Reflection On Experience

Last fall I started my Full-time MBA program. I was assigned to a group of five members, including myself. As part of our orientation, our first exercise was to take on a ropes course as a group. This exercise helped us to know more about each other and become more cohesive as we were unfamiliar with each other and meeting for the first time. We came from different backgrounds, different cultures, and different countries, but we shared similar goals.We had members that worked in operations, marketing, finance, and supply chain; some of us never worked in teams, so it was important for us to know each other’s strengths and weaknesses and address each. We agreed as a group to make the most of our experience and try to help each other in achieving our goals. There were two sets of goals that our team worked for. We, as a group, hoped not only to deliver whatever requirements were in the program’s curriculum, but also we aimed to grow as individuals and as a group.It was ev ident from day one that each member of this team was aiming to excel and becoming distinct from other groups. Our common goal of excelling made it easier for us to find a common ground, and we felt that our goals were attainable as long as we show commitment and dedication. As any group, we had our share of positive and negative experiences that I will shed some light on in this paper. Although our group was highly functional and motivated towards succeeding in achieving our goals, there were few unexplored issues that I hope we work on in the remainder of our tenure.This paper provides my personal reflection of some behaviors administered by members of my group and myself as well. Those behaviors impacted the functionality and the effectiveness of our team. The first part shall discuss the positive behaviors that I observed from other team members whom I believe had a huge impact on our team. The second part will be a self-evaluation of my behavior in the context of a study group, in particular negative behaviors and how to avoid them in future projects.One positive behavior that I observed from a couple of our team members on a regular basis is taking the initiative. In my opinion, this was a significant factor in our success as a group last quarter, and it taught me how to perceive my self and others in order to identify strengths and weaknesses and how vital it is to be proactive within a group. On several occasions throughout the last quarter, those two members launched new initiatives that led to changes in the way we tackle things as a group and the way we approach problems.This proactive behavior helped us to avoid some problems that we might have faced before they even occurred. Some problems like working under pressure when deadlines are imminent or doing repetitive work were avoided as both of those members anticipated them in advance and pointed out how to avoid such problems. Those two members’ actions were usually consistent with our goals as a group, and I believe that we helped them become proactive by allowing them to take the initiative and not squandering their efforts. Their ideas were usually listened to carefully and we allowed them to try it.Also if mistakes were made, it was never held against them so we don’t close the window on takinf the initiative in the future, whether from their side or any other group member. It is the same concept as â€Å"reward† and â€Å"punishment† that was discussed in class; as any other behavior, proactive behavior if rewarded it will flourish and if punished or blamed it will be discouraged. The difference in our case is that the â€Å"reward† was being listened to or appreciating the effort, and the â€Å"punishment† was blaming them for making mistakes.Although our team never had an assigned leader, but usually those members who took the initiative assumed the role of leadership by default. This was another enlightening moment for me as I learned in order to lead, I have to take the initiative and become more proactive. I believe that this proactive behavior from those members helped us enhance our performance and helped us to avoid being complacent or passive. Another reason, in my opinion, motivated us in embracing some of their ideas, is our sense that those ideas were for the greater benefit of our group and wasn’t seeking any personal benefit or gain.Even though at times the room for being proactive was narrow, especially when we were working on tight schedules or deadlines were approaching, such behavior was evident throughout the quarter. Another positive behavior that I noticed from one of our group members is support. Support plays an essential role in the success of any group as it not only enhances the overall performance of the group, but it makes the group more cohesive and helps building trust. Each member of our group came from a different functional area or background, so it was essential to r ecognize that each of us is stronger in certain areas and weaker in other ones.This particular member was very supportive to our group members, and by support I don’t mean only helping in solving problems. His support extended to helping completing tasks on time even if it wasn’t assigned to him, giving encouragement and feedback to our group members, and taking extra tasks when needed. This behavior helped in creating a sense of collaboration and made the group more cohesive. He also supported any ideas that were suggested, regardless whether they were approved or not, he showed real interest in every idea or suggestion.Such behavior encouraged our group members to speak more openly and allowed for more contribution. It increased our group loyalty and generated trust among our group members. On the other hand, one negative behavior that I personally need to work on is not allowing other team members to express their ideas and opinions. Sometimes I feel very strong abo ut my ideas that I shut down towards other ideas from other team members. In particular there is one team member of ours that is usually left out, so we as a team should take the responsibility for such a negative behavior.I realize that a group works best when everyone is allowed to contribute in the discussions during the meetings and benefit from the diversity in our group by bringing in different ideas; however, this one member usually chooses not to contribute and we never encouraged her to overcome this obstacle. We tend to forget that this member is not used to working in teams, and this might be the reason she is finding difficulties to contribute effectively in our team meetings and in the decision making process. I believe that we, as a group, allowed this behavior to develop throughoutthe quarter until it became a habit. According to the â€Å"Social Information Processing Model†, as part of the judgment process, Fundamental Attribution Bias is â€Å"the tendency to develop explanations that rely on the internal state of people when we focus on someone else’s behavior. † We attributed her lack of participation to her lack of skill or ability, and completely over looked the possibility that it could be attributed to other external factors. External factors such as cultural difference or unfamiliarity of working in a team could have been the reason behind her lack of contribution.Our failure to address those issues on the spot could have been the reason why those issues evolved and led to a self-limiting behavior from her side, which ultimately led to a lack in self-efficacy. This behavior affected her self-confidence in her ability of making significant contributions to the team causing her to disengage from team discussions and withhold ideas or opinions. Another negative behavior that I need to address is procrastination. I have a habit of putting off work until last minute.I do not believe I demonstrate this behavior because I am lazy or because I cannot manage my time efficiently, but because I always have a sense of ability of finishing the assigned task in less time. During earning my undergraduate bachelor degree in Civil Engineering, I was used to working in crunch time and finishing the tasks right before they are due. It was not much of my choice, but due to the enormous amount of work I was rarely able to finish those tasks ahead of schedule. Unfortunately, I carried this habit with me to my group work last quarter.I never failed to meet a deadline, but by the end of the quarter a considerable amount of work was accumulated and I had to work extremely hard in order not to miss deadlines. I could have easily avoided this issue if I had started working earlier on those projects. A huge reason for my procrastinating issue, in my opinion, is lack of self-control. Usually, I look for distractions deliberately or reasons to postpone working on the task at hand. I like to convince my self that I work be tter under pressure, using this as an excuse to postpone work.Although it might appear at first that this behavior affects only me as an individual and not the group as a whole, but my tendency to procrastinate might cause my group to miss opportunities for improvement. By submitting my task just as it is due, I didn’t leave room for improvement. My work could have needed further review or it might have shed some light on an area that we overlooked, which gives us an opportunity to further enhance our body of work and make it even better. In my opinion, for our group to advance and improve we need to set some goals in order for us to reach a higher level of understanding and collaboration.Involvement is a huge factor in the success of any group; consequently we should aim for having every member’s input in the decision making process and in the group discussions. Discussions should be managed differently to make sure every member participates. Participation from all me mbers is vital for any group because it allows different views and ideas to be shared so we need to create a decision-making environment that allows all members to share views and ideas. We should ensure that everyone understands the objectives and the task at hand.We also need to develop more trust among our team members and avoid using shortcuts to form our perception. The Social Information Processing Model talks about Self-fulfilling Prophecy or Pygmalion effect as a shortcut that influences perception, which is a â€Å"situation in which our expectations about people affect our interaction with them in such a way that helps our expectations be fulfilled. † For instance, in dealing with the group member that is having difficulties in participating, if we allowed our expectations to influence how we interact with her, we will never be able to address this issue and we will maintain status quo.Moreover, I could improve on a personal level and work on my procrastinating issu e, which will eventually improve the overall performance of the group. I believe I already took the first step towards addressing this issue by recognizing it and admitting that it’s a negative behavior that needs to be eliminated. Another step, in my opinion, in addressing this issue is identifying whether I am procrastinating due to external reasons or internal reasons. External reasons could vary from time constraint to the type of job at hand, and internal reasons could be lack of motive or laziness.I tend to believe it’s the latter, as I occasionally procrastinate some tasks that are not work related or that does not have a time constraint. Procrastination is a habit that develops over time and hence, needs time to be eliminated. Although it is true that it is not a permanent habit of mine, i. e. it comes irregularly, it still affects my performance and hinders my abilities. I started trying to reward my self upon completing tasks, in an attempt to avoid putting o ff those tasks for later.

