Corporate University in China Essay Example for Free

Corporate University in China Essay The concept of corporate university (CU) in China is a recent phenomenon although it existed more than eight decades in the western world. Literature reviews indicate that CU is an independent professional-managed entity proactively providing learning intervention in the workplace. With the ownership of the corporation, CU embedded culture and optimized learning through commitment to strategic intent in order to meet organizational objectives. The concept of â€Å"training† has to be redefined. The major key role of CU is to facilitate both individuals and organization to become â€Å"efficient learner† in order to maintain competitiveness in the ever-changing of business environment. Since the start of economic reform in 1978, the Chinese economy has enjoyed a dramatic growth. In 2002 alone, China attracted over US$52.7 billion in foreign direct investment (FDI), surpassing the US. The drastic economic growth and the fundamental structural change in China as a result of government policies, globalization and technological advances will continue to drive the demand for training and competency development. Both local and foreign-invested corporations seek the CU concept as the strategic solution. There are many reasons for corporations establish CU; however, the primary one is to facilitate corporate objectives and support business strategies. Studies on HRM suggest different models vary across different countries. A direct copy from western model might cause ineffective and inefficient. A comprehensive understanding on the CU meaning, how it operates, and its roles are important. In addition, consideration of local elements is necessary in adopting CU in China. Major Chinese characteristics with current corporate situation and issues should be identified. Evidences support that the Chinese contextual variables and their CU motives impact the strategies and development of CU in China. Adapted from Prince Beaver’s conceptual CU Wheel model, a priori China CU framework encompassed the unique characteristics of China is formulated in an attempt to describe the key functions that an â€Å"ideal† type of CU in China should perform. Based on the theoretical assumptions, the four core subsystems include learning and teaching process, networks and partnership, accreditation system, and marketing process constitute the main elements of the CU process. They work collaboratively with the common goal of supporting business goals and strategies. The two cultural elements, â€Å"guanxi† and â€Å"mianzi†, work as catalyst or lubricator to enhance the effectiveness and coordination. The priori CU framework brings new insight to the CU development in China. Research is performed to test the relevance of this framework across the three major forms of ownership. To achieve the research objectives, an exploratory and descriptive approach is used. This study adopts a qualitative case-methodology based on the in-depth interviews, previously collected data through questionnaires and documentary analysis. The three study cases include: 1. Taikang Business University (TBU) a joint-venture enterprise with foreign investment; 2. Motorola University, China (MUC) a wholly foreign-owned multi-national corporation (MNC); 3. X Academy, a state-owned enterprise (SOE) To delimit the study, each case covers background information, its objectives and roles, core portfolio, and the relevance of the priori framework. Challenges and issues of each case organization are addressed as well. A cross-case analysis of the three case organizations is used to identify the similarities and differences. The diffusion of CU practices varies with the investment form and the foreign equity stake. The study provides evident that both the MNC and joint venture case organizations with foreign investment are more mature in their CU process. The integration and coordination of the four core processes that constitute the priori CU framework are strongly evident. A hybrid model of CU practices is adopted with the convergence of practices from the parent country operation and the divergence of practices for the China context. On the other hand, the CU development of the SOE case is less developed. It can be explained that most of SOEs in China lack western management know-how and resources. Some CU sub-processes or practices of the priori CU framework are either missing or too weak in the SOE case. It has been facing problems at the CU evolution. Misconception on training, lack of support from upper management, lack of CU understanding, unable to demonstrate the CU value, ineffective learning process, and the cultural gap are the major issues and challenges for CUs in China. Improvements have to be made before CU can really take off in organizations in China. Recommendations with reference to the priori CU framework are made. Additional comments on CU strategies are given for local enterprises and the foreign-invested organization. It is evident that some CUs such as Motorola University China (MUC) perform a range of strategic functions in China. Among all, it can be summarized into two major categories: developing people and developing business. Although developing people is the most common motive for the CU establishment, the CU strategic orientation towards market-driven and profit-driven is more evident and justifiable to most Chinese enterprises. The CU strategies and practices are highly influenced by the political, economic and cultural characteristics of China. It would be difficult to apply a single CU model to all CU phenomena. Despite the limitation, the priori CU framework can still be used as a tool to describe the current situation in the CU scene in China. It encompasses the unique characteristics of China CU, capable of providing the direction to the CU operations and practices. This research raises a number of issues upon which subsequent research efforts can be expended as follow: 1. Besides the forms of ownership, other company variables such as the industry types, leadership style, corporation sizes, and corporate culture might affect the CU development and practices. Further, the CU strategies and practices are highly influenced by the political, economic and cultural characteristics of China. To what extent these contextual variables influence the CU adoption in China? 2. The major motive for local enterprises to establish CU is to drive corporate-wide initiative, reinforcing and perpetuating behavior towards internationalization. So how do the local corporations, particularly state-owned enterprise, change their traditional view to more global perspective in order to run a successful CU? 3. Different foreign-invested corporations adopt different local strategy. Some focus on globalizing the China operation whilst others prefer to adopt a complete localization approach. Does the local strategy adopted by the foreign-invested corporation affect the CU strategy and development? 4. The dynamic business environment in China creates a constant change phenomenon in corporate strategies. How does CU support the changing corporate strategies and maintain its agility? How does CU demonstrate its value in China? With a large population, fast and rapid growing economy and constant improvement of its people’s living standard, corporations in China enjoy tremendous market potentials. CU definitely has an important role in China. However, a successful CU requires continuously learning and self-reflective. The evolution of CU involves ongoing values, trust, respect, commitment, integrity and enthusiasm. The priori CU framework, to a certain extent, can be used as a tool to explain the current situation in the CU scene in China. With more understanding on the CU practices and development in China, it will benefit both organization decision makers and educational providers to evaluate their responses to what is clearly a growing phenomenon.

