Loyalty Essay Example | Topics and Well Written Essays - 1250 words

Loyalty - Essay Example Marketing has become one of the most important disciplines in business administration. The level of success an organization achieves depends on its ability to satisfy the needs of the customers by providing products and service they seek at reasonable prices that add value. A strategy that many multinational corporations have pursued for many create a brand image that will help companies achieve customer loyalty. Customer loyalty can be defined as a deeply held commitment to re-buy or repatronize a preferred product or service in the future despite situational influences and marketing efforts having the potential to cause switching behavior (Kotler, 2002, p.294). This paper examines the concept of loyalty in order to evaluate the statement there is no such thing as customer loyalty anymore. Customer loyalty is key business strategy utilized to increase the levels of customer retention within a firm. A high customer retention rate adds value to a company because these customers represent future stream of revenues that the company can achieve with minimal marketing investment. There is a basic marketing rule that states that 80% of a company’s sales come from 20% of their customers (About, 2009). This implies that building a solid foundation of customer is extremely important for the long term success of a company. The stronger the sense of loyalty a customer feels towards the product of a company, the less likely this individual will purchase the goods or services from a competitor. A marketing quantitative analysis performed by Hughes (2009) of Fast Lube Corporation revealed that the longer a customer is retained the more the person spends annually with the company. One of the basis reasons marketing exist is to help a firm increase its sales totals. The sales of a company increase if the company is able to growth its customer base or if the

Report on TETRA Technology in 5 Questions Essay

Report on TETRA Technology in 5 Questions - Essay Example (Dunlop, Girma and Irvine, 1999; ET Industries, n.d.) â€Å"TETRA offers the automatic operation and frequency efficiency of trunking combined with the terminal autonomy of a conventional PMR1. TETRA has a multi-mode capability by combining these two modes, trunking and direct (conventional), into a single terminal equipment, and it also provides the standardised way of inter-working between these two modes.† (Net Resources International, 2011) TETRA is thus designed to provide bandwidth-on-demand by which a variable quantity of bandwidth can be allocated for the call duration as per the application conditions set. TETRA functions through reference points and functional configurations, and flexibility of standards is maintained inside the network environment. (Dunlop, Girma and Irvine, 1999) TETRA has wide spectrum utilities and it is perhaps best suited to establish critical mobile radio networks capable to handle emergencies. Who use it and why is it used? The technical spec ifications provided by TETRA are actually guided by a comprehensive set of end user necessities. As a result â€Å"most of the potential user groups of this network technology have been identified from the inception of the standard. Communication features such as group call, Direct Mode Operation, and numerous emergency-oriented supplementary services are all driven by end user demands during the standardisation process.† (Dunlop, Girma and Irvine, 1999) In such a state of affair, TETRA has scope for both the individual users and a wide variety of user groups. TETRA user groups are described below: Table – 1: TETRA User Groups Source: Dunlop, Girma and Irvine, 1999, p. 162 Inclusion of so many user groups in the TETRA networking realm proves that TETRA is extremely useful, flexible and dynamic. The main reason of popularity and diverse usability of TETRA is its multiple application support. â€Å"TETRA supports point-to-point and point-to-multipoint communications bot h through the TETRA infrastructure and by use of direct mode without infrastructure.† (Net Resources International, 2011) To this extent TETRA can use applications like Voice over Internet Protocol (VoIP) too. For non-voice applications, the major application types of TETRA are video and multimedia application and data-oriented application. Moreover, it is interoperable with GSM, CDMA, UMTS, etc. network architectures. (Plans, Paradells and Gomez, 2006) What are the TETRA components systems? â€Å"Most system descriptions are based on a conceptual representation of functional configurations and reference points, which is a widely adopted methodology of describing the interconnections of components within a network system.† (Dunlop, Girma and Irvine, 1999, p. 161) Using this approach, it becomes essential to understand the interfaces in the TETRA standard. These interfaces through which TETRA components systems inter-communicate are described below: Figure – 1: In terfaces in the TETRA Standard Source: Bekkers, 2001, p. 382 Moreover, the standards for TETRA are related only with the peripheral environment of a TETRA system, referred to in the standardisation guide as Switching and Management Infrastructure (SwMI). Figure – 2: Functional Network Configuration of a TETRA SwMI Dunlop, Girma and Irvine, 1999, p. 164 With the help of the above network configuration diagram, we can find out six principle TETRA

