Totalitarianism essays

Totalitarianism essays The Cold War was a war between the USA and USSR. It was not a war like world war one or two but a war of ideological differences. The cold war was the result of mutual suspicions stemming from long term rivalries and ambitions amongst the two super powers. It lasted from 1947 to 1992 and between that time much hostility and crises arose. The main problem between the two superpowers was based on ideological differences. USA believed in capitalism and were active anti-Communists. Russia was a communist country and wanted nothing to do with the capitalist way of living. These differences of ideology were the basis of the cold war and kept the cold war going for as long as it did. The cause of the cold war was based on the long-term rivalries and the ambitions between the two superpowers. There was potential rivalry amongst the superpowers early as the 19th century where it was predicted that America and Russia would become the superpowers and represent different ways of life. America relies upon a personal interest to accomplish his ends....the Russian centres all the authority of society in a single arm. Written in 1835 where there was already hostility among the two nations. The purpose of World War 1 and the post world war also caused essential differences. Wilson had said that the war was fought for the redemption, liberation and salvation for the world. Where as Lenin had said that the Great War was fought for the world proletarian revolution. One of the major causes of tension amongst the two superpowers was the western interference in the Russian civil war. The U.S and its allies had sent troops in to Russia to try and defeat the Bolshevik government under Lenin. This however didnt succeed and the Red army triumphed over the white forces. These were just some of the long time causes of the tensions that marked the Cold War. During World War II many events and decisions kept a sen ...

Understanding Endings on Latin Comparative Adjectives

Understanding Endings on Latin Comparative Adjectives Parents of English-speaking children generally witness a phase in their childrens development when they seem confused as to the correct form of the comparative adjective. Is it more better, gooder, or what? That children generally do figure it out is part of the miracle of our ability to use language. When learning a second language as an adult, its much harder. Comparatives can definitely become eye-glossing-over material. They wouldnt be if the comparatives were all regular and easy, but there is little to tell you which adjectives are going to be regular, which in English means they take an -er or -ier ending, or irregular, which means... who knows what. Although we could probably do without this similarity with English, Latin, too, has not only regular  but also irregular adjectives: Bonus - good, melior/melius - better (irregular in Latin and English)Malus - bad, pejus/pejor - worse (irregular in Latin and English)Magnus - great, major/majus - greaterParvus - small, little, minor/minus -less (irregular in Latin and English)Multus - much, many, plures - more (irregular in Latin and English) In addition to having irregular adjectives in the comparative, Latin adjectives have to be declined to go along with the noun or pronoun they modify. Remember that declining an adjective to go along with the noun means that If the noun is neuter, so is the adjective.If the noun is plural, so is the adjective.If the noun is in one case, so is the adjective. In the comparative, you dont have to worry about whether the noun is masculine or feminine, just whether or not its neuter. Thats because the endings on comparative adjectives dont follow the 1st and 2nd declensions. Instead, comparative adjectives follow the 3rd declension, with the following exceptions. no -i, but an -e for the ablative singular,an -a instead of -ia for the neuter plural nominative/accusative, anda similar lack of /i/ for the neuter plural. Now well look at some actual declensions of an adjective in the comparative: the Latin for longer. The Latin for long is longus, -a, um. To find the base of the adjective, which you need, since you add the ending to it, look at the genitive and remove the genitival ending. The genitive singular forms of longus, -a, -um are longi, longae, longi. Removing the genitive endings leaves long-. It is to this base that the comparative endings are added, as shown: Singular nom. masc/fem. longiorgen. masc/fem. longiorisdat. masc/fem. longioriacc. masc/fem. longioremabl. masc/fem. longiorenom. neut. longiusgen. neut. longiorisdat. neut. longioriacc. neut. longiusabl. neut. longiore Plural nom. masc/fem. longioresgen. masc/fem. longiorumdat. masc/fem. longioribusacc. masc/fem. longioresabl. masc/fem. longioribusnom. neut. longioragen. neut. longiorumdat. neut. longioribusacc. neut. longioraabl. neut. longioribus