The Benefits of Vitamin E :: essays research papers

The benefits of vitamin E are now fairly well established. Out of a controversial past it has become clear that vitamin E plays important roles as an antioxidant, in your immune system, in preventing heart disease and even in helping prevent cancer. As if this wasn’t enough, the research continues into other beneficial effects that vitamin E may have. It’s not particularly easy to come by however meaning if you want to get all the benefits you probably should consider a supplement to your diet. Vitamin E has many uses. Vitamin E plays an important role as an antioxidant. This means that it is important in preventing the damaging effects of free radicals which are by-products of many normal body processes. Vitamin E can works alongside the other important antioxidants, vitamin C and beta-carotene. It is only relatively recently that the benefits of vitamin E in preventing heart disease have been well proven despite it being suspected since the 1940s. Studies have shown that taking regular vitamin E, either through diet or supplements can have quite dramatic effects to lower your risk of heart disease. In addition to it’s preventative effects, there have been other studies which have indicated that vitamin E can help stop the progression of heart disease which has already been established. Another way in which it acts is to help prevent severe blood clots which can in some cases be highly dangerous. So all around vitamin E can offer some great benefits against heart disease. It has been known for some time that vitamin E can boost the immune system. The antioxidant effects of vitamin E help the immune reaction, but in addition vitamin E works to protect cell membranes against being penetrated by attacking microbes. The idea that vitamin E might help prevent cancer came from observations that people with cancer often have low levels of vitamin E. So the question that needs answering is - does one cause the other? Do low levels of vitamin E make people more likely to develop cancer, or does having cancer cause your levels of vitamin E to drop? There is growing evidence that low levels of vitamin E do make you more likely to develop cancer. This is good news because we can do something about low levels of vitamin E – get more, and reduce our cancer risk. The antioxidant effects of vitamin E seem to be what is giving this protection. So far there is evidence of this effect in acting against colon, cervical and breast cancers and possibly lung cancer. Another benefit can come in patients who are receiving radiation therapy for cancer in whom vitamin E appears to help reduce the side effects of treatment. For normal nerve function vitamin E is essential.

Low Socio-Economic Status People and Their Impact on University

Low socio-economic status people and their impact on university participation, choice of university and choice of course in Australia There seem to be persistent inequalities in Australian higher education participation. Over the last two decades the participation numbers for low socio-economic status group have only slightly improved despite improvements in access (Centre for the Study of Higher Education, 2008, p. 15).After the Bradley report which was written following the review of higher education system in 2008, the Australian government has introduced many policies and financial assistance for this demographic in hope of increasing the participation rates to 20 per cent by 2020 (Department of Education, Employment, and Workplace Relations, 2008, p. xiv). However, despite steady increases in overall tertiary participation, the inequalities still remain. People with low socio-economic status are not as successful in applying or gaining access to more prestigious institutions as those with medium or high socio-economic status are (James, 2007, p. ). It is not only participation at university level that is affected with this imbalance. Significant social differences can be seen across different universities as well as different fields of study (Reay et al. 2001, p. 858). Study by Ferguson and Simpson (2011) has found, and James (2007) agrees, that students with low socio-economic background are not so successful in gaining entry into the courses with more competitive entry requirements like medicine, law or architecture.These students were more concentrated in courses such as education, nursing, IT and business (James, 2007, p. 7). James (2007, p. 7) believes that the same is true for the high demand universities, where low socio-economic status students hold a share of only 11 per cent of all places. These differences can be somewhat accredited to the geographical location of these more prestigious universities as they are mainly situated in the metropolita n areas. However, there are other factors that contribute to this imbalance more so.Some experts believe that students who come from disadvantaged backgrounds may not aspire to attend these universities believing that it is not an achievable goal, or they may not perform academically well enough for more competitive courses. Other studies indicate that it is in fact the psychological factors which create socioeconomic imbalances in higher education participation. This paper will look at rates of participation, aspirations, ability and psychological factors and their affect on the decision making process of low socio-economic status students when it comes to higher education.It will argue that there is enough supporting evidence to conclude that this demographic does not have a lot of impact on university participation, choice of university or choice of course. While overall higher education participation rates have improved, socio-economically disadvantaged people are least represen ted group in Australian higher education. James (2007, p. 2) states that ‘social class is the single most reliable predictor of the likelihood that individuals will participate in higher education at some stage in their lives’.Undergraduate Applications, Offers and Acceptances Report from the Department of Education, Employment and Work Relations, states that in 2011, 18. 6 per cent of all applicants were from low socio-economic backgrounds, compared to 30. 