My ans to bullying

Primary and secondary schools children have been or are being bullied in one way or the order, by the time they reach their teens, fewer than half will tell a parent and at the very most, only a third will tell a teacher. Some children may get over an episode of bullying quickly but for others, the damage can go on for years. Children who have been bullied may suffer personality changes, can do poorly at school, may get ill, depressed or sometimes, even kill themselves. Bullying interferes with children's learning, concentration, and desire to go to school.† Bullying can be defined as the ongoing abuse of another person through physical or mental torture. To make matters worse this torture is conducted in the presence of others. The humiliation felt by the victim is hard to understand if you have never been bullied. If it happens over a long period of time it can have devastating effects on a young person’s mental health. There are a whole lot of myths about bullying such as: â€Å"It’s a fact of life†¦ everyone is bullied at some stage† of which to me is false. Bullying, is â€Å"physical or psychological intimidation (that) occurs repeatedly over time to create an ongoing pattern of harassment and abuse,† appears to cut across all the demographics of school size, place, and wealth. Bullies exist in schools big and small, urban and rural, rich and poor. â€Å"Their targets tend to have lasting emotional scars and low self-esteem,† Education Daily reported in October 1998. â€Å"Ten percent of eighth-grade students stay home at least one day a month for fear of another student.† Not only does bullying harm both its intended victims and the perpetrators,† say Limber and Nation, â€Å"it also may affect the climate of schools and, indirectly, the ability of all students to learn to the best of their abilities. Bullying deprives children of their rightful entitlement to go to school in a safe, just, and caring environment. There are many definitions of bullying, but most consider it to be, deliberately hurtful including aggression repeated often over a period of time difficult for victims to defend themselves against.   Bullying can take many forms, but three main types are: physical – hitting, kicking, taking belongings, there are verbal bullying which includes name calling, insulting, making offensive remarks, and Indirect bullying which includes   spreading nasty stories about someone, exclusion from social groups, being made the subject of malicious rumours, sending malicious e mails or text messages on mobile phones. Name calling is the most common direct form. This may be because of individual characteristics, but pupils can be called nasty names because of their ethnic origin, nationality or colour; sexual orientation; or some form of disability. Extent of the Problem: Various reports and studies have established that approximately 15% of students are   either bullied regularly or are initiators of bullying behavior (Olweus, 1993). Direct bullying seems to increase through the elementary years, peak in the middle school/junior high school years, and decline during the high school years. However, while direct physical assault seems to decrease with age, verbal abuse appears to remain constant. School size, racial composition, and school setting (rural, suburban, or urban) do not seem to be distinguishing factors in predicting the occurrence of bullying. Finally, boys engage in bullying behavior and are victims of bullies more frequently than girls. There was bullying in all schools, although a comparison with earlier work indicates a reduction during the 1990s. Although bullying can occur during the journey to or from school, eg extortion or theft of possessions such as mobile phones, most typically it takes place in school. It is more likely where adult surveillance is intermittent. In primary schools, up to three-quarters of bullying takes place in the playground. In secondary schools, it is also most likely outdoors, but classrooms, corridors and toilets are common sites. Both boys and girls bully others. Usually, boys are bullied by boys, but girls are bullied by girls and boys. The most common perpetrators are individual boys or groups of several boys. Children who bully others can come from any kind of family, regardless of social class or cultural background. Usually one pupil starts bullying a victim. There are often other pupils present. These may: help the bully by joining in help the bully by watching, laughing and shouting encouragement remain resolutely uninvolved help the victim directly, tell the bullies to stop, or fetch an adult. Any child can be bullied, and although none of these characteristics can excuse it, certain factors can make bullying more likely: lacking close friends in school being shy an over-protective family environment being from a different racial or ethnic group to the majority being different in some obvious respect – such as stammering having Special Educational Needs or a disability behaving inappropriately, intruding or being a ‘nuisance’ possessing expensive accessories such as mobile phones or computer games . Some victims may behave passively or submissively, signaling to others that they would not retaliate if attacked or insulted. They may benefit from assertiveness training. Others may behave aggressively, sometimes provoking others to retaliate. Some pupils are both bullies and victims; approximately 20% of victims also act as bullies although tending not to direct their aggression towards their own aggressors. They may come from disturbed family backgrounds and are likely to need special help in changing their behavior. Verbal bullying is common amongst boys and girls. Boys experience more physical violence and threats than girls, although physical attacks on girls by other girls are becoming more frequent. Girls tend to use indirect methods which can be more difficult to detect. Being bullied tends to decrease with age probably because older pupils are developing coping skills. In addition, older pupils meet fewer people who are physically stronger than them. However, attitudes to victims tend to become less sympathetic over the age range 8 to 15 years, especially in older boys. Physical bullying declines with age, but indirect bullying increases. The risks of bullying to the victims Victims may be reluctant to attend school and are often absent. They may be more anxious and insecure than others, having fewer friends and often feeling unhappy and lonely. Victims can suffer from low self-esteem and negative self-image, looking upon themselves as failures – feeling stupid, ashamed and unattractive.   Victims may present a variety of symptoms to health professionals, including fits, faints, vomiting, limb pains, paralysis, hyperventilation, visual symptoms, headaches, stomach aches, bed wetting, sleeping difficulties and sadness. Being bullied may lead to depression or, in the most serious cases, attempted suicide. It may lead to anxiety, depression, loneliness and lack of trust in adult life. Pupils’ attitudes to bullying Pupils’ understanding varies with age. Infants may confuse bullying with fighting and nasty experiences generally; juniors develop a more mature understanding. But difficulties in identifying bullying in 4 to 7 year olds should not prevent schools taking action. About 75-80% of pupils in surveys say they would not join in, or would like to help a bullied child. Fewer say they would actually help. About one fifth of pupils are less sympathetic. Girls seem more supportive of victims than boys, but not necessarily more likely to intervene.   Families are told about bullying more often than teachers; older pupils are less likely to tell at all. A ‘culture of silence’ persists; many victims – a majority of secondary-aged pupils –have not told anyone in authority of the bullying. The 1997 survey found that 30% of victims had not told anyone. Often teachers and parents need to take steps to uncover bullying. Most victims who do tell teachers or parents describe the outcome as positive. Victims need help and support. However, a small minority of victims reported bullying getting worse, especially when teachers were told. It is important that claims of bullying are taken seriously; a half-hearted response might make the problem worse. Sexual bullying is impacted on both genders. Boys are also victims – of girls and other boys. A case of proven sexual assault is likely to lead to the exclusion of the perpetrator. In general, sexual bullying is characterized by: abusive name calling looks and comments about appearance, attractiveness, emerging puberty inappropriate and uninvited touching sexual innuendoes and propositions pornographic material, graffiti with sexual content in its most extreme form, sexual assault or rape.   Sexual bullying can also be related to sexual orientation. Pupils do not necessarily have to be lesbian, gay or bi-sexual to experience such bullying. Just being different can be enough. A survey of 300 secondary schools in England and Wales found 82% of teachers aware of verbal incidents, and 26% aware of physical incidents. Almost all schools had anti-bullying policies, but only 6% referred to this type. Factors hindering schools in challenging homophobic bullying include staff inexperience and parental disapproval. Eradicating Bullying In Schools: Bullying is a problem that occurs in the social environment as a whole. The bullies' aggression occurs in social contexts in which teachers and parents are generally unaware of the extent of the problem and other children are either reluctant to get involved or imply do not know how to help. Given this situation, effective interventions must involve the entire school community rather than focus on the perpetrators and victims alone. Olweus (1993) emphasize the need to develop whole-school bullying policies, implement curricular measures, improve the school ground environment, and empower students through conflict resolution, peer counseling, and assertiveness training. Olweus (1993) details an approach that involves interventions at the school, class, and individual levels. Bullying should be discussed as part of the curriculum, but teachers also need general strategies to deal with the problem. Whilst they should try strategies such as those described below, schools may find that stronger measures are needed in the more serious and persistent cases.   Where other strategies do not resolve the problem, permanent exclusion may be justified in the most serious and persistent cases, particularly where violence is involved. The Department’s updated guidance for local education authority exclusion appeal panels makes clear that pupils responsible for violence or threatened violence should not normally be re-instated. One of the strategies is including it in the school’s anti-bullying policy – so pupils know discrimination is wrong and the school will act covering it in inset days on bullying in general guaranteeing confidentiality and appropriate advice to lesbian and gay pupils challenging homophobic language exploring issues of diversity and difference – discussing what schools and society can do to end discrimination exploring pupils’ understanding of their use of homophobic language – they may not understand the impact. Parents can also help to stop children from bullying others in schools. For instance parents should talk to your child, explaining that bullying is unacceptable and makes others unhappy discourage other members of your family from bullying behaviour or from using aggression or force to get what they want. show your child how to join in with other children without bullying make an appointment to see your child's class teacher or form tutor; explain to the teacher the problems your child is experiencing; discuss with the teacher how you and the school can stop them bullying others regularly check with your child how things are going at school give your child lots of praise and encouragement when they are co-operative or kind to other people. Conclusion: Bullying is a serious problem that can dramatically affect the ability of students to progress academically and socially. A comprehensive intervention plan that involves all students, parents, and school staff is required to ensure that all students can learn in a safe and fear-free environment.   There are key points to consider when dealing with bullying as a teacher, Never ignore suspected bullying ,don’t make premature assumptions listen carefully to all accounts, several pupils saying the same does not necessarily mean they are telling the truth adopt a problem-solving approach which moves pupils on from justifying themselves follow-up repeatedly, checking bullying has not resumed. The curriculum can be used to raise awareness about bullying and the anti-bullying policy increase understanding for victims, and help build an anti-bullying to teach pupils how constructively to manage their relationships with others. Through the curriculum it is possible to explore such issues as: why do people bully each other? what are the effects of bullying on the bullied, on bullies, and on bystanders? what can we do to stop bullying? There are now many videos that illustrate bullying, for example Sticks and Stones (secondary) and The Trouble with Tom (primary). Pupils can explore different characters’ perspectives and suggest anti-bullying strategies. REFERENCES Nan Stein in Bully proof: (1996) A Teacher's Guide on Teasing and Bullying published jointly by the Wellesley College Center for Research on Women and the National Education Association Professional Library. Olweus, D (1993). Bullying at School: What we know and what we can do. Cambridge, MA Blackwell.   

