A Summary Of Superman And Superman - 907 Words

Superman and Batman are iconic superheroes. DC comic book superhero fans relentlessly argue about, â€Å"Who is the better superhero, Batman or Superman?† Superman is a more advanced and interesting superhero because of his superpowers. Superman was born on the planet Krypton when he was just a baby he was sent to Earth in a space pod. Baby Kal-El, Supermans name that was given to him at birth, was sent to Earth because of the instability of his home planet. Shortly after his space pod left Krypton blew up. Once Kal-El arrived on Earth, a couple who lived on a farm in Smallville, Kansas adopted Kal-El and renamed him, Clark Kent. Clark continued to grow up on the family farm and go to school. Clark attended the University of Metropolis†¦show more content†¦Superman uses this place as a place to think and as his headquarters. Superman always comes back to save the people of Metropolis though. Superman believes that he needs to tribute his capability to save the people of Earth, a place he calls home now. Bruce Wayne better known as Batman was born in the city of Metropolis/Gotham city, (The city is called Metropolis during the day and called Gotham City at night, but it is the same city.) Bruce grew up in a wealthy family in the 1930’s. One night the family had gone to the local theater to watch a movie. On their way back home they were stopped by a mugger. The mugger demanded the pearl necklace that was around Bruce’s mother’s neck. When his father denied the mugger of the necklace he shot both of Bruce’s parents. After his parents were shot he sat by them on the concrete until a woman by the name of Leslie Thompkins came and helped him home and into the care of the family butler, Alfred Pennyworth. After the traumatizing event of his parents death Bruce pledges to avenge his parents death by saving innocents from experiencing the pain and suffering he had to go through. Bruce spent most of his preteen to teen years traveling the world to make himself mor e experienced in fighting skills and techniques, which he will use as Batman. After traveling he returns back to Gotham city and becomes a billionaire industrialist. While living in Gotham city he also becomes the notorious Batman. Since BatmanShow MoreRelatedSummary on Waiting for Superman963 Words   |  4 PagesGeneration Anti- Slackers As an American we have taken pride in our steady advancement and progression yet this generation have allowed technology to take the place of our desired expectations in life. In this socialization people tend to slack off into a world of illusion. This era of time from 2001 to the present time we should be named Generation Anti- Social Slacker. This generation is notorious for having no sense of direction we are easily distracted by unnecessary events and issues. GenerationRead MoreWaiting For Superman Summary Essay1118 Words   |  5 Pagesfutures away. By capturing the stories of various elementary students attending public schools, Waiting for Superman highlights the current declining public school system and its past failures. The narrative structure along with visual statistics allows the director of this documentary to advocate that the current system of public education is not up to par and needs some savior, like Superman, to come to the rescue. Guggenheim reinforces his claim through the setup of his argument. The entire documentaryRead MorePersuasive Essay : Waiting For Superman 1174 Words   |  5 Pagesreader is reading. There are many other factors more than an information itself the essay brings. There are two rhetorical videos talking about topics that are sensitive, but still essential to be told. Guggenheim s 2010 documentary ‘Waiting for Superman,’ a film about the failures of American public education sparked controversy and debate. Guggenheim knew his film would lead to this and said, I know people will say this movie is anti-this or pro-that. But it really is all about families tryingRead MoreThe Brain Identity Theory, Logical Behaviorism, And Dualism Essay989 Words   |  4 Pagesobjections offered by Elliott Sober (III). Following Sober’s objection, I will convey my evaluation on how I object to one of the arguments for dualism, but acknowledge the success the second argument offered (I V). Finally, I will conclude by providing a summary and offering my interpretation on the topic (V). II. Arguments for Dualism As mentioned previously, one of the many solutions towards the mind-body problem is the theory of Dualism that Rene Descartes offers. Dualism is the idea that there are twoRead MoreEssay on An Analysis of Waiting for Superman978 Words   |  4 PagesIn 2010, Davis Guggenheim released one of the years most talked about documentaries, Waiting for Superman. His film was an eye opening, to many, look at the failings of the U.S. school system. The film follows five students across the U.S., who range in grade level from kindergarten to eighth grade, as they try and escape the public school system through a lottery for a chance admission to a charter school. Guggenheim lays the blame for the failing public education system at the feet of the variousRead MoreWho Is The Word Hero?1366 Words   |  6 Pages Say the word â€Å"hero.