Effect of Boko Haream in Nigera Econs

To say that the deadly activities of the Islamic sect, Boko Haram, are killing the economy of the North is an understatement. In most states in the North, the devastating socio-economic effects of the sect’s serial killings and bombings, especially in Borno, Yobe, Niger, Kaduna, Kano, Plateau (which is more of ethno-religious conflict), Kogi, Bauchi and recently ,Sokoto, has destroyed economic and commercial activities with many people relocating to other places. In Maiduguri, Borno State, where the sect originated, the frequent bombings and clashes between Boko Haram and security agents have weighed down seriously on ommercial and businesses activities in the city as many business have reportedly crumbled while many people have fled the state. The Maiduguri Monday Market said to be the biggest market in the city is reported to have been seriously affected as hundreds of shop owners, especially Southerners are said to have closed their businesses and left the troubled city. Ab out half of the 10, 000 shops and stalls in the market were said to have been abandoned by traders who have fled the city. Banks and their customers are also said to be operating under difficult situation and have reduced their business hours to guard gainst being attacked by members of the sect. According to the Borno State Commissioner of Information, Mr. Inuwa Bwala, it will take the state 20 years to recover from the current predicament it has found itself. Bwala, in a telephone interview with THISDAY said the security situation has taken its toll on the economy of the state as many people have fled. According to the commissioner, â€Å"it is only natural that when you have such a situation as we have now, it will affect the economic fortunes, especially where people go out to do business under the atmosphere of fear. So there is no doubt that the crisis has aken its toll on our resources, on our business and on our economy. It will take us a very long time, not less than 20 ye ars to recover and get to the position we were before the crisis started. â€Å"It is our prayers that those who were scared away from Borno State out of fear, those who closed shops out of fear, those who fled in the height of the crisis and the general apathy among business men to invest in Borno State, should do a rethink and come back because the atmosphere is peaceful now. â€Å"Local businesses are beginning to pick up; we are in the process of recovering. The state government has intervened in various usiness sectors, especially the revival of our industries, alleviation of poverty, granting of business loans, development of business and technical skills and so many other programmes that the government has initiated for us to bring back the state on to stream and let people imbibe the spirit of self-sustenance, let them imbibe the spirit of thriving even in the face of challenges. So it is our prayers that we will recover soonest. â€Å"We are optimistic that Borno will be back on its feet as the economic ‘Heart Beat’ of the North-east. Mind you Borno has border links with three international communities nd all these routes had been very viable business routes. We hope that when we renew our links with these communities, businesses shall boom again in Borno State and the nation at large†. Since January 20, 2012, when the militant sect launched its onslaught on the metropolitan city of Kano, life has not been the same again in the city which is noted as the heart of the development of the North. The attack on Kano has been very devastating because the city has always been the commercial centre of western Sudan for the past 500 years. The city had been economic base of the North before even neighbouring countries like NigerRepublic, Chad and northern Cameroun before the evolution of the Nigerian nation. But today the story is different as business and commercial activities have taken a turn for the worse in the city as a result of th e security problems occasioned by frequent killings and bombings. Investors who have been doing business in the city for ages are said to be relocating their businesses due to the unending security challenges in the city. Kano, which is reputed to be the hub of business and commercial activities in the entire 19 Northern states and beyond, is gradually losing steam. About 80 per cent of the industries are said to closed shops, due o power failure and the daunting security challenges. The security challenges have impacted negatively on both the private and public sectors of the economy as many business men and traders have relocated their businesses from the city. About 35 per cent of the over three million Igbo businessmen and traders in the city who engaged in both small and medium scale businesses are reported to have fled to Abuja and the South-east due to the growing insecurity posed by the activities of Boko Haram. The indigenous business community in the city especially the te xtile merchants are not faring better as they count their losses as heir customers who used to patronise them no longer go to Kano for fear of the unknown. The Durbar Festival in Kano which used to attract local and international tourists was canceled last week because of security issues even though it was attributed to the Emir’s failing health. The Kano State government lost huge revenue from this singular decision. The story is not different in Jos, the Plateau State capital the unofficial headquarters of the Middle Belt. Plateau has been in the news before the advent of Boko Haram as a result of the persistent ethnic and religious crisis that has continued to engulf the state.The city has witnessed so much carnage that many businesses are no longer thriving, as many business concerns have abandoned the city and moved out their investments. Though the city is not reputed as an industrial city, it is noted for its tourism potentials which have contributed to the national ec onomy. However, the once thriving tourism destination that was an attraction for local and international tourists is now history as the spate of violence in the state which hitherto prides it as the ‘Home of Peace and tourism’ seems to have been robbed off of its glory in the tourism industry. Today, Jos is a no go area for tourists as estination marketers and tour operators take their clients to destinations with relative peace. Only hotels are recording slightly above 20 per cent occupancy rate. Some are said to have closed down while the Jos Museums, Jos Wildlife and Amusement Park no longer witness visitors trooping there again. The impact on hospitality is so much that investors in the industry are looking elsewhere, especially at neighbouring places like Abuja since tourism does not thrive in an environment characterised by insecurity and violence. Apart from the ethno religious violence, the city has had its share of the Boko Haram ombings. Many people have close d up their businesses and left the city. Social and economic activities are on the lowest ebb as a result of the security situation. Like Jos, Kaduna the former capital of the defunct Northern region has not fared better as business activities in the city continued to nose dive as a result of the increasing level of insecurity in state. As a result of the prevailing level of insecurity, many businesses, especially beer parlour operators, night clubs and other places of relaxation are gradually folding up as their owners count their losses. Worst hit are those located in the northern art of the city, such as the elitist NAF club, owned by the Nigerian Airforce , along Rabbah Road, which used to be a beehive of activities. Many residents live in perpetual fear of the unknown as the Boko Haram sect continuous to attack the city as they restrict their business activities to areas where they feel safe. Worst hit is the hospitality business in the city. Many hoteliers are counting their l osses as a result of lack of patronage. Many people who come into town for any engagement prefer to go to stay in Abuja rather than stay the night in Kaduna. A source at one of the leading hotels in Kaduna lamented that since, the reprisal ttacks that trailed the June 17 bombing of Churches in Kaduna and Zaria, there had been very low patronage. â€Å"As you can see, the whole place is looking empty; we don’t have customers as we used to have because people are afraid of coming to Kaduna. No any serious event, meeting or occasion that could bring people to Kaduna is holding, so business is on the declined,† said the source. A lot of Igbo are said be relocating from the city to Abuja and the East for a more secured business environment. According to Mr. Ben Ikowu, a businessman, businesses are no longer thriving in Kaduna as they ought to be as a result of insecurity ccasioned by Boko Haram bombings. â€Å"Sincerely business is not thriving at all in Kaduna. The busine ss environment is very doll, there is so much uncertainty. Each day you wake up, you are scared because you are afraid of what may happen during the day and you are very careful of places to go so that you don’t get caught up in the wrong place if anything happens. â€Å"We, especially the non-indigenes have been living under serious fears because of the bombings. A lot of people, especially we Igbo, are relocating to Abuja and the East. Some people have relocated their investments. A good number of people thatI know have put up their houses for sale because they want to relocate. â€Å"I know people who have moved to Abuja to secure business offices so that they could have a place to fall back on if the situation of things in the North remains the way we are seeing. â€Å"I know people; some of my Igbo brothers who have relocated their families back home because of the situation of things in the North generally so as to avoid the experience of the 1966 civil war. They are ready to leave and join their families back home anytime if things get worst,† he said. He lamented further that businesses were at a standstill because people are scared, dding that â€Å"if anybody tells you those things are moving well in Kaduna, that person is telling a lie. Well things may be moving well for people who are working and getting salary at the end of the month, but for those of us in business, we going through serious difficulties. â€Å"There is feeling of insecurity and uncertainty everywhere and that not good for any economy, it is not good for business and investment. † Also lamenting the situation, the Executive Director of Admiral Agricultural and Environmental Care, Kaduna, Mr Shadrack Madlion, regretted that the business environment in the North is becoming orst and called on the authorities to do something about the worsening security situation. Madlion noted that â€Å"business activities in northern Nigeria today have gone to almost zero per cent. There is no way anybody can come and put up any investment where there is insecurity. † He lamented that â€Å"I was thriving on N3 million on daily bases in business, in my agricultural inputs, but today, I don’t see N80, 000. Those in the transport business are feeling it too. Social life in the North is gone. â€Å"No one is going to say the North should wake up because they are feeling it. I seat in my office and somebody expects me to ay my local government taxes and other government taxes, under what circumstances can I generate the funds when business is not moving. I am not even sure whether I would be able to pay my children’s school fees this coming session because there had not been business. â€Å"People move out of Kaduna to go and look for their daily bread. In terms of food business at this Ramadan period, it is progressive but as I speak with you sales have dropped by 75 per cent compared to last fasting session. Prices have gone up b ecause of insecurity. Lamenting the situation further, the Bishop of Kaduna Diocese of the Church of Nigeria,Anglican Communion, Rev. Josiah Idowu- Fearon, said that violence has destroyed the economic, social and religious lives of the people of Kaduna State. Addressing the first session of the 19th Synod of the Anglican Church in Kaduna recently, Fearon said a significant number of church members prefer to stay within the safety of their homes rather than coming to churches and be bombed to death. According to him, businesses have dropped and the standard of living has also dropped deeply, stressing that for the situation to stop, the North must do something. â€Å"The entire North-east of the country, Jos and Kano are almost completely isolated conomically, socially and politically. The understanding by many in this northern part today is that Kaduna, the ‘Heart Beat’ of the North is the next target of this group that is bent on this mission of self- destruction,â⠂¬  he said. In virtually all the states in the story is not different as people living under fear of the unknown. Concerned about happenings in the region, the Federal Government, in February this year, raised the alarm over the devastating effect of the Boko Haram insurgency on the region, warning that religious extremists will destroy the region if the activities of the Islamic sect are not curtailed.The Information Minister, Mr. Labaran Maku, who spoke on behalf of the government, had said the region needs peace and stability more than any other region in the country, particularly because the region is clearly lagging behind in terms of infrastructure, education and other development indices, declaring that the North's economy is on the verge of collapse. Sadly, the governors of the region appear to be helpless in containing the situation as the Islamic sect continuous with its bombardment. For how long will this continue? If the region comes out of this, it will surely take so me decades for it to recover from the effect of this madness.

