Apophis The Space Rock That Started a Panic

Planet Earth has undergone many close calls with invaders from space throughout its 4.5-billion-year history. One huge impact resulted in the formation of the Moon. Many other objects also smacked into our world, causing widespread damage. Just ask the dinosaurs, whose end was hastened 65 million years ago by a piece of errant space rock a few hundred meters across. It could happen again, and scientists are on the lookout for incoming impactors. There are nightly searches for objects that might stray too close to Earths orbit and could cause problems if they hit. The best theory about the formation of the Moon says that the infant Earth and a Mars-sized body called Theia collided early in the history of the solar system. The remnants were blasted to space and eventually coalesced to form the Moon. NASA/JPL-Caltech  Ã‚   Enter Apophis: The Earth-orbit-crossing Asteroid In 2004, planetary scientists discovered an asteroid that looked like it was on a collision course toward  Earth within a few decades. Since theres not really a way to deflect incoming asteroids (yet), the discovery was a stark reminder that Earth shares space with lots of objects that hit it. The discoverers, Roy A. Tucker, David Tholen, and Fabrizio Bernardi, used Kitt Peak Observatory to find the rock, and once they confirmed its existence, assigned a temporary number to it: 2004 MN4. Later on, it was given a permanent asteroid number of 99942 and they suggested it be named Apophis after a villain in the show Stargate, and harks back to ancient Greek legends about a serpent that threatened the Egyptian god Ra. A lot of very deep calculations took place after the discovery of Apophis because, based on orbital dynamics, it seemed very possible that this little bit of space rock would be aimed squarely at Earth on one of its future orbits. No one was sure if it would hit the planet, but it seemed clear that Apophis would pass through a gravitational keyhole near Earth that would deflect its orbit just enough that the asteroid would collide with Earth in 2036. It was a scary prospect and people began observing and charting the orbit of Apophis very closely. Radar images of Apophis taken in 2012 helped astronomers determine its size and shape. NASA/JPL   Searching Out Apophis NASAs automated sky search called Sentry made further observations, and other astronomers in Europe used a program called NEODyS to track it as well. As the word got out, many more observers joined the search to contribute as much orbital data as they could. All observations point to a very close approach to Earth on April 13, 2029 — so close that a collision could occur. During that flyby, Apophis will be closer to the planet than some of the many geosynchronous communications satellites we use, passing within 31,200 kilometers. It now appears that Apophis will not slam into Earth that day. However, the flyby will change Apophiss trajectory slightly, but it will not be enough to send the asteroid on a path to impact in 2036. First, the size of the keyhole Apophis has to pass through is only going to be about a kilometer across, and astronomers have calculated that it will completely miss that keyhole. That means Apophis will sail on by Earth, at a distance of least 23 million kilometers. Safe, for Now The detection and refinement of Apophiss orbit by a world-wide skywatching community was a good test of the observational systems that NASA and other agencies have in place for near-Earth asteroids that might stray into our orbital path. More could be done, and groups such as the Secure World Foundation and the B612 Foundation are researching further ways that we can detect these things before they get too close. In the future, they hope to have deflection systems set up to ward off incoming impactors that would significantly damage our planet (and us!). More about Apophis So, what is Apophis? Its a massive space rock about 350 meters across and part of a population of near-Earth asteroids that regularly cross our planets orbit. Its irregularly shaped and looks fairly dark, although during its passes by Earth it should be bright enough to spot with the naked eye or a telescope. Planetary scientists call it a Class Sq asteroid. Class S means it is mainly made of silicate rock, and the q designation means it has some metallic features in its spectrum. Its very similar to carbonaceous-type planetesimals that formed our Earth and the other rocky worlds. In the future, as humans branch out to do further space exploration, such asteroids as Apophis might well become sites for mining and mineral extraction.   Missions to Apophis In the wake of the near-miss scare, a number of groups at NASA, ESA, and other institutions began looking at possible missions to deflect and study Apophis. There are several ways to change an asteroids path, given the right time and technology. Attaching rockets or explosives to gently nudge an asteroid slightly off its path is one, although mission planners need to be very careful not to take it into a more dangerous orbit. Another idea is to use a so-called gravity tractor to orbit a spacecraft around the asteroid and use the mutual gravitational pull to change the asteroids trajectory. No specific missions are underway right now, but as more Near-Earth asteroids are found, such a technological solution may well get built to prevent a future catastrophe. Currently, there are somewhere between 1,500 known NEOs orbiting out there in the dark, and there could be many more. At least, for now, we dont have to worry about 99942 Apophis making a direct hit.   Fast Facts Apophis is a near-Earth asteroid (NEA) with an orbit that takes it fairly close to Earth.Planetary scientists have observed this object and determined that it is not likely to hit Earth in the coming decades.Apophis is a piece of space rock, an asteroid that measures about 350 meters across. Sources â€Å"Asteroid Apophis Has One in 100,000 Chance of Hitting Earth, Expert Estimates.†Ã‚  Phys.org - News and Articles on Science and Technology, Phys.org, phys.org/news/2017-08-asteroid-apophis-chance-earth-expert.html.Dunbar, Brian. â€Å"NASA Rules Out Earth Impact in 2036 for Asteroid Apophis.†Ã‚  NASA, NASA, 6 June 2013, www.nasa.gov/mission_pages/asteroids/news/asteroid20130110.html.NASA, NASA, cneos.jpl.nasa.gov/doc/apophis/.

I Hear The Mournful Wail White Simone And Billings

In the essay I Hear the Mournful Wail White Simone and Billings†¦ (p. 393) Frederick Douglas an escaped slave and a member of the Massachusetts antislavery society was invited â€Å"to commemorate Independence Day in Rochester New York†. P. 393 Douglas immediately sets himself apart from the rest of the audience by calling Independence Day their holiday. Frederick Douglas uses questions to draw the audience in asking them to question why indeed do they celebrate Independence Day when equality does not reign for all. White Simone and Billings state that an introduction should â€Å"engage the reader† and Douglas accomplishes this well in his essay. P. 126 Douglas then talks to the audience about the inequality of slavery and the rights of the slave, Douglas ask the audience if a Negro is a man. Douglas contradicts the argument that God has ordained slavery. Douglas States that â€Å"slavery is not divine† nor â€Å"did God establish it instead the doctors o f divinity or mistaken†. P. 396 Douglas’s essay rails against slavery and ask the audience to lay aside their beliefs on slavery and instead see slavery for what it is â€Å"revolting barbarity and shameless hypocrisy†. White, Simone and Billings’ state for an opinion to become an arguable theses then it must have these components â€Å"it must be presented as a problem capable of being investigated and â€Å"the argument must be substantive†. P. 5 â€Å"and I am therefore called upon to bring our humble offering to the national altar, and to confess the