† What is the first thing that comes to mind when one hears the word hero? Some may visualize Superman flying through the sky saving a young child, while hero for others may be a more realistic image of a soldier or police officer appearing at the time of need to save someone from danger. Still, others might think about Jesus Christ as a hero for his act of dying on the cross to save people from sin and death. Is a hero defined by the number of sacrifices he has made to theRead MoreBig Influence On American Culture Essay1738 Words   |  7 Pageswas living in. 1935 came around and the first comic book character made his first debut. Ever since then, more and more characters like Superman, Batman, Captain America and Spider Man appeared and those characters started to reflect their respective era’s problems. An example is Captain America fighting hitler, Spiderman working as a photographer, or Superman working at a newspaper company are jobs t hat were very high and competitive is the 1940s. Those larger than life heroes and characters haveRead MoreAn Analysis Of Leon Bootsteins Let Teenagers Try Adulthood840 Words   |  4 Pagesbut does it actually prepare students for the â€Å"real world†? And even after the effort to force students to learn by legally requiring them to go school, â€Å"57% of students will not graduate from over 2,000 schools across the nation,† (Waiting for Superman). The American education system focuses on standards, therefore, does not prepare students for the real world. Leon Botstein wrote â€Å"Let Teenagers Try Adulthood† in 1977. He was the president of Bard College. The passage is about his opinion ofRead MoreThe Shavian Theatre of Ideas  (Modern Drama)1356 Words   |  6 PagesHeartbreak House, he was on the whole as a dramatist more philosophic than before, and more concerned with the future.   In his own account, Shaw refers to Man and Superman as marking the emergence of what he himself aimed to be as a dramatist, one of â€Å"the artist-prophets† in the succession of men like Goethe and Ibsen. In his summary of his first years as a playwright, he remarks that in the early nineties, he found the existing state of English Theatre ‘intolerable’. The fashionable theatre prescribedRead MoreJoker and Batman Essay9227 Words   |  37 PagesBatman (originally referred to as the Bat-Man and still sometimes as the Batman) is a DC Comics fictional superhero who first appeared in Detective Comics #27 in May 1939. He has since become, along with Superman and Spider-Man, one of the worlds most recognized superheroes.[1] Batman was co-created by artist Bob Kane and writer Bill Finger, although only Kane receives official credit for the character. Batmans secret identity is Bruce Wayne, billionaire industrialist, playboy, and philanthropist

The Communist Manifesto Socialism And Communism

In order to discuss the different ways in which economists considered societies could resolve the economic calculation problem and the implications of the economic calculation debate it is important to consider different view points of influential economists from all over the world. Revolutionary socialist Karl Marx believed that the economic calculation problem should be solved adopting a communist approach; he expressed his ideas in his most notable work â€Å"The Communist Manifesto† in 1848. Marx believed that capitalism should be replaced by socialism and eventually communism and it should be done through abolishing markets, prices and private property. To understand Marx’s ideas it is important to define capitalism socialism and communism. Capitalism can be defined as ‘an economic and political system in which a country’s trade and industry are controlled by private owners for profit, rather than by the state’. On the other hand socialism can be defined as ‘a political and economic theory of social organization, which advocates that the means of production, distribution, and exchange should be owned or regulated by the community as a whole’. Finally, communism as defined in the Oxford dictionary is ‘a theory or system of social organisation in which all property is owned by the community and each person contributes and receives according to their ability and needs’. Influenced by Marx’s work Vladimir Lenin, Russian revolutionary politician, implemented communistShow MoreRelatedManifesto Of The Communist Party920 Words   |  4 PagesThe Communist Manifesto, originally drafted as, â€Å"Manifesto of the Communist Party†, is a pamphlet written by Karl Marx, that in essence reflects an attempt to explain the goals and objectives of Communism, while also explaining the concrete theories about the nature of society in relation to the political ideology. The Communist Manifesto breaks down the relationship of socio-economic classes and specifically identifies the friction between those classes. Karl Marx essentially presents a well analyzedRead MoreNew Democracy And Manifesto Of Korean Communist Party1273 Words   |  6 PagesDemocracy and Manifesto of Korean Communist Party In January of 1940, Zedong Mao delivered a speech during a liberal conference in Yan’an, the center of