6 per cent of applicants from high socio-economic group (DEEWR, 2011, p. 15). It also reports that even though applications by low socio-economic status applicants were up by 3. 4 per cent they were less likely to result in an offer. Low socio-economic status applicants had an offer rate of 79. per cent compared to 83. 5 per cent for applications from high socio-economic status applicants (DEEWR, 2011, p. 15). Even though the rates for applications and offers to higher education for low socio-economic demographic hav e slightly increased, according to DEEWR (2011), this demographic continues to be the least represented at university level. One of the reasons that could explain the current higher education participation numbers by people from low socio-economic background is aspiration.It has to be considered as one of the principal issues in student’s decision making process. According to the English dictionary, to aspire, it means to have a strong desire to achieve something. Consequently, to attend university, an individual needs to aspire to do so. Bowden and Doughney (2010), in their study of secondary students in the western suburbs of Melbourne, have found that those with lower socio-economic status have fewer aspirations to attend university. Instead, they aspire to attend a vocational training institution or gain employment. Difference in spirations among different demographics is mainly influenced by individual’s social systems, such as class, ethnicity, gender, customs an d religion (Bowden & Doughney, 2010, p. 119). Furthermore, in his research for the Department of Education, Science and Training, James has found that there is a strong relationship between parental education levels and young people’s educational aspirations (DEST, 2002, p. 51). Bowden and Doughney’s study results are consistent with James’ findings, as well as Bourdieu’s concept of ‘cultural capital’, which Harker et al. (cited in Webb et al. 002, p. 22) defined as ‘culturally valued taste and consumption pattern’. Therefore, it can be said that those who come from low socio-economic background are at a disadvantage when it comes to entering higher education due to the fact that they were not brought up with the idea of attending university. Academic achievement or student’s ability is seen as another important factor that needs to be considered when studying inequalities in higher education. This is because in Australia, university enrolment process relies heavily on individual’s academic achievement.Student’s academic record is seen as a main way of entry into the university and acquiring all the benefits that come with having a degree. Teese (cited in Ferguson & Simpson, 2011, p. 33) proposed that almost half of low socio-economic status students obtain scores in the lowest academic bands and that only small number of these students receives high academic scores. Ferguson and Simpson conclude that this is due to fewer resources, such as educational, cultural, social and financial, that are available for this group of students, rather than lack of ability.Cardak and Ryan (2009) have come to the similar conclusion. They have found that academic scores of low socio-economic status students are lower due to the fact that their early educational achievements are also lower in comparison to the more advantaged students and their achievements (Cardak & Ryan, 2009, p. 444). Both Ferguson an d Simpson’s and Cardak and Ryan’s studies agree that students with same ability and same academic scores have the same likelihood of attending university regardless of their socio-economic status.They also agree that the quality of academic results rises with the status. Thus, as they don’t have access to as many resources as their more privileged peers, low socio-economic status students are at a disadvantage when it comes to securing a place at university. Although aspirations and academic ability are very important factors in higher education inequality, it could be said that the psychological factors have most of the influence on person’s decision to attend university.Students from low socio-economic background are more conscious of the existence of barriers to their entering higher education (Harris, 2005, p. 4) and are not likely to encounter diverse influences that might persuade them to participate in higher education (DEST, 2002, p. 50). James be lieves that students from this demographic are more likely to be doubtful about their academic ability and achievement and they would possibly be lacking financial support (DEST, 2002, p. 50).He also states that they have less confidence in parental support and a stronger interest in earning an income as soon as they leave school. ‘The perceptions and beliefs held by people with low socio-economic status can all be regarded as habitus, which is described as ‘embodied predispositions that are learned early in the life of a young person’ (Harris, 2005, p. 4). As they lack role models, it is very difficult for these young people to see university participation as something that is relevant to them or something they could achieve (Harris, 2005, p. ). In their UK based study of working class secondary students, Reay et al. (2001, p. 865) have found that this group of students were choosing universities where they were most likely to fit in, as they felt more comfortabl e attending such university and where they could find ‘intellectual and social peers’. Psychological factors play an important role in the decision making process due to the emotions attached to them. Low socio-economic status students seem to have a lot more to consider when deciding on their higher education pathway.As the evidence would suggest, students from low socio-economic background, have very little impact on university participation, choice of university or choice of course at present time. According to the government reports, students from disadvantaged backgrounds are highly under-represented at university level. Thus, higher education in Australia is far from being level playing field for some demographics. The most current review of higher education shows that the participation rates at university in general, as well as different courses and institutions are considerably lower for those ith low socio-economic status. The difference between low and high so cio-economic status