Automated Accounting Information Systems Accounting Essay

Automated Accounting Information Systems Accounting Essay 2.1 Computer Auditing 2.1.1 The introduction of automated Accounting Information Systems In earlier times, when all accounting information was processed and recorded in financial statements manually, it was relatively easier for the auditor to observe the audit trail as all evidence was produced in a manual/physical format. At that time, Information Systems (IS) were only a small integrated part of the accounting system which only automated minor parts of the accounting process, such as payroll processing. Figure 2.1, as suggested by Arnold and Sutton (2001), illustrates the evolution of the relationship between accounting and information systems throughout the last four decades. AccountingFigure 2.1 Evolution of AIS Information SystemsTIME LINE 1970s Information Systems Accounting AIS 00 Information Systems Accounting 2010s Over time, accounting and information systems started to integrate as more accounting tasks were becoming automated. In fact, Arnold and Sutton (2001) state that the fundamental underlying driver of evolution is simply that accounting no longer drives the information system; rather the information system drives accounting. As depicted in Figure 2.1, Information Systems have nowadays become an integral part of many companies. The Accounting Information System (AIS) is a small part of the whole Information System of an organisation, and as organisations continue to increase their reliance on computer technology to process, record and report financial information, auditors will undoubtedly have to rely on new information technology techniques in the conduct of their audits (Hunton, Bryant and Bagranoff, 2004). Through the evolution of AISs, the traditional audit evidence was being replaced by electronic evidence (Rezaee and Reinstein, 1998). The American Institute of Certified Public Accountants (AICPA) in Auditing Procedures Study The Information Technology Age: Evidential Matter (1997) defines electronic evidence as information transmitted, processed, maintained, or accessed by electronic means and used by an auditor to evaluate financial statement assertions. The concept of electronic evidence created new challenges to the modern auditor as the traditional audit trail could no longer be observed (Bierstaker, et al., 2001). This required auditors to consider the use of computer audit techniques in order to be able to carry out audit tests on electronic evidence (Mancuso, 1997). The use of such new techniques will eventually improve the effectiveness and efficiency of the audit as auditors will be free from carrying out many traditional routine audit tasks and instead the auditor can foc us more on higher level tasks, such as understanding the clients business risk (Rezaee, Elam and Sharbatoghlie, 2001). 2.1.2 Auditing Around to Auditing With the Computer With the introduction of computer technology, auditors did not have the extensive knowledge to use computers to enhance the efficiency and effectiveness of the audit. Initially, auditors regarded the computer as a black box and audit around the computer (Watne and Turney, 2002). This consists in the auditor observing inputs into the system and the relative outputs and checking for mutual consistency (Hall, 2004). When using this method no attempt is made to establish and evaluate existence of controls. Auditing around the computer is only relevant when automated systems applications are relatively simple and straightforward (supported with up-to date documentation on how the system works); and when the audit trail is easy to observe (Cerullo and Cerullo, 2003). The increased reliance on computers for accounting by organisations created the need for auditors to understand and assess the controls that were in place in computer systems (Watne and Turney, 2002). Ignoring such computer controls would hinder the ability of the auditor to assess the effectiveness and robustness of the clients internal controls. Auditors could no longer audit around the computer, but instead a new approach, auditing through the computer, was being used. Hall (2004) defines auditing through the computer as: à ¢Ã¢â€š ¬Ã‚ ¦the ability to trace transaction paths from input to output through all parts of the system-manual and automated. The flow of data must be verified as it moves through the system, and the contents of machine readable files must be examined. Internal controls are tested as they operate on the data. The black box is gone. The auditing through the computer approach is suitable for testing controls in complex Information Technology (IT) systems (as suggested in SAS No. 94 The Effect of Information Technology on the Auditors Consideration of Internal Control in a Financial Statement Audit). The motive behind auditing through the computer is to be able to understand and assess the robustness and operating effectiveness of the computer controls within a system. According to Cerullo and Cerullo (2003), this approach is based on the assumption that if controls are adequately developed into the system, then errors are unlikely to slip by undetected, and thus outputs from the system can reasonably be accepted as reliable. Moreover, Hall (2004) suggests that the current trend is towards auditing with the computer, that is, instead of being treated as a black box, the computer is actually used as a tool to access, review and extract files and data from the clients AIS. This approach helps auditors to improve the efficiency and effectiveness of the audit as the computers speed and reliability can be used to review large volumes of data. However, the last two approaches highlight the need for auditors to have an extensive knowledge of computers in order to be able to assess the integrity of the clients computer system or to use the computer as a tool to carry out the audit. 2.1.3 Objective of an Audit in an IT Environment Nonetheless, whether an audit is carried out in an IT environment or not, the objective of the audit remains the same, that is, as expressed by International Federation of Accountants (IFAC) in ISA 200 Overall Objectives of the Independent Auditor and the conduct of an audit in accordance with International Standards on Auditing: To obtain reasonable assurance about whether the financial statements as a whole are free from material misstatement, whether due to fraud or error, thereby enabling the auditor to express an opinion on whether the financial statements are prepared, in all material respects, in accordance with an applicable financial reporting framework The auditor must be able to obtain sufficient and appropriate evidence in order to reduce audit risk to an acceptable low level. In doing so, the auditor would be in a position to express an opinion whether the financial statements prepared by the client give a true and fair view. It is thus fundamental for the auditor to assess the clients IT environment and plan adequately (with the support of standards and guidelines) on whether the use of Computer-Assisted Audit Techniques (CAATs) will be required to gather sufficient appropriate evidence during the audit. 2.1.4 Audit of Public Interest Entities CAATs are commonly used when auditing clients which carry-out all their operations online, such as Online Gaming companies, and when auditing large clients which rely on large and complex IT systems. Examples of the latter could be listed companies, financial institutions and insurance companies, all of which fall under the definition of Public Interest Entities (PIEs). The definition of PIEs varies across countries, but the core element is always the same. In fact, the revised 8th Directive provides with a core definition of PIEs, but it also permits the designation of other entities as PIEs by member states as they deem adequate (based on meeting a number of criteria). The definition is as follows: Entities governed by the law of a Member State whose transferable securities are admitted to trading on a regulated market of any Member Stateà ¢Ã¢â€š ¬Ã‚ ¦, credit institutions à ¢Ã¢â€š ¬Ã‚ ¦ and insurance undertakingsà ¢Ã¢â€š ¬Ã‚ ¦. Member States may also designate other entities as public interest entities, for instance entities that are of significant public relevance because of the nature of their business, their size or the number of their employees. In light of the definition set out by the revised 8th Directive, examples of Maltese PIEs are listed companies, financial institutions, insurance companies, large not for profit entities, and some publicly owned entities; all having a wide range of stakeholders. Due to the public stake in the performance of PIEs, the auditors role and responsibilities in giving an opinion on the financial statements of such entities becomes more important. In fact, the majority of PIEs in Malta are audited by the Big Four audit firms as these firms have the extensive knowledge and resources to carry-out audits of PIEs efficiently and effectively. Big Four Audit firms use CAATs to improve audit efficiency as it allows auditors to perform previous manual routine tasks quickly and efficiently (Zhao et al. 2004). Furthermore, Big Four Audit firms can use CAATs to improve audit effectiveness as more information can be obtained on controls within AISs of the client, and in certain cases 100 percent of the population can be tested (Braun and Davis, 2003). 2.2 Computer Assisted Auditing Techniques (CAATs) 2.2.1 Standards and Guidelines Due to the aforementioned increased reliance on IT systems by clients, new auditing standards and guidelines were needed to provide support and guidance to auditors. With relevance to this study, there are three important standards/guidelines that provide guidance to auditors when carrying-out an audit within an IT environment. SAS No. 94 The Effect of Information Technology on the Auditors Consideration of Internal Control in a Financial Statement Audit provides appropriate guidance to auditors on how to adequately understand and assess the computer controls within an organisation. SAS No. 94 goes on to clarify what the auditor should know in order to be able to understand the automated and manual procedures an entity uses to prepare its financial statements and related disclosures (Yang and Guan, 2004). Furthermore, this auditing standard emphasises on the need to use Computer-Assisted Auditing Techniques (CAATs) to test automated controls, especially in complex IT environments (Cerullo and Cerullo, 2003). ISACA Guideline No. 3 Use Of Computer-Assisted Audit Techniques (CAATs) provide guidelines to auditors on how CAATs can be effectively applied, specifically by providing detailed steps in planning the use of CAATs; performing the work; documenting and reporting. Another standard, SAS No. 99 [should I refer to ISA 240 instead?] Consideration of Fraud in a Financial Statement Audit provides guidance to auditors on how to identify risks of material misstatements whether due to error or fraud. SAS No. 99 also recognises the importance of CAATs in the consideration of fraud, as this standard suggests that in cases where the client relies heavily on computer systems, the auditor should make use of CAATs to detect patterns of fraud. Furthermore, this audit standard highlights the importance of identifying the possibility of management override of controls. 2.2.2 Application of CAATs in Financial Auditing During a study carried out in Sweden by Temesgen (2005) on the Determinants for effective application of software in CAATs it was found that the most used type of CAATs by the big four audit firms in Sweden are CAATs used for simplification of monotonous tasks, such as Microsoft Office and other off-the shelf audit software packages. On the other hand, this study identified that the most effective CAATs such as Test Data, Integrated Test Facility, Parallel Simulation and other experts systems, which would have been more effective in observing electronic audit trails, are less utilised. CAATs can aid the auditor in performing various audit procedures especially when adopting the audit through the computer and audit with the computer approaches. Depending on the requirements of the audit, the auditor can choose to use CAATs to perform specific audit tasks such as drawing a sample, comparing balances between accounting periods, reviewing transactions for fraudulent patterns, testing applications controls, and performing tests of detail. 2.2.2.1 Sampling and Tests of Detail When using CAATs the auditor has the ability to test large volumes of transactions, more than he would have had he done the same process manually. This is one of the advantages of using CAATs. Using the computers speed, reliability, accuracy and robustness the auditor can perform repetitive tasks efficiently and effectively. Additionally, CAATs can also be used to draw samples representing the population and to carry out tests of detail, such as recalculation of discounts on invoices or recalculation of overtime allowances 2.2.2.2 Analytical Procedures ISA 520 Analytical Procedures defines analytical procedures as evaluations of financial information through analysis of plausible relationships among both financial and non-financial data. Furthermore, according to Wilson and Colbert (1991), analytical procedures involve drawing conclusions based on expected amounts calculated by the auditor. In performing such procedures, CAATs can be useful especially when reviewing complex data. These automated techniques are set to compare figures between accounting periods and possibly identify inconsistencies. 2.2.2.3 Test of General and Application Controls CAATs can also aid in testing general and application controls. As required in the audit through the computer approach, such computer aided techniques are used to assess the reliability of internal controls within computerised systems (Watne and Turney, 2002). For this to be successful the auditor must first understand how the clients system works, and then various CAATs can be applied to test the operating effectiveness of the clients system controls. 2.2.2.4 Fraud Detection Recent fraud scandals such as the cases of Enron and Worldcom, increased the importance given to performing audit procedures with the objective to identify fraudulent activities. As organisations use computer technology to process information, weak computerised internal controls or the lack thereof would increase the risk of fraud occurring through computer assisted means (Coderre, 2000). In fact, SAS No. 99 Consideration of Fraud in a Financial Statement Audit proposes the use of CAATs for identifying fraudulent transactions and management override of controls. Digital Analysis is one type of CAAT with the specific purpose to identify fraudulent transactions (Hall 2004). This approach is used to identify inconsistencies in digits based on statistical properties through the use of Benfords Law. Additionally, according to Coderre (2000), as auditors develop a more systematic knowledge of fraudulent patterns within organisation, they can create a fraud profile which identifies the main fraud areas and patterns. This could then function as a template and be used when auditing different organisations. 2.3 Types of Computer Assisted Auditing Techniques CAATs are often divided into two categories, that is, CAATs used by the auditor to review and extract data (auditing with the computer); and CAATs used for testing the controls within computerised AISs of clients (auditing through the computer). 2.3.1 Reviewing and Extracting Data Files Compared with the techniques used for testing controls within AISs, CAATs used for reviewing and extracting data may require relatively less computer knowledge to use. Auditors may use these techniques to review and extract transaction and standing data in order to use it to perform substantive tests or test of controls. Two types of CAATs generally falling in this category are the Data File Interrogation and Embedded Audit Module techniques. 2.3.1.1 Data File Interrogation Data File Interrogation is about using the computer as a tool to review large volumes of data (Auditnet, 2003). With the use of computer software, the auditor can use the computers speed and reliability to perform tasks such as searching for missing or duplicate transactions; and comparing the contents of two files and printing a report containing the results with exceptions and/or record matches. Data File Interrogation can also be used to extract representative samples of data from the population to be used at a later stage in the audit. 2.3.1.2 Embedded Audit Module (EAM) As the name suggests, an Embedded Audit Module is a programmed module embedded in the clients computer system to review and capture data based on predetermined criteria set-out by the auditor (Auditnet, 2003). Transactions are examined as they are inputted in the system. The objective of the EAM is to capture those transactions which fall under the parameters set-out by the auditor. These transactions are then copied and stored in an audit log file for subsequent review from the auditor. The transactions which are captured by the EAM can then be used by the auditor to perform substantive tests. One the advantages of using Embedded Audit Modules is that it provides the auditor with data which is captured throughout the audit period and thus reduce the time and amount of work the auditor must do to identify transactions to be used for substantive testing at a later stage. On the other hand, one major limitation of EAM is that it cannot be easily added to the clients system once it is operational and thus this technique is more useful when the clients system is still in the design stage (Auditnet, 2003). 2.3.2 Testing Controls within Accounting Information Systems In contrast to the first category of techniques discussed above, there are CAATs which the auditor uses to audit through the computer. According to Braun and Davis (2003) these CAATs are used by auditors to examine the internal logic of the application. This means that the objective of such techniques is to assess the integrity and operational effectiveness of the controls within the clients computerised system. Three techniques are commonly used in the audit through the computer approach and these are Test Data, Integrated Test Facility (ITF), and Parallel Simulation. 2.3.2.1 Test Data When using the Test Data method, the auditor conducts testing of the clients system by inputting simulated test transactions into the system. The facility to design the test data gives the auditor the ability to decide what to and not to test. These test transactions are processed by the system and then the auditor compares the processed results with expected output. Any differences between the processed results and the expected results by the auditor could indicate a logic or control problem within the clients system (Braun and Davis, 2003). On the other hand, if no exceptions occur between the processed results and the expected results, then the auditor can reasonably assume that the systems controls operate effectively under normal circumstances. As suggested by Watne and Turney (2002), the objective of performing substantive testing with test data is to determine the accuracy of that computer processing for which a test record is submitted. Furthermore, test data can also be used to test the error detection capabilities of the system and to test the accuracy of reports produced by such system. The test data approach is commonly used by auditors as it requires limited computer knowledge and it is relatively easier to use when compared to other CAATs. Additionally it provides the auditor with an understanding of how the system operates (Auditnet, 2003). On the other hand, when creating the test data transactions the auditor may not be allowing for specific circumstances that may occur when the system is live and may lead the auditor making wrong assumptions on the integrity of the clients system controls. 2.3.2.2 Integrated Test Facility (ITF) Watne and Turney (2002) define Integrated Test Facility as a technique whereby the auditor creates simulated transactions, intermixes the transactions with a clients actual transactions, waits for the processing of the intermixed transactions, and then analyses the processing of the simulated transactions. Figure 2.2, as depicted by Auditnet in its Monograph Series Principles of Computer Assisted Audit Techniques (2003), illustrates the in-built testing facility/module which can be used for audit testing. The process is the same as that for the test data approach. The difference between the two methods is that in the test data approach the auditor uses a copy of the clients system to input the test transactions. On the other hand, when using the ITF method, the auditor actually inputs the test transactions in the clients system when running live under normal circumstances. As depicted in Figure 2.2, the system then processes the clients actual data intermixed with the auditors test data. Output is then separated again into client output and test output. The test output is compared with the auditors expected results and any deviations from the expected results are highlighted. Thus, this provides the auditor with a more accurate observation of controls within the system. Figure 2.2 Integrated Test Facility The advantages that ITF has on test data are that it allows the auditor to make unscheduled regular testing on the system when its live, and it provides live evidence on the operation effectiveness and integrity of the clients system. However, when using this method, auditors should give particular attention to identifying and removing the test transactions from the clients records once the audit testing is complete as this may hinder the integrity of the clients system. 2.3.2.3 Parallel Simulation Similar to the Test Data approach and ITF, parallel simulation is used to test the integrity and operating effectiveness of the clients application (Hunton, Bryant and Bagranoff, 2004). Figure 2.3 illustrates the process in using parallel simulation as depicted by Auditnet (2003). Watne and Turney (2002) define parallel simulation as the construction of a processing system for an accounting application and the processing of actual data through both the clients program and the auditors program. In simpler terms, the auditor designs an application which simulates the clients application. The simulated application should contain the appropriate controls that the auditor is expected to find in the clients application. Actual data (transactions occurring from the normal day-to-day running of the clients business) is then inputted in both the clients and simulation applications. The auditor then compares the output produced by the simulated application with that produced by the clients application. Figure 2.3 Parallel Simulation Assuming that the simulation application contains all the appropriate controls, then output from the simulation application should match with output from the clients application. If there are differences between the outputs produced by the two systems, then the auditor may infer that the input, processing and output controls within the clients application are not operating effectively. As the ITF technique, parallel simulation enables the auditor to test the clients system under normal operations. Furthermore it enables the auditor to use live data in testing controls unlike with the Test Data approach and ITF where test transactions are used. On the other hand, this technique requires extensive computer knowledge to be able to design a simulation application. Additionally, the cost for developing the simulation application can be relatively high (Watne and Turney, 2002) As discussed in this chapter, CAATs provide means of improving the efficiency and effectiveness of the audit. However, as correctly stated by Brazina and Leauby (2004) CAATs are not a substitute for auditor judgement. It is crucial for auditors to use guidelines (such as ISACA Guideline No. 3) in order to plan the use of such techniques during the audit as lack of planning will eventually hinder the benefits derived from the use of CAATs. Particular considerations should also be given to the IT knowledge and experience of the audit team; the access available to the clients computer systems; and the impracticability of performing manual tests when auditing complex automated systems.