Essay on the Play Trifles free essay sample

She traveled to the scene of the crime in Indianola, Iowa, where the farmer John Hossack was murdered after midnight on December 2, 1900. According to Margaret Hossack, who had been married to John Hossack for thirty-three years, she was sleeping beside him and awoke to the sound of an axe twice striking something that turned out later to be her husbands head [2]. In her testimony, she leapt out of bed and ran into the living room, where she saw a light and heard the door closing. She returned to her bedroom with her children and discovered him to be mortally injured. Setting The sheriff Henry Peters and the county attorney George Henderson arrive with the witness Lewis Hale, Mrs. Peters, and Mrs. Hale at John Wrights farmhouse, where the police are investigating Wrights murder. Lewis Hale recounts how he discovered Mrs. Wright acting bizarrely, as she told him that her husband was murdered while she was sleeping [2]. Although a gun had been in the house, Wright was gruesomely strangled with a rope. The men continually disparage the women for worrying about trifles instead of about the case, but Henderson allows the women to collect some items for Mrs. Wright, who is in custody, as long as he agrees that the objects are irrelevant to the case [3]. Characters George Henderson The county attorney, he has been called to investigate the murder of John Wright and will probably serve as the attorney for the prosecution in the event of a trial. He is young and professional in manner, but he often dismisses the female interest in minor details of domesticity, and he disparages Mrs. Wright for what he perceives as her lack of homemaking abilities [3]. Henry Peters The middle-aged local sheriff and husband of Mrs. Peters, he is at John Wrights house to examine the scene of the crime. Like Henderson, he gently teases the women about their interest in Mrs. Wrights quilt [3]. Lewis Hale A neighboring farmer, he had entered the Wright farmhouse to ask John about acquiring a telephone, only to find a strangled man and a wife acting very bizarrely. He says, Women are used to worrying about trifles. Mrs. Peters A relative newcomer to the town who never knew Mrs. Wright before John Wright married her, Mrs. Peters is a slight, wiry woman with a thin, nervous face. She is married to the sheriff and prefers to follow the law, often apologizing for the behavior of the men because they are only doing her duty. Mrs. Peters understands loneliness and the world of the female domestic [4]. Mrs. Hale The wife of the farmer Lewis Hale, she is of a heavier build than Mrs. Peters and resents the condescension shown to her by the men in general and Henderson in particular because of her gender and domestic occupat ion. She remembers Mrs. Wright as the young Minnie Foster, and she feels sorry for Mrs. Wright. Mrs. Hale regrets not having come to visit Mrs. Wright to alleviate her cheerless life [4]. John Wright A local farmer, he was commonly considered a good, dutiful man, but he was also a hard man and neglected his wifes happiness. He paid little attention to his wifes opinions and prevented her from singing. The play centers on the motive for his murder [4]. Mrs. Wright Born Minnie Foster, she used to be a happy, lively girl who sang in the local choir, but after she married John Wright, her life became unhappy and forlorn. Although she does not appear in the play, she is the main suspect in her husbands murder and sends Mrs. Peters and Mrs. Hale to collect a few minor items for her from the farmhouse[2]. Plot Upon investigation, no items were missing from the farmhouse, and the coroners inquest divulged no new information. The local sheriff eventually arrested Margaret Hossack during her husbands funeral, based on the discovery of the murder weapon in the corn granary and on neighbors suggestions of discontent within their marriage. Glaspell provided thorough coverage of the case, from the news of the murder to the results of the April 1901 trial, and she often made use of a lurid combination of gossip, rumor, and truth to report her stories. Glaspells descriptions of Margaret generally painted her as an insane murderer until her visit to the farmhouse in mid-December, after which her depiction softened Mrs. Hossack into a meek, elderly woman [1]. Without retaining any names or specifics, Trifles nonetheless allows the fictionalized Margaret Hossack in the form of Mrs. Wright to regain her ignity by giving her a motive for murder which is sympathetic and understandable, if not entirely moral. In the first Provincetown Players presentation of Trifles at the Wharf Theatre in Provincetown, Massachusetts, Susan Glaspell played Mrs. Hale, the woman who empathizes with the plight of the suspected Mrs. Wright and who convinces Mrs. Peters to hide the evidence so that Mrs. Wright will be acquitted in trial. In the yea r after her August 8, 1916, performance of Trifles, Glaspell adapted the play into the short story A Jury of Her Peers. This title reflects the sense that women have a better comprehension of Mrs. Wright’s dismal domestic situation than do the men who dismiss female opinions and difficulties [4]. Stage Directions Trifles begins with stage directions that introduce the five speaking characters of the play as well as the dismal setting of the disheveled kitchen in a recently abandoned farmhouse. Susan Glaspell got her inspiration for Trifles from her real-life visit to the dreary kitchen of Margaret Hossack, whose trial for the murder of her husband formed the basis for the plot, and accordingly, the setting establishes the melancholy, thoughtful mood of the play. Furthermore, although Trifles is in essence a murder mystery, the play takes place in the kitchen instead of at the crime scene of the bedroom or in a more official domestic setting such as the police station. As a result, the play exists in a private, domestic, and female domain rather than what in the early twentieth century was the primarily male public domain, foreshadowing the focus of the work on the women [3]. Symbolism In Susan Glaspells, Trifles, symbolism is used to emphasize the meaning of the play. Glaspell writes of a woman who murdered her husband because he was to blame for her cold and lonely life. The women characters in the play, Mrs. Hale and Mrs. Peters, solve the murder, while the men, the county attorney and sheriff, wonder about trying to figure it out. Glaspell used symbolism as clues to the murderers motive that only the women were able to figure out, and in turn kept the motive of the murderer a secret due to the bond of women [4]. Themes When speaking to the female characters in Trifles, Henderson and the other men make a key mistake in their assumption that the women derive their identity solely from their relationship to men, the dominant gender. For example, Henderson tells Mrs. Peters that because she is married to the sheriff, she is married to the law and therefore is a reliable follower of the law. Mrs. Peters response is Notjust that way, suggesting that over the course of the play, she has rediscovered a different aspect of her identity that ties more closely to her experience as a woman than to her marriage to Henry Peters. As Mrs. Hale concludes, women all go through the same thingsits all just a different kind of the same thing. For Mrs. Hale, Minnie Wrights murder of her husband is the ultimate rejection of her husbands imposed identity in favor of the memory of the person Minnie Foster used to be [1]. Genre In Trifles, the men believe that they grant female identity by virtue of the womens relation to men rather than through their inherent qualities as females. Except for the absent Minnie Wright, the women have no first name and take their husbands last names, despite being the protagonists of the story instead of the named male characters[3]. This institutionalized male superiority is so pervasive that the men feel comfortable in disparaging Mrs. Peters and Mrs. Hales interest in trifles, with the clear implication that the women are too flighty and small-minded to worry about important issues such as the investigation at hand. In addition, when the men observe the troublesome state of the kitchen, they immediately conclude that the woman must be at fault in her homemaking abilities because they all know John Wright as a good, dutiful man and in consequence form a unified front protecting John Wrights reputation. Because of this male solidarity, Mrs. Peters and Mrs. Hale can only aid Mrs. Wright if they ally with their own gender[1]. Conclusion Symbolism was a key part to this short play. Glaspell used it throughout to show the bonding between the women. She used certain items that only the women could understand and relate to in order to exemplify female bonds. The men in the play didnt understand the jar of cherries or even notice the bird cage without a bird because, as Glaspell showed, the men dont think or notice the same things women do. References: 1. Glaspell, Susan. â€Å"Trifles. † The Norton Introduction to Literature. 9th ed. Booth, Alison et al, eds. New York: WW Norton, 2005. 1314-23. Print. 2. Alkalay-Gut, Karen. Jury of Her Peers: The Importance of Trifles. Studies in Short Fiction 21 (Winter 1984): 1-9. 3. Glaspell, Susan. Trifles. Literature: An Introduction to Reading and Writing. Ed. Edgar V. Roberts and Henry E. Jacobs. 8th Ed. Upper Saddle River: Prentice Hall, 2007. 4. Makowsky, Veronica. Susan Glaspells Century of American Women: A Critical Interpretation of Her Work. New York: Oxford UP, 1993.

Leadership in a Multicultural Arab Organisation

The article under analysis called Leadership in a Multicultural Arab Organisation considers the role of leadership styles, as well as supervisor-subordinate relationships, in increasing organizational performance and culture (Butler 139). The author provides an overview of connections between efficient decision-making and its influence on productivity levels in a company.Advertising We will write a custom case study sample on Leadership in a Multicultural Arab Organisation specifically for you for only $16.05 $11/page Learn More The article starts with identifying leadership in terms of its relation to business performance. The researcher also provides a distinct analysis of leadership, particularly how it differs from managers. Further, the author proceeds with the assessing communication that is crucial in promoting leadership skills. Therefore, leaders should be able to generate favorable behavioral patterns and shape an effective organizational envir onment. With an emphasis on organizational culture, leaders should be able to use power effectively to influence other people. As a result of such relations, leaders evoke certain moods, expectations, and images which later allow managers to carry specific roles. To emphasize importance of leadership for organizational performance, the author also touches on the problem of cultural diversity in Arab multicultural organizations. Implementing specific leadership styles can both encourage and motivate employees to work more enthusiastically. Therefore, concept of cultural diversity comes to the forth. At the end of the studies, the scholar concludes that leadership should underline charisma to attract employees’ attention and increase their satisfaction. It has also been found that commitment to organizational goals is strongly associated with quality of relations between supervisors and their subordinates. Clarity and Usefulness The article has well organized and transparent st ructure. The author’s ideas closely relate to the structure and organization and provide the readers with the overall concepts and connections. Therefore, the article is consistent and logical. In addition, the article is useful because it highlights aspects and challenges of managing cultural diversity in UAE. The author has managed to shed light on leadership in a narrow cultural concept. The author also presents information about features and conditions under which multicultural organization can improve its performance. In addition to the consistent structure, the article provides a number of reliable evidence stipulating the usefulness of the research under consideration. In particular, the authors provides similar research studies related to cross-cultural issues.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Research Methodology The study is based on a qualitative method ology which allows to analyze 137 employees working in a multicultural Arab company. By means of Likert scale, the participants had to choose seven variants of answers, which ensure greater objectivity of the text. The chosen sample for the research is adequate for conducting a research provided the sample covers the entire population. Although the give methods allows to provide significant findings, as well as practical implications for future research, introducing quality methods, such as interviewing of the focus groups, individual interviewing, and recording of the answers, could contribute greatly to the analysis of employees behaviors, as well as their attitude toward the challenges of multicultural environment. Quality of Hypothesis and Data The hypotheses of the research study are relevant because they are confined to a specific problem investigated in an Arab leadership context. Each hypothesis out of five is followed by detailed explanations of purposes and arguments that should be researched and discussed. Specific attention is paid to the analysis of the necessity to establish frames within which leadership influences other organizational aspects, as well as human resources. By discussing various traits of leadership, the author skillfully finds correlations with other dimensions of organizational leadership, including employees’ commitment, reward and recognition schemes, cultural backgrounds, and leadership styles. Apart from the topic relevance, the given hypotheses allow for assessment of employees’ behavior. They also predict further implications for studying leadership styles and their influence on a multicultural environment. The quality of data delivered in the article is justified because it is taken from the real-to-life environment. Discussion Evaluation (Good no need to add any more points, just I need explanation on some point, so I can get it for my discussion with my teacher) Though there is no particular heading for di scussion, it still involves explanations that are matching with all hypothesis posed at the beginning of the research. The explanations, however, do not provide consistent and systematic responses to the research questions, but are incorporated into thematic domains. While evaluating the persuasiveness of the highlighted themes, specific emphasis should be placed on considering logical connections established between employees’ responses and leadership theories.Advertising We will write a custom case study sample on Leadership in a Multicultural Arab Organisation specifically for you for only $16.05 $11/page Learn More The value of the discussion is enhanced because it relates to a specific cultural context within which leadership styles are considered. Despite the consistency and clarity, much concern is connected with the generalized conclusions based on the surveys. So, there should be more references to the initial hypothesis, instead of gene ralized statements. In particular, the discussion focuses primarily on general assumption, but not on practical implementation of the discussion. Findings and Practical Implications The findings are represented in a clear and transparent way. Each of the conclusions made in the passage correspond to the numerical data received during the survey. Because the research refers to a certain multicultural variety, as well as the way it is treated in an Arab world, the findings could be used to make the corresponding changes to work and objectives of an organization. Despite the narrow context, the findings can also be applicable to the multinational organizations established in other countries. For example, it has been defined that â€Å"commitment to the organization is related to the quality of supervisor-subordinate relations† (Butler 139). The finding proves the importance of introducing person-oriented approaches in managing multicultural organizations. Therefore, the research proves the reliability and validity of the findings. Practical implications introduced in the article reflect further perspectives for analyzing business environment in terms of culture and organization. Limitations for Academics and Consultants The limitation of the study lies in a narrow-focused discussion of supervisor-subordinate relations in a particular organization. The findings related to this topic could not be applied to other organizations with various cultural backgrounds. Indications on Future Research Because the research under analysis focuses mainly on the analysis of leadership qualities and their impact on employees’ performance, future research should be dedicated to the analysis of employees’ behavior and their influence on the development of new leadership styles.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In addition, the author pays closer attention to language and communication skills as essential components of successful cross-cultural interaction. Managers and leaders should be more concerned with understanding cultural peculiarities. A person-centered approach is more justified. Relevance of the Research to an Arab Management Context The research studies are based on the survey of employees working an UAE multicultural company, but their nationalities differ. On the one hand, because UAE culture shapes the basis of organizational culture, the research findings are highly relevant to the topic. On the other hand, the employees who take part in the research originate from different cultures and, therefore, their answers that do not depend on the UAE cultural peculiarities. Such perspectives, however, could be used in any multicultural context to meet the needs of culturally diverse employees. The task of Arab leaders, therefore, is to correspond to international standards of manag ing business. Works Cited Butler, Colin. Leadership in a Multicultural Arab Organisation. Leadership Organization Development Journal, 30.2 (2009): 139-151. Print. This case study on Leadership in a Multicultural Arab Organisation was written and submitted by user Trevor Frye to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Ivy Day 2019 What Is It, When Is It, and What to Do Next