In Murmuring Judges, David Hare uses Barry to represent the stereotypical bent policemen that were seen as typical in the late 1980s and early 90s

In Murmuring Judges, David Hare uses Barry to represent the stereotypical ‘bent’ policemen that were seen as typical in the late 1980s and early 90s. Through Barry, Hare shows not only corruption in the police force, as evidenced by Barry planting the Semtex, but also suggests that the police were overworked and under budgeted, â€Å"too much overtime†. Here, Hare shows the dichotomy of sympathy for the police alongside corruption, as he shows Barry to be trying to do is job in difficult times, however, the overarching role of Barry is to show corruption and immorality in policing. Throughout the play, Hare shows the effect of the 1984 Criminal Evidence Act, intended to make policing more about paperwork, and shows how the police feel it is undermining their job; â€Å"we should all just sit in the nick and make policy drafts† highlights how this has changed the nature of policy. Barry is presented as against this, and continues to use older methods of policing, â€Å"It’ my method. † Through this, Hare portrays police corruption, as Barry’s methods are often immoral and even illegal. Hare also presents Barry to see some crimes as â€Å"boring† and â€Å"pointless†, which suggests he is only interested in crimes he can get a good result for, such as bringing down Travis and Fielding in Gerard McKinnon’s crime. Hare also shows Barry to think police resources are wasted by saying â€Å"and yet look at us†, highlighting his personal frustration as again shown by â€Å"please tell me, what is the point? † Interest, Barry seemingly has the same perception of lawyers as the audience have through Sir Peter, suggesting they are â€Å"rich bastards† who participate in â€Å"tax evasion†. It could then be argued that Barry feels justified in his corruption, as the government is also corrupt, â€Å"the government happily lets rich bastards walk away with†. â€Å"You used to be smart† suggests Barry wasn’t always corrupt, which again suggests his actions are due to his frustration at the justice system. The relationship between Barry and Sandra gives the audience insight into both Barry’s character and feelings towards women at the time. Although there is a difference in rank between the pair, DC to PC, Barry is never shown to treat men in a lesser position with the same patronising manner he uses towards Sandra. Here, Hare portrays sexism within the police at the time, which is furthered by Sandra and Barry’s affair, as it could be argued that Sandra is stereotypically ‘sleeping her way to the top’. Hare shows Barry to â€Å"get a kick out of secrecy†, which is in reference to his affair but is also evidenced in his corruption, as no-one else is portrayed in this manner. The fact that Barry is shown to be â€Å"relieved at the change of subject† from his corruption could suggest that he is ashamed, as he is â€Å"able to relax† once they are discussing something else. However, Barry’s lack of personal morals as highlighted in his relationship with Sandra, â€Å"I waited for you†¦I had a rugby match†, which suggests a general disregard could be used to argue that Barry most likely is indifferent about having planted the Semtex. This representation of the police as reckless and immoral suggests Hare views the police in a negative light as they would allow innocent men to go to prison, as shown by Gerard. This was undoubtedly influenced by high profile cases such as the Guilford Four or the Birmingham Six, where men were unjustly sent down for bombings. I did my trick. It always works† suggests the extent of Barry corruption, implying he has framed people before, but more importantly, he knows he can get away with it, through which Hare shows the dangers of immorality in the police. â€Å"You should go on Mastermind† in reference to Barry shows that he is a respected figure in amongst the officers, with which Hare coul d suggest that Barry was in a position to spread corruption throughout the force, as he is admired by the lower ranks. Hare uses this again to highlight the danger of immorality and corruption in the police. Earlier, Barry is also presented as part of the ‘boys club’, as Hare shows banter between the male officers, â€Å"I was conducting an interview†¦ with the barmaid†¦ horizontally†, suggesting that Barry is one of the ‘lads’. Increasingly, Barry is presented as a misogynist and a racist throughout the play, not only towards Sandra but also towards Irina and Gerard. This attitude is shown through the dialogue between Barry and Irina on pg101; â€Å"I don’t take lectures† towards Irina suggests he sees her as beneath him. However, Hare also uses this scene to strengthen the presentation of Barry’s disliking towards lawyers, as shown by â€Å"when was the last time anyone was sick on your wig†, which suggests Barry sees lawyers as out of touch with the real job of justice. This is furthered by â€Å"why don’t you go sit on a committee, ironic as Irina does exactly that at the end of the play, which shows Barry to believe lawyers to be bossy, and â€Å"something-must-be-done’rs†, as Beckett describes them, but ultimately to be useless. At the end of the play, as earlier mentioned, Irina decides to try and change the justice system; in contrast, Barry is presented as exactly the same, as he is still frustrated at the system, â€Å"if they spent half the time trying to support the coppers†. In the earlier scene, Hare portrays Jimmy as out of the club, which is highlighted by Barry saying â€Å"English sense of humour†, again showing Barry to be part of a very, male dominated system. Hare also presents Barry as casually racist here, as there is no evidence that Jimmy is not English, an attitude which is also shown by Barry towards Gerard, â€Å"he was kind of Irish†, a reference to the negative view of the Irish at the time due to the IRA. This also shows the system to be casually racist, as we see that because Gerard is Irish, it is much more believable that he would plant explosives. Hare shows this to be wrong through his portrayal of Gerard, who is hugely different from the stereotype of a criminal. To a lesser extent, police corruption is also shown by Barry’s treatment of Keith, as Barry is suggested to have â€Å"promised him a caution† suggesting Barry was using bribery to get Keith to cooperate. Overall, despite the suggestion of sympathy for Barry as someone trying to do a difficult job, Barry is largely presented as everything Hare dislikes about the police, as he is shown to be racist, corrupt, immoral and misogynistic. Hare uses Barry as an example of wider police corruption, suggesting that Barry isn’t an isolated case but the whole system is corrupt. Barry is juxtaposed against Sandra who is shown to be conscientious and willing to make a difference. However, Hare presents all characters trying to make the system better as isolated and seen as inferior, as shown with Irina, whilst Barry is shown as ‘one of the boys’, overall suggesting that people like Barry will ultimately continue with â€Å"their method† whilst Sandra and such will fail to make a difference. This representation is shown to be the worn outcome for Hare, who is a supporter of change but this represents the reality of policing at the time.