Emerging Nationalism after American War of 1812 :: essays research papers

After the war of 1812, the United States moved toward to the creation of a unified national state and by 1830 became a nation-state. Through major changes in infrastructure, establishments of national banks, and the purchases of land, America was developing into its own fully functional and self-sufficient nation. The victory of the War of 1812 was a huge leap toward America becoming its own nation because of the national unity the win provided its citizens. The morale of the citizens lifted greatly because they managed to defeat the greatest military powers of the world and managed to survive. It also proved to the world that the american nation could defend itself from foreign threats. The victory improved America’s self confidence and faith in the military to defend the natiosn freedom and honor. Clays American system was an economic plan consisting of the establishment of protective tariffs, to establish a national bank, and to improve the country’s infrastructure. Protective tariffs protected americans from cheap imports. America Needed a strong national bank to help regulate money and to get funding for internal improvement projects such as roads. Among the most important internal improvements created under the American System were the Erie Canal and the Cumberland Road. He wanted to unify the country by integrating the industrail with the agricultural and have a strengthened infrastructure and economic nationalism to allow for self sufficiency. The National Bank created a standarad form of currency and helped pay off the revolutionary war debt. In 1816, there was a second twenty year charter. It was founded during the administration of U.S. President James Madison to stabilize currency. The estblaishment of a national bank led improvements in transportation because now roads could be paid for. These Improvements in Transportations were good for communication around the nation, which helped send messages faster. In 1818, the national road started the growing road systems that tied the new west to the old east. The Erie Canal was built in New York and runs from the Hudson River to Lake Erie, connecting the Great Lakes with the Atlantic Ocean. The Loose construction of the elastic clause gave more power to the congress and allowed Thomas Jefferson to purchase the Louisana territory. The Louisiana Purchase was more than 530,000,000 acres of territory purchased from France in 1803.

How does Fallout New Vegas (2010) compare to The Elder Scrolls 3: Morrowind (2002)?

Two games with a release difference of about eight years†¦both being RPGs in their own right and both having similar gameplay†¦the big question is: How does â€Å"Fallout New Vegas† (2010) compare to â€Å"The Elder Scrolls 3: Morrowind† (2002)? (from left to right: Morrowind and Fallout New Vegas) Fallout: New Vegas Review Before early 2009, I had not heard of the Fallout series. I was too busy playing this neat RPG called Morrowind, which is riveting despite the minor issues with AI and combat. Now I have a game in front of me which is fairly recent (came out in Fall 2010), and is surprisingly similar to Morrowind. Of course, the setting is different and you have many more options in gameplay. The story is that you play as a courier who tries to deliver a package from Primm to New Vegas, who gets shot by a fierce raider gang and is saved by an intelligent robot named Victor. Victor takes the player to Doctor Mitchell, where the game begins. Afterwards, you go through the character creation process which allows you to choose your character's gender, facial features, traits and so on†¦ Sigh†¦ A lengthy character creation, don't you think? Back in Morrowind, all you did was choose your race/gender, facial features, class and birthsign. Then, you were out into the game world faster than you could say John Appleseed. Still, you had the option to answer questions for the funny (they could be twins†¦) looking priest (pictured above, left) so he could choose your class (if you REALLY wanted to hear an old man rambling on and on about rude nicknames, mobs and sweet rolls, that is) but†¦oh snap that! Er, nevermind about the length of character generation in both games. The fact is – in both games, there is a character creation process but they are both radically different. Basically sums it up, don't you think? After the character creation, I set out in the lovely Mojave Desert. Just when you set out in the wilderness, you get a second chance to create your character. No, thank you! I spent about 15 minutes choosing my character (yeah, I timed it†¦) and I will not spend another 15 minutes just staring at the screen and constantly asking myself the same question over and over again (â€Å"Is she a perfect character?†). Nah, â€Å"perfect† does not exist in Fallout's books. â€Å"Good enough† is a better phrase for the term. Sorry about the mix-up. Like in Morrowind, you gain levels when you gain enough experience in your skills (some skills include Unarmed and Guns). With every 2 levels, there is a perk which you can choose. For example, you can choose the Rapid Reload perk which allows you to reload your weapons 25% faster than the normal rate. Cool, huh? After leveling up, I decided to spend about half of my allotted time to go and kill some mutant ants. I loved testing the combat system, especially with the VATS. Basically, if you have enough so-called Action Points, you can choose to shoot any part of the body of your victim. Then, prepare to watch as litres of blood come oozing out of their bodies in full HD! Or otherwise†¦you can make a nice cuppa instant coffee with extra foam. Mmm†¦ Morrowind was pretty simples when it came to combat. All you did was use your sword, dagger, hammer, club, spear, spell, staff, shortsword†¦etc†¦ to pummel your enemies. Finally, both games have quests. You can choose either to agree to help people or not. Sometimes you are kinda forced into completing the quest if the quest-giver offers you an enchanted sword or a nice gun prior to completion. Other than that, you are free to do whatever you want in both games. Both games get my rating of: 9.2 (outstanding) Sources: Morrowind images – Google Images/Morrowind Photography Guild/UESP Wiki Fallout New Vegas images – Google Images/Fallout Wikia Words – My own brain 😛 Commentary I chose to reproduce this article because I am interested in gaming and I thought that this has a large variety of linguistic frameworks to discuss. I used a variety of sentence lengths to engage the reader's interest. The one word sentence â€Å"Sigh†¦Ã¢â‚¬  offers a pause after four long sentences with a lack of punctuation. It is also used for rhetoric effect as it is accompanied by a rhetorical question â€Å"A lengthy†¦don't you think?† so it will leave the reader to make up their own mind and involve them in the gameplay. I use game jargon like â€Å"Fall† and â€Å"gameplay† because of the article is in the form of a blog and it shows by using the direct address to engage the reader and the centered pictures with a short subtitle underneath, â€Å"they could be twins†¦Ã¢â‚¬ . This article shows an element of bias as well. I tend to mention the game Morrowind slightly more than the game Fallout New Vegas. This is done purposely because it illustrates my preference for Morrowind compared to the other game. When I am talking about the Fallout game I tend to rush through the summary of the game, using as little punctuation as I could. This is very subtle bias. Even though at the end of the article I give both games the same rating, the true preference goes to Morrowind and therefore I hide the bias by using a variety of linguistic techniques like the aforementioned one. Although, it is implied that I do not really like the Fallout game, my opinion changes when describing the â€Å"VATS† combat system, I use a lot of emotive language and show my utter amazement to the feature, for example the transitive verb â€Å"oozing†. I use the colloquial noun â€Å"cuppa† instead of â€Å"cup of† because it adds humor to the article and also, to create consonance and rhythm between the concrete nouns â€Å"cuppa† and â€Å"coffee†. I used the adjective â€Å"simples† instead of â€Å"simple† as it makes a reference to popular culture. It also adds to the sibilance of the list of weapons which Morrowind has. I added an image below the list to illustrate my point on the variety of weapons which Morrowind had. Finally, I include the list of sources where I have acquired my images. It uses the standard layout and grammar in a sources list until when I say â€Å"Words – from my own brain :P†. This is used for humor and the 😛 emoticon emphasises that I am in tune with colloquial language and modern ways of conversing in an electronic mode text. This contrasts with the headline which looks and reads professionally.

Internship Application Essay

I write to apply for a position in this internship program. My strong commitment to my works has been demonstrated to my numerous volunteer experiences in the community and at university. Throughout my degree, I volunteered weekly at local primary schools where I taught grade 4 and 5 mathematics. Seeing the students light up with excitement while participating in a science experiment or the student who has struggled with a mathematical concept finally understand what to do has been immeasurably rewarding for me. Beyond the rewards, these experiences have taught me how to tailor my approach to the students’ needs and effectively communicate concepts to a group, skills I know would serve me well in my future jobs. I have a genuine interest in learning as much as possible about a career in business and finance and would view any task put before me as a positive learning experience. Through my study as a mathematics student, I have proven my ability to maintain high curiosity, learn complicated things and not giving up easily. Proficient in statistical, business data analysis, and excels in collaborative team-based environments, I believe it is a perfect way to utilise my skills to solve business and financial problems. My primary goal in beginning a career in business and finance is to acquire as much experience as possible. Not only I hope to deepen my knowledge in current business and financial worlds, but I would also hope to acquire some of the practical skills that I will need to be better equipped for this field. I believe that working in business and finance, I would have the privilege to appreciate that everything in the world somehow affects my works. I would hope that this internship would provide an opportunity to build a working relationship with leaders in the field from whom I could gain valuable knowledge. I am certain that any experience from this internship would prove to be indispensable to me in accomplishing my future goals.

