for a student to publish an instructor’s notes to a website or sell them in any other form without formal permission.

Arthur Black

In his essay Canadian Passion Not Flagging, Black talks about how the Americans wave their flag and Canadians do not. Americans have their flag everywhere; hanging inside malls, and even at the gas stations. In his essay Canada: Too Polite to Live, it says how the American Declaration of Independence demands life, liberty, and the pursuit of happiness. Canadians have settled for peace, order, and good government. Another difference between Americans and Canadians according to Arthur Black is that the Americans know much more about their countries history than Canadians know about theirs. Toronto is definitely not one of Arthur Black’s favourite places to be. He explains in the essay Toronto: Not Quite Ready for Prime Time, Black says how â€Å"it doesn’t have the easy beauty of Vancouver, or the joire de vivre of Montreal. It lacks the architectural grace of Ottawa and the mountainscape backdrop of Calgary†. Black says it feels fast, brittle, cold, and arrogant, and that it is all about money. He says how Torontonians do not look like they are having a good time, and at sporting events the fans are much quieter than other cities in Canada. Arthur Black also says how Toronto people do not really care about the meaning of things; they just want it to be productive. Black says how they think ‘The Rock’ (massive slab of Muskoka granite) is a waste of space in the downtown park. It is pointless and they would rather have something there that would make money. Toronto would not be the place Arthur would choose to live in for the rest of his life. Arthur Black would define Canada as a lot of things. He says how Canadians don’t know their own national anthem, and in the article O Cana-a-do (re, mi) Arthur talks about how if a Canadian is accused of being an American, they will fight until it is proven otherwise. Also, to be Canadian, it is almost a must to have an interest in hockey. Hockey is the one sport Canada can safely say they are the best at. People from Canada know a different level of cold than places like the USA. In the article A Samaritan with Jumper Cables, Black says how â€Å"this aint a country; this is winter. † Also in that article, he tells some stories about how polite and kind people from Canada are and how if the car spun off the road or ran out of gas, Canadians would be there to help right away. Arthur Black’s main classification of Canada is polite, and that is most likely the rest of the world’s opinion also. Your Canada Winter in Canada is much different than winter in other countries. For one, it is much longer. Winter lasts about six to eight months, and it can be unbearably cold. The days are significantly shorter than summer, which makes it that much harder to wake up for the day at school or at work. Having to shovel the driveway isn’t Canadians favorite pastime at seven in the morning when they are going to be late for work. Also what needs to be taken into account is making sure the car is plugged in during the night. When that is forgotten in the cold days of winter, it is pretty hard to get anywhere because no car would start if it was sitting outside. The season of winter in Canada isn’t all bad though, it is very pretty at times. Waking up and looking out the window to a fresh blanket of snow is one of the greatest sights for a Canadian. Also, sitting by the fire place with it white outside, drinking a warm cup of cocoa is the best on a snowy day. Winter for Canadians also means hockey. Whether it is hockey in a rink or shinny on a frozen pond, Canadians love their hockey. For many Canadians, being active in winter is an important part of enjoying life. There are many other outdoor winter activities, including skiing, ice fishing, walking, skating and tobogganing, amongst others. Winter also means Christmas. Christmas is the longest break for students in school, so it is a much anticipated holiday. It seems like everyone is in a much better mood when Christmas is coming, it might be because they get to see family and they get time to put up their feet and relax. Sometimes people from other countries will ask â€Å"how do you tell people apart when they bundle themselves with a winter jacket†, but the truth is, that’s exactly how to tell people apart. People around the city get to know what jacket others have, and that becomes their identity. It sure saves a lot of time picking out an outfit to wear for the day when a winter jacket ends up covering it up anyways. The cold winter days are also a great time to catch up on the missed TV shows. In the summer, there is always something to do because the days are bright so long. In winter, it gets dark at around six, which leaves plenty of time to catch up on favorite TV seasons. Canadians are winter experts and know how to make it the best it can possibly be. Arthur Black In his essay Canadian Passion Not Flagging, Black talks about how the Americans wave their flag and Canadians do not. Americans have their flag everywhere; hanging inside malls, and even at the gas stations. In his essay Canada: Too Polite to Live, it says how the American Declaration of Independence demands life, liberty, and the pursuit of happiness. Canadians have settled for peace, order, and good government. Another difference between Americans and Canadians according to Arthur Black is that the Americans know much more about their countries history than Canadians know about theirs. Toronto is definitely not one of Arthur Black’s favourite places to be. He explains in the essay Toronto: Not Quite Ready for Prime Time, Black says how â€Å"it doesn’t have the easy beauty of Vancouver, or the joire de vivre of Montreal. It lacks the architectural grace of Ottawa and the mountainscape backdrop of Calgary†. Black says it feels fast, brittle, cold, and arrogant, and that it is all about money. He says how Torontonians do not look like they are having a good time, and at sporting events the fans are much quieter than other cities in Canada. Arthur Black also says how Toronto people do not really care about the meaning of things; they just want it to be productive. Black says how they think ‘The Rock’ (massive slab of Muskoka granite) is a waste of space in the downtown park. It is pointless and they would rather have something there that would make money. Toronto would not be the place Arthur would choose to live in for the rest of his life. Arthur Black would define Canada as a lot of things. He says how Canadians don’t know their own national anthem, and in the article O Cana-a-do (re, mi) Arthur talks about how if a Canadian is accused of being an American, they will fight until it is proven otherwise. Also, to be Canadian, it is almost a must to have an interest in hockey. Hockey is the one sport Canada can safely say they are the best at. People from Canada know a different level of cold than places like the USA. In the article A Samaritan with Jumper Cables, Black says how â€Å"this aint a country; this is winter. † Also in that article, he tells some stories about how polite and kind people from Canada are and how if the car spun off the road or ran out of gas, Canadians would be there to help right away. Arthur Black’s main classification of Canada is polite, and that is most likely the rest of the world’s opinion also. Your Canada Winter in Canada is much different than winter in other countries. For one, it is much longer. Winter lasts about six to eight months, and it can be unbearably cold. The days are significantly shorter than summer, which makes it that much harder to wake up for the day at school or at work. Having to shovel the driveway isn’t Canadians favorite pastime at seven in the morning when they are going to be late for work. Also what needs to be taken into account is making sure the car is plugged in during the night. When that is forgotten in the cold days of winter, it is pretty hard to get anywhere because no car would start if it was sitting outside. The season of winter in Canada isn’t all bad though, it is very pretty at times. Waking up and looking out the window to a fresh blanket of snow is one of the greatest sights for a Canadian. Also, sitting by the fire place with it white outside, drinking a warm cup of cocoa is the best on a snowy day. Winter for Canadians also means hockey. Whether it is hockey in a rink or shinny on a frozen pond, Canadians love their hockey. For many Canadians, being active in winter is an important part of enjoying life. There are many other outdoor winter activities, including skiing, ice fishing, walking, skating and tobogganing, amongst others. Winter also means Christmas. Christmas is the longest break for students in school, so it is a much anticipated holiday. It seems like everyone is in a much better mood when Christmas is coming, it might be because they get to see family and they get time to put up their feet and relax. Sometimes people from other countries will ask â€Å"how do you tell people apart when they bundle themselves with a winter jacket†, but the truth is, that’s exactly how to tell people apart. People around the city get to know what jacket others have, and that becomes their identity. It sure saves a lot of time picking out an outfit to wear for the day when a winter jacket ends up covering it up anyways. The cold winter days are also a great time to catch up on the missed TV shows. In the summer, there is always something to do because the days are bright so long. In winter, it gets dark at around six, which leaves plenty of time to catch up on favorite TV seasons. Canadians are winter experts and know how to make it the best it can possibly be.