I am going to send paper topic by attachment Essay

I am going to send paper topic by attachment - Essay Example But very few people consider learning a new language such as Japanese, French or German. Despite the fact that these languages are not as prevalent as English, they still are steeped in great linguistics and implications. Without doubt, there are as many reasons as to why one should learn a new language. But most important of all: learning a new language is considered to be a collective undertaking since it will always benefit the individual (Klass 1-2). I have learned Japanese language, and the communication pattern was business. The significant of learning this language is the stimulation that comes with it. It makes one develop a piqued curiosity as well as acquire a certain ache for knowledge eventually. Normally, common things become titillating, and the conscience is introduced to better ways of approaching and tackling the intricacies of our everyday lives (Klass 1-2). Japanese language has certain solid societal nuances that call up emotions whenever listened to or muttered. While appraising the Japanese food culture, it made me understand how to enunciate words, for instance, when ordering for sushi -after the waiter asks: go-chuumon wa okimaridesu ka you? (Have you decided on your order?) You simply reply by saying: Boku wa sushi (as for me, I will have sushi). This experience of aptitude and power made me think that it will one day definitely assuage much of the travelling, therefore making my future trip to Japan all the more relaxing and/or enjoyable. Irrespective of the motive why I choose to learn Japanese, the experience somehow permitted me to explore new linguistic fields. One thing, learning a new language can mean expanding career opportunities and certainly enjoying the beauty of an entirely alien language enabled me to understand the grammatical as well as historical, and sociocultural elements associated with it. Learning Japanese facilitated my overall learning abilities and thus far broadened

Paper on oxycodone Research Example | Topics and Well Written Essays - 500 words

On oxycodone - Research Paper Example Oxycodone mechanism of action, entails stimulation of opioid-receptors inside an individual brain. Notably, it does not purge sensation of pain, but minimizes discomfort through increasing tolerance for pain. It also results in sedation plus respiratory depression (MedlinePlus, 2012). The key therapeutic intention of Oxycodone is to alleviate modest to relentless pain, and to enhance effectiveness of particular anesthesia drugs. It offers pain relief through binding to receptors located in spinal cord and brain, specifically the opiate receptors. Therefore, once the opiate receptors are blocked, it triggers discharge of dopamine from the brain (Portenoy & et al, 2007). Oxycodone is highly addictive, and can result in abuse plus dependency. Repeated use can result in the development of tolerance, and the prescribed dose will no longer be effective in creating intended results. Unintended use mostly involves managing respiratory depression, by trying to experience a sense of euphoria, in addition to to holding back withdrawal symptoms, and as such, many of its abusers turn to heroin (Roth & etal, 2000). Users seek its euphoric, but relentless withdrawal effects together with its sedative property, since its high opioid content makes it to be absorbed over an extensive period. They then become mentally and physically reliant on it. The sensation sought by users, especially those with chronic disruptive pulmonary ailments and respiratory depression, involves decreasing their respiratory impel, and this simply results in apnea. It also causes severe hypotension, since it compromises the capacity to maintain blood pressure, while producing orthostatic hypotension (Riley & et al, 2008). Thus, vasodilatation generated by Oxycodone further diminishes cardiac output along with blood pressure. Consequences of prolonged use include reduced levels of testosterone and enlargement of prostate. Other long term effects include

The Country Overview of The Iceland Essay Example | Topics and Well Written Essays - 2500 words

The Country Overview of The Iceland - Essay Example Transportation: Railways: 0 km. Highways: total: 13,004 km paved: 4,331 km unpaved: 8,673 km (2004). Ports and harbors: Grundartangi, Hafnarfjordur, Reykjavik, Seydhisfjordhur. Airports: 98 (2004 est.) Vegetation: 23,805km (9,191mi) Lakes: 2,757km (1,065mi) Glaciers: 11,922km (4,603mi) Wasteland: 64,538km (24,918mi) Weather: Despite its name and latitude, warm Gulf Streams keep southern Iceland snugger than many central European countries. Summers are pleasant with average July temperatures around 12C (53F). Winters, however, are significantly blunted and while fresh enough to put some rose in the cheeks, it will not be freezing them solid. The higher altitudes and northern coast face early year Arctic winds so are naturally colder. Snow turns to rain around spring but is never too heavy. Climate is cool, temperate and oceanic, influenced by the country's location where the polar front separates air currents of polar and tropical origin. Fluctuations in average annual temperature are more pronounced in Iceland than most other places. In Reykjavik, the average temperature is 11C (52F) in July and -1C (30F) in January. For two to three months in summer there is continuous daylight in Iceland, and early spring and late autumn enjoy long twilights. The really dark period that is three to four hours of daylight lasts from about mid-November until the end of January. Iceland is located on both a geological hot spot caused by a mantle plume, and the Mid-Atlantic Ridge. This combined location means that the island is extremely geologically active, having many volcanoes, notably Hekla, Eldgja, and Eldfell. There are also geysers a word derived from the name of one in Iceland, Geysir. Glaciers: The most distinctive features of... Iceland is located on both a geological hot spot caused by a mantle plume and the Mid-Atlantic Ridge. This combined location means that the island is extremely geologically active, having many volcanoes, notably Hekla, Eldgja, and Eldfell. There are also geysers a word derived from the name of one in Iceland, Geysir. The most distinctive features of Iceland are its glaciers, which cover over 4,500 square miles (11,800 km ²) or 11.5% of the total area of the country. The largest of the glacier caps is Vatna glacier in southeast Iceland with an area of 3,240 square miles (8,400 km ²), equal in size to all the glaciers on the European mainland put together. Avalanches are common in the northwest, north and east, where the steep mountain slopes, covered with deep snow.Iceland is richer in hot springs and high-temperature activity than any other country in the world. Steam vents, mud pools and precipitation of sulfur characterize high-temperature activity. The main high-temperature ar eas are Torfa glacier east of Hekla and Grim's lakes in the Vatna glacier. Hengill near Reykjavik is utilized to provide hot water for space heating in the capital. The widespread availability of geothermal power because of the numerous rivers and waterfalls are harnessed for hydropower. The total power output of the Torfa glacier area is estimated to be equivalent to 1,500 megawatts. Hot springs are found all over Iceland. There are about 250 low-temperature geothermal areas with a total of about 800 hot springs.

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Intelligence Analysis Question 2 - Essay Example Different professionals have come up with theories on the upcoming threats to the United States and going through the views of George Roger and Bruce James is effective in that it assists in understanding their viewpoint and the actions that the country ought to take in preventing actual occurrence of the risks. The two professionals mentioned are actual officers of the law where one of them, James works for the Central Intelligence Agency while Roger is also a member of the high leagues in terms of intelligence. According to George, the biggest threat that faces the United States both currently and in the future is regarding intelligence. Intelligence is critical information that a government accumulates and stores in its agencies that ought to assist the government run its operations and protect the citizens of the country1. George further states that the concept of hacking was the initiator of this problem and this is because the fact that people had the ability to access information and actual private date belonging to people made the trend famous to a point people started challenging one another. According to Roger, the issue is not quite rampant and this is because of the strict rules incorporated by the government where anyone that carries out this type of behavior faces strict legal action. This action has been a positive factor in ensuring that the number of these people reduces to a point that the concept of hacking stops completely. However, with the advent of more sophisticated internet technology, there are hackers that have come up with skills that they cannot be located. These hackers have the ability to hack into government systems and still critical information that has different implications on both the government and the content subject. Over the past few years, these critical hackers have had the ability to hack into systems such as that of Russian

Letter from Mahavira Essay Example | Topics and Well Written Essays - 750 words

Letter from Mahavira - Essay Example By enduring all sorts of calamities, I was given this name Mahavira, which means great hero or brave and courageous. You have to learn how to conquer your desires and feelings, not be conquered by them. The only way to liberate yourself from all the pain is learning about the right faith (samyak-darshana), right knowledge (samyak-jnana), and right conduct (samyak-charitra). This last is based on the five vows. Do you remember the five great vows Nonviolence (Ahimsa)-do not harm any living being; Truthfulness (Satya)-to speak only the truth; Non-stealing (Asteya)- do not take anything that was not given to you; Chastity (Brahmacharya)-do not indulge in sexual pleasure; Non-possession/Non-attachment (Aparigraha)- to detach from any material possession. These five principles will help you achieve the blissful state. But you need to detach completely from people, places, and material things. That is why I spent twelve years of my life in silence and deep meditation. Sometimes, I spent days without eating, I had no place to live or clothes to wear, but I achieved Kevalnyan, enlightenment. When I learned this ultimate truth I decided to travel around India and share this knowledge. Be careful with all the living beings, if you harm them, you will be harming yourself. If you take something that was not given to you, it would be like stealing to yourself. Indulging in sensual or materialistic passion will only lead to vices like greed, lust, hatred and anger. These feelings are all violent and destructive; they can lead you to kill. Your karma will accumulate. If you wish to become a monk, you will have to follow your vows strictly. Monks and nuns will have to be very strict about following the Jain philosophy. Everyone can achieve the ultimate happiness; I do not make distinction between men, women, rich or poor. I divide my followers in what is called a four-fold order: monk (Sadhu), nun (Sadhvi), layman (Shravak), and laywoman (Shravika). I believe that the theories of Anekantvada and Syadvada, explain the relativity in the world. The world has an infinity of view points depending on the time, place, nature and state of the one who is the viewer and that which is viewed. The truth has many aspects, it depends from the points of view. What is true from one point of view may vary from another. Absolute truth cannot be obtained from any particular perspective alone. Absolute truth is the sum total of all the different-view points. Imagine for example that you have your eyes covered and that you come across a river while you walk. You step inside and the water covers up to your knees, not too deep it seemed. When you go out and uncover your eyes, you discover that you were standing up on a rock inside the river, but that the river was in fact so deep that it would cover you up to your head. The perspective changed the way in which you described the river. In order to obtain Moksha, you can follow the self-discipline methods I have preached and practiced. Some of them are: disregard of worldly objects, moral purity, meditating without moving the body, self-denial, penance, austerity, renouncing to pleasure, and freedom from karma. Meditation is very important in the life of a Jain. It helps to discipline the mind and the body. Sometimes you will remain in deep meditation in a same position for a long time, while your mind