Managing students with disabilities

Managing students with disabilities Introduction Disability is one of the challenges encountered by teachers when delivering there services to students. It should be noted that nearly all the students could achieve their academic objectives if the right teaching and learning techniques are applied that take into account the individual student needs.Advertising We will write a custom essay sample on Managing students with disabilities specifically for you for only $16.05 $11/page Learn More Different students having different learning abilities prompting for a need by the educators to differently address these students with special education needs. If not correctly considered, the students in with mild disabilities under other unidentified disabilities might suffer due to the current emphasis on the educational sector that an inclusive educational practice be adopted. The instructors in this case should have the required knowledge and appropriately intervene to help these students to cope up wi th the curriculum requirements. Instructional issues that are encountered in education are those arising due to the inability of the students to acquire, maintain, and relate the skills that are learned in class to other settings within and outside the classroom (Keel et al, 1999). Instructional issues to be addressed for students with the disabilities Students with autism Autism refers to a disorder in the development of the nervous system. It refers to a group of slowly evolving disorders of the central nervous system that are collectively referred to as Autism Spectrum Disorders or Autism Spectrum Conditions. The victims of this disorder are seen to have an impaired speech. They are also seen to have difficulties in social interaction. Regardless of type and level of autism in an individual, these behavioral and social developments are always retarded. The other obvious signs of autism include forgetfulness, problem in understanding and following instructions, avoiding direct eye contact during communication or poor sexual development. Children with autism are epileptic, have no intuitions, and show no love or empathy for others. They consider the others much the same way they do to objects.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Handling students with this kind of disability is one of the hard tasks that a trainer will have to perform. One problem that the instructors face in handling autistic students is that they (autistic students) have little or no ability to concentrate in a given task like learning in class. However, despite their slow learning pace, there are techniques that can be applied to help the autistic students learn and achieve there desired goals. Students with E/BD Students with emotional and behavioral disorder manifest some kind of uncontrolled behaviour. The instructors need to first establish if the actions of a student are caused by emotional disturbance requiring special education, or it results from other psychological disorders. Students with emotional behavioral disorders have a low ability to learn and retain a concept in class (Westwood 2009, p.101). They are not good at listening and taking instruction, which is a fundamental teaching and learning requirement. If the students with emotional and behavioral disorders are not properly handled, the effects of their uncontrolled behavior can extend and affect the learning of other students as well. The difficulties that are associated with this kind of disorder among the student can be categorized as either externalized and internalized manifestations (Westwood p.99). The externalized symptoms include unexplained aggression, being hostile, inability to socialize with the others, and inability to comply with the given instructions. The internalized signs include anxiety, social isolation, as well as exhibiting emotional depression. Emotional behavioral disord ers fall in the broad category of student disability referred to as high-incidence disabilities. The other kinds of disabilities in this group are learning disabilities (LD) and mild intellectual disabilities (MID). Even though victims of all these disabilities show similar social adaptability, they are seen to differ in cognitive and behavioral characteristics (Sabornie et al, 2006). Discussions The potential resources that may useful to obtain information/support for dealing with the above disability issues.Advertising We will write a custom essay sample on Managing students with disabilities specifically for you for only $16.05 $11/page Learn More The teachers are the central players in identifying the students with some kind of disabilities and the kind of special needs education that are appropriate for such groups of students. However, a collective responsibility needs the co-operation of all the stakeholders of a given learning institution. The follo wing are some of the individuals and individual practices that can be appropriate in identifying and managing mild disabilities among the students. Fellow students Some behavioral disorders are known to spread due to the peer influence that occurs among the students. However, ensuring that the environment in class is favorable for learning is a collective responsibility that includes the participation of even the students. It is through the co-operation of the students that an emerging uncontrolled behavior in some students can be identified and controlled. Besides, in an inclusive class, the other students with learning difficulties can be assisted through collective learning practices. Fellow Teachers These are the most valuable resources in helping a teacher to identify a disability issue that affects the teaching and learning process. Teachers should have instructional and collaborative teaming with the other teachers and professionals to help identify and manage disabilities in students (Rodriguez 1998). Collaboration among a group of teachers is useful since it can take a single teacher to take a long time before identifying a weakness in a student. School administrators The administration has to ensure that there are adequate staffs that are trained on the techniques of handling students with various mild disabilities (Rodriguez 1998). The institutional management should ensure that there is proper time schedule for the learning process that fits students with these disabilities.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More They should monitor how the teachers follow the learning schedules that have been planned. They should also establish and reinforce corrective measures that can be used for students with uncontrolled behaviors. Family and community The community from which a student hails can determine the kind of behaviors exhibited by the students. The community has a lot of support to offer to the student before, during, and after the schooling period (Rodriguez 1998). The knowledge of the family background of a student can quickly help a teacher in identifying the disabilities in that student. Collaboration of teachers and the parents of a student can help in identifying disorders like autism, which may not be noticed at the first instance in school. Having identified a disorder in a student, there is still need for co-operation between the students and parents to ensure that the disorder is managed or corrected. Family or group psychotherapy can be of some help (Westwood 2009, p107. Both the pa rties will give the necessary psychological, instructional, or financial support for the student. Life experiences Some of the emotional and behavioral behaviors witnessed in students stem from the experiences that one has had in life. For instance, female students who have had a childhood sexual abuse may show some signs of uncontrolled emotional behavior. The teachers then need to be conversant with the possible effects of such childhood abuses before developing the best approach to manage the situation. Some personal experiences by the teacher concerning some of the uncontrolled emotional behavior among the students can also be help in identifying and managing the vice. Support staff like lab technician or librarian It might take long for a teacher to identify some poor behavior in students, especially those that are internally manifested. The students may be cheeky enough to conceal their true behavior while near the teaching staff and the administrators. A librarian or laborato ry technician can be of some help (Rodriguez 1998). A report on a student’s ability or conduct can also be obtained from other staffs like their librarian or laboratory technician. The conduct of a student during some social function as reported by security officials can provide an insight of his/her behavior. Curriculum developers The curriculum developers need to ensure that a coursework is designed that incorporates the techniques of managing various disabilities in students. Behavioral analysis techniques and behavioral reinforcement techniques should be fundamental components of every curriculum (Westwood 2009, p.107). The teachers need to understand that techniques like rebuking a student publicly may mere worsen the situation rather than correct it. Potential strategies that can be used to meet the challenges presented by the instructional issues. An important factor that a trainer handling autistic student needs to consider is that the role needs a lot of patience and perseverance. They also need to understand that these students often prefer a set of routine learning practices. Therefore, there needs to be no application of a variety of teaching techniques. The appropriate strategies are a combination of teacher directed and student directed interventions. These strategies might be of some help. Never alter or modify the schedules The children with autism are known to prefer and enjoy activities that are routinely carried out. Making unnecessary alterations in the learning schedules might cause them trouble, as they will take relatively long period to adapt to the changes. Even though such a practice may be applicable in school, it might be hard to be adopted by private tutors or other mentors at home. Nonetheless, such alterations should be avoided as much as possible. Select the appropriate learning style There is also a need for the teachers to understand and adopt the teaching and learning style that is most suitable for a given student wit h disability. While some of the autistic students may be good taking instruction through listening, most of them are unable to concentrate and can best be instructed through illustration and demonstration. Address writing issues- introduce computers A more common problem among the students with autism is their inability to get hold of a pen and provide eligible writing. A teaching and learning session should involve an instruction given by the teacher followed by a response from the students. This response could be required in form of written work. The application of modern information technology like computer can enable the teacher and student to communicate effectively with each other. Use interesting objects like toys to give illustrations One of the features of an effective curriculum is its ability to introduce a concept from a point that is well known to the student. Using teaching aids that are familiar to the students often restores their attention back to class thereby impr oving the quality of the learning process. Most autistic children are used to playing with toys. The instructors’ uses of toys to demonstrate some model will attract their attention and makes them concentrate in class. Identify the other talents in these students like Students have different abilities in curriculum as well as extra curricula activities. A student who has mild disability like autism may be discouraged by his/her inability to perform well in academics. However, such students often have talents in other fields like sports, craft, or music. If any of the talents is identified and properly cultivated, then these students can be able to understand how they are not very different from the rest. Other strategies Apart from the strategies discussed for dealing with autism in students, other strategies might be appropriate in handling instructional issues in a collective inclusion of students. These include the use of self-instructional approaches, encouraging group le arning among the students, employing individual direct instruction, and encouraging mutual learning skills among the students (Keel et al 1999). Forming groups of heterogeneous students as well as the inclusion of the mild disabled students in classroom discussions help in managing these disabilities (Rodriguez 1998). The teachers should consistently monitor the students’ progress to check if the corrective strategies are succeeding in managing the disability. The teachers should also establish rules and regulations to be used in class and the penalties associated with them (Westwood 2009, p108). The other strategy that can be adopted to manage students with uncontrolled behavior is the application of Rational Emotive Behavioral Therapy (REBT) (Zionts Banks, 2008, p.2). This involves the application of cognitive-behavioral intervention programs to help in shaping the students’ behavior while boosting their cognitive ability. It helps one in reducing the self-defeating emotions. It is aimed at ‘bringing about a reduction in the intensity of inappropriate negative emotions of students’ (Banks Zionts, 2008, p.12). Conclusion The teachers need to understand the diversity that occurs among the students that they meet in learning institutions. Different students have different abilities in learning and, as far as possible, they should be provided with individual attention to supply their educational needs. The teachers need to understand that every student can be trained to meet a given standard if and only if the appropriate corrective measure is taken. Identifying and managing such disabilities is a collective responsibility that requires the cooperation of all the stakeholders in education. References Banks, T. and Zionts, P., 2008. REBT Used with Children and Adolescents who have Emotional and Behavioral Disorders in Educational Settings: A Review of the Literature. Journal of Rational Emotive Cognitive Behavior Therapy, Vol. 27, Iss. 1; p. 51. Web. Available from: http://proquest.umi.com/pqdweb?index=1did=1666898071SrchMode=1sid=1Fmt=6VInst=PRODVType=PQDRQT=309VName=PQDTS=1299148758clientId=29440 . Keel, M. et al. 1999. Selecting Instructional Interventions for Students with Mild Disabilities in Inclusive Classrooms. Focus on Exceptional Children, Vol. 31, Issue 8. Web. Available from: http://web.ebscohost.com/ehost/detail?hid=12sid=284a1620-ca91-4c22-a29a-29521461e710%40sessionmgr112vid=4bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9hAN=2103739 . Rodriguez, P., 1998. Critical Issue: Meeting the Diverse Needs of Young Children North. Central Regional Educational Laboratory. Web. Available from: ncrel.org/sdrs/areas/issues/students/earlycld/ea400.htm . Sabornie, E. et al. 2006. Comparing characteristics of high-incidence disability groups: a descriptive review. Web. Available from: highbeam.com/doc/1G1-144606652.html . Westwood, P., 2009. What Teachers Need to Know About Students with Disabilities Victoria: Aust C ouncil for Ed Research.

Sun Also Rises Quotations essays

Sun Also Rises Quotations essays Robert Cohn was once middleweight boxing champion of Princeton. Do not think I am very much impressed by that as a boxing title, but it meant a lot to Cohn. He cared nothing for boxing, in fact he disliked it, but he learned it painfully and thoroughly to counteract the feeling of inferiority and shyness he had felt on being treated as a Jew at Princeton (pg.11) These lines begin the novel, providing a brief biography of the character, Robert Cohn. The narration is in first person perspective of Jake Barnes who is a fond friend of Robert. This small passage presents many of the themes that the novel goes on to develop, such as competitiveness and resentment between men and their insecurities. Cohn suffers from the feelings of inferiority because he is Jewish, wealthy and rather unsocial and shy. His substantial amount of wealth prevents him from clearly relating to others around him when at Princeton. The inferiority that Robert feels is his excuse to seek competitiveness. He becomes a boxer to heighten his social standing as well as hiding his feelings of weakens through the violence of such a sport. Even though he detests boxing all together, he is very persistent and continues to improve his skills. This later proves to be harmful, as Jake and Brett can no longer handle his insecurities. The tone of arrogance in this quotation is quite evident. It gives the reader a sense of jealousy towards Robert and they begin to think about what may happen if his quest for acknowledgement will pay off. If Roberts social position is firmly established, Robert will become too overconfident. In fact, the next few chapters reveal him gaining more social recognition. He becomes too proud and cocky with all of this attention. His self-righteousness forms hatred and resentment towards himself from his fellow friends. The hostility expressed by Jake and his friends, was simply formed through their own jealousy of ...