Ivy Day 2019 What Is It, When Is It, and What to Do Next SAT / ACT Prep Online Guides and Tips If you’ve applied or are currently applying to Ivy League schools, you’ve likely heard the phrase "Ivy Day." Ivy Day, or Ivy Admissions Day, is when all the Ivy League schools announce their admissions decisions for regular decision first-year applicants. Keep reading to learn more about what to expect on Ivy Day, when Ivy Day 2019 will be, and what to do with your admissions decision(s) once Ivy Day is over. Feature Image: Robert Barnet/Flickr What Is Ivy Day? Ivy Day is the day, usually in late March, when all Ivy League schools release their regular admissions decisions online.The eight Ivies- Brown, Columbia, Cornell, Dartmouth, Harvard, Penn, Princeton, and Yale- typically release their decisions at the same exact time as well.This time varies every year but tends to be either 5 pm or 7 pm ET. Top schools that are not in the Ivy League typically have different decisions release dates. In 2018, Amherst released its admissions decisions earlier than Ivy Day on March 23, whereas Caltech released its decisions on March 10. Occasionally, a non-Ivy school's decisions release date overlaps with Ivy Day; NYU, for instance, released its decisions on Ivy Day in 2018 (though at an earlier time). Ivy Day decisions are only for studentswho applied regular decision to at least one Ivy League school. For example, if you applied regular decision to Brown, Dartmouth, and Harvard, you could expect to get your admissions notification online for each school at the same time on Ivy Day. Note that students who applied early decision or early action will receive their Ivy decisions earlier, usually in December or January depending on the school. Because all Ivies release their admissions notifications at the same time through their respective online portals, and because applicants are (understandably) eager to get their results as soon as possible, Ivy Day often means long loading times and a bigger chance of page crashes due to the immense online traffic. Therefore, although it’s perfectly OK to check your admissions status as soon as the clock strikes Ivy admissions decisions time, just know that you might not be able to access your decision(s) as quickly as you hoped to. If you hit any major online traffic or are facing constant page crashes, it might be better to get off your computer and wait an hour or two until the traffic dies down a bit and you can check your admissions results without issue. Applying to an Ivy? Then you might end up here at Yale. When Is Ivy Day 2019? You know what Ivy Day is, but what about when? Unfortunately, the exact date for Ivy Day 2019 has not yet been officially confirmed by any Ivy League schools.However, by analyzing previous years' Ivy Days, we can make an educated guess as to when Ivy Day 2019 will take place. Below is a table showing Ivy Days from previous years and their days, dates, and times: Year Ivy Day and Date Time Decisions Released 2018 Wednesday, March 28 7 pm ET 2017 Thursday, March 30 5 pm ET 2016 Thursday, March 31 5 pm ET 2015 Tuesday, March 31 5 pm ET As you can see, Ivy Day is always at the end of March, so we can rest assured that Ivy Day 2019, too, will happen around this time. Over the past few years, Ivy Day has been moving forward in time- from March 31 to March 28- so it’s possible that Ivy Day 2019 will happen on or before March 28, most likely at 5 or 7 pm ET. We’ll update this article as soon as the official date is made available, but until then, expect to hear back from all the Ivies you applied to sometime in the middle of the last week of March 2019. What to Do After Ivy Admissions Day Ivy Day has finally arrived and you've spent minutes battling through the online traffic to access your admissions decisions.Maybe you got into a few Ivies but rejected from your top choice. Or maybe you got rejected from all of them. The question is still the same, regardless of your admissions decisions: What do you do next? In this section, we go over the steps to take for different Ivy Day admissions decision scenarios. Ivy Day Scenario 1: You Got Accepted to Your Top Choice! You got online and caught a glimpse of the word "Congratulations!" before erupting into a fit of joy.You did it! You got accepted to your top-choice school! Once you’ve spent time congratulating yourself and showing off your acceptance letter to family and friends, it’s time to sit down and ask yourself: what now? First off, if you’re having any doubts that this is the school you really want to go to, it’s perfectly OK to wait until you've heard back from all other schools you applied to (Ivies and non-Ivies alike) before you make your final decision. Don’t feel pressured to attend this Ivy simply because you got accepted.Think about what you personally hope to gain from your college experience, and then choose the university- Ivy or not!- that fits this criteria best. If this top-choice Ivy really is your overall top-choice school and you know you want to go there no matter what, your next step will be to formally agree to attend this school. Before you do this, though, make sure that you’ve had the chance to discuss costs for this school with your parents (or whoever is helping you pay for college) and that you clearly understand your financial aid package. After you’ve accepted your invitation to attend the school, you can then get started on declining any acceptances you got from other colleges. Ivy Day Scenario 2: You Got Waitlisted at Your Top Choice You eagerly checked your admissions decision from your top-choice school only to be met with a pang of confusion: you've been offered a place on the waitlist.You don’t feel elated yet you’re not devastated either.After all, getting waitlisted means you could still get accepted. This limbo stage can be tricky to deal with, but if you really want the opportunity to get accepted to your top choice- and you’re willing to wait just a little longer- you'll want toimmediately accept the invitation to be put on their waitlist.This will officially keep you in the running for a possible spot in that Ivy League school's newest freshman class. Assuming this school is still your top choice, it might also be a good idea to let the school know that if you’re accepted off the waitlist, you’ll 100% attend.Write a letter to the school letting them know this. You can include details such as what classes you'd like to take and how you can envision yourself being highly successful there. Ultimately, anything you can do to stress that this Ivy League school is your top choice will reflect positively on you as the admissions committee works its way through the waitlist. Unfortunately, you’ll more than likely not hear back about your waitlist decision until after the decision deadline (May 1) has passed.Indeed, many college waitlist decisions aren’t made until July or even right before the fall semester/quarter starts! As a result, you should put down a deposit for your second-choice school, even if you haven’t yet heard from your top-choice school.This way, if you don’t get off the waitlist, you'll still have a spot confirmed at another school you're happy to attend. Worst case scenario, you get accepted to your top-choice school and lose your deposit money. But, hey, this means you get to attend your top choice! Ivy Day Scenario 3: You Got Rejected by Your Top Choice Maybe Ivy Day wasn’t an exciting day for you because you got the dreaded rejection from your top-choice school.It’s OK to be upset about this- you just found out that you won't be able to attend your dream school.This is a huge setback, so it’s normal to feel sad, angry, and confused. But it’s also important to remember that all Ivy League schools are extremely hard to get into, so much so that the vast majority of applicants get rejected.So you’re definitely in good company! And getting rejected says nothing about your intellectual ability or academic promise. Once you’ve come to accept your rejection, it’s time to weigh your options: the schools (Ivy and non-Ivy) you have been accepted to. If you got into your second-choice school and know for sure you want to go here, get started on accepting your offer of admission here and on declining any admission offers you received from other schools. On the other hand, if you don’t have a second-choice school or are doubting where you’d like to go since getting rejected from your dream school, take some time to really consider which college you’ll be most satisfied at. Therule of thumb is to wait until you’ve heard back from every school you’ve applied to and then look at your acceptances. As you consider your options, here are some key questions to ask yourself to help you figure out which college will be the best fit for you: Are there any schools you’ve been accepted to that you can readily and clearly envision yourself attending? Where do you see yourself excelling intellectually while also having fun? Which colleges have offered the best financial aid packages to you? Ivy Day Scenario 4: You Got Rejected by All Ivies You Applied To Ivy Day isn’t a happy day for everyone, especially if you got rejected from all the Ivies you applied to.This is certainly much more of a setback than if you got rejected from one or two Ivies but still got into at least one. It’s important at this time to take care of yourself before you make any college decisions.Allow yourself to be upset, sad, or angry (or all three!). That said, try to also remind yourself that college admissions are really a mixed bag, especially when it comes to the Ivy League. Many qualified applicants are turned down each year. Indeed, the acceptance rates for Ivy League schools are abysmally low, so you’re certainly not in the minority if you get rejected! Moreover, know that Ivies aren’t the be-all and end-all of colleges. There are tons more schools that are just as good as, if not better than, the Ivies, and if you’ve been accepted to any of those, that’s a huge accomplishment! Once you’ve had some time to mentally process the rejections, it’s time to start looking at your other college options.Take a look at the colleges you have been accepted to.Are there any you want to attend more than others?If so, get rid of the schools you’re not as interested in and start doing some research on the schools you are thinking of going to. If, on the other hand, you’re at a total loss as to where to go to college now that you haven't gotten accepted to the Ivies you applied to, it’s a good idea to buckle down and start doing research on each school you’ve been accepted to. Specifically, you’ll want to look closely at the academics/majors offered, campus, extracurricular activities, and overall atmosphere of each school. I suggest goingonline to each school's official website; you can also check out real student opinions on websites such as College Confidential, Reddit, and Niche. If possible, try visiting the campus directly to help give you a more direct look at what kind of environment and amenities a particular school offers students. Finally, be sure to consider the financial aid packages you've received from each school.If one school is offering you a lot more aid than your other schools are- and cost is a huge factor for you- the amount of financial assistance you getmight be the main reason you pick a certain college. Doing all of this should help you narrow down your choices and eventually find the best college for you! What’s Next? Want to learn more about the Ivy League?Check out our expert guides to learnhow to get into Harvard,what kinds of admission rates Ivy League schools have, and what the current rankings of Ivy League schools are. To get into the Ivy League- and other top schools- you'll need to earn super high SAT/ACT scores. Written by our resident full scorer, our guides on how to get a perfect SAT/ACT score will help you achieve this goal in no time at all! Want to get into Harvard or your personal top choice college? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. Learn more about PrepScholar Admissions to maximize your chance of getting in.