groups is quite significant, despite the government’s efforts to improve these numbers by implementing new policies and strategies. As discussed in this paper, the reasons for inequality are varied and complex. However, most of the researchers agree that it is the family attitudes that are at the core of the problem. These attitudes have enormous influence on student’s decision making process. However, there is always a possibility for change.Australian universities, in conjunction with schools and government’s help, need to focus on developing new social networks and transforming set beliefs of disadvantaged students. These changes could be achieved through the use of early interventions and positive role models during middle schooling. Only with successful attitude changes will the higher education participation numbers improve for this particular demographic. References Bowden, MP & Doughney, J 2010, ‘Socio-economic status, cultural diversity and the aspirations of secondary students in the western suburbs of Melbourne, Australia’, High Education, vol. 9, no. 1, pp. 115-129, SpringerLink, viewed 2 October 2012. Cardak, BA & Ryan, C 2009, ‘Participation in higher education in Australia: equity and access’, Economic Record, vol. 85, no. 4, pp. 433-448, Wiley Online Library 2012 Full Collection, viewed 25 September 2012. Centre for the Study of Higher Education 2008, ‘Participation and Equity: A Review of the participation in higher education of people from lower socioeconomic backgrounds and Indigenous people’, Universities Australia and the Centre for the Study of Higher Education (CSHE), University of Melbourne, viewed 4 October 2012, Department of Education, Employment, and Workplace Relations 2008, ‘Review of Australian higher education – Executive summary’ report prepared by D Bradley, H Noonan & B Scales, Department of Education, Employment, and Workplac e Relations (DEEWR), Canberra, pp. xi-xviii, viewed 25 September 2012,

What Is Bipolar Disorder - Free Essay Example

Sample details Pages: 6 Words: 1691 Downloads: 6 Date added: 2019/07/31 Category Medicine Essay Level High school Tags: Bipolar Disorder Essay Did you like this example? Introduction The following case study consists of 50 outpatients diagnosed with Bipolar Disorder Type 1. It focused on some patients who took their medications regularly and some who decided to treat their disorder non-pharmacologically. Some people prefer a spiritual or a finding of ones self approach for treatment. Overall this case study was performed to observe the patients perceptions of the disorder and the psychiatric medication management. Compare and Contrast According to my text book, less than 2% of the population are diagnosed with bipolar disorders. The case study claims that 4-17% are diagnosed with bipolar disorders. They both agree that if this disorder is treated properly with the correct medications, the effected person can live a pretty normal life, meaning they would have less severe and less frequent states of mania or depression. Both the text book and the case study agree on the type of medications that are taken for bipolar disorder. Individuals suffering from a bipolar disorder are usually prescribed antipsychotic mood stabilizers, anticonvulsive mood stabilizers, and lithium. Antipsychotic mood stabilizers are typically used as short-term treatment of hallucinations, delusions, or mania symptoms. Sometimes it is used long term to prevent future occurrences of mania or depression. Anticonvulsive mood stabilizers used to be prescribed to people who didnt respond to lithium, but now they are given with lithium, alone, or wit h an antipsychotic drug. They are used to treat or prevent mood or manic episodes. Lithium is a dangerous medication because it has a narrow margin of safety which is 0.6-1.2 mEq/L. Sometimes the doctor may refer the patient to a psychiatrist to talk about their behavior patterns, thought and feelings. The doctor may also run some lab test or a physical exam to find any other problems that could be the cause of your symptoms. An example of mood charting is having a patient keep a daily record of their moods, sleep patterns, or activity level. There are many other behaviors that are monitored that could help with finding the right treatment for the patient. (MFMER, 2018) The case study mentions some non-pharmacological treatments like massages and other stress relieving activities. Don’t waste time! Our writers will create an original "What Is Bipolar Disorder?" essay for you Create order Diagnostic/Laboratory Procedures The case study used the Structured Clinical Interview for DSM-5, the young mania rating scale (YMRS), and the Hamilton Depression Scale (Ham-D-17) to exclude any patients experiencing a current affective episode and to establish criteria for euthymia. The book recommends also using the DSM-5 diagnostic criteria for bipolar 1 disorder. It shows the subjective signs that a nurse should monitor. It shows signs of manic episodes, hypomanic episodes, major depressive episodes, and bipolar 1 disorder. (Box 28-6 pg. 1810). The YMRS is an eleven-question test with multiple answers used to measure how severe a manic episode is in children and young adults. The Ham-D-17 is also a questionnaire, but it is used to indicate depression and as a guide to evaluate recovery. According to webmd.com, the best way to diagnose bipolar disorder is by talking openly with a patient. The doctor must know the signs and symptoms the patient is experiencing to diagnose and treat the disorder. Other Therapies St. Johns Wort is known for its ability to naturally enhance a persons mood. St. Johns Wort would be beneficial when the person is in a depressive state. It could help them to feel happier and overcome that depressive episode. Patients should be notified about the dangers of this medicine. Studies have shown that St. Johns Wort can cause a potentially life-threatening increase in serotonin. Some reports have stated that it can worsen the symptoms of bipolar depression and schizophrenia (PubMed, 2017). Meditation is another way to boost a persons mood when they are in a depressive state. This is a great way to boost your mood because there are a variety of ways to do it. There is concentration meditation, mindfulness meditation, and