Definition and Examples of Back Slang

Definition and Examples of Back Slang Back slang is a form of slang in which words are spoken and/or spelled backward. According to  lexicographer Eric Partridge, back slang was popular with the costermongers (street-vendors) in Victorian London. The hallmark of their speech, Partridge said, is the frequency with which they turn words (normal or slangy) into back-slang . . .. The general rule is to spell a word backwards, and then, ideally, to employ the pronunciation approaching the closest to that often impossible arrangement of letters  (Slang Today and Yesterday, 1960). The costermongers themselves referred to back slang as kacab genals.Like rhyming slang, back slang started out as subterfuge, says MIchael Adams, but soon became language games you could play for fun (Slang: The Peoples Poetry, 2009). Examples and Observations If you really want to speak freely around those who shouldnt know your secrets, learn how to form back slang or center slang. When you are next in your local, order a top o reeb  instead of pot of beer, but hope that the bartender understands the slang, or you may be eighty-sixed for the whole kew week. Dont blame the bartender, though, who may not be the right nosper person for the bloomin emag bloomin game.(Michael Adams,  Slang: The Peoples Poetry. Oxford University Press, 2009) Arbitrary Spelling Conventions Back slang is a language constructed on lines- I venture to hint illogical lines- of its own. The initial idea is that all words are to be pronounced backwards; for instance, instead of saying no you say on, for bad man you say dab nam. But you have not proceeded far before you find that the initial idea breaks down. Penny, reversed, would be ynnep, the back slangster says yennup. Evig em a yennup, is his version of Give me a penny. . . . It would be impossible for an English tongue to pronounce many of our words backwards. How would you pronounce night or drink backwards, leaving the spelling as it is? not to speak of more difficult examples. The result is that the back slangster adopts not only an arbitrary spelling, but also an arbitrary pronunciation of his own. (Slang. All the Year Round: A Weekly Journal Conducted by Charles Dickens, November  25, 1893) The Language of Tradesmen and ChildrenBack-slang proper, sometimes employed by barrow-boys and hawkers, and indigenous to certain trades such as the greengrocers and the butchers, where it is spoken to ensure that the customer shall not understand what is being said (Evig reh emos delo garcs deneGive her some old scrag end) consists simply of saying each word backwards, and when this is impossible saying the name of the letter instead of its sound, usually the first or the last letter, thus: Uoy nac ees reh screckin ginwosh (You can see her knickers showing). An Enfield master reports that he found at least half a dozen boys who could talk it quickly.(Iona and Peter Opie, The Lore and Language of Schoolchildren. Oxford University Press, 1959) Secret Languages Secret languages . . . have an obvious appeal for those who have something to hide. One language used by African slaves, called TUT, was based on phonetics, and used to help teach children to read. Victorian market traders, meanwhile, are thought to have dreamed up back slang- in which a word is spoken backwards, giving us yob for boyin order to single out customers on whom to palm off shoddy goods. (Laura Barnett, Why We All Need Our Own Secret Slang. The Guardian [UK], June 9, 2009) A 19th-Century Report on Back Slang This back language, back slang, or kacab genals, as it is called by the costermongers themselves, is supposed to be regarded by the rising generation of street-sellers as a distinct and regular mode of intercommunication. People who hear this slang for the first time never refer words, by inverting them, to their originals; and the yanneps, esclops, and nammows, are looked upon as secret terms. Those who practice the slang soon obtain a considerable stock vocabulary, so that they converse rather from the memory than the understanding. Amongst the senior costermongers, and those who pride themselves on their proficiency in back slang, a conversation is  often sustained for a whole evening- that is, the chief words are in the back slang- especially if any flats are present whom they wish to astonish or confuse. . . The back slang has been in vogue for many years. It is . . . very easily acquired, and is principally used by the costermongers and others who practice it . . . for communicating the secrets of their street tradings, the cost of and profit on goods, and for keeping their natural enemies, the police, in the dark.(The Slang Dictionary: Etymological, Historical, and Anecdotal, rev. ed.,  1874)

The Brand Promotion of Tesco in Beijing City, Based on the Program of Essay - 1

The Brand Promotion of Tesco in Beijing City, Based on the Program of Sales Promotion of Tescos Products to housewives in Beijing - Essay Example Tesco is involved in below the line activities to keep the housewives attracted but it needs to focus more on such activities. The main problem that the firm is facing is that it cannot establish itself as a low priced retailer. This is because the housewives are knowledgeable about the market and know where to get the best price from. Thus Tesco needs to improve upon its promotional tools to face local competition and to alter the image the consumers have of the brand. The Chinese market is very different and has a lot of cultures. Thus Tesco has to adapt to the preferences of the different types of people. The firm uses all types of brand and sales promotion mediums, the rational modes of advertisements are still dominating the market. Television is overpowering other communication mediums like print medium and the internet. However, the firm should not only focus on the traditional mode of communication. Rather they should expand their horizon and try to use other mediums the internet and technology based marketing tools. Zhen (2007) explains that this is because it is a futuristic view and at some point such technological advances will become an eminent part of the market. At the same time, to reach the consumers currently Tesco has to focus more on television as it is a more reliable mode of communication with the consumers. The consumers truest the television and thus it will help Tesco get the message across. Print media is another option like magazines to reach particular target markets, especially house wives. Moreover, fliers, word of mouth and below the line activities can also be looked into. Below the line activities may have a greater impact on women and help promote the brand. To encourage sales promotion, in store promotions may also work well with women and help influence their decision m aking. As per Zhen (2007) Tesco is facing a challenging market in China as it is finding it difficult to

Introduction to Communication-Cultural Sensitivity Coursework

Introduction to Communication-Cultural Sensitivity - Coursework Example President Franklin Delano Roosevelt had seen the need for people to live together in peace despite their differences and accept cultural diversity by advocating for â€Å"the science of human relationships.† This brief paper examines the value of cultural knowledge in fostering peace and goodwill. Discussion – the cultural theory of sociology and anthropology states that culture is the sum total of the way of life of a group of people; the individual inherits the social legacy of this group and is profoundly influenced by this cumulative legacy of experiences of prior generations (Kluckhohn 1985). This legacy consists of the beliefs, values, and norms of the particular group and it may be hard or difficult for a person to deviate from this upbringing by doing something else which contradicts the wishes of the group to which he or she belongs. A clear understanding of this premise is necessary to connect with this individual through interpersonal communication. The anecdote I am narrating here is about a new kid who emigrated from the Far East. He hails from Japan and is distinctively Japanese in his manner of speaking, dress, and behavior. However, he also speaks excellent English as he had been privately tutored while still in Japan as his parents were from the middle-class and could afford a tutor for a foreign language lesson. He seems friendly, outgoing, fun-loving, inquisitive, intelligent, and highly sensitive too. People from the Far East countries of China, Japan, Korea, and to a large extent also in other countries where Confucian values are prominent including Vietnam, Singapore, Malaysia, and Thailand have a humble and deferential attitude towards other people, especially of elders. In this regard, I knew my new neighborhood friend will always defer to the wishes of his parents. It is inconceivable or unthinkable for him to go against their wishes, unlike most of American kids who instead value personal freedom and individuality to

Macroeconomics Case Study Example | Topics and Well Written Essays - 1500 words

Macroeconomics - Case Study Example In other words, the level of investment determines the level of saving and not the other way around (Michl 2002, p.43). The point has been argued for the next 70 years and both theories have at times fallen in and out of favour. Thomas Palley of the AFL-CIO wrote in a 1996 paper that, "The view that saving causes investment is widely identified with classical macroeconomics, while the view that investment causes saving is widely identified with Keynesian macroeconomics. However, deeper inspection reveals that both theoretical perspectives are capable of producing bidirectional causality, and this limits the usefulness of theory for resolving this crucial matter" (p.5). Supply side economics has run headlong into the demand side theories and have resulted in numerous, and yet valid, academic arguments on both sides. According to theory, "...saving can never be different from intended investment, in equilibrium" (McCain 2007). The Paradox of Thrift is one explanation, though not the only one, of how savings can influence an economy's production and increase the unemployment rate. Supply side economics maintains that the marginal tax rate, the rate at which the next dollar earned is taxed, directly influences people's propensity to work, save, and invest (Gwartney 2002). By reducing the marginal tax rate investors are stimulated to invest in a business that may be too risky under a higher tax rate. Lower tax rates may spur people to work harder or longer hours and save their money. Indeed, the tax rate has often been used by governments to stimulate investment. According to Gwartney (2002), "Of eighty-six countries with a personal income tax, fifty-five reduced their top marginal tax rate during the 1985-90 period, while only two (Luxembourg and Lebanon) increased their top rate. Countries that substantially reduced their top marginal tax rates include Australia, Brazil, France, Italy, Japan, New Zealand, Sweden, and the United Kingdom". Many critics saw these deep tax cuts as a bonanza for the rich and argued that the increased tax revenues during this perio d were simply the result of an in increase in demand. However, during this period of tax cuts in the United States, "...the income tax revenue collected from the top 10 percent of earners rose from $150.6 billion in 1981 to $199.8 billion in 1988, an increase of 32.7 percent" (Gwartney 2002). It can be inferred that a lower rate and increased revenue were the result of a massive increase in wealth for the top 10% that came from capital investment. It would seem that supply side economics had proven itself once and for all. Demand side theorists continued to point to the Paradox of Thrift and its effect on consumption and production. Advocates of demand side economics contend that, "...a decrease in spending leads to a decrease in employment, which leads to a further decrease in spending, which leads to a further decrease in employment, which leads to a yet further decrease in spending, and so on" (Thies, 1997). Some economists contend that corporate cost cutting is a path to a 'corporate paradox of thrift' which could lead to massive layoffs and firings' (Shostik 2002). Individual savings decreases spending for the consumer class and so any increase in savings decreases consumption and increases

Critical Article on a Recently Completed Building Coursework

Critical Article on a Recently Completed Building - Coursework Example The tower has a height of three hundred and ten meters above the ground. The building is equipped with forty four lifts to facilitate upward and downward movement of people. Also known as the Shard of Glass, The Shard skyscraper is located near the London bridge station which is located in the suburbs of the Southwark town. Specifically, the Shard is located to the south of London Bridge that is used to cross River Thames from London City. It has eighty seven floors, and it is three hundred and ten meters high above the ground. The building was designed to host several recreational facilities as well as office spaces. Floors four to twenty eight were designed to house offices, floors sixty eight to seventy two were designed for public viewing galleries, floors fifty three to sixty five for apartments, and others to hosts hotels and other recreational facilities. This article is aimed at critiquing the general architecture of the Shard. The building will be analysed in order to find o ut if it has achieved the intended functionality. Its effect on the general public, the environment as well as flora and fauna will be closely studied. Description of the building According to Kant (2007, p. 1) in his book critique of judgement architecture is defined as â€Å"the art of exhibiting concepts of things that are possible only through art, things whose form does not have nature as its determining basis but instead has a chosen purpose, and of doing so in order to carry out that aim and yet also with aesthetic purposiveness. In architecture, the main concern is what use is to be made of the artistic object, and this use is a condition to which the aesthetic ideas are confined† (Harries, 2008). The definition of Kant has manifested in the design of The Shard. The design of the building was based on producing the tallest building in London that that positively contributes to the aesthetics value of London. London views from the summit of The Shard are astonishing. A s one views the landscape of London from the Shard, it is spread out like vast moving tapestry. The views of Olympic Park, Wembley Stadium, and the winding views of Thames River are vividly visible (TripAdvisor, 2013). Like other tall buildings, the Shard had to work both from street level and at a distance. To provide a street frontage, the American Inter – War approach and cornice level was utilized (TripAdvisor, 2013). This made the Shard unnoticeable from the street. The redesigned concourse of London Bridge Station gives the Shard a ready - made podium. This was made possible by the heights at which the railway lines are set. This concourse forms the base onto which The Shard with its fritted - glass canopies rises. The above connoted unique architectural techniques illustrate analytic aesthetics which has been ignored by many architects in their work. Functiolism plays a vital role here in the transformation of the initial â€Å"simple† building into an architect ural work that serves its intended purposes. The specific Design of the Shard has made it an iconic Landmark in London. The building comprises of eleven thousand glass panels which are equivalent to fifty six thousand meters squares of glass. To facilitate movement, the building has three hundred and six flights of stairs and 44 lifts most of which comprises double decker. The building’s floor was designed to cover 31.4 acres. The floors