communism and socialism in China. In the speech, Mao argued that the fate of Chinese revolution must be held in hands of proletariats, and as a leading result, the revolution must construct China as a socialism country. Two decades ago, in 1921, Shanghai, Korean communists also declared their country’s independence by publishing The Manifesto of KoreanRead More The Manifesto of the Communist Party Essay1346 Words   |  6 PagesThe Manifesto of the Communist Party Drafted in 1848 by Karl Marx and Frederick Engels, the â€Å"Manifesto of the Communist Party† outlines the views, tendencies, and aims of the communist party through the so-called philosophy of historical materialism (Distante). These views were expressed throughout four distinct sections of the â€Å"Manifesto of the Communist Party.† The first section describes the relationship between the bourgeois and the proletarians. The next section depicts theRead MoreKarl Marx Essay922 Words   |  4 Pagesduring the 1800s. Marx has his own economic theory, called Marxism. Marx, a radical Communist ideas and philosophies played important roles int the forming of Communist nations during the twentieth century. Marx’s ideas would and have influenced the course of history. Even today, well past his death his philosophies and ideas are still talked about. Marx’s ideas are captured in his book the Communist manifesto. Communism is â€Å"a theory or system of social organization  based on the holding of all propertyRead More The Communist Manifesto by Karl Marx and Its Influence on Society998 Words   |  4 PagesThe Communist Manifesto by Karl Marx and Its Influence on Society The German political philosopher and revolutionary, Karl Marx is best known for his radical concepts of society. His socialist views are best seen in his work Communist Manifesto. As one of the most influential thinkers of all times, he was able to convey revolutionary ideas in a manner that all could understand. Due to its comprehendible nature and usefulness to the people of his time this document was widely popularRead MoreEssay The Communist Manifesto by Karl Marx and Friedrich Engels958 Words   |  4 PagesThe Communist Manifesto by Karl Marx and Friedrich Engels The Communist Manifesto, written by Karl Marx and Friedrich Engels, outlines how a society should be run under communism. The document provides truths to what is wrong with society; what causes these wrongs; how they can be fixed; and how this relates to humans and nature. Marx was a political philosopher of German ancestry. Marx and Engels split the document up into four sections: Section 1: Bourgeois and Proletarians, section 2:Read MoreAnalysis Of Communist Manifesto By Karl Marx804 Words   |  4 Pagesbeginning of Communist Manifesto by listing out the relationships of social classes: â€Å"Freeman and slave, patrician and plebeian, lord and serf, guild-master and journeyman, in a word, oppressor and oppressed†¦Ã¢â‚¬  (Marx 14). With these social ranks came forth the Bourgeoisie and Proletariat. The Bourgeoisie being the greedy, money grabbing upper class and the Proletariat being the working middle class. As all the European powers allied together to get rid of commu nism Karl Marx wrote this Manifesto to dispelRead MoreThe Great Philosophies From The 19th Century1386 Words   |  6 Pagespublished numerous works. Marx’s most well known piece of work is The Communist Manifesto, which discusses his theories about society, economics and politics , together known as Marxism. Through this pamphlet, it highlights the problem of oppression the working class faces. Has a large effect on the revolution following its publication. Became a foundation for organizations, influenced other radicals and subsequently influx and Communist literature. This specific piece of work not only shocked the societyRead MoreThe Communist Manifesto And Das Kapital1507 Words   |  7 PagesKarl Marx A German philosopher, economist, journalist and revolutionary scientist, Marx was best known for his work in economics. He laid the foundations for today s theories of labor and capital. The Communist Manifesto and Das Kapital were among the most famous of his published works. Born to a middle-class family in Trier, Prussia in 1818, his parents were Jewish, but converted to Christianity in 1816 due to strict anti- Jewish laws. He was baptized as a Christian at the age of six but laterRead More Karl Marx and His Work Essay1110 Words   |  5 Pages1818 - 1883 This year marks the 150th anniversary of the Communist Manifesto, written by Karl Marx and his partner Friedrich Engels. The document first appeared in 1848 and has been a manuelfor the following political parties: Socialist, Social Democratic, Labor, and Communist. In the time of its existence it has created disagreement all over the world. Friedrich Engels said these words in 1888 to summarize the Communist Manifesto. In every historical epoch, the prevailing mode of economic

Hazards in Puberty free essay sample