yoga are also a form of meditation. Concentration meditation is exactly what it sounds like. Its is when you concentrate on one thing, like a candle flame, and dont like your mind think about anything else. This improves your ability to concentrate. Mindfu lness meditation is when you pay attention to your wandering thoughts and try not to judge them as good or bad. This meditation helps a person to not be so quick to judge something. Yoga is a way to free your mind through exercise and focus on nothing but that one pose and your breathing. Meditation has may benefits, lower blood pressure, improved blood circulation, less anxiety, lower blood cortisol levels, more feelings of well-being, less stress, and deeper relaxation. (Galam, 2018) Another nonpharmacological treatment for bipolar disorder is light therapy.It has been suggested that on dark days, the serotonin in your skin decreases. Serotonin is a chemical in the body that helps to regulate mood and social behavior. Light therapy is used to replace sunshine with a bright white light. It is usually set in a box, similar to a desktop computer. It is believed to mimic sunshine and boost serotonin levels on dark and gloomy days. Acupuncture can also help to treat bipolar disorder Du ring a session of acupuncture, a provider will apply pressure to the skin with very fine needles. It helps the patients to respond to stress in a more positive way. It stimulates the central nervous system allowing endorphins to be released that may not be produced at normal rates in a bipolar patient. Cultural Considerations In Italy, health care providers have noticed that people with bipolar disorder tend to avoid doctor visits during the time of euphoric periods. Euphoric periods have two parts. In the beginning, the patient will feel like they are on top of the world, they will have a high level of confidence with all situations. It can be addictive. The second part of the euphoric period is completely different. The patient will begin to have bad judgement and perform out of the ordinary behavior. You may do things to harm yourself, your family, career, and all the things you care about. The patient wont be able to think or care about the consequences of their actions. (Fast,J.A., 2012) Since patients dont usually attend doctor visits during this phase, it makes it extremely hard to accurately diagnose bipolar disease. In fact, there is research showing that only 21.3% of patients that where prescribed anti-depressants for depression in Italy really had bipolar disorder. Since patients tend to visit the doctor during the depression state, it has been recommended to health care providers to consider bipolar disease with all patients that come in the office with signs and symptoms of depression. (Carta et al; 2011) Prevention/Promotion Teaching At this time, it is believed that bipolar disease is not preventable, but there are some non-pharmacological activities that can help to manage mood swings of this disorder. Eating healthy helps to prevent so many diseases and makes you feel better. It is believed to help manage mood swings in bipolar disease also. Eating healthy helps the brain and the nervous system to work efficiently. Studies have shown that a deficiency of vitamins and minerals in the body can lead to more frequent mood swings. Eating foods high in sugar and low in nutrients cause blood sugar levels to fluctuate causing mood swings. Bipolar disorder patients should manage the use of any mood-altering substance including caffeine and alcohol. A healthy diet consists of foods from all food groups each time you eat. An easy way to keep track of this is you want your plate to mimic a rainbow. You can do so by eating fruit, vegetables, dairy, grain, and protein. Eating healthy isnt easy in the beginning, you should start out with small things like filling half of your plate with fruits and vegetables. You can also ensure that half of your grains are whole grains. In the beginning, people make the mistake of trying to cut out all the bad foods that they crave (cookies, chips, ice cream) and end up falling short of their goal. Most of the time those who fall short end up splurging and gorging themselves in the exact foods that they were trying to cut out in the first place. Normally the fast-paced short cuts that are taken end up coming to just as fast of an end. There is a term the slow and steady win the race which can apply here. The goal is not to see how fast a person can change but how long they can maintain a positive co rrelated mood. Therefore, patients should allow themselves to eat the foods that they crave, but they should eat it in moderation, only one serving size. Sometimes it is easier to substitute a healthy food for a junk food if they are the same texture. For example, trading peanut butter for almond butter, or ice cream for yogurt. Conclusion Overall, bipolar disorder is a complex disorder because it varies from person to person, and there is no distinct cure. Depression, euphoric, or manic states can last for different amounts of time depending on the person. There are many pharmacological and non-pharmacological ways to treat this disorder. Antipsychotic medications are the most common drug given for this disorder. They are used to help control psychotic symptoms of bipolar disease like hallucinations and delusions. Non-pharmacological treatments are things like yoga and meditation which helps to clear and strengthen the mind. According to webmd.com, the best way to diagnose bipolar disease is by talking openly with the patient. Another way that is commonly used to diagnose this disorder is the DSM-5. It tells a list of the subjective signs that a nurse should monitor for in the patient. It shows signs of manic episodes, hypomanic episodes, major depressive episodes, and bipolar 1 disorder in general. References Vargas-Huacachina*, L. Huicochea  , C. Berlanga* and A. Fresan* Huicochea,V., Huicochea, L., Berlanga, C. (2014). Taking or not taking medications: psychiatric treatment perceptions in patients diagnosed with bipolar disorder. Clinical pharmacy and therapeutics, 39,pp.673-679 Retrieved from NCLIVE.com Trakalo, K. (2015) Nursing: a concept-based approach to learning. Boston, Massachusetts: Alexander, J. American psychiatric association. (2013) Desk reference to the diagnostic criteria from DSM-5th ed. Arlington, VA: American Psychiatric Publishing