How to Punctuate Quotations

How to Punctuate Quotations How to Punctuate Quotations How to Punctuate Quotations By Mark Nichol Quotation marks are signposts indicating that spoken or written words are being expressed. They have other purposes, too, but this post confines itself to this role. Despite the ubiquity of quotation marks, some people still err in placement of the closing mark. Generally, a close quotation mark follows rather than precedes a sentence’s terminal punctuation, as in the sentence â€Å"You have nothing to worry about.† (Styles for quotation marks in British English differ from those for American English: Terminal punctuation follows the close quotation mark, and dialogue and quotations are enclosed in pairs of single, not double, quotation marks.) Notice, however, that I wrote â€Å"generally,† and not just because of the British English exception. (As you see here, a comma, like a period, is located inside quotation marks when it follows one or more words thus confined.) What are the exceptions? If the terminal punctuation mark is a question mark or an exclamation mark, and it appears outside the context of the quotation, it should be located outside the quotation mark as well. (In the examples below, which I enclose in double quotation marks because they are themselves excerpts of written documents, the sentences in question are bracketed by single quotation marks the correct style for a quote of a quote.) For example, notice the placement of the question mark in â€Å"Who said, ‘You have nothing to worry about’?† The framing sentence, not the quotation, is an interrogative sentence, so the question mark belongs outside the single quotation marks bracketing the quotation (but inside the double quotation marks, because it is part of my example.) By the same token, in the sentence â€Å"I can’t believe he had the nerve to say, ‘You have nothing to worry about’!† the indignation resides in the context of the framing sentence, not in the recitation of another person’s contentious comment. Notice also that, though a period would ordinarily be located within the quotation followed by the question mark and a comma would usually appear after â€Å"about† in the example with the exclamation point, quotation marks and exclamation points trump and replace periods and commas in such sentence constructions. Punctuation marks are never paired (except in the use of multiple question marks or exclamation points in informal writing, and in the case of a close parenthesis and a period, like the tag team you see right here). That’s not all there is to quotation marks, of course. For example, in a future post, I’ll discuss the subtleties of proper placement of attributions, those identifying phrases such as â€Å"he said† or â€Å"she added† so fundamental to both journalism and literature. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Writing a Reference Letter (With Examples)Is There a Reason â€Å"the Reason Why† Is Considered Wrong?30 Words for Small Amounts

Colonization Essay Example | Topics and Well Written Essays - 2500 words

Colonization - Essay Example Though this process may or may not victimize indigenous populations, history often times demonstrates otherwise, as we shall see later in this essay. In ancient times, during the bonze age, maritime nations, such as the city-states of Greece, often established colonies. "Eventually Hellas spread over an enormous area, including the Black Sea littoral to the east, the coastal areas of Asia Minor, the Aegean Islands, Greece proper, southern Italy and most of Sicily, and continuing west on both shores of the Mediterranean to Cyrene in Libya and to Marseilles and a few Spanish coastal sites" (Finley 1963). These colonizations appear to have been an effort to acquire more living space emphasising the farming of uninhabited or sparsely habited land. Land suitable for farming during ancient and classical periods was often claimed by migratory barbarian tribes whose livlihood was met by hunting and gathering. "The Roman Empire was another great colonization of ancient times. The Roman Empire conquered a large part of Western Europe, North Afraica and West Asia. Though in North Africa and west Asia they were often conquering civilized peoples, as they moved north into Europe they often encountered little more than rural tribes with very little in the way of cities. In these areas, waves of Roman colonization often followed the conquest of the area. Roman Empire, political system established by Rome that lasted for nearly five centuries. Historians usually date the beginning of the Roman Empire from 27 BC when the Roman Senate gave Gaius Octavius the name Augustus and he became the undisputed emperor after years of bitter civil war. At it peak, the empire included lands throughout the Mediterranean world. Rome had first expanded into other parts of Italy and neighboring territories during the Roman Republic (509-27 BC), but made wider conquests and solidified political control of these lan ds during the empire. The empire lasted until Germanic invasions, economic decline, and internal unrest in the 4th and 5th centuries AD ended Rome's ability to dominate such a huge territory. The Romans and their empire gave cultural and political shape to the subsequent history of Europe from the Middle Ages and the Renaissance to the present day" (Encyclopedia Encarta). III. Dark and Middle Ages During the middle ages, current great cities of Europe in Spain, Germany, and France began as Roman colonies. Cities such as the German city of Cologne was one example and London was another which the Romans called Londinium. As the decline and collapse of the Roman Empire progressed, noting that it was not an overnight collapse, the movement of large-scale migration of people in Eastern Europe and Asia, often cealled barbarians, thrust their way into southern and western Europe causing the Roman Empire to slowly lose its entrenched holds of peoples in those areas. The Dark Ages also saw huge migrations of tribal peoples consolidating new colonies all over Western Europe, thus contributing to the development of many modern day nations of Europe. The Huns colonized Hungary, the Franks in France and Germany and the Anglo-Saxons in England. During this period, another great colonizing people were the Vikings of Scandinavia. The Vikings were fierce conquerors and set out to pillage and terriorize the coastlines of Northern Europe, especially the

Textual Analysis Essay Example | Topics and Well Written Essays - 250 words

Textual Analysis - Essay Example For the beauty being objective, there must be a single eternal and unchangeable idea of it that all sensible things re to be judged. Similarly, just and holiness is subjective and variable because their very nature is impermanent. The objects of opinion, such as beauty, just and piety is in constant flux; thus, they cannot be termed knowledge because knowledge is permanent in nature (being). Leadership and opinion vary based on the situation and the environmental factors. However, in its fundamental nature, knowledge is permanent and remains so regardless of the situation or circumstances. In application, a leader makes decisions based on his knowledge of a matter but the decision is influenced by other factors such that the conclusion arrived at one particular time under special circumstances can vary from another occasion in similar circumstances. Similarly, opinion about an issue is impermanent because, under dissimilar circumstances, individuals give different views on the same subject. Regardless of this, the knowledge of these persons does not change irrespective of the condition. In that accord, it agrees that the concept of leadership and opinion has a similar definition as the notion of justice, piety and

Role Model Essay Example for Free

Role Model Essay Many times in life, we come across a tough, influential person who leaves a great and powerful impact on our lives. Maybe it is an actress, superhero, family, teacher, or just a stranger who did something that changes your thoughts and decisions about life. Fortunately, I came across to someone who supported me from the very beginning of the journey of my life. That person is my beloved mother, who taught me to walk my first steps, who introduced me to the crazy side of life, and who has always been there for me when I needed her. Ever since I could remember, she has been right beside me supporting any goal I was trying to reach, even when it was incredibly ridiculous to everybody else. When I grow old with my own children, I hope I can be there for my kids, and make an unforgettable impact on their lives the way she did for me. I was raised by both of my parents in America after we legally travelled from Malaysia. While my father worked a full time job, my mother stayed home and looked after me. At a young age, I had a large portion of the day with just my mother. I was never a neglected child. She taught me to always carry a smile and to look at the positives in life instead of fretting about the negatives. When I was bored, she would stop her daily chores and watch television with me. If I complained of starvation, she would immediately cook or take me out for food. When I was sick, she took care of me and stayed up all night in case of any bad changes. If I wanted a new toy, she would nag about how hard it is to earn money but she will always end up buying it for me. I didn’t realize at the time, but in my heart, she was already an irreplaceable mother. Eventually, I started to attend school regularly and my mother got a full time job in Long Island. We spent less and less time together, and our relationship began to grow apart. Fights led to more fights up until there was a time when she finally broke down. She told me about all her stress, she told me she wanted things for my own good, and she told me she wanted a bright future for me so I wouldn’t have to work as hard as she did just for a living. After taking all that in, I was very grateful that my mother, who never attended college, was still trying her hardest to help support the family and gaining extra money to buy the things I yearn for. I admired my mother for having the courage to speak up to me even though it was risking between us getting in a bigger fight or me understanding her. Other mothers might be yelling at their kids for coming home past midnight. Even though my mother was angry, she kept up with me. She asked me calmly for the reason and then persuades me into telling her beforehand next time. Other mothers might be throwing out their kid’s make-up, but my mother bought me the make-up along with skincare products and taught me how to use it. Other mothers might be terrified to find out their kids dating at 16, but my mother asked me to take things slowly and try to make the best decisions for myself. Other mothers might complain when their child received a failing grade on their test, but my mother hired a $50 hourly tutor for me to catch up in my class. Other mothers might nag everyday about their kid’s messy room, but I never came home to a messy room before. Other mothers might be whipping their kids when they tell them they won’t be able to start college in time, but my mother is proud I graduated from GED. Everyone has that one special person they look up to as a role model by finding someone who has admirable traits that you want to inquire. This could be someone you’re proud of or does things that you appreciate. My mother taught me the importance of family, and self-respect. She showed me the value of a dollar and proved thee are second chances in every corner of life. She guided me to forgiving people even when I tell myself I would never forgive someone again. My mother had demonstrated how to give back to others in need, even when you can use a little help yourself. She is the most phenomenal mother, best friend, secret-teller, chef, guidance-counselor, teacher, and role model I’ll ever encounter.