Dworkins Distinction Between Ethics and Morality Essay

Dworkins Distinction Between Ethics and Morality - Essay Example Certainly, morals are informed by both â€Å"majorities† and â€Å"minorities†4 and it, therefore, makes sense that standards are set, regulated and enforced by via executive functions. For Dworkin, it is within this paradigm that the political community exists. The political community is a pivotal point of individual and collective identity. Depending on whether or not the political community is successful or not, members of the community will either perceive that the political community enhances the quality of our lives or limits it.5 According to Dworkin, morals and religions differ and conflict among groups and thus it is impossible to construct a universal legal or communal code that embodies all moral and religious ideologies and values. Thus, political communities set limits and standards for all.6 In this regard, Dworkin’s conceptualization of the relationship between morality and ethics explains the relationship between morality and the law in a way that is consistent with Rawls’ idea of justice.7 For Rawls, justice is achieved by setting standards, but by avoiding prohibiting moral and religious beliefs that deviate from the established standards. A just society instead will tolerate the views of others.8 Similarly, Dworkin advocates for a political framework that takes a neutral stance in that it does not favor one set of religious or moral values over another.9 Rawls conceptualization of justice and the political community is more realistic than Dworkin’s theory. It is conceivable that a legal and/or political framework can set and enforce specific moral standards and at the same time recognize and tolerate other religious and moral standards that are different from the normative standard. This would accord with ideas of equality. Thus Rawls’ theory of political liberalism makes more sense than Dworkin’s theory of liberal community. Dworkin advocates for a neutral framework while admitting that it is impossible to formulate a universal moral code. Arguably, in order to be neutral, the political community’s framework must reflect the common values of all members of the community. The values and morals of some members of the political community will be left out since the liberal community must determine and set standards for all to follow. Therefore, Dworkin’s theory of liberal community is a bit contradictory. Nevertheless, Dworkin insists that law and the liberal community that informs the law is beneficial to members of the community because it formulates standards thus facilitating fairness and certainty. It also ensures that members of the community are treated equally and thus makes the community more sincere and enhances the moral rationale for the exercise of executive powers.10 The difficulty with this aspect of Dworkin’s reasoning, however, is that the executive may decide to treat all members of a community with equal oppression.11 In such a case, w ould the executive have a moral justification for the exercise of its powers? The answer according to Gough and Stables is found in Dworkin’s general assumption that the liberal community is structured around respect for rights and dignity of the members of the community.