Apple Essay Example | Topics and Well Written Essays - 500 words - 4

Apple - Essay Example The  letters in PESTLE represent Political, Economic,  Socio-cultural, Technological, Legal, and Environmental. Political forces refer to the stability eminent in the political  environment as well as the attitudes of political movements or parties towards the organization. This manifests in government’s tax policies, or the government’s involvement in the form of trade in which the organization is involved. Political factors are intertwined with legal aspects, for example, trade  restrictions and regulations, national employment legislation, merger and monopoly rules, and consumer protection (Brookes & Palmer, 2004). The Apple Company, in 2005, made 52% of its sales outside of the United States (Jones, McCormick, & Dewing, 2012). The Apple Company possesses no control over its relations with other nations, mainly because of Americas war against Terror. Apple produces a large number of its products in foreign countries. This is inclusive of countries such as China, Czech Republic, Korea, and Ireland. Any form of political conflict with any of these nations will have a devast ating effect on the Apple Company. Once more, the Apple Company possesses no control over wars, failed public relations, or failed communication with corresponding nations to the United States. Economic factors refer to a wider economy and therefore, include levels of  unemployment and employment, economic growth rates, the costs of raw materials, inflation, and exchange rates. The economic depression of 2009 had a severe impact on the Apple sales as well as the growth and development of the company (Amb, Hair, & Mcdaniel, 2011). The Apple products were viewed as luxury products at that high inflation rate, when income was low, and the rate of unemployment had heightened. This caused the company’s product sales to drop drastically. However, since Apple had purchased foreign currency, when the dollar lost value, the corporation did not face economic breakdown. Actually, the decline

Introduction to Business Law Master Essay Example | Topics and Well Written Essays - 500 words

Introduction to Business Law Master - Essay Example Therefore, to avoid problems, it is necessary that international corporations, or business forms which intend to expand internationally, have an understanding of the sources of international law and the function of the relevant international organizations. International law, according to the Cambridge professor of international relations and law, Malcolm Shaw (2003), is derived from four sources. These sources are international conventions and treaties, customary law and commonly accepted practices, conventional law as defined and implemented by nation-states and judicial interpretations and decisions, as would establish a rule of precedent (pp. 44-46). As Shaw (2003) further explains, international law can basically be understood as comparable to national laws but implemented over the international community, as opposed to the national one (p. 48). Identifying the sources of international law is the first step towards understanding how the mentioned can influence international business. As regards the first source, which is international or bilateral treaties and conventions, it has a direct impact on international business if the treaties in question are relevant to trade and investment. For example, some nations have laws which specify the areas of investment and business which foreigners can engage in.

A Comparison of Traditional and Non Traditional Way of Living Essay

A Comparison of Traditional and Non Traditional Way of Living - Essay Example However, there is not much pressure for children to break away from their families because they are taught to value family more than wealth. Moreover, the norms in our community suggest a simple and timid way of living. There is not much challenge that can really force a person to plan and strategize in order to break away from poverty and difficulties of rural living. Instead, the similar lives of each family somehow seem to say that life in Bhutan is just fine because it is how everybody in the community lives. Being of Nepali origin who was born in Bhutan, I became one of the refugees who suffered many difficulties. The refugee camps were made of bamboo, mud, and plastic. The camp is not a good place to live in but we did not have any choice. Therefore, we have to endure the extremely harsh circumstances brought to us. Living in camps is the worst experience I ever had. It was worse than the lives of many animals. Some animals are given good homes and enough food but we lived with just small spaces allotted for each member of the family. So many times, food is not enough for all of us so we learned to share what meager food is available. In addition, there was no electricity so we also suffered the heat and cold through changing seasons. We were also in dire need of water and sanitation. Life in camps means being thankful we are still alive. We had no right to complain. We only had to hope and pray that someday, the sun will shine brightly on us. Thankfully, that day finally came for me in 2010 when I resettled in the United States. The American lifestyle is completely different from what I have been used to. There are no friends to have a lazy chat with and no time that we can afford to waste. Even in rural areas, American living has high demands because of the standard of living.

Disipline in Schools Essay Example for Free

Disipline in Schools Essay The definitions of ‘violence’, ‘bullying’ and ‘indiscipline clearly incorporate a wide range of behaviors which can alter depending on both the context within which the behaviors are enacted, and, indeed, with whom they are directed towards. Discipline in schools is now passing through an extended eclipse. The problem of indiscipline permeates all facets of our life. It has, in fact brought us down to the knees Each day there are thousands of kids who go to school and get picked on in some way or another. Those same kids will probably come home and tell nobody about the pain that they are going through inside. There are numerous causes and solutions for this problem that we are facing in our schools. One main cause is that those doing the discipline problems suffer from bad parenting. I believe that parents need to be responsible for their children. They’re the ones who raised the child and filled them with their beliefs of what’s right and wrong. When a principle calls home about a child misbehaving and the parents do nothing , that just lets the child know that it’s alright for him or her to do it again. The parents will cause the child to form the mindset that he or she can do it again because they know that they won’t get reprimanded for their actions. Even if their child doesn’t get punished at home, that will lead the child to start acting out of control at school. Therefore, parents must take responsibility for their children’s behavior. The child needs to be teached that there will be consequences not only at school but homes as well for any discipline problems to be solved.

Great Expectations by Charles Dickens Essay Example for Free

Great Expectations by Charles Dickens Essay Dickens promptly introduces the reader to Pip who serves both as the retrospective narrator and as the young protagonist of the novel. This works on a two level approach with regard to guiding us through the plot as an omnipotent narrator whilst simultaneously leading us through Pip’s life with the immediacy of a first person narrative. It is clear from the beginning that it is Pip’s perceptions which entirely define the events and characters of the novel. Dickens utilises this dichotomy in the opening chapter by exploiting Pip’s narrative perspective. We are introduced to Pip as if in the midst of a pleasant conversation with him, ‘I give Pirrip as my father’s family name†¦Ã¢â‚¬â„¢ Immediately after however, we are subjected to the unravelling thoughts and fears of a frightened child under threat. This serves to capture our attention and instil a sense of compassion for Pip, for who we fear the worst. Dickens employs Pip as the narrator to present a prospective and prophetic relationship between himself and the escaped convict. As a reader, this initially appears to be a strange concept solely based on the power dynamics between Pip and the convict and his demands, with Pip reciprocating for fear of his life. However, as they part, Pip looks back to see the man walking alone into the marshes. This metaphorical image of the convict hugging ‘his shuddering body in both his arms’ on the horizons with the gallows, is strikingly familiar to the initial image we had of Pip who was holding himself in the cold, alone in the churchyard with the gravestones of his dead parents. As a reader, it appears that their relationship seems to warm at that moment, with the two sharing a common loneliness and marginalisation from society – the orphan and the escaped convict. Dickens uses this characterisation to develop our imagination of Pip, in that whilst Pip is afraid, he insti nctively displays a sympathetic reaction and remains resolute. Pip’s description of the convict when he first meets him seems elongated in response to the time he would have actually viewed him with, as he ‘only [had] a moment to see it’. Pip describes the convict as a man ‘who limped, and shivered, and glared, and growled’. The repetition of the word ‘and’ before each verb makes the list of the convict’s appearance sound considerably longer. The use of an iambic poetic rhythm further reinforces this idea that the list is made to sound longer. The words used to describe the convict are also stressed to sound more convincing, creating an extended metaphor of an animal. Pip is afraid of this ‘fearful man’ because of his animal like features and wounds. The portrayal of the convict cannot be easily forgotten for the reader and our imagination of him becomes almost reality. Dickens gives no clear indication of the man’s future in Pip’s life but he does create the sense t hat the convict will return, largely by building up a sense of mystery around the convict’s situation and his relationship with Pip. Dickens creates sympathy for Pip by making it explicitly clear that he has been deprived of parental guidance. He has never known his parents, ‘The shape of the letter’s on my father’s, gave me an odd idea that he was a square, stout, dark man, with curly black hair.’ This image of Pip being completely alone in a desolate cemetery trying to imagine the appearances of his parents makes us commiserate with him. We are also reminded of his youth and innocence with the childish conclusions he arrives at regarding the appearances of his parents. The gravestone reads ‘also Georgiana, wife of the above’, and in Pip thinking that his Mother’s name is actually ‘also Georgiana’, we sympathise with him for his lack of awareness. We are able to establish from this that Mrs Joe Gargery never mentions or talks about their Mother, which again makes us realise his lack of parental love. This light-hearted ponder at the gravestone’s inscriptions briefly lifts the sombre mood of the chapter which largely revolves around death, and allows Dickens to lessen the dramatic tension building up. We can conclude from this chapter that Pip has experienced loss and death at an early age but he seems accustomed to it. However, it could also reveal how Pip is lacking in certain life experiences, which we realise could affect him and his choices negatively in the future. We discover that Pip’s five younger brothers gave up trying to obtain a living exceedingly early in that ‘universal struggle’. Whilst they had ‘given in’ but Pip himself hadn’t, it reveals his resilience and strength to succeed. Knowing this, this early in the novel about Pip’s character, it infuses the read er with a sense of optimism about Pip and his future. Dickens concentrates heavily on the ‘bleak’ settings and grave moods to prepare the reader for a sense of what’s to come in the story, and of Pip. Dickens thoroughly describes the setting of the eerie Kent marshes in detail in order to deliver a definite mood early in the novel. The use of the setting in a graveyard works a mood of isolation and desolation; Pip is isolated by the fact he is an orphan. The graveyard itself is described as ‘bleak’ and ‘overgrown’, conveying that it has been neglected much like Pip himself. The repetition of ‘dead and buried’ further lowers the mood. Pip recalls that his ‘most vivid and broad impression of the identity of things’ is placed at a time between light and dark – perhaps symbolising the transition from good to bad, which we realise may be relevant later in Pip’s life. We see that Pip realises this whilst being shaken upside down by the convict, symbolising t hat he has a distorted view of things, with them perhaps being upside down themselves. Dickens sets the chapter in a graveyard to deliver a sombre mood. A wide open space seems harsher than an inside enclosed one, and Pip is less familiar with them. The external world offers Dickens a space to experiment with the idea of Pip being afraid of things he has not previously experienced. This makes Pip feel unsettled and isolated, which is passed on to an involved reader. The derelict setting is further reflected in the mood as Dickens describes the landscape surrounding the churchyard. He continually describes it as a ‘dark flat wilderness’ which is dreary in appearance and has the possibility to harbour deep and unknown dangers. Obstacles in the marshes such as ‘dykes’, ‘mounds’, and ‘gates’ work as visual obstructions for Pip but on a metaphorical level as symbols for possible upcoming obstacles in Pip’s life. Dickens maintains the use of words such as ‘flat’, ‘low’ and ‘darkâ€℠¢ which gives an eerie feel and dense mood to the opening chapter. There is also further symbolism in Pip’s surrounding, in that there is both a flowing river and flat, solid ground on the same landscape. This could reflect that there are two ways in which to travel the same distance and that Pip is soon to have to choose a path to take, which will in turn alter his life. This is thought provoking and concerning to us as a reader, whilst simultaneously intensifying the already dampening mood. The marshland is repeatedly represented as a place where good meets sin, and this is clear in the skyline. It has ‘long angry red lines and dense black lines intermixed’, and these frightening colours and the ‘darkness of the sky’ all accentuate Pip’s vulnerability in this graveyard full of misery, with the pathetic fallacy working to highlight his isolation. There are also only two vertical structures on the horizontal landscape of the marshes – a beacon and gallows. The beacon’s use is to guide sailors home and steer them from danger, whereas gallows are used to hang criminals for crimes they have committed. These two structures symbolise good and evil and the choices in which Pip is to make – leading to either a life of good or a life of sin. The ‘green mounds’ and ‘nettles’ all portray the hostility of everything against Pip, with connotations of something that could hurt him. The ‘wind’ rushes from the ‘distant savage lair’. This metaphor is used to describe the sea from which the ‘wind is rushing’ and the use of pathetic fallacy creates a harsh and tense atmosphere of a claustrophobic nature. However, to Pip, the wind is a wild beast and the ‘savage lair’ is the den from which the wind comes. This further intensifies the sympathy we as a reader have for Pip. To conclude, Dickens utilises the vulnerability and innocence of Pip to evoke both sympathy and anticipation for the young boy and his future. It is the confusion of the opening chapter’s happenings and the title ‘Great Expectations’ which makes us as a reader eager to continue the novel and our journey with Pip.