Taking note of the more recent international developments in relation to the protection of children, in particular the two Optional Protocols to the 1989 Convention on the Rights of the Child (CRC), Security Council resolutions 1612, 1674, and 1325, the Paris Commitments to Protect Children from Unlawful Recruitment or Use by Armed Forces or Armed Groups and the United Nations Secretary-Generals Study on Violence against Children, Recognizing the important work done by the United Nations Childrens Fund (UNICEF) and non-governmental organizations (NGOs) in relation to the protection of children, Affirming that children, because of their age, social status and physical and mental development are often more vulnerable than adults in situations of forced displacement; recognizing that forced displacement, return to post-conflict situations, integration in new societies, protracted situations of displacement, and statelessness can increase the vulnerability of children generally; taking into account the particular vulnerability of efugee children to being forcibly exposed to the risks of physical and psychological injury, exploitation and death in connection with armed conflict; and acknowledging that wider environmental factors and individual risk factors, particularly when combined, can put children in situations of heightened risk, Acknowledging that, while both girls and boys face many of the same protection risks, they also experience protection challenges specific to their gender, and reaffirming that, while many risks may be prevalent in all settings, camp and urban envir onments may generate different protection needs, Noting that this Conclusion applies to children, as defined under Article 1 of the CRC, who are asylum-seekers, refugees, are internally displaced or returnees assisted and protected by UNHCR, or are stateless, particularly addressing the situation of those at heightened risk,1 Recalling that the protection of children is primarily the responsibility of States, whose full and effective cooperation, action and political resolve are required to enable UNHCR to fulfil its mandated functions, Recognizing the varied means and capacity of host countries; and reaffirming its call to the international community, in cooperation with UNHCR and other international organizations, to mobilize the financial and other resources necessary, including in support of host communities, to ensure the provision of protection and material assistance and the achievement of durable solutions, based on international solidarity, cooperation and burden and responsibility sharing, as well as on the understanding that inadequate protection, or inadequate, inappropriate or poorly distributed assistance, can increase the risks children face, a) Adopts this Conclusion which provides operational guidance for States, UNHCR and other relevant agencies and partners, including through identifying components that may form part of a comprehensive child protection system, with the aim of strengthening the protection of children at risk; Fundamentals of child protection (b) Recognizes that strategies and actio ns under this operational guidance should be underpinned by the following principles and approaches, amongst others: Children should be among the first to receive protection and assistance; States should promote the establishment and implementation of child protection systems, in accordance with international obligations of States concerned, and to which children under their jurisdiction should have non-discriminatory access; The support provided by UNHCR and other relevant agencies and partners in helping States fulfil their obligations should supplement and strengthen the national child protection system in areas where gaps exist, and be delivered in a spirit of partnership by building on each actors comparative advantages to reinforce the beneficial impact on the protection of children; States, UNHCR, and other relevant agencies and partners shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child, and that mechanisms exist to inform children and adults alike of childrens rights and options; The principle of the best interests of the child shall be a primary consideration in regard to all actions concerning children; Due consideration should be given to the importance of the family and family support structures for the protection of children; Non-discriminatory enjoyment of rights and each childs right to life should be ensured, while also assuring to the maximum extent possible each childs survival and development, supported by a caring and protective family environment and zero tolerance for all forms of violence against children; The active promotion of gender equality is essential to the protection of girls and boys, particularly those at heightened risk; Emphasis should be given to children in the prioritization of financial and other necessary resources; A rights-based approach, which recognizes children as active subjects of rights, and according to which all nterventions are consistent with States obligations under relevant international law, including, as applicable, international refugee law, international human rights law and international humanitarian law, and acknowledgement that the CRC provides an important legal and normative framework for the protection of children; In recognition that detention can affect the physical and