Female Gender Stereotypes in Color: What They Are, How They Came About and What They Mean

Robert Pietrzak2/27/13 Outline 1 Introduction a The purpose of this investigation is to understand what are the color stereotypes for females, how they contrast with color stereotypes for males, how these stereotypes have come about and how they are reinforced. 2 Body 1: b discuss what is currently accepted as â€Å"femanine colors/femanine quality of colors† c lean more towards the quality of color: how the color is softer, lighter, with more variety of shade. the reason for this could be due to scientific reasons. d Femanine colors are generally seen as softer, lighter, more variety in shade. A possible reason for this characterization could be due to how the perception of color is different for females than it is for males. females have a wider range of color perception than males. (refer to diagram) (females can more easily percieve more subtle shades of color than males can. because of this refinement these kinds of â€Å"softer colors† with â€Å"off-primary shad es† are precieved as more femanine like. this scientific reason could be why colors are precieved this way. e why have these qualities been ascribed to females 3 Body 2 Contrasting evidence also suggests that certain femanine colors are seen this way due to baby gender identification and due to advertsing g Advertising: strong evidence suggests that advertising plays a large role in determining these kinds of color stereotyping. ii show articles displaying this kind of advertising. iii explain that in the past color stereotypes were actually reversed: pink was considered a boys color and blue was considered a girl color. iv when advertisers changed their minds about this stereotyping in the 1920s people began to dress differently.This mindset has continued into today. But this change in thought suggests that advertising plays a significant role in what people consider a â€Å"boy’s color† and a â€Å"girls color† Robert Pietrzak2/27/13 Female Gender Stereo types in color: What they are, how they came about and what they mean. There have been a of scientific studies that have looked for how gender affects color disposition and how colors relate to gender. While they have looked at different factors and come to different conclusions, there has been a consensus that color stereotypes exist and for females differ from those of men.These can be attributed to physiological color dispositions that differ between genders due to evolutionary reasons. While there may be a color disposition the existance of stereotypes have its roots in other factors such as the influence of media upon what is accepted as a stereotype, the actions of gender identification by consumers, and the influence of gender disposition from a young age. In their preliminary research Hurbert and Ling stated that within the â€Å"long history of color preference studeis†¦ here is a definite predisposition for certain colors that differs across genders† (Hurlbert and Ling). Hurlbert and Ling were two social scientists that attempted to more accurately determine what these color dispositions were. They conducted a multi-step experiment to try to find out what kinds of colors were favored by males and females. They found that females prefered soft, bright colors such as pink, yellow, and purple. Males prefered darker, harder colors such as red, blue, and green. Females additionally gravitated towards more non-primary colors with variety in shade than males (Hurbert and Ling).This disposition was attributed to a physiological reason: that it has to do with how the two genders perceive color differently. Females are able to better detect and identify a more wide range of colors than males can. Due to this they gravitate towards colors with more variety than males do. (Hurbert and Ling) Additionally it was suggested in their research that females possibly have this color disposition due to evolutionary reasons. Females, being the primary caregive rs, needed to be able to detect if their was something wrong with her baby by detecting hues of red better than males do (Hurbert and Ling).Additionally society for humans was originally set up as hunter gatherers. Due to this females were given the role of gathering while the males hunted. Being able to pick up on a variety of soft, bright hues could possibly have helped with gathering berries and other foods in the wild (Hurlbert and Ling). Other research has looked at the issue from a different angle: if color is associated with gender stereotypes. Most color studies have looked towards the stereotype of â€Å"pink being a girl’s color and blue being a boy’s color†. (Hurbert and Ling).This stereotype is seen in many examples of advertising. Paoletti gives many examples of this in her novel. One such example is a big magazine article labeled for â€Å"babies† that only sells clothes in pink and blue for the respective genders. She states that advertiser s stressed that new born boys â€Å"be given blue shirts, hats, cribs, etc. † while girls were to be dressed in pink (Paoletti). Especially prevalent in the baby boomer generation, pink was predominantly used with girls associated with feminine qualities and is given this characteristic in modern day society. DeLoache and LoBlue). A recent study done by Andree Pomerleau, Daniel Bolduc, Gerard Malcuit, and Louise Cossette discusses how from a very early age there are drastic color differences between the two genders that stay relatively constant for their early years of development: â€Å"Girls†¦ wore pink and multicolored clothes more often, had more pink pacifiers and jewelry. Boys wore more blue, red and white clothing. They had more blue pacifiers. Yellow bedding was more frequently observed in the girls' rooms, while blue bedding and curtains were more prevalent in the boys' rooms.Women were the predominant providers of toys for children. It thus seems that, nowaday s, very early in their development, girls and boys already experience environments which are dissimilar. † Brooks also states that this color stereotype is attributed to the influence of the media upon the population (Brooks). However this has not always been the case. In fact this stereotype used to be completely flipped around. In the Early 1900s pink was actually considered a masculine