Cross-cultural differences on language learners

Cross-cultural differences on language learners Introduction In this article the authors tried to measure the impact of cross-cultural differences on language learners interpretation of imageable idioms. The definition of imageable idioms: ‘idioms that have associated conventional images (Lakoff 1987:447). The study reported in this article investigated whether these imageable idioms call up the same scene in the language learners mind as in the native speakers mind. Guessing the meaning of the figurative expressions such as Pass the hat around or Hang on someones sleeve appears not to be beyond the capacities of many language learners, even at lower-intermediate levels of proficiency. The authors hypothesize that idioms relating to a metaphoric theme (conceptual metaphors or source domains) that is more salient in the target culture will tend to be less easily ‘guessable to language learners that those relating to a metaphoric theme that is more or equally salient in the L1 culture. In the experiment 78 French-speaking university students were presented with the range of unfamiliar English imageable idioms and asked to ‘guess their meaning. Despite the absence of any contextual clues, about 35% of the participants responses overall were correct. The authors consider these data to offer (tentative) support to the hypothesis. Taking into account the conjectural results of the experiment I think the research should be more elaborated and improved to achieve cogent and convincing outcome of the project. Awareness of idioms extremely facilitates reading both printed media and fiction. Reasonable application of idioms makes speech more vivid, emotional, and significant. Behind these locutions there is a whole world, historical epoch, the mode of life, beliefs of the ancestors, and real events of the remote past. I chose this topic because I have always been interested in the idioms and phraseology as they reflect the culture and history of the language itself. It is a language through which we can connect to the mentality and lifestyle of the people of the target language, moreover, nature of thinking, universe, and perception of the world can be transferred. To know a language means to be able to feel value and depth of the culture and nation of the native speakers. SLA background to the article The problem of native language interference while learning a second language is one of the central issues of linguistics, psycholinguistics, sociolinguistics and SLA. During the process of learning a foreign language a learner can arbitrarily use earlier acquired languages as support, comparing and contrasting the phonetic, lexical, grammatical aspects of the mother and target language. In psychology interference is defined as transfer of skills, presenting as complex human psyche phenomenon, a process which allows a man to use in his acquired intellect and motoric activity upon absolutely new or relatively new circumstances. Psychologists established that formation of a separate skill is never independent; isolated process, it is influenced by and collaborated with the whole previous experience of a man. In other words, interference is interaction of skills where earlier acquired skills impact on establishment of new ones (Vereschyagin, 1976, 131). Basing on the stated above it is clear that during the process of second language acquisition the transfer of skills is founded on the usage of the past linguistic experience which is acquired command of a native language. Thus, communication skills formed at early childhood in certain way influence on second language acquisition. Communication skills transfer from the native language to a foreign language is spontaneous, unconscious process, hidden from direct observation and taking place independently from a speakers will or wish. From linguistic point of view the term ‘interference is used according to study an issue of languages contacting for notifying modifications which is observed in the learners speech as result of different language systems interaction. However, among linguists there is no total unanimity regarding language interference. However, today most linguists are convinced that the mother tongue can affect foreign-language learners. Linguists call this process of influence from the mother tongue transfer, which is also known as cross-linguistic influence. This process can occur in all aspects of language including the vocabulary, grammar and spelling. When transfer results in something correct because the rules of the first and the second language overlap, this is referred to as positive transfer. By contrast, when transfer results in something incorrect this is referred to as negative transfer, also known as interference (Dulay et al 1982:101). In this background section I will offer a more detailed discussion of the terms mentioned and present different researchers views concerning native language interference. I will also show how linguistic studies of interference have developed over time. Contrastive Analysis During the 1940s and 1950s most errors were ascribed to interference and consequently a major part of applied linguistic research was devoted to comparing the mother tongue and the target language in order to predict or explain the errors made by learners with particular linguistic backgrounds (Corder 1981:1). This approach was the first to elucidate the problems of interference and was referred to as contrastive analysis. Contrastive analysis influenced the field of applied linguistics and second language learning for over two decades. But eventually, many linguists abandoned contrastive analysis and adopted a more positive view of the role of the first language in second language acquisition (Dulay et al 1982:97). Yet, it is still important to understand this approach because it shaped so much early linguistic research and therefore underlies much current second language teaching methodology and material (Dulay et al 1982:97). Contrastive analysis assumed that a learners first language interferes with his or her acquisition of a second language, and that it therefore constitutes the major obstacle to successful mastery of the new language (Dulay et al 1982:97). Lightbown Spada give a similar explanation: Contrastive analysis hypothesis predicts that where there are similarities between the first and the second languages, the learner will acquire second language structures with ease; where there are differences, the learner will have difficulty (Lightbown Spada 1997:23). Comparing the mother tongue and the target language was considered useful for teachers, who could predict learner errors beforehand, and thus prevent them (Heny 1994:162). However, contrastive analysis was also criticised by those who considered it impossible to predict when the errors would be made. Furthermore, the errors which learners commonly made in class were not necessarily the ones predicted by contrastive analysis. There were errors that could not be explained simply by noting the differences between the languages involved, and sometimes the errors that a contrastive analysis did predict were not found in practice (Allwright Bailey 1991:83). Contrastive analysis was considered misleading as a basis for teaching, since it encouraged the idea that first language influence was the only thing that caused learners errors (Heny 1994:165). Further questioning of the relevance of contrastive analysis was the result of the classification of learners errors in studies that became known as error analyses (Odlin 1989:18). These kinds of studies were developed during the 1970s and involved a detailed description and analysis of the kinds of errors second language learners make. The goal of this research was to discover what learners really know about the language (Lightbown Spada 1997:55). The difference between these two methods was that error analysis did not set out to predict errors on the basis of interference from the native language. Rather, it sought to discover and describe the different kinds of errors in an effort to understand how learners acquire the foreign language. One of the main challenges for error analysts was to decide what category to assign a particular error to. For example, omitting an article in English may possibly be a case of simplification (see section 2.3) with a Spanish speaker but a case of transfer with a Korean speaker (Odlin 1989:19). Lightbown Spada (1997:55) also point out that error analysis was based on the theory that the speech of second language learners is a system in its own right, one which is rule governed and predictable and very much like the system of young first language learners. Transfer The concept of transfer is based on the idea that previous learning influences on subsequent learning. In language learning, this denotes that the patterns and forms of the native language are imposed on the second language (Gass, 1979). When these are identical of the two languages and the learner uses the first language in producing the second, positive transfer takes place. The result is a correct target language pattern or form. When they are different, using those of the mother tongue to produce the equivalent form or pattern in the target language causes negative transfer. The errors that result are called interference errors. During the 1950s and 1960s, interlingual transfer was considered to be the most significant factor in learning foreign language (Politzer, 1965). However, the paradigm shift that occurred in linguistics and psychology in the 1960s established a change of focus. The emergence of generative grammar and cognitive psychology created the new discipline of psycholinguistics. Language acquisition was no longer considered as a process of forming correct habits through repetition and reinforcement, but as the result of an innate language acquisition device which operates through a process of hypothesis testing (Chomsky, 1959). Due to transfer had been associated with the habit formation theory of language acquisition, the shift to generative grammar brought with it much less stress on interference and more stress on developmental processes, learning strategies, and the structure of the target language as sources of error (Richards, 1974). Second language acquisition came to be considered as a â€Å"creative construction† process rather than the transfer of habits from the native language to the target (Dulay Burt, 1975). Kellerman (1983) addressed the relationship between L1 knowledge and interpretation of the figurative use of the L2. His studies showed that the L1 plays a role in L2 idiom processing even though L2 learners are less likely to transfer L1 knowledge when they perceive the meaning as figurative. There is a large number of terms used in discussions of the influence of the native language on a second language. One of these terms is transfer, which is also known as cross-linguistic influence. Some researchers virtually denied the existence of language transfer and others have been sceptical about its importance. Yet there are also researchers who have argued for the importance of transfer and have gone so far as to consider it the paramount fact of second language acquisition (Odlin 1989:3). However, a more balanced perspective has emerged by now, in which the role of transfer is acknowledged and in which transfer is seen to interact with a host of other factors not yet fully understood (Odlin 1989:9). A definition of the term transfer is given by Gass Selinker (2001:66): â€Å"It is a term that was used extensively in the first half of the century and refers to the psychological process whereby prior knowledge is carried over into a new learning situation.† Odlin (1989:27) offers another definition of transfer for the context of applied linguistics: â€Å"Transfer is the influence resulting from similarities and differences between the target language and any other language that has been previously (and perhaps imperfectly) acquired.† However, Odlin (1989:28) also says that it is difficult to give a precise and correct definition of transfer as long as there is no existing adequate definition of language. While there are many definitions of transfer, the concept can be divided into positive and negative transfer. Both types of transfer refer to the automatic and subconscious use of old behaviour in new learning situations (Dulay et al 1982:101). Positive transfer results in correct performance because the new behaviour is the same, and as appropriate as, the old (Dulay et al 1982:101). According to Odlin (1989:36), the effects of positive transfer are only determinable through comparison of the success of groups with different native languages. Such comparison often shows that cross-linguistic similarities can produce positive transfer in several ways. Similarities between native language and target language vocabulary can reduce the time needed to develop good reading comprehension. Similarities between vowel systems can make the identification of vowel sounds easier. Similarities between writing systems can give learners a head start in reading and writing the target language. And s imilarities in syntactic structures can facilitate the acquisition of grammar. Learners speaking a language with a syntax similar to that of the target language tend to have less difficulty with, for example, articles, word order, and relative clauses (Odlin 1989:36). In contrast, negative transfer refers to those instances of transfer which result in errors because old, habitual behaviour is different from that to be learned (Dulay et al 1982:101). Negative transfer involves divergences from norms in the target language and it is often relatively easy to identify. Although negative transfer tends to be associated with production errors, there are other ways in which an individuals second language performance may differ from the behaviour of native speakers. Some examples of these are underproduction, overproduction and misinterpretation (Odlin 1989:37). The native language can influence the interpretation of target language messages, and sometimes that influence leads to learners inferring something very different from what speakers of the target language would infer. Misinterpretation may occur, for example, when native and target language word-order patterns or cultural assumptions differ (Odlin 1989:37). Gass Selinker (2001:68) consider the terms positive and negative transfer debatable. The question is whether transfer can be positive or negative at all: â€Å"The terms refer to the product, although the use implies a process. There is a process of transfer; there is not a negative or positive transfer.