Davis vs. the Board of County Commissioners of Doa Ana County Essay

Davis vs. the Board of County Commissioners of Doa Ana County - Essay Example The court concludes that Dona Ana Country deserves to be accountable for negligent referral (misinterpretation) due to positive references. When Herrera got a position as the mental health technician, he was allegedly accused of sex assault by the plaintiff and physically abused female patients. In case an organization provides misleading references that can contribute to the harm of employees in the new job, the jurisdictions have the right to sue that organization for the negligent referral. According to Kohn, Kohn and Colapinto, the court of appeal has the right to judge Steele and Mochen for not taking into considerations the harm caused to the third party and the risk that may be encountered in the end. The government has the laws that protect all employees and the third parties in an organization from any harm imposed upon them. The US departments of Labor and its divisions have varied laws, which can shield third parties or employees in the workplace. Cases of negligent or a m isinterpretation of any information provided regarding employees that may pose risks to other employees is illegal. Therefore, the court made it very clear that Herrera was not supposed to provide employment reference since he was a former employee at MVH. Therefore, Herrera could have remained silent, but in case he chose to present the reference, the MVH has a duty to present factual information about him. However, since Sleeve and Mochen made a decision of presenting signed written misinterpreted information by omitting Herrera’s references, they were liable for this action. This is because Herrera could not be trusted as an employee who could deliver effective services as his behaviors could bear worse results; thus portraying a bad image to the company. Should it have mattered that the former employer’s investigation was not able to confirm all of the allegations against Herrera? Explain your answer. It should have mattered that the former employer’s invest igation was not able to confirm all the allegations against Herrera because the decision relied upon legal issues. This legal issue places an individual who either deliberately or negligently offers false information to another party for the physical assault,

Global Business Essay Example | Topics and Well Written Essays - 2500 words

Global Business - Essay Example A cornerstone of this notion of International human resource management is the creation of linkage or integration between the overall strategic aims of the business and the human resource strategy and implementation. The aviation industry as a whole has faced the most challenging problems and competition in the global business (Thehindubusinessline.com.) Despite new and increasing challenges, the airline industry facilitates economic growth, global trade, and international tourism and continues to restructure, develop and adapt to counter them. The entry of multinationals has also brought in fundamental changes in the work culture, work ethics and remunerating patterns in many countries, all of which have a clear bearing on the career growth path of individuals. Added to this are the rapid changes taking place on the technological front, flattening hierarchies and making people come together more than ever before. Multinational companies such as telecommunications, Mobile phones Steel magnets, automobiles industries, oil companies, are driving and adjusting to globalization and innovation of change by applying many strategies, partnering with or acquiring others mergers and buyouts. The airline industry is going through a period of intense transformation. The airline industry is facing three transforming phenomena. The main reasons are: The decrease of soaring demand for air travel The appearance of a new fleet of low-cost carriers; The increased transparency of alternative airline offerings Internet and other technologies reduces the expensive itineraries (Warren, 2006, 262) 2. Structure of the Industry The changing business environment forcing airline companies to constantly innovate their strategies, as per customer's needs and demands to remain alive in the competition Six elements that define organization; Strategy Policies and Procedures Structure Systems Climate Culture (Source: Yvonne, 2000, p-5) The structure of an organization is defined as: The established pattern of relationships between the component parts of an organization, outlining both communication, control and authority patterns. Structure distinguishes the parts of an organization and delineates the relationship between them. (Wilson and Rosenfeld, 1990) Structure describes the hierarchy of authority and accountability in an organization. These formal relationships are frequently diagrammed in organization charts. Most companies use some mi of structures to accomplish their goals The advantages of a good structure in airline industries are

Davis vs. the Board of County Commissioners of Doa Ana County Essay

Davis vs. the Board of County Commissioners of Doa Ana County - Essay Example The court concludes that Dona Ana Country deserves to be accountable for negligent referral (misinterpretation) due to positive references. When Herrera got a position as the mental health technician, he was allegedly accused of sex assault by the plaintiff and physically abused female patients. In case an organization provides misleading references that can contribute to the harm of employees in the new job, the jurisdictions have the right to sue that organization for the negligent referral. According to Kohn, Kohn and Colapinto, the court of appeal has the right to judge Steele and Mochen for not taking into considerations the harm caused to the third party and the risk that may be encountered in the end. The government has the laws that protect all employees and the third parties in an organization from any harm imposed upon them. The US departments of Labor and its divisions have varied laws, which can shield third parties or employees in the workplace. Cases of negligent or a m isinterpretation of any information provided regarding employees that may pose risks to other employees is illegal. Therefore, the court made it very clear that Herrera was not supposed to provide employment reference since he was a former employee at MVH. Therefore, Herrera could have remained silent, but in case he chose to present the reference, the MVH has a duty to present factual information about him. However, since Sleeve and Mochen made a decision of presenting signed written misinterpreted information by omitting Herrera’s references, they were liable for this action. This is because Herrera could not be trusted as an employee who could deliver effective services as his behaviors could bear worse results; thus portraying a bad image to the company. Should it have mattered that the former employer’s investigation was not able to confirm all of the allegations against Herrera? Explain your answer. It should have mattered that the former employer’s invest igation was not able to confirm all the allegations against Herrera because the decision relied upon legal issues. This legal issue places an individual who either deliberately or negligently offers false information to another party for the physical assault,

Auditory Attention Essay Example for Free

Auditory Attention Essay The ability to localize sound sources is of considerable importance to both humans and animals; it will determine the direction of objects to seek or to avoid as well as indicating the appropriate direction to direct visual attention. The precision of sound localization is remarkable, particularly for brief sounds or for those occurring in noisy or reverberant surroundings. While the most reliable cues used in the localization of sounds depend upon a comparison of the signals reaching the two ears, there are also phenomena of auditory space perception which result from monoaural processing of the signals. Localization refers to judgments of the direction and distance of a sound source. Like when headphones are worn, the sound image is located inside the head. Headphones allow precise control of interaural differences and eliminate effects related to room echoes. Using two ears we are able to selectively attend to sounds coming from a particular direction while effectively excluding other sounds. This ability is particularly important in noisy surroundings or when there are several sound sources competing for our attention. Our acuity in locating sounds is greatest in the horizontal dimension, fairly good in the vertical direction and least good in the depth dimension. Aside from this ability we are also able to judge the direction of a sound source and to some extent estimates its distance. Many everyday experiences indicate that auditory localization can be influenced by conflicting visual cues. At a cinema for example, the loudspeakers are usually placed behind the screen or in its center yet the sound still appears to come from the actor’s mouth as he moves about the screen. Similarly, the loudspeaker in a television set is located to one side of the screen but the sound does not appear to be detached from the visual image. Thus, it might be possible that exposure to conflicting auditory and visual cues for a period of time may lead to an after-effect in which the localization of sounds is systematically displaced. This may occur during experiments wherein sound may be generates from one area but a cue may say otherwise and given the effects of practice and priming, experiment results into auditory localization may not be valid. Early findings on the study of orienting pure auditory attention have yielded no significant change in performance. Posner (1980) did not find any advantage in the use of auditory pre- cueing of auditory targets. Others have failed to find a benefit for the detection of sounds coming from expected vs. unexpected locations (Scharf, Quigley, Aoki, Peachey and Reeves, 1987). Buchtel and Butter (1988) found that informative auditory cues provided a benefit in the detection of visual targets; however they failed to find a benefit from cues on auditory targets. Klein, Brennan and Gilani (1987) also found no benefit in the detection of auditory targets with the use of uninformative cues using both visual and auditory cues. However, the use of auditory and visual cues together on tasks has been promising. Previous researches on multisensory instruments have found that it can optimize performance rather than using one sensory modality. Recently Duncan, Martens and Ward (1997) found evidence of restricted attentional capacity within but not between sensory modalities. They presented streams of visual and or auditory inputs containing occasional targets to be identified and recalled, for two visual or two auditory streams they found that the identification of one target produced a sustained reduction in the ability to identify a second target. In contrast, when the streams were from both modalities, there was no such reduction in the identification of the second target. The results suggest a modality-specific restriction to concurrent attention and awareness. The results of this study have important implications for the design of complex human machine interface systems. Systems should be designed to take advantage of the spatial presentation of information to the human operator to enhance the detection rate of critical information (i. e. ; warnings). This findings support Rhodes (1987) earlier work on auditory attention where he reported that auditory attention has spatial constraints. He found that time linearly increased to localize a sound as a function of distance from the point of attention; he further proposed that even for sounds, localization is shifted through logical and topographical representations. Information presented in locations where spatial attention has been allocated has both faster and more accurate response in both visual and auditory modalities (Posner, 1980, Ward, 2000, Spence driver, 1996, 1997a, 1997b). Moreover, even if there is a limited human attentional capacity the nature of spatial attention across modalities suggests that if one modality is overloaded the attentional capacity of other modalities are not adversely affected (Duncan, Martens Ward, 1997). Thus, the best way to maximize this modality-specific restriction is to present information using both the visual and auditory modalities. Flanagan, McAnally, Martin, Meehan Oldfield (1998) found evidence of the usefulness of using both modalities. In their study, they reported that visual search times were reduced when spatially informative auditory information was supplied. They used a spatial localization task in which the search for a visual target was aided by either a visual arrow or an auditory cue. They found both the visual and the auditory cues aided in significantly reducing the search times when compared to unaided search. It is however important that the visual and auditory information presented are detectable and localizable. Hence a signal should be localizable when information presented is critical (i. e. ; location of threats such as enemy fighters, missiles etc. ) and that information presented is expected in that location will improve response time and accuracy (Posner, 1980, Spence and Driver, 1996).