color while blue was considered feminine. Paoletti†¦has documented that the North American tradition of dressing infant boys in blue and infant girls in pink began the 1920s. Prior to that decade, Paoletti†¦noted that the sex-dimorphic color coding of pink and blue was inverted, i. e. , infant boys were dressed in pink and infant girls were dressed in blue†¦. At one point, pink was considered more of a boy’s color, as a watered-down, bold, dramatic red, which is a fierce color. Instead, blue was considered more for girls. † (Del Giudice) David Brooks highlights thi s by quoting a 1918 article in Ladies Home Journal.It advised: â€Å"The generally accepted rule is pink for the boys, and blue for the girls. The reason is that pink, being a more decided and stronger color, is more suitable for the boy, while blue, which is more delicate and dainty, is prettier for the girl. † (Brooks) This trend began to change around the 1920s. As portrayed in a Time Magazine chart, advertisers in this time period began to change what was an accepted â€Å"girl† color and â€Å"boy† color through their advertising (Advertiser Advocation for Different Color Stereotypes in 1927).Jo Paolettti points out in her research that these influences were picked up by the baby boomer generation in response to continued media advertisement. The research does not necessarily answer why the media reversed this stereotype but it does show the power media has upon accepted stereotypes, public thought, and accepted social norms. It was able to completely rever se and change an accepted stereotype in the public mind simply through its influence. Additional research into the subject of media and color genderization has found that color stereotypes are additionally reinforced by social means.Jo Paoletti explains in her book how the prevalence of this media influence was strengthened by a desire to be able to tell the gender apart from another child to be an expectation as to what the child should wear and what people should buy for the child. People would go out and buy gender oriented clothing for the new baby. The new baby would then wear this gifted clothing further cementing the stereotype (Paoletti). Different research has looked into this issue from a social standpoint but looking towards how gender conflict can influence and support accepted stereotypes.LoBlue and DeLoache conducted a large cross sectional study which contained children aged 7 months to 5 years. The Children â€Å"were offered eight pairs of objects and asked to choo se one. In every pair, one of the objects was always pink. By the age of 2, girls chose pink objects more often than boys did, and by the age of 2. 5, they had a significant preference for the colour pink over other colours. At the same time, boys showed an increasing avoidance of pink. † The researchers were especially fascinated with was the avoidance of pink by the boys. They concluded that â€Å"†¦ hese results thus reveal that sex differences in young children’s preference for the colour pink involves both an increasing attraction to pink by young girls and a growing avoidance of pink by boys. † As both genders gravitate towards their gender stereotyped color avoidance had just as big of an impact as the stereotype does. As girls associate with pink, the boys feel pressured by themselves to not associate with pink, thus propagating the stereotype. (LoBlue and DeLoache). This highlights how powerful gender â€Å"conflict† that occurs at a young ag e can influence and propagate gender stereotypization.Female color stereotypization can be attributed to multiple possible sources and comes about for different possible reasons. A scientific reason as to why some color qualities are perceived as more feminine could be due to how females and males perceive color. On the other hand additional color stereotypes came about as the result of advertising and the influence of the media upon public opinion. This influence would be strengthened if the color genderization before the 1920s was different than what it currently is today.This would suggest, according to Paoletti, that the media have a profound, changeable effect on what the public stereotypization encompasses. However the changability of this stereotype could also highlight something else. David Brooks states in his article that this shift could also highlight the weakness such stereotypes have and how subject to change they could have: â€Å"The fascinating thing is how slipper y the color-gender link is. It seems so hard-wired, but the link between pink and femininity may be just a cultural construct. The LoBlue and DeLoache research offers another possible conclusion: that the existence of such stereotypes creates tendencies within populations to follow those stereotypes which in turn strengthen the stereotype itself through psychosocial means. Works Cited 1 Brooks, David. â€Å"Pink and Blue. † New York Times Blogs. New York Times, 22 Apr. 2011. Web. 27 Feb. 2013. . 2 Paoletti, Jo Barraclough. Pink and Blue: Telling the Boys from the Girls in America. Bloomington: Indiana UP, 2012. Print. 3 LoBue, Vanessa and Judy S.DeLoache. â€Å"Pretty In Pink: The Early Development Of Gender-Stereotyped Colour Preferences. † British Journal Of Developmental Psychology 29. 3 (2011): 656-667. Academic Search Premier. Web. 27 Feb. 2013. 4 Del Giudice, Marco. â€Å"The Twentieth Century Reversal Of Pink-Blue Gender Coding: A Scientific Urban Legend?. â₠¬  Archives Of Sexual Behavior 41. 6 (2012): 1321-1323. Academic Search Premier. Web. 27 Feb. 2013. 5 Pomerleau, Andree, Daniel Bolduc, and et al. â€Å"Pink Or Blue: Environmental Gender Stereotypes in the First Two Years of Life. † Sex Roles 22. 5-6 (1990): 359-.ProQuest Education Journals; ProQuest Psychology Journals; ProQuest Social Science Journals. Web. 27 Feb. 2013. 6 Advertiser Advocation for Different Color Stereotypes in 1927. † Chart. Time Magazine. N. p. : n. p. , n. d. N. pag. Pink Is for Boys. 11 Nov. 1927. Web. 27 Feb. 2013. 7 Anya C. Hurlbert, Yazhu Ling. â€Å"Biological components of sex differences in color preference†. Print. Current Biology, 17. 16 (2007), Pages R623-R625. (http://www. sciencedirect. com/science/article/pii/S096098220701559X) Thurs. 21 March 2012

Aesthetics- Philosophy of Art Essay Example | Topics and Well Written Essays - 1500 words