mental well-being of children and heighten their vulnerability, States should refrain from detaining children, and do so only as a measure of last resort and for the shortest appropriate period of time, while considering the best interests of the child; A two-pronged approach comprising: (1) mainstreaming of age, gender and diversity into all UNHCR programmes, policies and operations, and (2) targeted action, to ensure that all children, girls and boys of diverse backgrounds, can enjoy protection on an equal basis; and A collaborative approach whereby all relevant actors work together to: identify risks faced by children; undertake participatory situation and comprehensive gap analyses to identify, assess and respond to the wider environmental and individual factors placing children at heightened risk; and document and share information with due respect for rules of confidentiality; Identification of children at risk (c) Calls on States, UNHCR and other relevant agencies and partners to put in place modalities, as appropriate, for early and continuous identification of children at heightened risk. Risk factors that put children in a situation of heightened risk can include both risks in the wider protection environment and risks resulting from individual circumstances, taking into account the cumulative effects of being exposed to several risk factors, such as: Wider environmental risk factors including, but not limited to: an insecure environment; lack of access to child-sensitive asylum procedures; situations of displacement, particularly protracted situations; statelessness; lack of sustainable solutions; poverty and families lack of self-reliance opportunities; inadequate access to and use of services such as education and health care; Disruption of family and community support structures; prevalence of traditional practices that are harmful to children; discrimination, intolerance, xenophobia, and gender inequality; and lack of ocumentation of the parent-child relationship through birth registrations and issuance of birth certificates; and Individual risk factors, including, but not limited to: unaccompanied and separated children, particularly those in child-headed households as well as those accompanied by abusive or exploitative adults; stateless children; adolescents, in particular girl mothers and their children; child victims of trafficking and sexual abuse, including pornography, paedophilia and prostitution; survivors of torture; survivors of violence, in particular sexual and gender-based violence and other forms of abuse and exploitation; children who get married under the age specified in national laws and/or children in forced marriages; children who are or have been associated with armed forces or gro ups; children in detention; children who suffer from social discrimination; children with mental or physical disabilities; children living with or affected by HIV and AIDS and children suffering from other serious diseases; and children out of school; Recognizes the challenges involved in identifying children at heightened risk as they are frequently less visible than adults and may not have the opportunity or feel able to report protection incidents, particularly if these occur in the private domain and/or are associated with social stigmas or taboos; acknowledges the need to provide children access to adults with expertise in age-appropriate and gender-sensitive interviewing and communication skills to ensure that childrens views are taken into account and their needs and protection risks are adequately identified and responded to; e) Recognizes that individual, careful and prompt registration of children can be useful for States, UNHCR and other relevant agencies and partners in identifying children at heightened risk; (f) Recognizes that the systematic collection and analysis of age- and sex-disaggregated data, and of data on children with specific needs, such as unaccompanied and separated children, can be useful for States, UNHCR and other relevant agencies and partners in identifying children at heightened risk; Prevention, response and solutions (g) Recommends that States, UNHCR and other relevant agencies and partners work in close collaboration to prevent children from being put at heightened risk, and respond, as necessary, through the general prevention, response and solution measures listed non-exhaustively below: Within the framework of the respective child protection systems of States, utilize appropriate procedures for the determination of the childs best interests which facilitate adequate child participation without discrimination: where the views of the child are given due weight in accordance with age and maturity; where decision makers with relevant areas of expertise are involved; and where there is a balancing of all relevant factors in order to assess the best option; In the case of UNHCR, conduct best interests determinations respecting child protection systems of States in cooperation with other relevant agencies and partners; Incorporate needs and rights of children into early warning mechanisms, alerts and contingency plans, and ensure integration of child-based risk