Understanding The Concept Of Depression Sociology Essay

Understanding The Concept Of Depression Sociology Essay A comparison of the social constructs of emotion in Asian and Western cultures shows that Asians are more prone to experience depression and suicidal behaviors than are Westerners. Studies highlighting the cultural similarities and differences in display rules, the emotion regulation norms, and the physical and emotional expression of depression in these two cultures are cited to support this claim. The Basic Emotion, Component, Appraisal, and Neo-Jamesian theories show that only elements from each provide a complete explanation of why Asians are predisposed to depression because of culture. The Social Constructionist Theory offers a thorough explanation of this phenomenon. The problems and possible remedies facing Asian cultures and the heightened risk of depression among its members are also addressed. Culture and the Understanding of the Concept of Depression Through numerous studies on cultural relativism and cultural categorization of emotion, emotion is shown to be, to a degree, contingent on cultural factors such as display rules, social roles, and culturally determined appraisals. The interpretation of depression eliciting stimuli and situations and expression of depression, in particular, is also influenced by these cultural factors. Furthermore, the social constructionist view of depression makes it possible to compare the concept of depression in Western and Asian cultures. The contrast between the relatively individualistic nature of Western cultures and the collective nature of Asian cultures, and their associated norms for emotion regulation, may offer differing perspectives of depression and therefore help form a cultural observation of depression within the two cultures. The cultural display rules, socially learned performances, and emotion regulation norms that guide the interpretation of and behavioral responses to depressi on in these cultures reveal that Asians are more prone to depression and suicidal behaviors than are Westerners. Cultural differences between Western and Asian cultures in individualism-collectivism (I-C), a dimension of cultural variability, show a strong possibility that Asians are predisposed to more negative emotions than are Westerners. Individualistic cultures, most of which are Western, promote individual needs, wishes, desires, and values over group and collective ones (Matsumoto, 1990). Consequently, hierarchical differences in status or power are minimized while equality is emphasized (Matsumoto, 1990). In contrast, collective cultures, many of which are Asian, promote the opposite; they stress the needs of a group, individuals identify themselves as members of a group, and ones social role is defined by an entrenched system of hierarchical differences and vertical relationships (Matsumoto, 1990). The I-C difference is also related to the social distinction between ingroups and outgroups (Matsumoto, 190). Members of individualistic cultures tend to display more negative emotions to in group members and more positive emotions to outgroup members. Conversely, members of collective cultures tend to display more positive emotions to members of ingroups and more negative emotions to those of outgroups (Matsumoto, 1990). These display rules should predispose Asians to more negative emotions, which may result in depression, at least in the social interactions with outgroups. Power distance, another dimension of cultural variability, which refers to cultural differences in status and power, is positively correlated to cultures that are more individualistic and negatively correlated to those that are more collective. This dimension may already show that Asian cultures foster more opportunities for the occurrence or passive harboring of negative emotions, while Western cultures seem to dissipate many of these potential risks. The importance of equality and the needs of the individual in Western cultures may make it less likely for people to experience depression on a large, societal scale. On the other hand, the vertical relationships encapsulated in collective cultures may make it more likely for people to acknowledge their differences from one another and any perceived inadequacies with those higher in power and status may contribute to the occurrence of depression. A Japanese-American comparison study by Matsumoto (1990) explored the relationship between I-C and PD cultures and the display rules of the members of those cultures. The study was conducted in two sessions; the first measured display rules through the subjects judgment of the appropriateness of displaying emotions in different situations, and the second measured how they judged the intensity of the same emotions. The results of the experiment supported the views that Japanese display rules made it appropriate to show negative emotions to outgroups and lower-status others while American display rules allowed people to express negative emotions more openly in ingroups (Matsumoto, 1990). In addition, Americans rated happiness in public and to outgroups as more appropriate than did Japanese. The Japanese display rules, indicative to some degree of Asian cultural display rules at large, show that in order to foster ingroup harmony and maintain the hierarchical differences in power and st atus, people find negative emotions to be appropriate when interacting with outgroups and lower-status others but not with ingroups and higher-status others. These display rules may reveal that Asian cultures are less tolerant than Western cultures of negative emotions in ingroups, which discourages them to express and share their negative emotions with their ingroups. A further finding from Matsumotos study suggests that although Asians may be more likely to express negative emotions to outgroups, they mask their negative feelings in the presence of others (Matsumoto, 1990). Overall, Asian cultures seem to discourage any expression of negative emotions whether with ingroups, outgroups, or those of different status. Emotion regulation norms for Asian and Western cultures also demonstrate a greater likelihood for depression among Asians than among Westerners. Since emotion regulation refers to the ability to manage and modify ones emotional reactions in order to achieve a desirable outcome, it reflects the different ways that culture tries to achieve social order (Matsumoto, Yoo, Nakagawa, 2005). Two aspects of emotion regulation, reappraisal-the way individuals appraise an emotion-eliciting situation to change its impact on the emotion-and suppression-the inhibition of emotional expressive behavior-can be used to compare Asian and Western cultures. Individualistic cultures are associated with more reappraisal and less suppression because these cultures value emotions and free expression more than collective cultures, which are associated with less reappraisal and more suppression in order to maintain ingroup cohesion and harmony (Matsumoto et al., 2005). Studies have linked emotion regulation t o different types of adjustment. Individuals high in reappraisal and low in suppression experienced more positive and less negative emotions, were more open in sharing their emotions with others, had better social support, were less depressed, and reported higher self-esteem, optimism, and life satisfaction; in essence, reappraisal has been associated with positive outcomes and suppression with negative emotions (Matsumoto et al., 2005). These conclusions can also be applied to individuals from Asian and Western cultures at large-Asians may feel more negative emotions, have less social support, and be more depressed than Westerners. Although suppression has been associated with negative consequences on the individual level, a study by Matsumoto et al. (2005) shows that it may have positive consequences on the social level. Suppression may play an important cultural function in organizing and maintaining cultural systems and groups. Thus, the social order is preserved at the expense of the emotional well-being of the individual. Part of their study, which held data about country-level emotion regulation, reveals that emotion regulation is positively correlated with both positive and negative indices of adjustment (Matsumoto et al., 2005). In other words, while individualism may promote high levels of both positive and negative adjustment because it values free, uninhibited emotional expression, collectivism may promote only either positive or negative adjustment. Despite the fact that suppression in collective cultures may lead to greater social harmony and a high level of positive adjustment, individuals may sti ll experience negative consequences. Therefore, while Asian countries and cultures may report a relatively positive adjustment for society in general, individuals themselves may report negative adjustment. This phenomenon may very well show that Asians who suffer from depression are stifled by cultural emotion regulation norms from receiving psychological or emotional help and support. The Social Constructionist Theory has helped define the social constructs of Asian cultures that make Asians more prone not only to negative emotions but also to social anxiety, a precursor to depression. Cultural display rules, social roles, and emotion regulation norms have effectively contributed to the predisposition of Asians to be more passive, non-assertive, and anxious in interpersonal situations than Westerners (Okazaki, Liu, Minn, 2002). The results from a study that examined differences between Asian American and White American on a trait measure of social anxiety and self-reports of anxiety-related emotions during a 3-min social performance task indicated that Asian Americans reported more anxiety than White Americans (Okazaki et al., 2002). Their data also revealed that some differences among Asian Americans of various ethnicities in their levels of social anxiety are related to their levels of acculturation. If there are indeed significant differences among Asian Ameri cans depending on their level of acculturation to American culture, they would be due to whether Asian Americans still prescribe to Asian social constructs of emotion. Although Asian Americans reported more social anxiety, they did not behave in an observably different manner than White Americans during the anxiety-provoking social task (Okazaki et al., 2002). In light of the emotion regulation norms that guide behavioral responses, both Asian Americans and Asians may be less willing to express any type of strong emotions, positive or negative, in front of people. This observation may support the view that Asians are exposed to social rules that increase the likelihood for anxiety, and subsequently depression, because those same rules prevent them sharing their emotional burdens with others. This culturally embedded formula for Asians to experience more social anxiety than Westerners is reinforced by culturally relevant risk factors for suicidal behaviors among Asian American youths. Asian American youths are at greater risk for suicide than majority group youths (i.e. White Americans and African Americans) because they experience risk factors that every youth experiences such as antisocial behaviors, substance abuse, and lack of familial stability, and those related to acculturation to the majority culture such as discrimination, alienation, and identity confusion (Lau, Jernewall, Zane, Myers, 2002). Asian American youths who fail to acculturate properly and develop an adaptive ethnic identity are prone to maladjustment, which entails life dissatisfaction, low self-esteem, pessimism, and depression. It is primarily the parents of Asian American youths that confound their efforts to acculturate and thus contribute to stress and frustration (Lau et al., 2002). Acculturat ion stress and intergenerational acculturation conflicts have been identified as factors that influence suicidal behaviors among Asian youths in Great Britain (Lau et al., 2002). A struggle between Western cultural norms and Asian cultural values can be seen in the parent-child conflicts of Asian American youths. A medical record abstraction at a mental health outpatient clinic identified correlates of suicidal behaviors in a sample of 285 Asian American youths (Lau et al., 2002). The records pointed out that adolescents were at the greatest risk for suicidal behaviors and were more prone to depression than were younger children. Consequently, depression was a strong predictor of suicidality as well (Lau et al., 2002). The data showed that youths who were less acculturated and experienced high parent-child conflict were at significantly greater risk than youths who were more acculturated and had lower conflict. Interestingly, youths who were diagnosed as suicidal displayed a higher number of internalizing symptoms and fewer externalizing symptoms (Lau et al., 2002). Perhaps the cultural sanctions against expression of negative emotions and the Asian cultural tendency to portray mental disorders as shameful and the tendency to downplay such disorders as temporary emotional states that do not r equire treatment, medical or otherwise, contribute to the prevalence of suicidal behavior among Asian American youths (Lau et al., 2002). Asian Americans as a whole, including both youths and adults, have had their mental health needs neglected by United States federal mental health policies (Nagayama Hall, Yee, 2012). This neglect is perpetuated in part by the three myths about Asian Americans: they are a small group; they are a successful group and do not have any financial or cultural problems; and they do not experience mental health disparities (Nagayama Hall, Yee, 2012). Although many, especially White Americans and the government, see Asian Americans as the model minority, they are not by any means exempt from problems surrounding their social and cultural position in the United States. The first myth is debunked by data from the U.S. Bureau of the Census showing that Asian Americans are proportionally the fastest growing ethnic group in the U.S. The second myth can be disproven by the sheer fact that not all Asian Americans receive the same education and opportunities to advance in society. Some groups have l ess education, greater unemployment, and higher poverty than others (Nagayama Hall, Yee, 2012). Moreover, even Asian Americans who are successful by educational, employment, and income standards encounter problems associated with their ethnicity. The stress of acculturation contributes to the occurrence of mental health disorders such as depression and anxiety disorders. Their overall success in integrating with American culture belies the reality that many experience mental health disparities due to clashing cultural values and display rules; as a result, this conflict and the neglect of their mental health needs predispose them to an increased risk of depressive symptoms and behaviors and (Nagayama Hall, Yee, 2012). A specific look into the avoidance of mental therapy in South Korea further strengthens the argument that Asian cultures foster societies in which Asians are more likely to experience depression and less likely to seek help for it. Academic and corporate pressures contribute to an alarming rate of stress and suicide among South Koreans (Kim, Won, Liu, Liu, Kitanishi, 1997). Many Koreans, however, largely resisted Western psychotherapy for their growing anxieties, depression, and stress. The Buddhist and Confucian values that dictate much of South Korean society emphasize stoicism and modesty while subordinating individual problems and concerns to the good of society. In line with these ethics is preservation of face, or dignity for the family (Kim et al., 1997). If they do seek help, Koreans are compromising the dignity of their families by indirectly stating that they need mental therapy because their families are at fault. Koreans decide not to seek professional psychotherapy or c ounseling because the culture considers open