Aesthetics- Philosophy of Art - Essay Example In aesthetics you have to see for yourself precisely because what you have to "see" is not a property: your knowledge that an aesthetic feature is "in" the object is given by the same criteria that show that you "see" it. To see the sadness in the music and to know that the music is sad are one and the same thing. To agree in the judgment that the music is sad is not to agree in a belief, but in something more like a response or an experience" (Eldridge 145: 2003).It has long been recognized that human beings find a variety of visual and auditory appearances to be extremely fascinating. Certain sunsets, flowers, birdsongs, and beautiful bodies, among natural things, and certain pots, carvings, vocalizations, and marked surfaces, among humanly made things, seem to engage eye or ear simultaneously with thoughtful mind. In experiencing such things, we feel we want the experience to continue for "its own sake, " at least for some further time. The Greek uses a phrase to kalon which means the fine, the good, or the beautiful, to describe many sorts of things that are attractive to mind and eye or ear, without sharply distinguishing natural beauty from artistic merit (or moral goodness). "In the Symposium, Socrates reports that the priestess Diotima once instructed him in how a lover who goes about this matter correctly must begin in his youth to devote himself to beautiful bodies, first loving one body, then many (as he comes to understand that they are alike in beauty), next beautiful minds, beautiful laws and customs, beautiful ideas and theories, until finally he will come to love the Beautiful itself, absolute, pure, unmixed, not polluted by human flesh or colors or any other great nonsense of mortality." (Eldridge 47: 2003) In pleasing us, natural and artistic beauty, according to Kant, serve no outer purpose. The experience of beauty does not yield knowledge, and it does not of itself enable the satisfaction of desires for material goods. Yet it is not nonetheless merely agreeable or pleasant; instead, the experience of beauty matters. Beauty in nature makes us feel as though the natural world were congenial to our purposes and projects. In feeling the beautiful natural object to be "as it were" intelligible or made for us to apprehend it, we further feel that nature as a whole, which seems to "shine forth" in beauty, is favorable to our cognitive and practical interests as subjects. To experience a beautiful sunset, according to Kant, is to feel (though not to know theoretically) that nature makes sense. Kant's terminology may be difficult, the experience he is describing is a familiar one. Beautiful objects of nature or art engage our attention. We love them by paying active, cognitive attention to t hem, even if we do not get anything from them or even if it brings out the inner most emotions from us. The above discussion brings us to compare art with emotions, the reason why identifications with artists and imaginative participation in experiences and emotions are available to us is that works of art are made things, products or instances of human action. To understand an action, including actions of artistic making, is to understand its suitable motivation by reasons in contexts. Actions of artistic making, including the making of both narrative art and non-narrative art, are concerned with the shaping of materials to hold attention on a presented subject matter. (In abstract work, the presented subject matters are often centrally the perception and gestural action of the artist and the possibility of the audience's imaginative participation in that perception and gestural action.) Whatever emotions figure in attention to this subject matter are emotions that members of the audience are solicited to experience and explore, as they participate in the attention that is embodied in the work. The understanding of art is much related to exploring, to understand art critically is to explore it imaginatively, guided by a range of relevant

The Safety and Reliability Issue of Robotic System with Artificial Research Paper - 2

The Safety and Reliability Issue of Robotic System with Artificial Intelligence - Research Paper Example It is a fact that robots need human supervision or intervention for safe functioning. However, current robots need less supervision from human elements and they are intelligent enough to make necessary changes in its functioning based on the changes in the environment. Robots are currently used for people to conduct remote controlled videoconferencing, navigation, rescuing, assisting and lifting of soldiers in the war fronts etc. It is difficult to define artificial intelligence or AI in few words. Generally speaking "Artificial intelligence is the science of making machines do things that would require intelligence if done by men" (Artificial intelligence (AI)). The history of artificial intelligence started along with the discovery of computers in by Charles Babbage. Even though the possibilities of using artificial intelligence or robots are infinite, still people have many concerns about the reliability of using robots for artificial intelligence purposes. After all, robots are machines and machines cannot think as human does. It should be noted that even well experienced individuals are struggling to take appropriate decisions in this ever changing world. Under such circumstances, the reliability of depending artificial intelligence for executing complex jobs which need logical and quick decision making is highly questionable. This paper analyses the Safety and Reliability issue of Robotic System with Artificial Intelligence. Incredible speed in execution is the major advantage of robots controlled by artificial intelligence. Moreover, robots exhaust much slower than humans and therefore it can perform huge volumes of works compared to humans and that also within no time. In manufacturing units, robots can perform complicated works with utmost precision so that manpower requirements can be reduced considerably. Robots with artificial intelligence can handle million of calculations within seconds and therefore, it can perform

Analysis of story Essay Example | Topics and Well Written Essays - 500 words

Analysis of story - Essay Example Thomas is strangely aware that Victor’s friendship would last only until the ashes of his father are brought back but he had made a promise to Victor’s father and intended to keep it. Thomas had been a dreamer always and recalls an incident, where he was awaiting a vision near a desolate waterfall, and Victor’s father had dutifully advised him, brought him back and also bought him dinner. Considering that Thomas was an orphan, this gesture was a highlight in his loveless life. Thus, the promise made to Victor’s father was far more important than his ego. The trip brings up the past with colorful imagery of two young boys who had experienced life and grew up together but also grew apart due to peer pressure and a society that shunned souls such as Thomas. The tone of the story is extremely melancholic in nature. On one hand you have the death of a man and the sadness that comes with it, while on the other hand we have a character that is always lost in his dreams, narrating stories, feeling the breeze on his face and then also trying to fly, adding a touch of comic drama to the story. Even the name of this character ‘Thomas Builds-the Fire’ is comic in nature showing the subtle humor that the author so craftily manages to weave into the narrative. The story is interrupted at one point during the firework celebration stating that â€Å"Years later, they would need much more.† (Alexie)This shows the underlying satirical humor and comic relief in sudden spurts, almost sarcastically threaded into the story. Therefore according to Freytag’s pyramid, we have the Exposition, which is the loss of his job and the death of Victor’s father, the Rising Action wherein Victor plans to make the trip, leading to him befriending his childhood friend Thomas once again but only for a selfish motive. This leads to the climax,