analysis into inter-agency assessments relevant to children at risk and development cooperation strategies and plans; Establish confidential, accessible and child and gender-friendly complaints and referral systems, in coordination with national authorities when necessary, with clear roles for receiving, referring and addressing complaints from or about a child while ensuring the safety of the child, and for managing case files; children should be adequately informed about the availability of complaint and remedial mechanisms; Promote the implementation of mechanisms for monitoring the protection of children at risk, particularly of those in alternative care arrangements; Strengthen or promote the establishment of child protection committees, as appropriate, with equal and meaningful participation of girls and boys; Facilitate access to administrative or judicial procedures of States that are in accordance with their international obligations and that allow for the prosecution of perpetrators of crimes committed against children, and in which decisions on whether a child should be separated from her or his abusive or negligent parents or caretakers are made based on a determination of the childs best interests; Develop child and gender-sensitive national asylum procedures, where feasible, and UNHCR tatus determination procedures with adapted procedures including relevant evidentiary requirements, prioritized processing of unaccompanied and separated child asylum-seekers, qualified free legal or other representation for unaccompanied and separated children, and consider an age and gender-sensitive application of the 1951 Convention through the recognition of child-specific manifestations and forms of persecution, including under-age recruitment, child trafficking and female genital mutilation; Ensure that age assessments are only carried out in cases when a childs age is in doubt, and take into account both the physical appearance and the psychological maturity of the individual; that they are conducted in a scientific, safe, child and gender-sensitive and fair manner with due respect for human dignity; and that they consider the individual as a child in the event of uncertainty; Establish and/or implement codes of conduct, including stipulating zero tolerance for child exploitation and abuse for all humanitarian staff, including those working in the delivery of services, and for other staff in authority such as border guards, and ensure that confidential and accessible complaints systems are in place which include child and gender-sensitive investigation and follow-up, so as to encourage the reporting of abuse and exploitation where codes of conduct are breached; Address, on a priority basis, the concerns of children in protracted refugee situations, including through intensifying efforts for durable solutions which will reduce the risks they face; Support the efforts of host countries to enhance education, health care and provision of other basic services in refugee-impacted areas as well as expand national protection capacities for addressing the needs of children in particular; and Mobilize financial and other necessary resources, as appropriate, including by action to ensure the provision of protection and material assistance and timely durable solutions based on international solidarity, cooperation and burden and responsibility sharing; (h) Further recommends that States, UNHCR and other relevant agencies and partners undertake the following non-exhaustive prevention, response and solution measures in order to address specific wider environmental or individual risks factors: Provide, where possible, asylum-seeking and refugee children with individual documentation evidencing their status; Register births and provide children ith birth or other appropriate certificates as a means of providing an identity; Facilitate childrens enjoyment of family unity through putting in place procedures to prevent separation, and in respect of unaccompanied and separated children, facilitate tracing and family reunification with their family members in accordance with the respective childs best interests, with due respect for the national legislation of respective States; Promote the provision of alternative care and accommodation arrangements for unaccompanied and separated children, and facilitate the appointment of a guardian or advis er when an unaccompanied or separated child is identified; Make all efforts to provide a secure environment including through selecting safe locations for camps and settlements as close to local facilities as possible, undertaking child and gender-sensitive protection-based site planning; Take appropriate measures to prevent the unlawful recruitment or use of children by armed forces or groups, and work towards the unconditional release from armed forces or groups of all children recruited or used unlawfully by armed forces or groups, and their protection and reintegration; Take effective and appropriate measures, including legislative, administrative and judicial, to prevent and eliminate traditional practices that are harmful to children taking into account the physical and mental harm