expression of emotional problems as taboo. Thus, many Koreans forgo mental help and cope with their problems on their own (Kim et al., 1997). However, the suicide rate has doubled in Korea between 1999 and 2009 and it may continue to grow if Koreans do not seek therapy or some form of counseling to cope with depression and stress (Kim et al., 1997). The problem of depression in Korea is mirrored in other East Asian cultures perhaps because they all share the same cultural prohibition of expressing negative emotions to both ingroups and outgroups and the view that depression is not a serious mental health problem. A dangerous threat that can result from ignoring cases of depression and when individuals neglect or are incapable of seeking mental aid is a rising suicide rate. China, India, and Japan accounted for more than 40% of all world suicides in 2006 (Beautrais, 2006). Surprisingly then, although many Asian cultures believe that suicide is a source of personal and family shame, much of the worlds reported suicides occur in Asian countries. Problems of underreporting cases of suicides and suicide attempts such as inaccuracy of reports, prohibitions against the collection of suicide data, and the stigmatization of suicide make it difficult to assess the true numbers of suicides that occur in Asian countries. Nevertheless, limitations aside, there is still an alarming number of suicides that take place in Asian countries every year. As in Western countries, mental illness is strongly correlated with suicide in Asian countries (Beautrais, 2006). Indeed, many of the life stresses that cause dep ression-poverty and marital, family, and relationships problems-are equally shared by Asian and Western countries. However, some cultural, historical, and contextual features of suicidal behavior in Asia may show that life stresses may more often lead to suicide than in the West (Beautrais, 2006). The struggles of young rural families involving early marriage, low social status, and lack of personal autonomy; economic stresses for Asian businessmen who are pressured to work long hours and drink away their stress; and academic stresses for adolescents in Japan and Korea who compete for admission to prestigious schools may invariably lead to suicide. Not only do the societal conditions in which Asians live may engender more cases of depression and suicide, but also the social constructs of emotion particular to Asian cultures. While the Social Constructionist Theory argues that social roles, emotion regulation norms, and cultural display rules explain why Asians may be more prone to depression than Westerners, appraisal theories help highlight the role of appraisal as interpretations of emotion-eliciting situations in this phenomenon. Appraisal, which is involved in reappraisal in emotion regulation, is defined as the evaluation of an event. Appraisal, therefore, plays a significant role in emotion regulation because it allows an individual to interpret a situation as positive or negative, thereby influencing the emotion felt. Whereas in Asian cultures, appraisal is framed by values that promote embeddedness, power distance, and hierarchy, in Western cultures, appraisal is perceived through values that promote individualism, egalitarianism, and affective autonomy (Matsumoto et al., 2005). Asian cultures assess appraisal through the collective mind, or through the socially desirable outcomes of ingroup harm ony and maintenance of power distance. Therefore, Asians may tend to appraise situations as positive or negative depending on the goals of their societies. However, because Asians may appraise emotional situations under the context of social values, they may run the risk of both diminishing positive emotions and exaggerating the negative emotions for the individual. For example, if an Asian youth receives a relatively poor grade based on his parents standards, he may ignore the fact that although he did not please his parents, he scored the highest out of his class. Nonetheless, the youth appraises the situation negatively because he places the needs of the group (his family) ahead of his individual needs and concerns. In contrast, a Western youth may appraise the situation differently, seeing his performance as satisfactory and thereby feeling happier and less stressed. Appraisal theories are thus contingent on the social goals and values pertaining to culture. Component theories further elaborate how components that lead to depression occur more often in Asian cultures than in Western cultures. In addition to appraisal, subjective feeling, action readiness, expression, and instrumental behavior are all emotion components that help construct an emotion. Through Ortony and Turners conclusion that emotion components are dissociable elements and the results of the study by Okazaki et al., (2002), we can see that depression is caused by various components that by their own may not be indicative of the emotion. Asian cultures define these components in relation to social order and harmony, once again subordinating the needs and desires of the individual to those of society. Naturally, appraisals and behaviors that reflect restraint and inhibition of expressing negative emotions are more prevalent and readily used in Asian cultures. However, even if one were to experience components of depression, the full manifestation of the emotion may not occ ur because depression and other mental health disorders are looked down upon in Asian cultures (Beautrais, 2006). The individual would likely associate an experience of depression, despite having all the components that form depression, with a general negative emotion that can be overcome by sheer willpower or other non-professional therapy; in addition, the individual can choose to ignore one or several components of depression to deny that they are depressed. Unfortunately, component theories, like appraisal theories, do not offer a full explanation of why Asians may be predisposed to depression because they do not ensure the full manifestation of depression. The Basic Emotions Theory may support the universality of depression, but does not explain why or how Asians are more prone to experiencing it. The study on social-anxiety for Asian Americans and White Americans by Okazaki et al., (2002) showed that facial expression is not a primary or even reliable indicator of emotion. Likewise, another study exhibiting display rules in Japanese and American subjects showed that while the Japanese felt the same emotions as the Americans, they did not show negative emotions to strangers (Matsumoto, 1990). Facial expressions of emotion are but one part of socially defined components that generate an emotion. Depression is interpreted differently by Asian cultures than it is by Western cultures due to differing social values and roles (Beautrais, 2006). Moreover, the expression of depression is inevitably different for Asian cultures and Western cultures because of cultural display rules. In short, the Basic Emotions Theory merely states that depress ion exists, but not to what degree individuals in different cultures experience it. There is a link between the Neo-Jamesian Psychophysiological Perspective and a study by Arnault Kim (2008) that shows that Japanese and Korean women had higher somatic distress and depression than American women. The results of the study showed that there were certain somatic distress symptoms unique to depression among the Asian women: gastric and abdominal upset, weakness, dizziness, aches and pains, and palpitations (Arnault Kim, 2008). Through a comparison with American women, Japanese and Korean women were found to experience culturally-specific somatic symptoms. This finding supports the psychophysiological perspective that each emotion has its own pattern or signature of bodily changes. Therefore, according to this perspective, depression should also have its own unique signature of bodily changes. Although the study may support the claim that emotions are equivalent to physiological changes or can be purely defined by them, it also showed that the somatic symptoms felt by t he women were culturally-specific. American women would not be able to experience the same symptoms as the Asian women did, and they would probably not label their symptoms collectively as depression. Furthermore, the Japanese and Korean women used an idiom of distress used to describe their symptoms that highlighted the importance of cultural values and beliefs. The Social Constructionist Theory is, therefore, the best theory illustrating how Asians are more prone to depression and suicidal behaviors than are Westerners. It encompasses elements from the Appraisal theory, Component theory, Basic Emotions theory, and Neo-Jamesian Psychophysiological Perspective. Emotion components that form the emotion of depression are all influenced by the social norms of a particular culture. Asian cultures, which value embeddedness, power distance, and hierarchy, evaluate emotion components and somatic symptoms according to these cultural orientations. On the other hand, Western cultures evaluate emotion components and physiological symptoms according to individualism, egalitarianism, and affective autonomy. The culturally specific evaluations of Asian cultures increase the likelihood of people experiencing depression than in Western cultures. The downplay of negative emotions may also reveal that in Asian cultures, negative emotions are relatively hypo-co gnized concepts, emotion concepts that are not so thoroughly mapped out in a cultures emotion lexicon. Nonetheless, the expression of negative emotions is confounded and inhibited by a cultural reluctance to acknowledge that people have mental health problems. Socially learned performances, syndromes, and language all contribute to create a high disposition for depression in Asian cultures. While Asian and Western cultures seem to be the primary culture groups in the world, we can observe similar cultures such as that of the Utku if we focus on the more fundamental I-C dimension of cultural variability. The Utku society shares more values and traits with collective Asian cultures than with individualistic Western cultures. The Utku value ingroup harmony over individual needs and desires, which have the potential to disrupt society. Parents show affection to their children up until a certain age around 3 and 4 years old, in order to assimilate them into the larger social context of society (Briggs, 1970). Adults expect children to eventually abandon their childish, selfish ways and adopt a communal mindset of equal distribution of food and goods. In order to maintain their social harmony, the Utku try not to exhibit anger, which would be detrimental to the carefully monitored society by causing conflict and breaking relationship ties. In their efforts to avoid anger, they have effectively made it a hypo-cognized concept, indirectly doing away with one of the precursors to depression. Because none of the Utku claim to be angry and no one can observe any signs of anger, the Utku may not even experience depression. By eliminating not only anger but also negative emotions in general, the Utku may only perceive positive emotions. Unlike other collective cultures like Asian cultures, the Utku have a relatively limited and simple emotion vocabulary and thus may not even consider depression to be an emotion concept, much less experience it. While studies on cultural display rules and emotion regulation norms suggest that individuals in collective cultures are more prone to negative emotions, this does not seem to be the case for individuals in Utku society. The only possible instances where depression may have occurred, in Raigili and Saaraks sullen moods when their mother no longer carries them, do not guarantee that the children felt depression (Briggs, 1970). Even if they felt sadness, it would have been construed and interpreted through social values; they experience emotions through the context of their society. In essence, the Utku reveal one exception to the commonly held view that individuals in collective cultures are more prone to depression. The comparison of Asian and Western cultures and their disposition for depression brings up a problem of the immutability of culture. If Asians are truly more prone to depression because of culture, then how do we rectify this problem, if there even is a solution save the complete upheaval of deeply entrenched social norms and values? Even with the evidence citing that Asians experience more depression and are at greater risk of suicidal behaviors than are Westerners in America and in their native countries, the global rates of suicide in Asia seem to increase every year. The medical findings can be a starting point to influence government health, economic, and educational policies to change or perhaps sway cultural values. While the thought of completely or irreversibly altering a cultures values and beliefs is not only near impossible but controversial, government and public awareness of depression and suicide may help decline the rampant number of suicides that occur in Asia. Ther e is an important distinction to be made between countries and cultures-countries may comprise of one or several cultures, and conversely, a culture is not indicative of any countrys beliefs or values (Matsumoto et al., 2005). Changes in other dimensions like international politics have translated into changes in public sentiment and even cultural values. There is a great possibility for governments of collective cultures to perhaps assuage the dangers of emotion suppression and allow for more open and free expression of emotion. They can also try to establish medical and mental health institutions that allow people to meet with psychiatrists privately to prevent the patient from any associated familial or individual shame for having depression. The medical records of Asian American outpatient youths and U.S. mental health policies that neglect the special needs of Asian Americans can help direct attention to the increased likelihood among Asian Americans to feel depression. The transcultural study by Kim et al., (1997) showed that even Asian students have developed coping methods to deal with stressful events. Health reforms that pair Asian patients with those of same ethnicities may alleviate any barriers to full expression of emotion and provide a chance to better diagnose and remedy depressive symptoms among low acculturated Asian Americans or immigrants. An observation that American psychiatry should be more sensitive to the relationship between the mind/emotions and the body would also help assess and treat Asian patients who experience depression and stress (Arnault Kim, 2008). Programs to help Asian immigrants to become acculturated with American or Western culture may dissipate any tension between Asian values and Western values. Understanding of emotion concepts across Asian and Western cultures could also be more easily facilitated through these acculturation programs. These civil policies and other measures may make it easier for Asian Americans to adopt American or Western culture while at the same time not relinquishing their native Asian cultures. This process of integration would ensure that they do not lose their cultural identities but rather focus on the values and emotion constructs that promote emotional well-being and health. Although Western cultures seems to be a better culture in terms of emotional expression and general individual well-being, it is far from perfect and may even be worse than Asian cultures in maintaining social order. Cultures all share the desire for social order (Matsumoto et al., 2005). Western cultures seem to promote this relatively well by emphasizing individualism, egalitarianism, and affective autonomy. Individualism ensures that the needs of the individual are met and attention and care is given to the individual who has problems. Egalitarianism promotes the idea that everyone, regardless of any actual differences in power or status, sho