The Nature of the Accounting Profession in Mexico, and Mexicos Term Paper

The Nature of the Accounting Profession in Mexico, and Mexicos Accounting Principles - Term Paper Example At present, Mexico’s accounting profession is quite established with a long history. The initial accounting professional body was established in the year 1917. MIPA or the Mexican Institute of Public Accountants was part of the nine-member founders of the International Accounting Standards Committee  (IASC). Mexican accounting firms primarily provide services such as bookkeeping and audit and tax services. In order for a person, to qualify as a public accountant in Mexico he or she must have a professional diploma in accounting. MIPA issues bulletins, which regulate accounting and financial reporting in the country (Deloitte, Haskins & Sells and AICPA 125). These bulletins dictate financial reporting through requirements for stock exchange listings, as well as legislation. Mexican law requires all listed companies to be audited by a Mexican certified public accountant. The law also requires annual financial statements to be published in nationally circulated media such as ne wspapers. The Mexican National Banking and Securities Commission or NBSC, which is an equivalent of the US Stock Exchange Commission, oversees the disclosure of information by publicly owned organizations. MIPA also has the mandate of issuing auditing and accounting standards through a well-established process (Prieto 106). The oversight institution established a Code of Ethics that deters public accountants from advertising their services. The School of Public Accountants of Mexico is the sole accountancy organization that establishes standards, as well as financial reporting principles and train people who seek an accounting career. Since Mexico is part and parcel of the North American Free Trade Agreement, the accounting principles of the US significantly influence Mexico’s accounting principles. The US primarily exerts this control through the existence of the Big 4 international accounting firms, as well as the presence of numerous subsidiaries of renowned US companies. Perhaps the most exceptional characteristic of Mexican accounting principles is the treatment of the implications of inflation in financial statements. Mexican accounting principles primarily provide for the treatment of the effects of inflation through the use of general purchasing power accounting. The nation’s accounting principles require the adjustment of a number of accounts to demonstrate the effects of inflation. These accounts include net earnings, which include monetary losses and gains, depreciation and cost of sales, fixed assets, shareholders equity (in effect of holding non-monetary assets and capital stock and retained earnings) and inventories. MIPA’s bulletins dictate how businesses calculate various values. For instance, bulletin B-10 introduced an innovative concept referred to as the integrated result of financing calculated by summing the nominal interest expense, the losses and gains due to changes in the price level in terms of a company’s net monetary position, and losses and gain due to fluctuations in the exchange rate on a company’s monetary assets, as well as liabilities denominated through foreign currencies (Orme 67). Regardless of international influences inherent in Mexico’s accounting principles, the country’s Bulletin B-10 that deals with inflation accounting indicates how

Health Physiology Essay Example | Topics and Well Written Essays - 1000 words

Health Physiology - Essay Example It gives the exerciser freedom to reach their physical activity goals through different types and amount of activities each week. Moreover, the general suggestion for maintaining health and preventing diseases is doing at least 150 minutes of moderate physical activity per week. How regularly one does exercise is a vital aspect of fitness in order to stay healthy and with continued progress. This prescription often starts with 2 to 3 times a week and progress to 4 to 5 times per week. Depending on the current fitness level and the exercise history, the prescription may possibly start with as little as ten minutes of steady exercise and build upwards. Preferably, you will strive for a minimum of 20 to 60 minutes of regular exercises about three times a week. The intensity of the exercise prescription may be the most important aspect of an efficient, safe and fun program. Because every person responds differently to exercises and finding the right intensity and balance between effort and rest is critical, this is where skills of the specialist are put to test. But mostly, exercise program will usually follow a similar order, but this varies depending upon your training goals. All programs will begin with a warm up and end with a cool down and stretching. A go od exercise prescription is adjustable and flexible and can be modified frequently and easily while still moving you towards your goals. Adjustments are a steady and ongoing part of exercise prescription for the rest of your life. You will find that you need to constantly change your routine, try new activities; take breaks increase and decrease your time and intensity over the years. A huge part of exercise prescription is what type of exercise you will do. A good prescription will include a range of exercises and a balanced practice to build core strength, flexibility and endurance and base fitness first and then become much more

Article Errors among Japanese Students Essay Example | Topics and Well Written Essays - 1000 words

Article Errors among Japanese Students - Essay Example It is relatable that the English articles 'a', 'an', 'zero', and 'the' often raise difficulty not to ESL/EFL learners alone, but even to learners of English as a first language. It is often found that the articles are a source of difficulty to learners as well as teachers of English as a second/foreign language and it is especially true about learners whose native languages do not have articles or do have articles or article-like morphemes which are used in ways that differ from English articles. An analysis of the morpheme acquisition by the learners of English as a foreign language confirms this difficulty with regard to the acquisition of English articles and it was found in a study by Brown (1973) that the articles 'a' and 'the' came at numbers nine and ten in the acquisition of fourteen morphemes. ... al errors in the use of indefinite articles and a focused study on the Japanese lower-intermediate tertiary level learners, as attempted in this paper, brings out some pertinent issues in the use of articles by EFL learners. One of the most obvious difficulties in the learning of English by the lower-intermediate tertiary level learners of Japan is the use of articles and an understanding of the language situation in the country provides the significant explanation for the type of difficulty with the use of articles. An important reason for the problems with the use of articles in Japanese context can be traced in the structure of the Japanese language along with other reasons. The Japanese students find it hard to follow the rules for the use of the article in English which are very complex. To explain the problem in linguistic terms, it will be particularly noted that there is no provision for the use of articles in the Japanese language. The absence of the article in Japanese raises serious trouble to the learners of English, especially in the early stages of EFL as in the case of the lower-intermediate tertiary level learners of Japan. It is also relatable in this context that Japanese language does not differentiate between singular and plural noun forms in grammar except in a few specific cases. This problem with regard to the concept of countability in grammar for the Japanese speakers also causes difficulty especially to the novice learners of English in the learning of English indefinite articles. The result of all these language differences in the use of articles is that the teacher of English in the lower-intermediate tertiary level introduces the articles to the learners as a totally new type of word and there is serious difficulty in the teaching of the