† Both Dulay et al (1982:101) and Heny (1994:164) are instead questioning how one can know exactly what is being transferred. Is it principles, word-patterns or sound? However, while it appears to be difficult to determine exactly what is being transferred, most linguists do agree that the mother tongue can affect learners English in several ways (Swan Smith 2001:11). Interlanguage The term interlanguage,introduced by Larry Selinker (1972), was coined in the belief that the language learners language was a sort of hybrid between his or her first language and the target language. The evidence of this was the large number of errors which could be ascribed to the process of transfer. But when second language acquisition researchers began to collect data from learners not receiving formal instruction, particularly children, the production of transfer errors was generally found to be quite small. Clearly interlanguage was not simply a hybrid language but had a developmental history of its own (Corder 1981:2). Some of the structures produced by the learners are to be found neither in their first language nor in the language they are learning, i.e. no native speaker of either language ever produces them (Malmkjà ¦r 2004:83). Lightbown Spada (1997:122) explain that interlanguage is systematic, but also dynamic and continually evolving as learners receive more input a nd revise their hypotheses about the second language. Culture and language Interconnection of languages and cultures, the necessity of their co-learning makes no doubts. Learning foreign languages as means of communication between representatives of different people and cultures must be inseparable with the world and culture of people, speaking these languages. In his sociocultural cognitive theory of development Leo Vygotsky, a great Russian psychologist, put culture and social factors into the central chain. The driving force of development, according to him, is external factors. It differs from most other social approaches in considering interaction as an essential power rather than as just a helpful condition for learning. In the foundation of his theory there three principles: the importance of culture, pivotal role of a language and interaction of a learner with an environment. The critique Thus, the authors of the reviewing article, Boers and Demecheleer, tried to gauge the impact of cross-cultural and cross-linguistic differences on language learners interpretation of imageable idioms, concluding with a set of guidelines to anticipate and remedy the comprehension problems of figurative expressions. First, the authors presented only brief classification of idioms regarding the determination the degree of semantic transparency of an idiom, different factors can influence, such as whether the idioms are non-decomposable, or reflect a common metaphoric theme, or are closely associated with a given metaphoric theme; there are idioms with a clear etymological origin as well as culture-specific grounding. Besides, idioms have certain specific features, such as: idioms are used as a one meaning unit in discourse; having holistic meaning, idioms are not created all over again in the discourse, but are retained and retrieved from the memory as ready word combinations; idioms have permanent content of their components. Moreover, idioms can be classified according to whether they contain a noun phrase denoting a person, subject or phenomenon: better half, chip of the old block, copy cat; or a verbal phrase, designating an action or a process: to keep the fall rolling, to catch someones eye, to hit the ceiling; attributive phrases, denoting features, qualities of a person or object: all thumbs, blue blood, proud as a peacock, armed to the teeth; adverbial phrases, specifying characteristics of an action or process: with flying colours, till Kingdom come, till the cows come home; modal phrases, denoting various attitude of a speaker towards a situation: its another pair of shoes, its not my cup of tea. Second, in the article there is lack of SLA theory considered. The authors do not specify any second language acquisition theory in particular, limiting with some remarks Further, for the experiment only 24 idioms were selected involving the imagery of hat, sleeves, ship and food. I subject that this amount of idioms is enough for the experiment as well as the imagery unlikely reflect the culture and traditions of the English people and their language. I would suggest including the following imagery that inherent to the English culture: bird, fish, horse, pig, such as: like a bird, a bird in the bush; a fish out of water, a loose fish; beat a dead horse, horse and horse; when pigs fly, buy a pig in a poke. Moreover, the selected idioms such as Hang up ones hat, Keep something under ones hat are old-fashioned and less used now. The authors included only idioms which did not have one-to-one equivalents in French. In order to assess the possible impact of cross-cultural differences on the ‘guessability of these idioms to French speakers, the authors called in the help five ‘blind judges, who were native speakers of English, and experienced EFL teachers. However, I suppose, to be confident that they have no one-to-one equivalent in the French language; these idioms have to be considered by French native speakers as well. However, the transferability of the idioms appears to be the major factor in learning a second language, as a learner can connect the knowledge of his native figurative language with the foreign one. The problem is cross-cultural differences. For example, it is very difficult to find one-to-one equivalent. During the experiment the participants were given about 20 minutes to try to guess the meaning of the selected idioms without contextual clues. Id like to point out that in real life we meet idioms in all forms of discourse: in conversations, lectures, movies, radio broadcasts, and television programmes. Thereby, I assume that the context will facilitate the comprehension, and giving idioms without any context is not natural. The results of the experiment were the following: almost 35% of the respondents answers were at least partially correct. The researchers concluded that the semantics of many idioms need not be tackled as arbitrary in language-learning contexts. Students can be encouraged to first try to decode imageable idioms independently. i.e. as a problem-solving task requiring a deeper level of cognitive processing, before resorting to the teacher or the dictionary for corroboration or falsification (Lennon 1998). A deep level of cognitive processing is known to be beneficial for long-term memory storage (Ellis 1994). Moreover, in common learning conditions idioms are given in a context, which facilitates comprehension considerably (Cooper 1999). The analysis of research methodology In their experiment the authors applied questionnaires. This type of data collection is the most widespread, first, because it is self-administered and can be given to a large groups of subjects at the same time, besides it is less expensive to administer that other procedures such as interviews. Second, since the same questionnaire is given to all subjects, the data are more uniform and standard, as well as since they are usually given to all subjects of the research at exactly the same time, the data are more accurate. And one more is not the least of the factors is anonymity; subjects tend to share information of a sensitive nature more easily. The research involved 78 French-speaking students of University of Brussels. The group was quite heterogeneous, and in general their level of English proficiency was intermediate. The participants were given twenty minutes to try to guess the meaning of the selected twelve idioms without contextual clues. In order to avoid a common problem of questionnaires as misunderstanding of questions themselves as well as the proper replies to the questions relevant to research in second language, as subjects very often have obstacles in reading and providing answers in L2, the participants were allowed to use the French language to present their ideas. Discussion The authors propose practical guidelines for the teachers whose learners encounter an unfamiliar idiom in a text, i.e. a strategy, involving six stages, to anticipate and remedy comprehension problems. Therewith it is pointed out that all six stages will always need to be passed through in practice, but can be taken as a checklist to remind teachers of the variables involved in idiom comprehension. Above all these stages the crucial point to my mind is resorting to contextual clues to infer the meaning of an idiom. It is necessary to persuade learners to comparison and correlation of language devices of contacting languages all the time when it can prevent the interference and make positive transfer. Linguistic competence suggests mastering of certain amount of formal knowledge connected with various language aspects: phonetic system, vocabulary, grammatical structure during their historical development and at the modern stage, as well as certain skills of application of these language means for different linguistic purposes, such as language analysis, including forms and meanings; analysis of special features of language units application separately and in context; comparison of various language phenomena at different periods of language development; consolidation or differentiation of language phenomena by a certain factor (factors); etymological analysis of a language unit, existing in a modern language system. The achievement of these goals facilitates the development of linguistically oriented thinking of the learners, namely ability to carry out linguistic analysis of various language phenomena and factors, single out the principal and secondary, draw a conclusion out of t he analysis results, generalize the received data, compare linguistic facts, classify them. Besides, taking into account â€Å"zone of proximal development† of L.S. Vygotsky, a Russian psychologist, which implies solving a problem with the assistance of an â€Å"expert†, who provides ‘scaffolding, and then internalizes the solution, the authors suggest to corroborate or falsify the learners hypotheses. If learners are on the right track, then offer further guidance towards the full interpretation. If they stay in the dark, then clarify the meaning of the idiom. Once the meaning of the idiom is established Boers and Demecheleer offer to invite the learners to ‘motivate it. This stage is meant to show the non-arbitrary nature of many figurative expressions. Various approaches can be tried. One can associate the idiom with a more vivid or concrete scene. For instance, Passing the hat around can be associated with the scene of someone collecting money for a street musician, Having something up ones sleeve can be linked with the scene of a magician performing tricks, which is a common source of verbal humour, can be a fruitful technique to paint more vivid pictures in the learners mind (Irujo 1986). On the whole, concreteness and vivid imagery facilitate the retention of novel vocabulary (Sokmen 1997). One can also try to lay bare ‘logic of a given idiom. For example, Kill two birds with one stone obviously means to take more advantages doing one thing. Evidently, not all imageable idioms lend themselves easily to such explanations, but the cognitive effort put into the brainstorming activity may nevertheless be beneficial for retention and language awareness. A complementary approach to ‘motivating idioms is to look for their possible etymological origin. The lions mouth, for example, has biblical origin, meaning a dangerous place; to carry coals to Newcastle implies to do useless things as Newcastle is the centre of the English coal industry. Finally, if the idiom exemplifies a metaphoric theme that is more salient in the target culture than in the learners culture, then raise the learners awareness of the cross-cultural variation. Though this particular article has not been responded, cited, or used in any research or writing, having looked through the recent studies, I can find that Boers and Demecheleers scope of work has developed into Another prominent approach of Conclusion Interaction of languages is all possible varieties of mutual influence, interpenetration of two or more languages and their dialects. Borrowing of different linguistic factors by a language from another, as well as results of language interaction I consider as an enrichment process. However, dominance and subjection cannot be avoided and in linguistic contacts there is no language equity, one of the languages always subdues another. Thus, learning a foreign language a man profits to look at the world from other, not usual, point of view. It is not without reason there is a proverb: â€Å"How many languages you know, so many times you are a man†.