All Fur :: essays research papers

All Fur is a 19th century German tale written by the Brothers Grimm. The tale deals with incest and how a young lady can escape an abusive father. When the King's wife dies it becomes imperative that he was to marry again. However, he would not settle on any woman unless she was as beautiful as his late wife was. Ironically, the only woman in the kingdom that possesses the beauty of his wife is his daughter, with whom he becomes obsessed. In the tale it is said that, "†¦In every respect she was like his dead wife†¦" suggesting the projection of an anima ideal. This leaves no room for the princess to be different from her mother (Jewett, 20). She is the bloodline of the wife and is just as beautiful. The King plans on having an incestuous relationship with her. This is not the sign of a good parent. This type of relationship is symbolic of the faults of parents in 19th century Germany. Not all parents knew how to act the right way and Brothers Grimm account of monstrous parents brought a social light to this. The King's daughter, obviously releasing the unnatural and cynical intentions of her father, refused to let him have his way. The princess makes a decision based on her moral values and determines on her own that her father is wrong. Interestingly here, the Brothers Grimm play on a common theme that Perrault used in the development of his heroes and heroines. All Fur gives her father three tasks that must be accomplished in order for her hand in marriage. The princess, not yet at her highest level of development, which is necessary to become a heroine, tries to out smart her father by giving him seemingly impossible tasks. The King somehow manages to come up with her gifts, but in her development into a heroine she realizes that the gifts actually will help her achieve her journey to the highest level of development (Jewett 20). In 19th century Germany it was considered a horrible act to disobey or try to deceive one's own parents. However, the Brothers Grimm, through their themes of monstrous parents and moral development, show that in some circumstances parents need to be disobeyed. The princess must now begin her "journey". She uses the gifts that he provided to help her get away from him.

Survey In Forensic Toxicology Health And Social Care Essay

The province of alcoholism and the blood intoxicant concentration of a individual at the clip of decease can sometimes be hard to construe due to the assorted post-mortem artefacts that can change the true ante-mortem blood intoxicant concentration. The opportunity of intoxicant being produced in the organic structure after decease is a continuously encountered issue in everyday casework [ 2 ] . The status and province of the organic structure, the clip between decease and sample aggregation, the environmental conditions and besides the type of samples collected, preserved and analyzed are all of import factors that should be considered carefully during reading. Under certain status ethyl alcohol can be produced after decease by agitation of glucose and due to bacterial activity [ 3,4 ] . Some illustrations in which the blood ethanol concentration at the clip of decease can be altered are: The possibility of ethanol production in the organic structure after decease or after sample aggregation due to microbic production ; If ethanol remains in the tummy after decease, the possibility is of continued local diffusion into the environing tissue and blood is raised ; In instances of caput injury which has rendered a individual unconscious for a few hours prior to decease, the blood ethanol concentration during this clip continues to diminish due to metamorphosis in the liver. Some other instances that may be debatable to cover with are instances where the organic structures are recovered from H2O in which the possibility of sample dilution can play a important function [ 2 ] . These are merely a few illustrations of the many possibilities that can change ethanol concentration and do reading of post-mortem ethanol concentration really hard. It is hence of great importance in forensic post-mortem ethanol instances to execute accurate and precise analysis for ethyl alcohol, to utilize the optimum specimen and to cognize the restrictions and significance of ethanol findings in these specimens [ 5 ] . The optimum specimen picks, aggregation site, and preservatives, every bit good as the deductions and reading of ethanol findings in post-mortem ethyl alcohol instances will be discussed in this paper.2. Postmortem Specimen for analysis of Ethanol.In malice of the troubles encountered with post-mortem ethanol consequences, an necropsy offers the chance to roll up specimens that are non readily available in ante-mortem cases.A A In add-on to trying blood from different vascular sites and piss, samples collected from vitreous wit and stomachic contents every bit good as musculus, encephalon and liver tissues, cerebrospinal fluids and gall are all possible during necropsy. Although there is a possibility to roll up and analyse ex tra specimens during post-mortem ethanol analyses, this will merely partially counterbalance for the increased interpretative troubles encountered by the assorted post-mortem artifacts.A A It is hence necessary to use a greater grade of cautiousness during the reading of post-mortem ethanol consequences and to take into history the entirety of the information obtained. A individual post-mortem blood ethyl alcohol concentration is by and large uninterpretable without a coincident piss and/or vitreous wit ethanol concentration ; therefore it is of import that every bit good as information sing the instance history and inside informations gathered from the scene of decease [ 1 ] .A A Due to this it is of import alternate specimen should ever be collected and analyses in order to right and safely confirm ante- mortem ethanol ingestion. In this chapter the different types of specimen used for post-mortem ethanol analyses every bit good as there deductions and restrictions will be discussed.2.1 Blood Alcohol ConcentrationAlthough there are multiple samples available for aggregation at necropsy for toxicological analysis of ethyl alcohol, blood is a important in leting valid decision of whether the deceased has consumed intoxicant and was under influence at the clip of decease. The basic information required, on construing the blood intoxicant concentration in post-mortem samples harmonizing to Plueckhahn [ 6 ] , who has researched the reading of the blood intoxicant concentration extensively, are: The site of aggregation of the blood sample ; The clip after decease and province of the organic structure when the specimen was collected ; The storage status of the sample, the preservative used, and the clip elapsed before analysis ; The method used for analysis of the sample. Furthermore in add-on to the above, one might besides see the status and visual aspect of the blood sample such as the odor, colour, fluidness and/or the presence of blood fabrics. Despite the fact that blood from a femoral vena is the recommended specimen to be collected for toxicological analysis, some diagnostician still be given to subject cardiac blood or worse fluid scooped from the thorax and or plural pit as a replacement for the appropriate specimen [ 7 ] . This questionable manner of roll uping samples increases the potency for taint of ethyl alcohol entered by the lung due to inspiration of tummy content or ethyl alcohol which might hold diffused from the tummy in to the environing tissue. Blood from the femoral vena is least susceptible to postmortem alterations and as stated earlier the recommended specimen of pick for toxicological analysis. Additionally blood from the interior integral Chamberss of the bosom is besides suited as a auxiliary specimen to compare with femoral blood intoxicant concentration or when there is limited sum of femoral blood available to roll up and/ or analyse [ 8 ] . Furthermore Arterial blood is up to 40 % higher in eth anol concentration during the absorbent stage compared to venous blood, whereas there is undistinguished difference between the two 1s the intoxicant has reached the station optical density stage. Therefore blood from the big vass or bosom may demo differences compared to blood from other beginnings due to incomplete distribution [ 9 ] . This difference was shown by comparing cardiac blood with femoral blood, in which 35 out of 51 instances, had a bosom intoxicant blood was that was by and large higher, with the highest difference observed being 0.09/dL [ 10 ] . Poutry and Anderson [ 11 ] , besides analyzed cardiac and femoral blood in 100 instances, nevertheless, found bosom to femoral ratios being near 0.98. In 17 instances at that place were differences of greater than 20 % between the two in which merely 6 with a bosom to femoral ratio greater than 1. These 6 instances were either in early phases of soaking up or the femoral intoxicant blood degree was unnaturally low due to low volume specimen available in the sample tubing. Harmonizing to this survey circulation equilibrium occurs quickly, which means that differences in blood beginnings occur merely in rare post-mortem instances. This does n't intend that important differences can non happen, particularly in instances affecting possible decomposition, injury a nd in instances of recent consumption when the deceased has been in the soaking up stage and equilibrium has non set in anterior to decease. Because hazard of taint of bosom and upper organic structure blood beginnings, it is recommended to get and analyse blood from a femoral vena [ 2 ] . Some writers even province that the blood straight taken from the chest pit or from a unsighted needle stick into the thorax, is the worst possible sample that can be taken [ 2 ] . The necessary blood intoxicant concentration to do decease is often an unfastened inquiry and depends much on the individual ‘s gender, age, overall wellness, imbibing experience and developed tolerance [ 9 ] .2. Collection and Storage of Specimen for Ethanol Analysis.Among forensic toxicologists and analytical chemists the normally used quoted proverb, that is peculiarly valid in the field of post-mortem forensic toxicology, which emphasizes that right specimen aggregation is the most of import measure in drug analysis is that: â€Å" the analytical consequence will ne'er be better than the sample from which is was derived â€Å" [ 2,6 ] . The intent of roll uping organic structure fluids and executing forensic analytical analysis for ethyl alcohol is to find the significance, if any, of ethyl alcohol in a forensic probe. Not merely the check used to find ethyl alcohol in de samples should be precise, accurate and specific, but the penetrations given should supply information as to whether the measured ethyl alcohol degrees are basically the same as when they were collected [ 5 ] . The concern of possible ethanol loss or addition in clinical or forensic probe at changing times after the specimen was collected is an inevitable factor encountered in many instances affecting the finding of ethyl alcohol. Furthermore post-mortem samples present an extra challenge: does the measured ethanol concentration reflect the concentration at the clip the deceased passed? There are several factors that play a important function in replying these inquiries. In this paragraph the principle and processs for properly aggregation and cont inuing post-mortem specimen will be discussed and categorized in three bomber bunchs ; 1.The loss of ethyl alcohol, 2.The production ethyl alcohol and last but non least 3.The saving of the gathered specimen for ethanol analysis.2.1 The loss of EthanolThe loss of ethyl alcohol from collected specimen has been a concern and a ground for probe for most of the history of forensic toxicology. To day of the month, three major theories are used to explicate the loss of ethyl alcohol from the gathered biological specimen. These include 1. Vaporization, 2. Oxidation and 3. The action of micro-organisms.A. Vaporization