Student Teacher Essay Example for Free

Student Teacher Essay The relationship that a teacher and student share is of trust, respect and devotion. Teachers influence their students by shaping their rational and moral virtues and hence, play an important role in molding the society as a whole. The education system of ancient India and Greece shared some common characteristics. In both cultures, teachers and their disciples conglomerated at specific places earmarked for educational purposes. This is where students gained both spiritual and material education from their teachers. All ancient societies functioned according to a set of moral codes and social hierarchy and teachers were at the apex of the social system. During this time, teachers were revered and considered as equivalent to Gods. Students were completely devoted to their teachers and were willing to fulfill all the responsibilities, conferred upon them by their teachers, unflinchingly. One of the quintessential examples of student teacher relationship is that of Chanakya and Chandra-Gupta Maurya. With the passage of time however, the ancient tradition of conglomerating at educational places ceased to exist in its original form and was replaced by more modern practices of schools, colleges and universities. However, the respect paid to teachers is still the same. even in this modern era, teachers share a close emotional attachment with their students. The ancient history of education systems is rife with several examples of great student teacher relationships such as Socrates-Plato, Plato-Aristotle etc. It is beyond the scope of dubiety that teachers, since ages, have played a major role in the life of an individual and his/her overall upbringing. Teachers are the beacons of light that lead people to success and glory. They are the ones who recognize the talents of their students and encourage them to move further and assist them in reaching the zenith of their potential. Let us dedicate this Teachers day to all those teachers who, through their talent, patience, wisdom and astute judgment of character, shaped the fates of many individuals who influenced the society as a whole. Go through this section and understand the kind of relationship that many of the historys famous students and teachers shared. These great teachers and their students have influenced human philosophies and ideologies since ancient times. Read the kind of relationship these student-teacher duos shared. Certainly, it will be a great experience to learn about those great souls with an insight on how they influenced their students lives and the whole mankind. Plato The Wonderful Teacher Plato was a classical Greek philosopher and mathematician. He was a student of Socrates, the founder of the Academy in Athens and a well-known Greek scholar who is renowned for his philosophies. Plato, along with Socrates, played a vital role in laying foundations of Western philosophy and science. Plato was a highly sophisticated writer and his works demonstrate this. Though the exact place and time of his birth is unknown, it is certain that he belonged to an aristocratic family. According to most of the scholars, Plato was born between 429 and 423 BC. His father, Ariston, is believed to be a descendent of the king of Athens and the king of Messenia. Platos mother, Perictione, also belonged to an aristocratic family which boasted of close connections with the famous Athenian lawmaker and lyric poet, Solon. According to Diogenes Laà «rtius, biographer of Greek philosophers, Plato was named as Aristocles but, his wrestling trainer called him Platon, a Greek word meaning broad. Plato learned grammar, music and gymnastics from the most eminent teachers of his time. He travelled to many places like Italy, Sicily, egypt and Cyrene. He returned to his hometown Athens at the age of 40 after which he founded the Academy, one of the earliest known organized schools in Western civilization. There are various speculations related to Platos death. One version states that he died on his bed, while other states that he died during a marriage feast. Aristotle The Lofty Student Aristotle was a famous Greek philosopher whose expertise was not confined just to philosophy but, extended to various other subjects like physics, metaphysics, biology, zoology, music, theater, logic, linguistics, politics and government. He was rightly named Aristotle which literally means the best purpose. Aristotle was born to Nicomachus, who himself was a physician to King Amyntas of Macedon. Thus, Aristotle was born, brought up, and educated as a member of the aristocratic society. He attended Platos Academy at the age of eighteen and remained there for about twenty years. It is said that he left the academy after Platos death, disappointed with the decision of making Platos nephew, Speusippus, his successor at the Academy. By 335 BC, Aristotle established a new school, Lyceum and conducted courses for the next twelve years. Aristotle got married to Pythias and she died after some years of togetherness. He then married Herpyllis and had a son Nicomachus, who was named after Aristotles father. He studied almost every subject known at that time. He was so passionate about exploring new areas of knowledge that not only did he master many subjects, but also made many significant contributions to most of the domains. He is famous for his major contributions like theory of universals, classical elements, potentiality and actuality, causality, four causes, chances and spontaneity, observations on electric fish and catfish and writings on octopus, sepia and paper nautilus. Apply yourself both now and in the next life. Without effort, you cannot be prosperous. Though the land be good, you cannot have an abundant crop without cultivation. These golden words come from a person who is still revered for his great philosophies. Yes, Plato had a very practical outlook on life. He believed in human skills but insisted that people must put great effort and use their skills for the good of the entire mankind. Plato respected his teacher, the famous philosopher, Socrates very much and he propagated most of his teachers philosophy through his works. Many scholars consider Platos dialogues as the most comprehensive accounts of Socratess Philosophy. It would be great to learn about the life and contribution of this highly eminent teacher-student duo, especially, on such a wonderful day like Teachers Day. Read further to know about their life and the kind of relationship they shared. Socrates Socrates was a classical Greek Athenian Philosopher. He is revered as one of the founders of Western philosophy. Interestingly, he had not penned any philosophical works. His philosophies were propagated through the works of his students like Plato and Xenophon. The details of this great philosophers life can be found from three sources Platos and Xenophons dialogues and Aristophaness plays. Aristophanes, in his play, The Clouds, depicts Socrates as a clown who teaches his students to hoodwink their way out of the debt. Aristophaness works are famous for their parody style of presentation and hence, this characterization is also considered as parodic. According to Platos works, Socrates was born to Sophroniscus and his wife Phaenarete. Socrates married Xanthippe, who was much younger to him. The couple had three sons, Lamprocles, Sophroniscus and Menexenus. According to the ancient texts, Socrates did not work and hence, how he earned a living is still not clear. Though Aristophanes, The Clouds, Socrates is said to have accepted fees for teaching. However according to Plato and Xenophon, he never accepted any fees or remuneration. Socrates criticized democracy and claimed loyalty to his city and went against the normal course of Athenian politics and democracy. It is believed that his attempts to improve the Athenian sense of Justice was not accepted but was severely criticized and this could probably be the reason that he was sentenced to death. He was accused of corrupting the minds of the youth in Athens. He was asked to drink a mixture containing poison hemlock and was executed this way. Plato Plato, the classical Greek philosopher and mathematician, was a student of Socrates and the founder of the Academy in Athens. Socrates was popular for his philosophies. Plato was one of the most famous students of Socrates and he, along with Socrates, played a vital role in laying foundations of Western philosophy and science. Platos high sophistication of writing is evident in his works. There is no dependable source of information regarding the exact place and time of his birth but, it is certain that he belonged to an aristocratic family. However, depending on the most popular scholars, he was born between 429 and 423 BC to an aristocratic family. Ariston, Platos father, is believed to have been the son of the king of Athens and the king of Messenia. Platos mother, Perictione also belonged to an aristocratic family. He was not originally named as Plato but as Aristocles. He was called Plato for the first time by his wrestling trainer, who called him Platon, a Greek word which meaning broad. Plato was trained in various subjects like grammar, music and gymnastics from the most eminent teachers of his time. Plato travelled a lot. He had visited many places like Italy, Sicily, egypt and Cyrene. However, he returned to his hometown Athens and founded the Academy, one of the earliest known organized schools in Western civilization. The exact place and cause of death of this great philosopher is not clear, there are various speculations related to his death. According to one version, he died on his bed, while other states that he died during a marriage feast. The Teacher-Student Duo Socrates and Plato were very close to each other, and Plato was very much influenced by Socrates philosophies. Platos works have been considered as one of the major sources of Socrates philosophies. According to Platos work Apology of Socrates, he had mentioned that Socrates considered Plato as one of the youths close to him. Socrates, on his speech regarding his death sentence, asked the public that if he had corrupted the youth. And if so, why then Platos and any of the other youths fathers did not have any problem with him. However, Plato was not present at the prison on Socratess last day. According to historical sources, Plato was ill that day.