Design a Marketing Plan for a Tourist Attraction Essay

Design a Marketing Plan for a Tourist Attraction - Essay Example Many departments are there in the museum which showcases the collections from different nations. This museum is a public body. The expenses of the museum are sponsored by Department of Media, Culture, and Sports of UK. A huge number of visitors daily comes in British Museum. The accesses of this museum are from Goodge Street stations and Russell Square. British Museum is considered as one of the popular places in attracting tourists. The main purpose of this Museum is to provide knowledge to the visitors about different collections. This knowledge will help the visitors to understand many things about history and present environment. All the collections are well presented in the museum which attracts a large number of tourist from different places of the world. The British Museum also holds many educational programs and exhibitions. Learning facilities are provided by the museum to common people regarding different time, culture, and places. The museum is continuously improving its m anagement qualities for providing a better experience to the visitors. It is enhancing many facilities for encouraging curatorial endeavor. The museum has a wide range of target visitors. Students, tourists, professional people come to visit the museum. The main target market of this museum is mainly London. But people from all over the world come to the museum. To encourage the visitor's museum do not charge entry fees from the people. British Museum conducts different workshops for which it charges entry fees from the people. The ticket price of different workshops varies. The British Museum is perceived as a center of learning by many people. The visitors think that the museum has showcased all of its collecting in a very interesting and unique way. The museum has utilized its area effectively by blending history, technology, and modern culture.  

Globalization and Music Research Paper Example | Topics and Well Written Essays - 1000 words

Globalization and Music - Research Paper Example In numerous regions across the world, the first few decades of the 20th century marked the immense movement of music across the world. One notable group that profited from the upsurge of technological innovation was the Beatles whose performance was the first to be satellite broadcast all over the world. The Beatles had also travelled all over the world and had made records in different languages. Arguably, the Beatles in many ways represented the first globalization of music and entertainment. This group had travelled to countries in Asia and Europe where they had performances. Another example is that of Bob Marley who became an internationally renowned music star in the 1970’s (Achterberg et al. 5). This wave of world music is as a result of the numerous waves of distribution, exchange, appropriation and movement. Notably, the changes in technology have also brought about the evolution of music through the advent of novel hybrid styles of music. These technologies are almost in all regions of the world and have allowed musicians and producers to reproduce music that appeals to all.

Inter-Global Medicares Expansion Strategy Essay

Inter-Global Medicares Expansion Strategy - Essay Example Having good quality product and service packages would likely attract upper and middle class citizens in the market. These people can afford quality health care. In most cases in the developing countries, such people usually seek alternative opinion on medication from the developed countries. The U. S is one such destination for such patients. This puts into perspective the strategic position that the company would have in such markets. Having a health facility that will be able to offer these services within their countries will thus be a relief as it will save on the travel expenses besides the timeliness in cases of emergencies.The potential audiences for this business plan include potential financers such as monetary lending institutions and possible partners. All these have a common interest in the plan; its viability and the promise for returns. The plan must therefore prove beyond any reasonable doubt that it is achievable and practical. In proving these, it is common knowledg e that most African countries are underdeveloped. They lack the quality basic services such as health care. Despite the poverty levels in the continent, it is also evident that it has some of the world’s richest men. The firm is not setting foot in Africa to exploit the people there, but to assure quality for the money that every single client will opt to invest in own health.Inter- Global Medicare offers both services and product delivery. This thus divides its potential market into two.... All these have a common interest in the plan; its viability and the promise for returns. The plan must therefore prove beyond any reasonable doubt that it is achievable and practical. In proving these, it is common knowledge that most African countries are underdeveloped. They lack the quality basic services such as health care. Despite the poverty levels in the continent, it is also evident that it has some of the world’s richest men. The firm is not setting foot in Africa to exploit the people there, but to assure quality for the money that every single client will opt to invest in own health. Inter- Global Medicare offers both services and product delivery. This thus divides its potential market into two. The company runs both a private hospital and an all-inclusive pharmacy. The first market segment includes those who will seek medical services on the diagnosis and treatment of diseases. These will be the hospital’s clients. Offering both out and in-patient services , the hospital looks forward to having a very busy schedule. On the other hand, the hospital will run a pharmacy. This is a facility which will be developed within the premises of the hospital. This follows an understanding that there are some ailments in which self-medication is effective in controlling. At one time everyone uses such. However, in the purchase of these, the clients normally attach a lot of importance in the effectiveness of the drugs they buy (Tabbush, 2011). To ensure this, the facility plans to have drugs which are affordable availed to the customers at their convenience. This further widens the customer base because of the price disparity between