The History and Purpose of the European Union

The European Union (EU) is a unification of 28 member states (including the United Kingdom) united to create a political and economic community throughout Europe. Though the idea of the EU might sound simple at the outset, the European Union has a rich history and a unique organization, both of which aid in its current success and its ability to fulfill its mission for the 21st Century. History The precursor to the European Union was established after World War II in the late 1940s in an effort to unite the countries of Europe and end the period of wars between neighboring countries. These nations began to officially unite in 1949 with the Council of Europe. In 1950, the creation of the European Coal and Steel Community expanded the cooperation. The six nations involved in this initial treaty were Belgium, France, Germany, Italy, Luxembourg, and the Netherlands. Today, these countries are referred to as the founding members. During the 1950s, the Cold War, protests, and divisions between Eastern and Western Europe showed the need for further European unification. In order to do this, the Treaty of Rome was signed on March 25, 1957, thus creating the European Economic Community and allowing people and products to move throughout Europe. Throughout the decades, additional countries joined the community. In order to further unify Europe, the Single European Act was signed in 1987 with the aim of eventually creating a single market for trade. Europe was further unified in 1989 with the elimination of the boundary between Eastern and Western Europe—the Berlin Wall. The Modern Day EU Throughout the 1990s, the single market idea allowed easier trade, more citizen interaction on issues such as the environment and security, and easier travel through the different countries. Even though the countries of Europe had various treaties in place prior to the early 1990s, this time is generally recognized as the period when the modern day European Union arose due to the Treaty of Maastricht on the European Union—which was signed on February 7, 1992, and put into action on November 1, 1993. The Treaty of Maastricht identified five goals designed to unify Europe in more ways than just economically: 1. To strengthen the democratic governing of participating nations.2. To improve the efficiency of the nations.3. To establish economic and financial unification.4. To develop the community social dimension.5. To establish a security policy for involved nations. In order to reach these goals, the Treaty of Maastricht has various policies dealing with issues such as industry, education, and youth. In addition, the treaty put a single European currency, the euro, in the works to establish fiscal unification in 1999. The EU expanded in 2004 and 2007, bringing the total number of member states to 27. There are 28 member states today. In December 2007, all of the member nations signed the Treaty of Lisbon in hopes of making the EU more democratic and efficient to deal with climate change, national security, and sustainable development. How a Country Joins the EU For countries interested in joining the EU, there are several requirements that they must meet in order to proceed to accession and become a member state. The first requirement has to do with the political aspect. All countries in the EU are required to have a government that guarantees democracy, human rights, and the rule of law, as well as protects the rights of minorities. In addition to these political areas, each country must have a market economy that is strong enough to stand on its own within the competitive EU marketplace. Finally, the candidate country must be willing to follow the objectives of the EU that deal with politics, the economy, and monetary issues. This also requires that they be prepared to be a part of the administrative and judicial structures of the EU. After it is believed that the candidate nation has met each of these requirements, the country is screened, and if approved the Council of the European Union and the country draft a Treaty of Accession which then goes to the European Commission and European Parliament ratification and approval. If successful after this process, the nation is able to become a member state. How the EU Works With so many different nations participating, the governance of the EU is challenging. However, it is a structure that continually changes to become the most effective for the conditions of the time. Today, treaties and laws are created by the institutional triangle that is composed of the Council representing national governments, the European Parliament representing the people, and the European Commission that is responsible for holding up Europes main interests. The Council is formally called the Council of the European Union and is the main decision-making body present. There is also a Council President here, with each member state serving a six-month term in the position. In addition, the Council has the legislative power and decisions are made with a majority vote, a qualified majority, or a unanimous vote from member state representatives. The European Parliament is an elected body representing the citizens of the EU and participates in the legislative process as well. These representative members are directly elected every five years. Finally, the European Commission manages the EU with members that are appointed by the Council for five-year terms—usually one commissioner from each member state. Its main job is to uphold the common interest of the EU. In addition to these three main divisions, the EU also has courts, committees, and banks which participate in certain issues and aid in successful management. The EU Mission As in 1949 when it was founded with the creation of the Council of Europe, the European Unions mission for today is to continue prosperity, freedom, communication, and ease of travel and commerce for its citizens. The EU is able to maintain this mission through the various treaties making it function, cooperation from member states, and its unique governmental structure.

The Great Awakening, By Jonathan Edwards And Benjamin...