caused to the child, and the different impact on girls and boys; Encourage the inclusion of all children in education programmes and strengthen childrens capacities, including by enabling their equal access to quality education for girls and boys in all stages of the displacement cycle and in situations of statelessness; promote learning and school environments that are safe, do not perpetuate violence, and promote a culture of peace and dialogue; designate child-friendly spaces in camp and urban environments; and promote access to post-primary education wherever possible and appropriate, life-skills and vocational trainings for adolescents and support recreational activities, sports, play and cultural activities; Make all efforts to ensure integrated nutrition and health interventions and access to adequate food through measures that address the root causes of food insecurity and malnutrition, including by enhancing families enjoyment of self-reliance, age and gender-sensitive food distribution systems, targeted nutrition programmes for pregnant women and children during their critical first years of development, and by providing reatment for malnourished children; Make all efforts to ensure access to child-friendly health services, which provide appropriate medical and psycho-social care for child survivors of violence, including for children with disabilities, take steps towards realizing access to HIV and AIDS prevention, treatment, care and support, including antiretroviral treatment and prevention of mother to child transmission; and for adolescents access to age-sensitive reproductive healthcare as well as health and HIV information and education; Establish and provide access to appropr iate psychological support and training programmes as required to prepare children better for social reintegration; Give high priority to enabling children with disabilities to have access to special assistance and to adequate health and social services, including psychosocial recovery and social reintegration; Develop capacities and competencies on child protection issues through training of government officials, UNHCR staff and implementing and operational partners to enhance knowledge of the rights of children, the fundamentals of child protection and gender analysis; Facilitate the provision of child-friendly information on the conditions in places of return to enable refugee and internally displaced children, in particular those unaccompanied and separated and others at heightened risk, to participate in decision-making on their return; promote respect for protection of childrens inheritance rights; and provide, where possible and appropriate, child- and gender-sensitive/adapted reintegration support on integration and participation in the communities to which they are returning, targeting and recognizing the specific needs of the returning child; In the context of voluntary repatriation of refugees, take appropriate steps to ensure that unaccompanied or separated children are not returned prior to the identification of adequate reception and care arrangements; Facilitate the integration of internally displaced children in places of settlement through targeted action in support of their integration as fully included members of the community, including by taking measures to address discrimination faced by internally displaced children; Whether in the context of resettlement or local integration, facilitate the integration of refugee children through targeted support in schools, particularly for adolescents, and through providing language classes and education on the culture and social structures in the host country for refugee children; rovide support for refugee children at heightened risk that is targeted at addressing their specific needs; and where integration is being implemented, facilitate, as far as possible, the naturalization of refugee children in accordance with national laws and regulations; Enhance the use of resettlement as a protection and durable solutions tool for children at risk; where appropriate, take a flexible approach to family unity, including through consideration of concurrent processing of family members in different locations, as well as to the definition of family members in recognition of the preference to protect children within a family environment with both parents; and recognize UNHCRs role in the determination of the best interests of the child which should inform resettlement decisions including in situations where only one parent is being resettled and custody disputes remain unresolved due to the unavailability or inaccessibility of competent authorities, or due to the inability to obtain official documents from the country of origin as this could jeopardize the safety of the refugee or his/her relatives; and Safeguard the right of every child to acquire a nationality, and ensure the implementation of this right in accordance with national laws and obligations under the relevant international instruments in this field, in particular where the child would otherwise be stateless; and consider the active dissemination of information regarding access to naturalization procedures.