To what extent do you agree with the view that HRM is probably the Essay

To what extent do you agree with the view that HRM is probably the most culturally sensitive of all managerial functional areas - Essay Example Furthermore, an organization’s socio-cultural environment affects the adaptation of Human Resource Management Strategies and different cultural contexts pose different challenges. For firms doing business in multicultural environments or generally across cultures parochial views to management of human resources can proof disastrous. This paper looks into the strong interrelationship that exists between Human Resource Management (HRM) and people’s culture. Theories that have been developed to explain the phenomenon are also to be explored. Today’s business environment has taken a turn to be one that is highly globalised meaning that a firm operating in a certain area or country, it does not necessarily expect to have people of that area only or even that country alone (Lawson & Shen 1998). This therefore stipulates that such kind of an organization should expect to have a workforce that is multiethnic or exhibiting variations in cultural backgrounds. This hereby calls for the HR Manager or the management to embrace this fact so as to ensure survival in the increasingly competitive and volatile global business environment. Just but to give an example is the tendency where firms from the developed countries set camp in developing countries and move ahead to adopt standard HRM approaches to their new workforce. This kind of approach tends to undermine the cultural reality of the people and these strategies before long crumble to the management’s amazement. This not withstanding, knowledge of the target mark et’s culture is essential in ensuring a firm’s survival. Culture in this regard is the collective social occurrence that goes on to affect the HRM practices in an organization operating in a particular cultural context. A culture of a people is a phenomenon that cannot be changed due to the fact that it has been with them for a long time and that they identify themselves with it. Culture in this respect gives one their

Report BP Main content ONLY Assignment Example | Topics and Well Written Essays - 1500 words

Report BP Main content ONLY - Assignment Example BP was privatised in the 1980s. The United Kingdom (U.K.) and the United States (U.S.) have active and extensive stock and bond markets, and a primary purpose of financial reporting in both countries is to provide investors and creditors (i.e., suppliers of capital) with information useful for decision making. Generally accepted accounting principles (GAAP) in the U.K. and the U.S. are similar. (Deans, Bob and Peter, 2010, 56) For example, both U.K. and U.S. GAAP require providing for un-collectible accounts and depreciating fixed assets over their useful lives. Nevertheless, differences exist between U.S. GAAP and U.K. GAAP, in terms of accounting standards and financial statement format and terminology. BP uses historical cost accounting, but its income statement also reports replacement cost information about certain earnings components. BP uses the FIFO inventory valuation method. In the U.K., companies may not use the LIFO method for either tax purposes or financial reporting pu rposes. Because under LIFO the costs of the latest goods acquired are treated as the costs of the first goods sold, LIFO based cost of goods sold will approximate cost of goods sold computed on a current or replacement cost basis. ... f gross margin that reflects two components: (a) gross margin on a LIFO basis; and (b) any gains or losses realised over the period from when inventory was acquired until it was sold (referred to as holding gains/ losses or inventory profits/losses). Therefore, gross margin computed under LIFO generally will differ from gross margin computed under FIFO unless changes in inventory costs are small in amount or inventory turns over very rapidly, such that the oldest costs under FIFO approximate current costs. Following graphs describe BP's financial statements and accompanying notes. BP's financial statements, comparative balance sheets, income statements and statements of cash flows are given below. This will build on knowledge of the basic financial statements and of inventory valuation methods. SWOT Analysis on British Petroleum British Petroleum is given position of third largest energy company of the world. BP has its headquarter in the UK and it is as a multinational oil company w hich: Strengths Functions petrochemical businesses globally with the help of its set of connections of other brands and subsidiaries ( Like ARCO; ampm; Amoco and Burmah Castrol etc) Holds prominent position in local Stock Exchange and is included in FTSE 100 Index; Holds enormous amount of trade loyalty in the field of oil; Possesses well-organised management with a slogan of ‘Beyond Petroleum’ . Raised its profit up to 83% for record oil and gas prices. Weaknesses Launch of contentious commerce with the Baku-Tbilisi-Ceyhan pipeline; Rise of prices of petrol within the UK; Outburst of British Petroleum plant in Texas resulted in hundred injuries and fifteen deaths; During 2006, Immoral act of spread of 270.000 gallons of crude oil in the Alaskan tundra; Poisonous leak of methanol in the