History of Physical Education

Brief History of Physical Education A brief history of physical education in the United States would kick off in the nineteenth century. There was growing popularity of formal physical education programs all across Europe where calisthenics and gymnastics were all the rage. American schools looked to follow the European model by incorporating physical education into the curriculum for primary and secondary schools. And a brief history of physical education would not be complete with a consideration of institutes of higher education that gradually built up extremely successful sports programs.How it began The brief history of physical education would start in just about 1820 when schools focused on gymnastics, hygiene training and care and development of the human body. By the year 1950, over 400 institutes had introduced majors in physical education. The Young Men's Christian Association launched its very first chapter in 1851 and focused on physical activities. Colleges were encoura ged to focus on intramural sports particularly track, field and football.But physical education became a formal requirement following the civil war when many states opted to pass laws that required schools to incorporate a substantial physical education component into their curriculums. But it was not till 1970 that an amendment was made to the Federal Education Act that allowed women from high school and college to compete in athletic competitions. Sex-based discrimination was completely outlawed from government funded programs at this point. THE HISTORY OF PHYSICAL EDUCATION AND ADAPTED PHYSICAL ACTIVITY IN GREECEIn Greece the latest years special education has followed the same progression as in any other country in Europe but in a very slow pace. Specifically, Special Education services were available to Greek children since the beginning of the 20th century, adapted Physical Education was introduced the last two decades. After the first half of the century various associations developed intense activity with the aim to protect specific groups of people with special needs such as, the blind, the deaf and motionaly disabled.The initiative had clearly charitable characteristics with pity as the main feeling. The state welfare was non-existent every kind of care and prevention was accorded to the authorization of the charitable organization that with full power decided during the course of the years about the life and the future of thousands of people with special needs. The offers of the individuals had the form of institutional care (enclosed protection) with the offer of basic knowledge.The interest of private initiative led to the introduction of various institutional units and schools; firstly in the area of Attica and then in other cities of Greece. Some of the first institutions, which were created, was the â€Å"house of the blind† in 1906, the â€Å"house of the deaf and dump† in 1923, and the â€Å"Hellenic organization for the protec tion and rehabilitation of disabled children†. In 1937 much late there were more branches created such as the â€Å"national institution for the protection of the deaf and dump† in 1937, the â€Å"lighthouse of the blind† in 1946, the â€Å" school of the blind in North Greece† in 1948 etc.These institutions housed a great number of children but the role of the individuals was not only always a charitable one. However, the private sector helped in its way the state preparation so as to take up later the responsibility and interfere institutionally. The first state interferences began in 50’s and concerned mainly legislation arrangements for the blind and after for the motionaly disabled. The state however was interested in the group of the mentally retarded children and later in the motionaly disabled, which the private agents had completely ignored.The first school, which was founded by the state for the mentally retarded children, was the â€Å" original special school of Athens† in 1937. Many people considerthe state interference in the space of special education during the 30’s non-occasional. The considerable evolutions of pedagogical and psychology sciences, the establishment of obligatory attendance for all the children and the great number of mentally retarded children comparatively with other groups of â€Å" inferior individuals† was a reality which the Greek state could not ignore.From the mid of 50’s the 70’s the developments in special education came again from the wide activity of the private sector while the state followed with mainly legislation inferences and the well known sympathy towards the people with special needs. So, during this period educational units were founded and â€Å"deaf and dumb† schools in various areas of Greece and units for motionaly-disabled people. Another offer of the private sector was the foundation of children’s neuropsychiatry clini cs and schools for the group of â€Å"marginal adults† and â€Å" mentally retarded children†.The exemplification of the Greek state and the educational policy of the western countries begins in the mid of the 70’s approximately. Specifically towards the end of the 70’s measures were promoted for the professional rehabilitation of the disabled by giving motives to employers for the employment of these people. Since 1980 and then special classes for the children with, learning difficulties and slight mental retardment began to be estamplished.The Greek state in the 80’s seems to desire to participate actively with the other social factors in an attempt of reorganization of the philosophy and pre-existent structure concerning the people with special needs, which imposed their life and social back round. Precisely, emphasis was given in the whole development and the development of the potential of the people with special needs, their introduction in t he productive procedure and their mutual acceptance in the social group.Today, thousands of individuals with disabilities are introduced to sports in various settings such as schools or in sports clubs in both segregated and integrated settings by a variety of national and international organizations. The momentum for such change is contributed to several reasons: †¢ One of the most important reason is the introduction and approval of a new law, which mandates not only free public education for all children, but most important integration of children with disabilities in schools settings.This law is consideredas a springboard for the recognition for all children’s rights to participate in physical education activities. †¢ A second reason, is beginning of 90’s the implementation of the program â€Å"Sports for All†, which is organized by the General Secretariat of Sports and implemented with the support of different municipalities within Greece. †¢ A third reason, is the mandatory exposure of all students of physical education in adapted physical activity course work during their core university studies.In this way they have the opportunity not only to be introduced, but also to become specialized later on this subject. This has considerably affected their attitude to teach integrated sports. †¢ A fourth reason is the organization of the Paralympic Games of 2004, which is considered one of the largest events in the world. Due to the magnitude of this event, Greece started to evaluate the current status of the movement for sports for the disabled people, as well as, begin to take important actions towards the best organization of the games. History of Physical Education PREFACE To provide a meaningful background of physical education and sport in modern society it is helpful to have a clear understanding of its role in the past and how it emerged. The purpose of this assignment is to outline the history of physical education since time immemorial. The text begins with the beginning of the humankind engaging in physical activities, showing the history of physical education and sport being a rich tapestry of people, places, events and social forces from early civilization to the present time through transitional periods. INTRODUCTIONThe ground of education as a whole is going through remarkable challenges to serve the needs of the individual and the society, and this trend is reflected in physical education also. The history of physical education goes back to the earliest times, if we think of it in the simple terms of fitness and has existed since human society in one form or other. Since early history, even before the dawn of civilization and cultur e, physical exercise has been a very important aspect of human existence and it was not so long ago that it was called† physical culture† or â€Å"physical training†.THE PALEOLITHIC PERIOD Primitive humans began life in the â€Å"Stone Age. † What can they be called? Paleolithic people, Stone agers, primitive humans or cave men. They were hunters and gatherers. They hunted wild game and fished; they gathered veggies, berries and nuts. Primitive humans depended entirely on nature for food. Primitive men moved according to their satisfaction, needs and necessity. They needed to be fit to be able to go through their journey to hunt for food and water. Being nomads and hunters, they were people who had to be persistently hunting and gathering food for survival.Their trips regularly lasted for one-to-two days for food or water and were meant for regular physical activity to be produced. When they successfully hunted, they would travel many miles and miles to cel ebrate with family and friends. Physical activities were not organized by them. The necessity for survival which is the protection against hostile environment and wild beasts, and sometimes the engagement in murder to insure their protection, motivated these men to keep themselves physically ? t and strong enough compared to stronger forces of nature. In those days there were no machines to help people in their work.That is why they had to depend exclusively upon their physical powers and physical skill. They considered their body to be their prize possession, so their primary concern was to maintain and protect their body. The order of the day was the survival of the most fit. Their sociable nature was inborn and drew only by mating and propagation that gave them the desire to dance and play, which were not being organized. Men lived in such a state for thousands of years. There was neither any organization nor system. Most of their acts were learnt by the young generations by the competence of imitation rather than instruction.This lifestyle created many physical activities and a high level fitness which defined human life. THE NEOLITHIC TRANSITION Neolithic people lived during the â€Å"New Stone Age†, from 9000 to 8000 B. C. This was the transitional period in which pre- historic societies began to control their surroundings and form civilization. The two most significant developments were the domestication of animals and farming. Their society was different from Paleolithic culture because they lived in established communities, domesticated animals and cultivated crops.As they improved their society they developed skills like spinning, weaving and building. They also made tombs and religious items. Men and women gave up hunting gathering as the only sources of living and learnt to produce their own food. Agriculture and the raise of cattle were discovered and increased to a productive economy. Many villages were built generally located next to rive rs. Then came the creation of the plow, so the difficult tasks being done by the animals and other agricultural development brought the beginning of a less active lifestyle.Social organization became more complex in the first villages, and then towns. Different kind of chiefs appeared and gave rise to a political system. There was class system whereby society was divided into rich and poor. A specialization of work took place. Apart from peasants and cattle farmers, new economical activities such as craftsmanship (fabric, pottery) were born. This era in history symbolizes the beginning of a more sedentary lifestyle, as man began to lessen some hardships of life while simultaneously decreasing daily physical activity.ANCIENT CIVILIZATIONS (2500-250 B. C. ) (i) China In China, the participation of regular physical activity was encouraged by the philosophical teachings. There were no such words in the Chinese vocabulary entirely corresponding to the Western terms of â€Å"sport† and â€Å"physical education†. Such physical exercises as wrestling, swordplay, archery, charioteering and horse-racing were all incorporated in the military training and therefore came under the general term of â€Å"wuyi,† or â€Å"martial arts. † Kung Fu gymnastics was developed to keep the body in good and working condition.It consisted of various stances and movements, patterned by separate foot works and imitations of different kind of animals’ fighting styles. (ii) India India has a long recorded history of civilization but physical activity was not encouraged because of the religious teachings over there. The teachings of Buddha restricted most of the sports and games practiced by other early civilizations. However, an exercise programs known as â€Å"yoga†, same as the Chinese Cong Fu gymnastics, was developed and some other physical activities as well. According to the Hindu priests, Yoga signifies the development of body, mind, and spir it.The Ancient Indian philosophers recognized the health benefits of Yoga, which consisted of the proper functioning of organs and the whole well-being. There have been many physical activities but were never treated as a part of general education, they were mostly an entry to military career. ANCIENT GREECE: THE HEART OF PHYSICAL EDUCATION & SPORT (2500-200 B. C. ) The western civilization began with the Greeks. They were the first one to provide a methodical and philosophical attitude toward education, physical education and sport. It is believed that no other civilization has held fitness in such appreciation as the ancient Greece had.The admiration for beauty of the body and importance of health and fitness throughout society is one that is beyond compare in history. For the Greeks, the development of the body was equivalently as important as development of the mind. They believed that the physical well-being was crucial for the mental well –being. During that period, the Greek states were frequently at war with each other. The Fighting abilities were very much associated with physical fitness levels, therefore making it very important for the people to maintain high level of fitness.Athens and Sparta were the two most famous city-states and dominant force of the Greek civilization. Sparta was already militaristic by 700 B. C. Spartans were derisive of intellectualism. They were generally suspicious and conventional. All that mattered to the Spartans was being a warrior. Athens was the more democratic of the two city-states. Both city-states served the people and their needs although they were very different. Being a potential warrior was all that mattered to the Spartans. Athens was the more democratic of the two city-states. SPARTAThe Spartan system was much more autocratic. Male children were taken at the age of seven to learn the basic military skills while living in barracks. Little emphasis was placed on the arts, sciences, philosophy and lite rature. Physical activities such as gymnastics, running, jumping, boxing, wrestling and pankration (a brutal combination of  boxing and wrestling) were provided to