Eliminating Cancer with the Mind :: Biology Essays Research Papers

Eliminating Cancer with the Mind Over 1 million Americans are diagnosed with cancer each year and over 1,500 lives will be lost to cancer today (1). Many people undergo grueling hours of chemotherapy and radiation to discover that their cancer has spread to other parts of their body and that the treatments need to begin all over again. Unfortunately, there is no cure for cancer at the present time. Modern medical treatments attack the cancer and treat the organs affected by the disease, but pay little attention to the other areas of significance in the person's life. This calls for a new treatment that extends beyond the organs overcome by the disease and focuses on the person as a whole. Guided therapy, relying on the idea that the mind can affect the functions of the body and thus make people feel better, claims to do just that. But does it really work? Throughout history, the power of the imagination has helped people heal. In Eastern Medicine, envisioning one's well being has always been a large part of the healing process. In Tibetan medicine for example, physicians believe that creating a mental image of the healing god improves one's chances for recovery (2). The ancient Greeks, including Aristotle and Hippocrates, also had their patients use forms of imagery to help them heal. People continue to rely on imagery to hasten the healing process. Psychologists and neuroscientists use evidence from Positive Emission Tomography (PET) scans of the brain to demonstrate that guided imagery is effective. In a PET scan, the subject is injected with a small amount of radioactively labeled water. When an area of the brain is working hard and processing information, more blood flows through it and higher levels of the radioactive water are detected (3). In terms of brain activity, there is ample scientific evidence that imagining an experience stimulates the visual cortex, the same region of the brain activated by the actual experience (4). Stimulating the brain with imagery can have a direct effect on the nervous and endocrine systems, which ultimately affect the immune system. Thus, in terms of brain activity, picturing something and actually experiencing it are equivalent. Psychologists believe that relaxation, an essential part of guided imagery, is responsible for producing images and triggering the unconscious, which generates emotions (5). Research has shown that the physiological impact of relaxation is due to its inhibition of cortisol, a hormone released by the body in response to stress.

Comparing Tolstoy’s novel, The Death of Ivan Ilyich and the Russian Sta

Comparing Tolstoy’s novel, The Death of Ivan Ilyich and the Russian State In Leo Tolstoy’s novel The Death of Ivan Ilyich, the title character’s life changes in several important ways during the course of the story. First, his relationships with the people in his life change. Secondly, he engages in different â€Å"forms of diversion† as his life goes through different stages. Thirdly, his attitude towards wealth and possessions changes near the end of his life. In addition, we also see a gradual realization and acceptance of death. One could draw interesting parallels between the progression of Ivan Ilyich’s character and the Russian state and leadership in the latter part of the Imperial period. The changes in Ivan’s relationships with other people are seen best with his friends and family. Through most of the story, we see that he chooses friends based on social standing. He even applies this to his family, as illustrated near the beginning. His younger brother, having only obtained an appointment in the Railway Division, is labeled a failure by his family and avoided at all costs. Ivan Ilyich’s relationship with his wife is also of particular interest. He seems fairly happy while a newlywed, but becomes quite annoyed with his wife for creating â€Å"distasteful and ill-mannered scenes† (Tolstoy 56; ch. 2) around the time of her pregnancy. At first he tries to ignore her by carrying on with his former social life, but eventually finds that his work is the only excuse that can get him away from her. He goes on avoiding his wife with varying success until the onset of his illness, being confined more and more to his home. During this last st age of his life, he purposely starts arguments with his family, ... ...was unable to control it any longer. The Duma which he had created instantiated a new provisional government and Nicholas finally abdicated the throne. As has been demonstrated, character changes in Tolstoy’s The Death of Ivan Ilyich find parallels in Russian power specifically through its rulers’ foreign and domestic policies. Though never expressly implied, one can assume that the author, having been quite politically involved, considered such things while writing his novella. We must not put biting social and political satire past a man who, among other things, was involved in the mass emigration of oppressed Russian Jews to the United States and Canada (Riasanovsky 397). Works Cited Riasanovsky, Nicholas V. A History of Russia. 6th ed. New York: Oxford, 2000. Tolstoy, Leo. The Death of Ivan Ilyich. Bantam Classic ed. New York: Bantam, 1981.

Why I Chose An All Womens College :: essays research papers

Rasheedah Phillips Why Bryn Mawr? As a young woman growing up in an urbanized setting and attending public schools all of my life, when the time came to start planning and searching for colleges, I searched for schools that I felt fit my persona, that I would be comfortable attending for some of the most integral years of my life. My search included schools such as Temple University, and Pennsylvania State University, higher education institutions that allowed me to challenge myself, but at the same time would put me in a setting where I would be with others just like myself, fitting into the standard American university fashion. The thought of an all women’s college never once crossed my mind in envisioning my â€Å"perfect school†, and when it was introduced to me, it was through the prodding of a high school counselor who felt that my intelligence would be better realized and liberated at a school such as Bryn Mawr. After carefully researching Bryn Mawr and all it had to offer as an elite academic institution with stringent admissions requirements and its strong reputation as one of the best liberal art colleges in the nation, I had little doubt that, as far as my intellect and devotion to a rigorous curriculum went, I could run with the best of them. But I remained skeptical that, socially, financially, mentally, and to some degree, academically, I could fit in with the top women in the country who got accepted into a school such as this. I certainly had my biases about all-women colleges, and to find that Bryn Mawr was the best of the best certainly did not help to curb them; if anything, i t created more. My prejudices remained intact up until the day of my scheduled campus visit, overnight stay, and interview on October 7-8, 2001. Stepping up to the door of the admissions office, many of my resolves all but dissolved, as I was kindly greeted by several groups of women who guided me through registration, campus tours, alumnae speeches, and a most excellent dinner, attended by the College President and a presentation of classical music played by four talented young women. I was absolutely enthralled by the beauty of the campus, and pleasantly taken aback by the size, cleanliness, and grandeur of the residence halls. Though these things did help to curtail much of my cynicism about the â€Å"all-women college†, I believe that the experience that really attracted me to Bryn Mawr began when my hostess picked me up in the admissions office.