Communications in business

Communications in business The concept of networks contains the competencies which can enable organizational members to produce better products and services. I worked for a company which provided IT support and maintenance, field services, design, consulting and system administration for a wide range of IT products. In 2001, the company sold its equities to outside investors. Since then the investors have become the majority shareholder, causing the family to largely lose control of the company. The corporate culture has been gradually changed, from ‘family corporate umbrella’ to ‘corporate umbrella’. However, the CEO, a member of ‘family corporate umbrella’ culture, has not yet adapted to the new scenario. The new psychological, communicative and social frameworks do not help the CEO understand how individuals and nonhuman agents could work. In the ‘corporate umbrella’ environment, no single theory can help motivations, which can forge, dissolve, or sustain knowledge of the grapevine network with other nonhuman or other human agents. The grapevine communication network could include authority relations and trust five years ago in the Irish company. At that time, the communication network had been impacted by other influential organizational networks within the family as well as the relations specified by the underlying family culture, the closed-internal networks. I was challenged by the concept of organizational family, psychological mechanism, and communicative network. When the company changed its legal entity, from proprietorship to company owned by many investors, the transition has been discouraged and undermined by the ‘corporate umbrella’ concept. The COO, nominated by the investors, has taken over the CEO position, who might not get used to the ‘corporate umbrella’ concept. The CEO has not shared any attributes to the corporation. In fact, corporate exchange environment might reflect that an individual might look for grapevine network with another individual, if the other can somehow reciprocate and offer something in return. The assumption, based on mutual interest, might suggest that any individual will help contribute to a certain responsibility only if other members in the grapevine are willing to do so, which might help explain why at a global level, the entire network could be successful. Additionally, I believe that individuals tend to look for information from those who they think are knowledgeable. The CEO is under the pressure of being audited by the customers. Major banking organizations and the FDA on behalf of the pharmaceutical clients have scrutinized the company operation. Publishing serves more as a sign about which individuals understand and are responsible for certain areas. However, in the company the responsibilities of CEO and COO are overlapped and not clearly defined. The CEO, high-school graduate and non-corporate experience, cannot offer expertise in area in exchange. Managing grapevine networks procedures can be developed. The COO leverage emerging technological capabilities, implement the new communication community and change the company culture, from ‘family corporate umbrella’ to ‘corporate umbrella’. The new infrastructure and new social communication have been implemented in the company. As a CTO (Chief Technology Officer), I was working closer to the operation side and involved with day-to-day activities. The pressures of stakeholders have caused the COO many concerns. Contrast to traditional communication, the ‘family corporate umbrella’ culture, I have come to realize that I was in a highly knowledgeable intensive and connected in organizational world. The structural interconnections have determined what the people in authority, COO and CEO, can know, can do, or cannot do. I understand that the explosion of work, international codes have crossed many disciplines, not just corporate culture. The financial principals, the pharmaceutical regulations, ISO 9001:2000 standards and the Sarbanes Oxley Act seem burdened to the CEO at high school education level. Concurrently, the amount of knowledge about the network and communication has grown after the company has been taken over by investors for five years. As Morgan believes, corporations can be viewed as biological organisms. [1] The simplest structures can be divided into cells and retain the characteristics of life. Usually start-up as a sole trader, proprietorship, a single person operation can begin the corporate life and perform many functions in my company. Thirty years ago, the company was operated under the ‘family corporate umbrella’. At this time, communication was easy since a person could contact within his own environment. Communications should be changed to adapt to the environment. ‘Many companies do not listen to their environment; they simply wait to speak. This means that 80 per cent of information flows outwards from the organisation and only 20 per cent flows inwards.’ [2] The organizational boundary is coupled with the ideas of organizational identity. In fact, at any given time, the boundary can impact the usage of intellectual capital and capability by the company and vice versa. The organization transforms from ‘family corporate umbrella’ to ‘corporate umbrella’. Leveraging intellectual capital by organizations operating might cause more dynamic in open environment. Furthermore, ‘complex organisms are good at differentiating between long-term and short-term communication mechanisms and goals. The nervous system, for example, deals with short-term adjustments to the organism over minutes and hours. The sympathetic nervous system controls responses to external stimuli, while the parasympathetic nervous syste.’ [3] If this concept had been efficiently implemented in my corporation, the staff turnover would have been much lower. I believe that where any procedures, expertise and human resources are properly shared, organizational boundaries can become indistinct. This might rise to new issues of organizational identity, integrity and ownership of intellectual capability. According to Maslow’s Hierarchy of Needs[4], social needs become prominence in employees’ feeling and thinking. Their social needs can be fulfilled when they surround themselves with others who understand and generally approve their day-to-day life choices. In fact, once secure in my social life, I sought to fulfill my need for esteem. I was discouraged by CEO. As a CTO, at this stage I would ignore money motivators for the sake of the all-important respect and job title. http://www.itstime.com/maslow.htm[5] I am building a social life to match my growing need to make people proud of me, and to be proud of myself. I have seen many professionals in the company oscillate between social needs and esteem needs. The CEO should understand that managing organizational transformation is related to the dynamic, competitive and interconnected to the economic context as well as the open environment. The ‘corporate umbrella’ metaphor can help him explore issues of the organization integrity and identity; he can understand the cognitive and adaptive behaviors of employees in his company. I believe that if the company can be self organized, good corporate culture, which represents considerable elegant communication, responsive to local change while trying to maintain to organization integrity through intelligent networks, internal communication, and relational contiguity, it can be globally positioned. It can locally generate at its best capability and fineness of control in interacting with open environment. The CEO can help generate robustness and challenge the changing conditions. In short, workplace violence, such as threats, abuse, physical assault, aggressive and abrasive behavior, is an issue that companies have responsibilities to assess. Control measures should incorporate protective, preventive and even encouraging measures. Transformation of ‘family corporate umbrella’ to ‘corporate umbrella’ should be well informed, implemented, and educated in the corporate framework and operations. As a result, effective risk measurements can be undertaken in consultation with employees, and avoid negative emotions developing. Bibliography Maslow, A H. 1970, ‘ Motivation and personality’, 2nd ed. New York: Harper Row. Maslow’s Hierarchy of Needs, viewed January 10, 2007, http://www.itstime.com/maslow.htm> Morgan, G 1998, Nature intervenes: organizations as organisms, Executive ed., 1st ed. Berrett-Koehler Publishers, Sage Publications, San Francisco, California. Vincent-Wayne, M, Jackson, P. 2006 ‘the nature of corporate communication’.European Business Forum.London, no.26,p.37 Page 1 Footnotes [1] Morgan, G 1998, Nature intervenes: organizations as organisms, Executive ed., 1st ed. Berrett-Koehler Publishers, Sage Publications, San Francisco, California. [2] Vincent-Wayne, M, Jackson, P. 2006 ‘the nature of corporate communication’.European Business Forum.London, no.26,p.37 [3] Vincent-Wayne Jackson 2006 [4] Maslow, A H. 1970, ‘ Motivation and personality’, 2nd ed. New York: Harper Row. [5] Maslow’s Hierarchy of Needs, viewed January 10, 2007, http://www.itstime.com/maslow.htm>