produce powerful warriors. When the children reached the age of fourteen, they were taught group fighting tactics which would allow them to succeed while in the military from the ages of twenty to thirty.Girls did not live in public military  barracks like the boys, but they participated in discuss, gymnastics, horse riding,  javelin, swimming, running, and wrestling at separate training grounds. The objective for women’s physical education was to enable them to produce healthy and strong potential warriors. At the age of thirty, the men could then marry women who were fit and healthy so that they could make strong babies, therefore future warriors. ATHENS For the Athenian -The motto for education was â€Å"a sound mind in a sound body† (mens sana in corpore sano) Athens was quite different compared to the Sparta.The Athenian culture was a very much more freethinking and democratic society specially noted for its art, literature, philosophy as well as its political system. There were citizens, foreign settlers and slaves but only the citizens were provided with educational opportunities. When compared to Sparta, education was very different in Athens. Women had no physical education compared to Sparta. They put much more emphasis toward intellectual quest. Their objective was similar to Sparta that is preparing male warriors.Athenian education was a balance between music (including poetry) and gymnastics which enveloped a range of physical activities. Physical education was provided to the students with a series of graded activities at the Palestra, which consisted of an indoor facility for gymnastics, and to an outdoor space for boxing, discus, javelin, running, jumping, pankration, pentathlon and wrestling. Many of these athletic events were part of the four great sport and rel igious festivals which consisted of the Olympic, Isthmian, Pythian and Nemean Games.These games started as simple athletic contests dedicated to Greek gods, but the Olympic Games, in particular, over 1000 years, became increasingly complex encompassing events for boys and men in running over different distances, pentathlon, wrestling, races in armour, chariot races, and pankration. As of education more broadly, the clear objectives of physical education in Athens were to educate the mind and the body and to produce a well integrated person. ROMANS The political ambition of Rome incorporated physical education into a national program for the preparation of military.Therefore, similar to the Greeks, sports, games and physical recreation were meant to prepare boys and young men for military service. Physical education for the Romans was about athletics, which was entertainment above all. All Roman citizens between the ages of 17 and 60 had to be fit for the military service, so it was very important for all the citizens to maintain good physical condition and be prepared. Military training consisted of activities such as running, marching, jumping, and discus and javelin throwing. The fitness levels of the general Roman population declined as individuals became attracted to wealth and entertainment.People were forced to fight to the death, and oftentimes fed to lions. Women were not as marginalized in Rome as they were in Greek city-states. Some sporting events were organized for young women such as swimming, dancing, and light exercise was common, especially among the privileged classes. THE DARK (476-1000) AND MIDDLE AGES (900-1400) The Middle Ages saw the fall of the Roman Empire which was conquered by Barbarians from Northern Europe, whereby the lavish lifestyles of the Romans had resulted in the complete decay of the society's fitness level.There was the rise of Christianity, and the Christian’s influence brought about a denial of physical activity fo r anything other than manual labor. They viewed physical play as immoral, so they halted the Olympic Games in 394. The barbarians from Northern Europe were similar to the primitive humans. Their way of life consisted of hunting and gathering food, so physical activity and fitness were fundamentals for survival. Thus, despite the downfall of the Roman Empire, fitness experienced a revival during the Dark and Middle ages because survival during these challenging times required it. THE RENAISSANCE (1400-1600)During the Renaissance, a renewed appreciation for human life evolved creating an environment which was ready for the widespread development of physical education; revival of ancient Greek ideals throughout Europe. There were many people which included the religious leader;Martin Luther, the philosopher; John Locke, physical educators; Vittorino da Feltra, John Comenius, and Richard Mulcaster carried on that high fitness levels improved intellectual learning. But in the 1600s peopl e believed that if it did not have any specific purpose than just a waste of time. PHYSICAL EDUCATION AS FROM THE 1700SThere was a big change in physical education during the 1700’s which can be mostly accredited to three people: Jean Jacques Rousseau, Johan Simon, and Guts Muths. Rousseau was the first person to promote education for the people and he also concluded play as being educational and stressed the importance of physical education to the development of a strong body. In the mid 1700s, Johan Simon became the first physical education teacher and stressed on the fact that physical education should be taught along with reading and writing. Simon believed physical education should include a lot of physical effort.Guts Muths developed a series of gymnastic apparatuses and believed that very important social skills are developed through physical education. These people of that time and the things they did began to pave the road to where we are today. In 19th-century, the first indoor gymnasium was built in Germany and some countries such as Europe, Sweden and Germany developed systems of gymnastics that were adopted internationally. A gymnasium was also build in Finland where exercise was for the first time seen as a way to achieve physical treatment. In connection to exercise, students started to study anatomy and physiology.Denmark was among the first countries to require physical education in schools. By the 1820s, some American schools offered gymnasium and physical education. The physical education included the development and care of the body, and training in hygiene, callisthenic exercises, gymnastics, and the performance and management of athletic games. CONCLUSION Physical education has a cultural heritage and background which started at the dawn of civilization. Primitive human being had to be very active and physically to survive. Farming began in its primitive form and made people have more physical activity from only working in the fiel ds.People fitness levels changed here and the also began seeing a more sedentary lifestyle. Ancient Greek culture depended upon preparing its young men for war. Training for battle was not an option, but a prerequisite. Ancient physical education programs concentrated exclusively on activities that trained soldiers. The significance of physical education no longer concentrates solely on training soldiers for battle and ancient athletes for victories but for the wholesome development of a person. It began in ancient Greece and made its way around the world. REFERENCES S. E. Smith. (). What was the Neolithic Period?. Available: http://www. isegeek. com/what-was-the-neolithic-period. htm. Last accessed: 30th Oct 2012. Charles A. Bucher. (1983). Historical foundations of physical education and sport. In: Nancy K. Roberson Foundations of physical education and sport. US: The C. V. Mosby Company. P133-155. http://www. cals. ncsu. edu/agexed/aee501/rousseau. html http://prezi. com/ieokiwmd e3ni/history-of-physical-education/ Howel et al. 1994. History Of Sport And Physical Education. In: Foundations of Physical Education,pp. 17-117 A. Bruce Frederick. (). Gymnastics. Available: http://www. britannica. com/EBchecked/topic/250277/gymnastics#ref700589. Last accessed: 01st nov 2012. History of Physical Education Brief History of Physical Education A brief history of physical education in the United States would kick off in the nineteenth century. There was growing popularity of formal physical education programs all across Europe where calisthenics and gymnastics were all the rage. American schools looked to follow the European model by incorporating physical education into the curriculum for primary and secondary schools. And a brief history of physical education would not be complete with a consideration of institutes of higher education that gradually built up extremely successful sports programs.How it began The brief history of physical education would start in just about 1820 when schools focused on gymnastics, hygiene training and care and development of the human body. By the year 1950, over 400 institutes had introduced majors in physical education. The Young Men's Christian Association launched its very first chapter in 1851 and focused on physical activities. Colleges were encoura ged to focus on intramural sports particularly track, field and football.But physical education became a formal requirement following the civil war when many states opted to pass laws that required schools to incorporate a substantial physical education component into their curriculums. But it was not till 1970 that an amendment was made to the Federal Education Act that allowed women from high school and college to compete in athletic competitions. Sex-based discrimination was completely outlawed from government funded programs at this point. THE HISTORY OF PHYSICAL EDUCATION AND ADAPTED PHYSICAL ACTIVITY IN GREECEIn Greece the latest years special education has followed the same progression as in any other country in Europe but in a very slow pace. Specifically, Special Education services were available to Greek children since the beginning of the 20th century, adapted Physical Education was introduced the last two decades. After the first half of the century various associations developed intense activity with the aim to protect specific groups of people with special needs such as, the blind, the deaf and motionaly disabled.The initiative had clearly charitable characteristics with pity as the main feeling. The state welfare was non-existent every kind of care and prevention was accorded to the authorization of the charitable organization that with full power decided during the course of the years about the life and the future of thousands of people with special needs. The offers of the individuals had the form of institutional care (enclosed protection) with the offer of basic knowledge.The interest of private initiative led to the introduction of various institutional units and schools; firstly in the area of Attica and then in other cities of Greece. Some of the first institutions, which were created, was the â€Å"house of the blind† in 1906, the â€Å"house of the deaf and dump† in 1923, and the â€Å"Hellenic organization for the protec tion and rehabilitation of disabled children†. In 1937 much late there were more branches created such as the â€Å"national institution for the protection of the deaf and dump† in 1937, the â€Å"lighthouse of the blind† in 1946, the â€Å" school of the blind in North Greece† in 1948 etc.These institutions housed a great number of children but the role of the individuals was not only always a charitable one. However, the private sector helped in its way the state preparation so as to take up later the responsibility and interfere institutionally. The first state interferences began in 50’s and concerned mainly legislation arrangements for the blind and after for the motionaly disabled. The state however was interested in the group of the mentally retarded children and later in the motionaly disabled, which the private agents had completely ignored.The first school, which was founded by the state for the mentally retarded children, was the â€Å" original special school of Athens† in 1937. Many people considerthe state interference in the space of special education during the 30’s non-occasional. The considerable evolutions of pedagogical and psychology sciences, the establishment of obligatory attendance for all the children and the great number of mentally retarded children comparatively with other groups of â€Å" inferior individuals† was a reality which the Greek state could not ignore.From the mid of 50’s the 70’s the developments in special education came again from the wide activity of the private sector while the state followed with mainly legislation inferences and the well known sympathy towards the people with special needs. So, during this period educational units were founded and â€Å"deaf and dumb† schools in various areas of Greece and units for motionaly-disabled people. Another offer of the private sector was the foundation of children’s neuropsychiatry clini cs and schools for the group of â€Å"marginal adults† and â€Å" mentally retarded children†.The exemplification of the Greek state and the educational policy of the western countries begins in the mid of the 70’s approximately. Specifically towards the end of the 70’s measures were promoted for the professional rehabilitation of the disabled by giving motives to employers for the employment of these people. Since 1980 and then special classes for the children with, learning difficulties and slight mental retardment began to be estamplished.The Greek state in the 80’s seems to desire to participate actively with the other social factors in an attempt of reorganization of the philosophy and pre-existent structure concerning the people with special needs, which imposed their life and social back round. Precisely, emphasis was given in the whole development and the development of the potential of the people with special needs, their introduction in t he productive procedure and their mutual acceptance in the social group.Today, thousands of individuals with disabilities are introduced to sports in various settings such as schools or in sports clubs in both segregated and integrated settings by a variety of national and international organizations. The momentum for such change is contributed to several reasons: †¢ One of the most important reason is the introduction and approval of a new law, which mandates not only free public education for all children, but most important integration of children with disabilities in schools settings.This law is consideredas a springboard for the recognition for all children’s rights to participate in physical education activities. †¢ A second reason, is beginning of 90’s the implementation of the program â€Å"Sports for All†, which is organized by the General Secretariat of Sports and implemented with the support of different municipalities within Greece. †¢ A third reason, is the mandatory exposure of all students of physical education in adapted physical activity course work during their core university studies.In this way they have the opportunity not only to be introduced, but also to become specialized later on this subject. This has considerably affected their attitude to teach integrated sports. †¢ A fourth reason is the organization of the Paralympic Games of 2004, which is considered one of the largest events in the world. Due to the magnitude of this event, Greece started to evaluate the current status of the movement for sports for the disabled people, as well as, begin to take important actions towards the best organization of the games.