Comment The Five Minds of a Manager Essay Example for Free

Comment The Five Minds of a Manager Essay The Five Minds of a Manager the five aspects of the managerial mind—has proved not only powerful in the classroom but insightful in practice, as we hope to demonstrate in this article. We’ll first explain how we came up with the five managerial mind-sets, then we’ll discuss each in some depth before concluding with the case for interweaving the five. The Five Managerial Mind-Sets Jonathan Gosling is the director of the Centre for Leadership Studies at the University of Exeter in Exeter, England. Henry Mintzberg is the Cleghorn Professor of Management Studies at McGill University in Montreal and the author of the forthcoming book Managers Not MBAs from Berrett-Koehler. The International Federation of Red Cross and Red Crescent Societies, headquartered in Geneva, has a management development concern. It worries that it may be drifting too far toward a fast-action culture. It knows that it must act quickly in responding to disasters everywhere—earthquakes and wars, floods and famines—but it also sees the need to engage in the slower, more delicate task of building a capacity for action that is careful, thoughtful, and tailored to local conditions and needs. Many business organizations face a similar problem—they know how to execute, but they are not so adept at stepping back to reflect on their situations. Others face the opposite predicament: They get so mired in thinking about their problems that they can’t get things done fast enough. We all know bureaucracies that are great at planning and organizing but slow to respond to market forces, just as we’re all acquainted with the nimble companies that react to every stimulus, but sloppily, and have to be constantly fixing things. And then, of course, there are those that suffer from both afflictions—for example, firms whose marketing departments are absorbed with grand positioning statements while their sales forces chase every possible deal. Those two aspects establish the bounds of management: Everything that every effective manager does is sandwiched between action on the ground and reflection in the abstract. Action without reflection is thoughtless; reflection without action is passive. Every manager has to find a way to combine these two mindsets—to function at the point where reflective thinking meets practical doing. But action and reflection about what? One obvious answer is: about collaboration, about getting things done cooperatively with other people—in negotiations, for example, where a manager cannot act alone. Another answer is that action, reflection, and collaboration have to be rooted in a deep appreciation of reality harvard business review †¢ november 2003 in all its facets. We call this mind-set worldly, which the Oxford English Dictionary defines as â€Å"experienced in life, sophisticated, practical. † Finally, action, reflection, and collaboration, as well as worldliness, must subscribe to a certain rationality or logic; they rely on an analytic mind-set, too. So we have five sets of the managerial mind, five ways in which managers interpret and deal with the world around them. Each has a dominant subject, or target, of its own. For reflection, the subject is the self; there can be no insight without self-knowledge. Collaboration takes the subject beyond the self, into the manager’s network of relationships. Analysis goes a step beyond that, to the organization; organizations depend on the systematic decomposition of activities, and that’s what analysis is all about. Beyond the organization lies what we consider the subject of the worldly mind-set, namely context—the worlds around the organization. Finally, the action mind-set pulls everything together through the process of change—in self, relationships, organization, and context. The practice of managing, then, involves five perspectives, which correspond to the five modules of our program: †¢ Managing self: the reflective mind-set †¢ Managing organizations: the analytic mind-set †¢ Managing context: the worldly mind-set †¢ Managing relationships: the collaborative mind-set †¢ Managing change: the action mind-set If you are a manager, this is your world! Let us make clear several characteristics of this set of sets. First, we make no claim that our framework is either scientific or comprehensive. It simply has proved useful in our work with managers, including in our master’s program. (For more on the program, see the sidebar â€Å"Mind-Sets for Management Development. †) Second, we ask you to consider each of these managerial mind-sets as an attitude, a frame of mind that opens new vistas. Unless you get into a reflective frame of mind, for example, you cannot open yourself to new ideas. You might not even notice such ideas in the first place without a worldly frame of mind. And, of course, you cannot appreciate the buzz, the vistas, and the opportunities of actions unless you engage in them. Third, a word on our word â€Å"mind-sets. † We page 2 The Five Minds of a Manager do not use it to set any manager’s mind. All of us have had more than enough of that. Rather, we use the word in the spirit of a fortune one of us happened to pull out of a Chinese cookie recently: â€Å"Get your mind set. Confidence will lead you on. † We ask you to get your mind set around five key ideas. Then, not just confidence but coherence can lead you on. Think, too, of these mind-sets as mind-sights—perspectives. But be aware that, improperly used, they can also be mine sites. Too much of any of them—obsessive analyzing or compulsive collaborating, for instance—and the mind-set can blow up in your face. Managing Self: The Reflective Mind-Set Managers who are sent off to development courses these days often find themselves being welcomed to â€Å"boot camp. † This is no country club, they are warned; you’ll have to work hard. But this is wrongheaded. While managers certainly don’t need a country club atmosphere for development, neither do they need boot camp. Most managers we know already live boot camp every day. Besides, in real boot camps, soldiers learn to