Ah Q in Modern China

Chinese national character has long been tied up with the issue of â€Å"face,† and how best to â€Å"save† it.   The idea that what is important in any situation is not so much the actual outcome, but the way the situation looks to outsiders.This concept has been an enduring one from the feudalist imperial system that ruled China for two thousand years throughout its turbulent 20th century history of civil war and communism.It is a contributing factor to most of the major political and historical events that have taken place there, such as the Cultural Revolution, the annexations of Tibet and Xinjiang, the attitude towards Taiwan, the Tian’anmen Square Protests, and even the economy that grows at an average of 10% per year for over fifteen years.It is also well represented in China’s literature and cultural life.   Many authors from the late Qing Dynasty onward have tried to define a Chinese national character through their works.   One of the most successful of these was Lu Xun.Born in Zhejiang province and educated in Japan, Lu Xun dedicated his works, both fiction and non-fiction, to the goal of defining Chinese qualities and healing the spiritual and moral needs of the Chinese people.   His most famous story was The True Story of Ah Q, published in a newspaper beginning in late 1921.It features a village loser who does nothing notable and is looked down upon by all who encounter him.   This story, however, has become ingrained in the Chinese culture and scholars such as Lee Ou-fan maintain that it holds influence even today.One of the major ways the story portrays saving face is in the way Ah Q relates to his defeats.   When he does something wrong, such as insulting someone for no good reason by not holding his tongue, he gets beaten up, but he then justifies it by claiming it to be an outrage that people like his â€Å"sons† could beat him up.His psychological victory is enough for him to justify anything, n o matter how pathetic it seems to the other villagers.   When he loses his gambling money in a mob, he justifies it by slapping himself so that he’ll have something to feel victorious over (Lu).This relates to Chinese mentality in general, from government actions to individuals.   The way China deals with any situation is to put a good face on it or to cover it up.   Passing an anti-secession law, such as the one the Party Congress enacted in 2005 for the show effect it would have on Taiwan, is only one in a long line of examples.Refusing to re-evaluate their currency in relation to the dollar, the lack of acknowledgement about SARS and AIDS, the blocking or censoring of websites such as google, wikipedia, and the BBC, the banning and rehabilitation of filmmakers such as Zhang Yimou and now Jia Zhangke-each contributes to the argument that Chinese character has not changed since Ah Q’s time.Another enduring aspect of Chinese mentality skillfully depicted here is that of the mob.   We see mobs in everyday village life, such as the gambling mob that steals Ah Q’s money, and also when he teases the nun.   While most people are at least respectful of religious individuals, no one in the crowd does anything but laugh as Ah Q disgraces the nun in order to get attention.He touches her bare skin and insinuates that she sleeps with a monk, both of which are extremely insulting, but no one does anything but laugh (Lu).   This kind of onlooker crowds can be found anywhere in China when there is a fight or traffic accident.   They reached the peak of their violence during the Cultural Revolution, in which many people were denounced before just such mobs of jeering onlookers.Mobs also come into the story near its end, when the sweep of history enters the quiet village in the form of the Xinhai Revolution of 1911.   Here the mobs try and loot the homes of anyone who is not â€Å"revolutionary,† meaning those of the wealthy.In the end, Ah Q is caught and executed as a scapegoat for the looting.   The end of this character is as unspectacular as the rest of his life had been.Through telling the story of this kind of small man, Lu is expressing his concern that the â€Å"average† Chinese person is becoming too much like Ah Q, and will be too afraid to participate when the real revolution comes around.That real revolution is still around the corner, and it remains to be seen if the growing Chinese middle class will ever be so discontent as to make a real change to their totalitarian government.The people today still need to take Lu’s message to heart and realize that the actions of their government are viewed by the outside world the way a reader views Ah Q, as idiotic praising of past and hoping for future while neglecting the present by worrying more about â€Å"saving face† than any concrete action.Beijing can move all the Han people it wants into Tibet and Xinjiang, but it will never e radicate or assimilate these two different ethnicities completely, and will only require more â€Å"saving face† in the future when the never-ending sectarian violence escalates.Lu was very observant in pointing out these weaknesses in Chinese character, and the PRC would do good to take on his message as well, instead of just celebrating his image because Mao had him declared a communist hero.His true ideas were much more individualistic than what he is reduced to, and maybe someday China will truly see the significance of this great writer and thinker.Works CitedLu, Xun.   â€Å"The True Story of Ah Q.†Ã‚   Trans. Yang Hsien-yi and Gladys Yang.   Foreign Languages Press, Peking, 1960, 1972.   Ah Q! Performance Project.   16 Apr. 2007   .

Moral hazards in financial system

Loans and the Housing Bubble destroy A moral hazard in economics is where someone takes a essay that they wouldnt normally take because they know that the consequences of that essay not paying off bequeath be paid by person else. The case we go forth be discussing will be the caparison extravasate effusion and it relates to the topic because lenders took great lay on the lines lending gold to slew that could not afford it acute their banks were too big to fail and he administration would have to bail them out.To deject this case we must first retain a brief summary. After the dot. Com bubble burst of 2000 and the attacks on the US on September 11 the US preservation was at a great risk of going into a recession. Central banks salubrious-nigh the world including our federal reserve time-tested to stimulate the economy by reduction interest rates. This made a crew of people see the hazard to ease up property and they started taking on riskier investments standa rdized for example buying houses that they knew they couldnt afford hoping to slash it in a couple of long time and ca-ca a great band of money.Lenders saw this as an opportunity to make money as well by lending all this money exclusively they did It with high risk approving people with supreme credit that would normally never get approved for these loans. Consumers kept this panache going and every course of study more than and more supreme mortgages were world Initiated until 2006 when the housing bubble anally burst.The result was more foreclosures per year than had ever been seen before in the US and many lenders and hedge funds having to denote bankruptcy or need politics ball outs. Moral hazards in pecuniary system By caricaturing this as an opportunity to make money as well by lending all this money but they did it more supreme mortgages were being initiated until 2006 when the housing bubble need government bail outs.

Perception and reality of technology

Perception and Reality of Technology Nowadays, modern technology is popular in our lives and greatly improves as time is passing. Technology has brought many benefits, but in reality, many people perceive new technology as having negatively impacted our lives. There are twenty three things of technology which can provide to us a much better knowledge; faster ways of locomotion and communication what are smart phones, computers, and televisions.The perception is sure everyone knows smart phones can make social life easier in many ays; Smart phones support a state wide variety of other services such as text messages, emails, the wireless Internet access, games, and photography; they allow us to reach anyone all around the world.Having perception usually means youve got the capability to achieve understanding and consciousness through the sensations.Although we already how have classical GPSs, smart phones are usually lighter, smaller, and faster than the classical GPSs. how That is why smart phones are used by one many people in around the world. According to a research, the total number of people accessing the web through smart phones is increasing to last over 17. 4% of worldwide internet usage (Fox).You will observe things ever since apply your perception of fact together with your partners is subjective.

Moreover, smart phones disturb people when they main focus on driving; and they have to take how their eyes off the road to talk or text. It is very risky and dangerous to everyone in and around the car. According to a report in 2009 in he U.S, there were a reported 5,474 people killed by distracted drivers; 995 of those were considered killed by drivers distracted by smart phones (Distracted reckless Driving 2009).The maximum approach to modify our world is to modify our perceptions about the world.Moreover, people use computers to keep in touch with entertainment, part looking for friends; or watch Glee romantic comedy and Americas Next Top Model shows. On the other hand, in reality, people sometimes abuse computers. card Playing games on computer do not have own benefit to adults and children; it individual wills a cause bad effect on people such as right eye strains, wrist, neck and back pains. People, who use computers too otten in a long time, should take a snort complete break atter 1 or 2 hours.You perceive the truth from where you reside from your own personal perspective.

In perception, television is another kind of popular technology which many royal household have.They can be operated either by battery or electronics. Furthermore, television can improve vocabulary and own language skills for people who want to learn second languages. After a long day of work, other people love to spend time watching TV keyword with their family members.Could be a reflection of the fact, or it may be distorted.Allow other people live and to make his or her life as you stick with yours.But controlled your life is, its never the identical day.

Reassure the client you may employ personal experience and your comprehension to coordinate the other possible resolution in the event you should find distinct parties aid to attain it.Your mind can only concentrate on a new single thing at one time.The logical mind is essential.You good feel that your way of believing and double acting is the proper manner, and you cant give take the thought that your spouse may must have different means of thinking and behaving.

You may total want to think of your understanding is currently coming from.Perception late may really make a difference in failure or success.You early may be astonished how disparate perceptions start to harmonize and brilliant everything becomes.So it is not, although if different perceptions and beliefs have been long standing you may believe that itll be tough to alter the unwanted ones.