Religion is a moral code essential to humanity, but it is not the only moral option. Throughout much of history, religion has had a monopoly on what is defining what is morality. However, that monopoly has been destroyed many times. In the 16th century, Martin Luther tore apart the Catholic Church, and in the 17th century, the Age of Reason arose. Two authors who exemplify these two historical events, respectively, are Jonathan Edwards and Benjamin Franklin. Jonathan Edwards was brought up on deeply Calvinist and Lutheran teachings, and was one of the many people responsible for The Great Awakening in America. Benjamin Franklin, although he was also brought up on Calvinist teachings, chose to develop his religious beliefs around reason and argument. The differences and similarities between the religious experiences of Benjamin Franklin and Jonathan Edwards include the way they questioned Christianity, the way in which they viewed themselves, and the way in which they behaved. These t raits bear scrutinization for examining how different moral codes may have vastly different effects.. Although both Franklin and Edwards were raised in religious households, their response, from childhood to adulthood, to their religious teachings was vastly different. Being the grandson, and only male offspring, to â€Å"one of the most influential and independent figures in the religious life of New England†(Edwards 396), Reverend Solomon Stoddard, the religious expectations upon Jonathan EdwardsShow MoreRelatedEssay on The Innovators of American Literature1066 Words   |  5 Pageswritings, Jonathan Edwards and Benjamin Franklin illustrate American themes in their personal narratives that quintessentially make part of American Literature. Although they lived in different times during the early development of the United States of America and wrote for different purposes, they share common themes. 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The Great Awakening was a revival of a person’s personal spirituality sparked by Whitefield and Edwards; which de-emphasized the church. The revolution preached similar messages regarding criticism and tensions of authority. Without these two men, the American Revolution would not have happened as early as it did, if it all. George Whitefield and Jonathan Edwards were both two extremeRead MoreEssay about Individualism in History1061 Words   |  5 Pageswere two men who could not be more obviously different than Jonathan Edwards and Benjamin Franklin. Although they had different beliefs and goals, they still had the same motivations to succeed and similar work ethics. Despite Edwards and Franklin’s obvious difference, they were very much alike. When it comes to portraying a powerful message though, these two men couldn’t be more different in their writing style and delivery. Edwards, being the Puritan he was, wrote a powerful sermon entitled,Read MoreJonathan Edwards And The Great Awakening1080 Words   |  5 Pagespreachers such as George Whitefield and Jonathan Edwards sparked a religious shift and revitalisation known as the Great Awakening. Edwards, influenced by enlightenment thinkers Berkeley and Locke, pioneered ideas and practices that would reshape the protestant church and American society. Jonathan Edwards transformed the religious and ideological landscape of the American public because of his large scale influence and role in the Great Awakening. Jonathan Edwards had a large scale influence on AmericanRead MoreThe Search For Happiness By Benjamin Franklin And Jonathan Edwards1616 Words   |  7 Pagesheroes of the 18th century, Benjamin Franklin and Jonathan Edwards mastered the art of religious theology and the sciences. Although their uprisings differed, they shared a drive for success and individual approach. Sharing an interest in similar fields, their ideals of religion and fulfillment became very different, which helped shape their own future endeavors. I will consider Edwards and Franklin to be a few of the last â€Å"Do it all† men of the 18th century. Jonathan Edwards was born on 1703 in EastRead MoreThe Great Awakening By Jonathan Edwards And George Whitefield2041 Words   |  9 Pages12/07/2014 Research Paper for history class: The Great Awakening The Great Awakening was a revival of religion in North America in the 1740s, led by Jonathan Edwards and George Whitefield. During that time, people started thinking more about free will. In their sermons, religious leaders emphasized everyone can be healed by God, including people who the Christian church had previously denounced as not faithful, such as the Baptists and Quakers. The Great Awakening also caused democratization in the northRead MoreThe Great Awakening Of The 1730s1630 Words   |  7 Pages The Great Awakening of the 1730s significantly altered the social structure of early Americal colonial society. The laity’s internal subjectivity and passional experiences were validated in regards to religious sentiments. This novel type of engagement of the laity is significant, as previously voiceless social and racial classes were given the authority to proclaim and propagate their interpretations of biblical scripture. The New Lights’ emphasis on the transform ative power of the Holy SpiritRead MoreThe Enlighment and the Great Awakening Influence on the American Revolution741 Words   |  3 Pagesthe Enlightenment and the Great awakening caused the colonists to alter their views about government, the role of government, as well as society at large which ultimately and collectively helped to motivate the colonists to revolt against England. The Enlightenment was vital in almost every part of the founding of America, which included everything from government, to politics itself, as well as religion. Many of the ideas from the Enlightenment and the Great Awakening shaped our country as a wholeRead MoreEssay about Great Awakening912 Words   |  4 PagesThe Great Awakening was when religion was sweeping throughout New England with more conversions and church membership. This spiritual awakening took place from 1735 up until 1745. (Brief Outline Notes on the Great Awakening, 1735-45 ) Most of this had taken place within the American Colonies, especially New England.(McCormick, pars. 9) . The Great Awakening had many causes, however the consequences benefitted many. Many people were moving farther and farther away from religion, the Great

Hypothesis and Acquisition of Language-Free-Samples for Students