march and obey, not to stop and think. These days, what managers desperately need is to stop and think, to step back and reflect thoughtfully on their experiences. Indeed, in his book Rules for Radicals, Saul Alinsky makes the interesting point that events, or â€Å"happenings,† become experience only after they have been reflected upon thoughtfully: â€Å"Most people do not accumulate a body of experience. Most people go through life undergoing a series of happenings, which pass through their systems undigested. Happenings become experiences when they are digested, when they are reflected on, related to general patterns, and synthesized. † Unless the meaning is understood, managing is mindless. Hence we take reflection to be that space suspended between experience and explanation, where the mind makes the connections. Imagine yourself in a meeting when someone suddenly erupts with a personal rant. You’re tempted to ignore or dismiss the outburst—you’ve heard, after all, that the person is having problems at home. But why not use it to reflect on your own reaction—whether em- Mind-Sets for Management Development In 1996, when we founded the International Masters Program in Practicing Management with colleagues from around the world, we developed the managerial mind-sets as a new way to structure management education and development. Managers are sent to the IMPM by their companies, preferably in groups of four or five. They stay on the job, coming into our classrooms for five modules of two weeks each, one for each of the mindsets, over a period of 16 months. We open with a module on the reflective mind-set. The module is located at Lancaster University in the reflective atmosphere of northern England—the nearby hills and lakes inspire reflection on the purpose of life and work. Then it is on to McGill University in Montreal, where the grid-like regularity of the city reflects the energy and order of the analytic mind-set. The worldly mind-set on context comes alive at the Indian Institute of Management in Bangalore, where new technologies jostle ancient traditions on the crowded streets. Then comes the collabora- harvard business review †¢ november 2003 tive mind-set, hosted by faculty in Japan, where collaboration has been the key to managerial innovations, and Korea, where alliances and partnerships have become the basis for business growth. Last is the action mind-set module, located at Insead in France, where emerging trends from around the world convert into lessons for managerial action. So our locations not only teach the mindsets but also encourage the participating managers to live them. And so have we, in the very conception of the program. Our approach to management development is fundamentally reflective. We believe managers need to step back from the pressures of their jobs and reflect thoughtfully on their experiences. We as faculty members bring concepts; the participants bring experience. Learning occurs where these meet—in individual heads, small groups, and all together. Our 50-50 rule says that half the classroom time should be turned over to the participants, on their agendas. The program is fully collaborative all around. There is no lead school; much of the organizational responsibility is distributed. Likewise, the faculty’s relationship with the participants is collaborative. And faculty members work closely with the participating companies, which over the past eight years have included Alcan, BT, EDF Group and Gaz de France, Fujitsu, the International Red Cross Federation, LG, Lufthansa, Matsushita, Motorola, Royal Bank of Canada, and Zeneca. We think of our setting as being especially worldly, because the participating managers and faculty host their colleagues at home, in their own cultures, and are guests abroad. We also believe that the program’s reflective orientation allows us to probe into analysis more deeply than in regular education and work. Finally, our own purpose is action: We seek fundamental change in management education worldwide—to help change business schools into true schools of management. page 3 The Five Minds of a Manager These days, what managers desperately need is to stop and think—to step back and reflect thoughtfully on their experiences. barrassment, anger, or frustration—and so recognize some comparable feelings in yourself? Your own reaction now becomes a learning experience for you: You have opened a space for imagination, between your experience and your explanation. It can make all the difference. Organizations may not need â€Å"mirror people,† who see in everything only reflections of their own behavior. But neither do they need â€Å"window people,† who cannot see beyond the images in front of them. They need managers who see both ways—in a sense, ones who look out the window at dawn, to see through their own reflections to the awakening world outside. â€Å"Reflect† in Latin means to refold, which suggests that attention turns inward so that it can be turned outward. This means going beyond introspection. It means looking in so that you can better see out in order to perceive a familiar thing in a different way—a product as a service, maybe, or a customer as a partner. Does that not describe the thinking of the really successful managers, the Andy Groves of the world? Compare such people with the Messiers and Lays, who dazzle with great mergers and grand strategies before burning out their companies. Likewise, reflective managers are able to see behind in order to look ahead. Successful â€Å"visions† are not immaculately conceived; they are painted, stroke by stroke, out of the experiences of the past. Reflective managers, in other words, have a healthy respect for history—not just the grand history of deals and disasters but also the everyday history of all the little actions that make organizations work. Consider in this regard Kofi Annan’s deep personal understanding of the United Nations, a comprehension that has been the source of his ability to help move that complex body to a different and better place. You must appreciate the past if you wish to use the present to get to a better future.