Culture-Specific Theories and Practices of Management The WritePass Journal

Culture-Specific Theories and Practices of Management Introduction Culture-Specific Theories and Practices of Management IntroductionThe Culture ConceptCulture and Business ManagementSmall vs. large power distance (PDI)Individualism vs. collectivism (IDV)Masculinity vs. femininity (MAS)Weak vs. strong uncertainty avoidance (UAI)Long vs. short term orientation (LTO)ConclusionReferencesRelated Introduction In the prevailing business environment which is marked by high level of competitiveness and a challenging international free market economy, business managers are required to have global cultural understanding skills in addition to their domestic cultural ones alone. Chen and Eastman (1997 p.454) mention: â€Å"despite differences in the level of analysis and standpoints of organizations versus subgroups, both the integration and differentiation perspectives on organizational culture are inadequate to address cultural conflicts associate with demographic diversity.† Considering the importance of cultural understanding in business management, this essay embarks on a quest to understand the characteristics of Chinese culture, which are relevant to management. It will highlight the implications of those characteristics for business managers. The essay will incorporate the author’s reflection upon two videos regarding life in China. The first one is titled â€Å"Shanghai Q uest† by Kim Taylor and the second is â€Å"Man Zou: From Beijing to Shanghai† by Ian Connors Jason Reid The Culture Concept Culture is complex and multi-dimensional. Culture is far too complex to be defined in simple terms (Hall, 1976). Kroeber and Kluckhohn (1952) have identified more than 160 different definitions of culture in their study. One of the earliest definition of culture in academia in that of Tylor (1887) who defines it as a â€Å"complex whole which includes knowledge, belief, arts, morals, law customs and other capabilities, and habits acquired by a man as a member of a society†.   A recent and widely cited definition is that of Hofstede (1980). He defines culture as â€Å"the interactive aggregate of common characteristics that influence a group’s response to its environment.† He redefined culture as â€Å"the collective programming of the mind which distinguishes the members of one human group or category of people from another†¦..Culture, in this sense, includes systems of values; and values are among the building blocks of culture† (Hofstede, 1984). Culture and Business Management The business culture of a society is not just an outcome of its economic system. More often, it is to the contrary i.e. the economic life is shaped by the cultural foundation of a society.   The videos viewed as part of this work, lead to that conclusion. All the three individuals in the documentary â€Å"Shanghai Quest† were struggling and trying to be successful entrepreneurs in their respective fields of interest in Shanghai, China. Shanghai’s quest towards urbanization and industrialization was an important cultural characteristic of the city that helped them throughout their way in seeking out opportunities. Geert Hofstede, a renowned management thinker was among the first researchers to conclude that culture impacts upon the management styles of different economies. According to Hofstede (1984, 1991), culture can be distinguished by five fundamental dimensions. Hofstede, who was a one-time employee at IBM, conducted a survey of more than 116,000 IBM employees across seventy two different countries spread across different regions in the world. He developed an index ranging from 0-100 for each of his five cultural dimensions in order to measure and compare cultural differences among different nations. His five cultural dimensions are:   power distance, uncertainty avoidance, individualism/collectivism, masculine/feminine and long-term versus short-term orientation. Small vs. large power distance (PDI): The extent to which less powerful people accept that power is distributed unequally, that others have more power Individualism vs. collectivism (IDV): Individualism is the tendency of people to look after themselves; collectivism to look after the members of their society in exchange for loyalty Masculinity vs. femininity (MAS): Masculinity: dominant values are success, competition, and money Feminity: dominant values are caring for others Weak vs. strong uncertainty avoidance (UAI): The extent to which people feel threatened by ambiguous situations and have created beliefs or institutions to avoid these feelings Long vs. short term orientation (LTO): The extent to which people attach value to their future against their past or their present. Long term oriented cultures give more value to actions and attitudes affecting the future in contrast to the short term oriented cultures.[1] China’s indices for these cultural dimensions are illustrated in the following figure (fig.1). (Source: www.geert-hofstede.com) Small vs. large power distance (PDI) China scores high in power distance index indicating that the country has a high cultural tendency to accept differencees in individuals’ powers within their society. It implies that in China, the respect for elders is widely ingrained in their culture and both the leaders as well as the followers endorse society’s level of inequality. In term of business management, seniority demands respect and obedience. Elders are more likely to become leaders and considered as substantial role models. In doing business with Chinese people, it would be vital to win the confidence of authoritative and significant personals and appease them. While communicating with them, it would be ideal to use specific titles, with a high emphasis on respect and consideration for hierarchy and authority. Individualism vs. collectivism (IDV) On the individualism index, China scores only 20 points indicating the country is highly collectivist. It implies that Chinese people have great consideration for others; they keep the interest of others in mind while doings things and encourage the phenomenon of unity. They believe that groups are primary unit of survival rather than individuals. The connotation ‘we’ is deeply ingrained in their psyche, determining an individual to be in a surrounding which he/she owns and incorporates with. Chinese people tend to do everything collectively. The ‘we’ awareness persists in their workplace and they would be most happy in doing team work and group work. Hofstede (1980) mentions that in societies with a high level of collectivism, people tend to depend emotionally upon their outer circle. In business, themes such as loyalty, community relations, national identity, and family are of great significance. The Chinese collectivism is reflected in the Shanghai Quest video when ‘Benji’ speaks with Chinese fellows in their native language. He is often seen to be positively remarked upon that. The Chinese people value the idea that a foreigner speaks to them in their native language fluently, as for them it reflects a sense of familiarity and unity. Masculinity vs. femininity (MAS) Masculinity index is often seen to correspond with the power distant index. Societies with a high power distance index usually have a higher masculinity index in which more emphasis is towards success, competition and wealth. China, and specially Shanghai, is on a verge of mass industrialization and urbanization. As mentioned in the second video â€Å"Man Zou: From Beijing to Shanghai†, Shanghai is the city that China wants to portray to the entire world as the country’s face due to its contribution to the rapidity of China’s urbanization and industrialization. The forces of urbanization and industrialization incur a higher level of masculinity in the city and overall country’s culture. Weak vs. strong uncertainty avoidance (UAI) In uncertainty avoidance index, China scores a low of 30 points. It implies that Chinese people are generally risk taking people and feel less threatened by ambiguous situations. They are willing to wander in uncharted waters, try new things, and experiment. This is clearly reflected in the case on the three individuals from the first video. One of them is from US, who has also lived in England for 6 years, and Australia for 2 years, before settling in China. He wants to be an American-Chinese pop star and a performing entertainer, having his foot in TV, videos, modeling, commercial etc. He mentions that it is pretty unusual and for the first time that an American wants to be a Chinese singer. It brings an element of uncertainty and risks. The second person portrayed in the videos in from Paris and was raised mostly in Britain and he being all over the world. He wants to be entrepreneur, exporting of the self item to buyers across the globe. The third one is a dancer, who provides hi s services as a party entertainer along with his girlfriend. The provision of opportunities for all these individuals reflects that cultural characteristics of China in accepting new phenomena, changes, versatility, adventuring and experimentation. Chinese people are adapting and entrepreneurial. The commentary of the second videos also coincides with the same view. The commentator mentions that â€Å"China makes you present all the time. It’s a country on a fast track towards urbanization and industrialization. It’s a Place to be. It’s a happening place.† Long vs. short term orientation (LTO) China’s high score on long term orientation index reflects its focus upon persistence and perseverance. In economic terms, it implies that investments and business decisions tend to base on the provision of long term stability and benefits. Their thinking ways focus on either complete or no-confidence rather than on probabilistic views. Conclusion The aforementioned cultural traits have a deep impact upon the Chinese economic system. They also impact upon how Chinese people conduct business in the international arena and how global businesses should engage with them.   Moreover, these cultural dimensions have implications for communication, leadership development, human resource management and decision making processes involving Chinese. References Chen, C. C., W. Eastman (1997). Toward a Civic Culture for Multicultural Organizations. Journal of Applied Behavioral Sciences, 33,454-470. Hall, E. T. (1976). Beyond culture. Doubleday. New York Hofstede, G. (1991). Cultures and organizations: Software of the mind. London: McGraw-Hill. Hofstede, G. (1980). Cultures consequences:   International differences in work related values. Sage. Newbury Park Hofstede, G. (1984). Cultures consequences:   International differences in work related values (Abridged ed.) CA: Sage. Beverly Hills, Kroeber, A. L and Kluckhohn,C. (1952) Culture: A critical Review of Concepts and Definitions.   Paper of Peobody Museum of American Archeology 47 (1) Tylor, E (1871) Origins of Culture. Harper and Row. NY. [1] These cultural differences are a representation of averages or tendencies and not the precise individual characteristics belonging to a society.