Question: Discuss about the Hypothesis and Acquisition of Language. Answer: Critical Period Hypothesis and Acquisition of Language The process by which the humans acquire the ability to understand and form a sense of a coherent language structure is known as language acquisition, through this process the human beings create and use the wordsto make sentences to communicate with others.Language acquisition most commonly refers tothe acquisition of first language, which deals with the study of the infants and their acquisition of their respective native language. The acquisition of second language differs from the first language acquisition, it deals with the children or the adults learning other languages than native language. There are some theories about the acquisition and development of language in the humans one of which is the Critical Period Hypothesis theorized by Eric Lenneberg, the hypothesis states that there is a certain critical period in the development and acquisition of language in human beings and if that age is crossed then the individual faces certain problems in learning language. This essay w ill argue the importance of the critical age hypothesis in the development of language in humans. Genie started learning language when she was almost 14 years old, after she was discovered it was observed that she had almost no skill in language or proper communication skills. She did not have control over the organs of speech (Curtiss et al., 1974). After she was taught by the linguists and the psychologists her language acquisition showed that even after suffering from tragic isolation for a long period of time and absence of vocabulary or language, she started showing a bit of progress in phonology, she could pronounce several sound sequences while imitating them but she did not use spontaneous speech till five months into the research. She gained quite a bit of vocabulary as well but her grammar did not improve, she could combine two sentences for example cat hurt dog hurt as cat dog hurt but the there was no use of grammar. Her syntactic acquisition, was also much slower than any normal child (Curtiss et al., 1974). The language development of Genie was different from that of the normal children in several aspects. The phonological words were a lot different for Genie than the normal children, the early two syllable words that she spoke were not reduplicated which normal children did speak. She had no intonation and while the normal children learns nouns at first, Genie learned all the nouns pronouns and verbs but was not able to put it into coherent sentences. In the comprehension training she was unable to understand the word order and was also unable to understand passive sentences. She omitted the verbs, objects and subjects from the sentences. In case of negative sentences the words she was able to speak was the angry ones. She was able to say "stop it," "no more," "no," and her stock of negative words were very few (Curtiss et al., 1974). In case of interrogative sentences when she was asked a question she used to respond by repeating the last words of the sentence uttered by the speaker, also she was never able to use any interrogative questions. The study of ASL or American Sign Language is important to contribute to the study of Critical Period Hypothesis as the study of sign language with the deaf and dumb children more evidently proves that the ability of acquiring a language decreases with the increase in age of an individual (Newport, 1990). The three groups of participants in the Newport study were the Native, Early and Late Learners. Native learners who already had exposure to the ASL from their birth, they were raised by their deaf parents and had an idea about the language from a young age. The second were the Early learners who learned ASL after they were taught by their peers who were also deaf at the age of 4-6 (Newport, 1990). The third group comprised of Late learners the first time that they were exposed to ASL was with the help of their deaf peers, they were more than 12 years of age at the time they learned the language or during the period when the tests were conducted (Newport, 1990). The results of the first ASL study suggests that a wide range of studies shows that acquisition of language occurs successfully in the learners after they have overcome certain primary problems (Ron, 2015). The purpose of these experiments were to find out how the language acquisition was affected with the increase of age in the subjects and after the tests were complete it was found that the children who were taught the language at the age of 12 had a lot less improvement in the development of the language, while the children who had early exposure to ASL they showed far better response to the experiments. In case of syntactical and morphological competence an experiment was conducted on the subjects, they had to listen to a recording consisting 276 short and simple sentences and they were asked whether the sentences were correct or not (Newport, 1990). The test score showed that the children who had early exposure to the language were more able in determining which of the sentences were correct and which were wrong, thus proving that the effects of age of acquisition are effects of the maturational state of the learner (Granena, 2016). In the process of comparing both the case studies, the experiments conducted on Genie and the experiments conducted on the deaf children and ASL study proves that the claims made in the Critical Period Hypothesis are true (Mayberry Kluender, 2017). In case of Genie it was seen that although she made some progress in certain aspects of language acquisition yet she had various problems related to phonology, grammar acquisition and in forming interrogative sentence (Choubsaz Gheitury, 2017). Although she made progress the researchers were unable to comment on the extent of improvement of language acquisition process in the future. In the ASL experiments the results were almost similar, the children who had been exposed to the language in their early age they were able top the experiment results (Diaz, 2016). Both of the studies prove that to acquire a proper form of language the individuals are required to be exposed to their respective native languages from an early age (Strid, 2017) . To conclude, it can be said that the critical period hypothesis which says that from childhood throughout adolescence, this period of time is perfect and most suitable for the acquisition of first and even second language acquisition. The external and inter factors prevent the adults to acquire a new language at that age. Judging from both the experiments this statement can be said to be true that Critical Period Hypothesis holds paramount importance in the development of language in human beings. Reference list: Choubsaz, Y., Gheitury, A. (2017). Is semantics affected by missing a critical period? Evidence from the Persian deaf.Journal of psycholinguistic research,46(1), 77-88. Curtiss, S., Fromkin, V., Krashen, S., Rigler, D., Rigler, M. (1974). The linguistic development of Genie.Language, 528-554. Diaz, C. (2016). The critical period hypothesis. Granena, G. (2016). Part 1: Age Differences, Maturational Constraints, and Implicit and Explicit L2 Learning.Major Research Issues in SLA, 9. Mayberry, R. I., Kluender, R. (2017). Rethinking the critical period for language: New insights into an old question from American Sign Language.Bilingualism: Language and Cognition, 1-20. Newport, E. L. (1990). Maturational constraints on language learning.Cognitive science,14(1), 11-28. Ron, C. (2015). Relationship between the Phonetic Aspect of Second Language Acquisition and Age: Testing on the Critical Period Hypothesis in a Selected Function of Language.The annals of Gifu Shotoku Gakuen University. Faculty of Foreign Languages,54, 15-28. Strid, J. E. (2017). The Myth of the Critical Period.TESOL Journal,8(3), 700-715.