Reading Nightmares :: essays papers

Reading Nightmares Reading nightmares exist at many different levels. There are nightmares at the national and state levels. There are nightmares within the field of reading education, and with teachers across all subject areas. This is a key point in the article â€Å"Exploring reading nightmares of middles and secondary school teachers† by William P. Bintz. At the national and state levels, research indicates that students experience a declining interest and slowing development in reading from the seventh grade on (Farr, Fay, Myers , & Ginsberg, 1987). They â€Å"demonstrate gains in reading during the early years, these gains seem to taper off in the middle and upper grades, and decline during the high school years.† (Chall 4) Many studies give strength to this argument that reading nightmares occur nationally. They show that students have difficulty with tasks requiring interpretations of what they read, that students do little, if any, reading in school and for homework, and that there is a decline in reading skills amongst 12th graders. (Bintz 13). Goodland (1984) believes that this problem may exist because of the relationship between time spent on reading instruction and the decline in reading abilities. He points out that â€Å"reading occupies only approximately 6% of class time in elementary school, 3% in junior High school, and 2% in senior high school. â€Å" (p 106-107). It is noted that 8th grade students watch TV, on average, almost 22 hours per week. They read for less than 2. (Humphrey 23). Reading instruction, as a field of study, is also ripe with nightmares. Too often, educators make assumptions about reading and its’ instruction. These include â€Å"(a) Reading instruction is primarily, if not exclusively, the role of elementary, not middle and secondary school teachers; and (b) reading is an isolated skill; once mastered in the elementary grades students require no further instruction.† (Bintz 14) As Burnett is keen to show, these attitudes are changing, but slowly. Teachers on the secondary level are still hesitant to get involved in reading instruction. They see themselves as teachers of content. But, perhaps, as Summers states, maybe the content area teachers are hesitant because they, along with many language arts teachers, aren’t properly trained to provide reading instruction. Regardless of content area, all teachers are seeing the same nightmares.