Wedding speech free essay sample

Ladies and gentlemen unfortunately it is time for a select few of us to arise from our chairs and entertain you with witty banter and stories reflecting on the bride and groom. So whilst I am sure the remaining speakers are DESPERATE to get up and give their respective speeches you will have to bear with me. As Henry V111 said to each of his wives in turn, â€Å"I won’t keep you very long.† As this is my first wedding let alone my first wedding speech I was given very specific instructions from those in greater authority as to what I am allowed to say. As such I did what any self-respecting human being would do try to write my own speech fail miserably then steal one from the Internet. So welcome to Kim and Trevors wedding. For those who do not know me Im Jacob, Lucy’s eldest son and Ive been given the great honor of giving my beautiful mother away to Ben. We will write a custom essay sample on Wedding speech or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page At this moment in time I am full of admiration and pride for the commitment they have both made today and one day hope to follow in the example they have set. Although when I get married Ill do it for one of the real reasons pregnancy, for money. or with a gun to my head. Firstly I wish to convey my heartfelt thanks to everyone in attendance today particularly those who have travelled some distance to be with us on Lucy and Ben special day I know I speak for my entire family when I say thank you. During the time we’ve known Ben we’ve come to realize how much he means to Mum. He is a different, loud, sexist man but at least he has all ten fingers. Even so, when you see how gorgeous my mother looks today, it proves the one thing I’ve always known about Ben – he is clearly a man of vision †¦ often blurred, sometimes doubled, but nonetheless a man of vision who’s been lucky enough to find my mother. So it’s a pleasure, Ben to formally welcome you into our family and I know it’s a clichà ©, but I would like to say that today we haven’t lost a mother, we’ve gained a true blue Australian– every

Capital punishment misc7 essays

Capital punishment misc7 essays I once saw a bumper sticker that read, Why do we kill people, who kill people, to show that killing is wrong? Suddenly I thought about what I had read. I am against the death penalty as a solution to crime. Capital punishment is a sign of a deep sickness in our civilization. Execution is an act of violence, but you cannot use violence to end violence. The death penalty is not an effective way to punish a criminal. It is used by the powerful to pretend that violent crime is under control, and being disposed of, but in reality the death penalty disposes of the poor, the uneducated, and the minorities in the world. Even states that use the death penalty seem to have a higher number of homicides than states that do not use it. Capital punishment has never been shown to eliminate crime more effectively than other punishments. If the death penalty isnt lowering the murder rate then why waste the taxpayers money? It cost more to put a prisoner to death with any method than it does to keep them incarcerated. Our justice system shouldnt just execute the criminal, they should also make his life miserable. Prisons should supply the bare necessities and nothing else. One solution is to eliminate televisions, libraries, gyms and basketball courts. Even though our prisons need to toughen up, I do give them credit for taking away a criminals freedom. Many family members want to see the offenders dead. The families emotions are understandable, but death is not a solution. The victims family has to suffer for a lifetime, so why shouldnt the murderer Another problem is the chance or executing an innocent person. The executed prisoner cannot be given another chance. In the last hundred years there have been more that seventy-five documented cases of wrongful convictions in criminal homicide cases. One example is Walter McMillian ...

Digression Definition and Examples

Digression Definition and Examples Digression is the act of departing from the main subject in speech or writing to discuss an apparently unrelated topic. In classical rhetoric, digression was often considered one of the divisions of an argument or the parts of a speech. In A Dictionary of Literary Devices (1991), Bernard Dupriez notes that digression does not particularly make for clarity. It . . . easily becomes verbiage. Observations About Digression Digression, according to Cicero, had been put by Hermagoras . . . in the speech, between the refutation and the conclusion. It might involve praise or blame of individuals, comparison with other cases, or something that emphasized or amplified the subject at hand. Thus it is not literally a digression. Cicero criticizes the requirement as a formal rule and says such treatment should be interwoven into the argument. Ironically, ethical digressions of the sort here described are very characteristic of his greatest speeches.(Source: George Kennedy, Classical Rhetoric, 2nd ed. Univ. of North Carolina Press, 1999)Its Christian and Secular TraditionDigression in Classical Oratory[A]mong other functions, the digression in classical oratory served as a formal transition and in this capacity became incorporated into medieval and Renaissance arts of preaching. For Quintilian a digression outside the five divisions of the speech reflected an emotional detour; and indeed, from the early rhetoric ians, digression was associated with the extra breath of the furor poeticus, the inspired passion which excites emotion in the listener, which touches and persuades.(Source: Anne Cotterill, Digressive Voices in Early Modern English Literature. Oxford Univ. Press, 2004) But I digress-You are no doubt enlightened, he inserted in a gracious tone, but contrary to urban legend, there is actually an entire underworld of Christians who are normal, alert, engaged, even a good time. Many are very smart, well educated, even leaders in their fields. These are people who participate in real life and the open-minded discussions about it. I have met some of them in reading and in person. He grinned. But I digress.-Grinning, too, I could not help but think of Lord Byrons pronouncement that in life there exists no such thing as a digression.(Source: Carolyn Weber, Surprised by Oxford: A Memoir. Thomas Nelson, 2011)Digression is the soul of wit. Take the philosophic asides away from Dante, Milton, or Hamlets fathers ghost and what stays is dry bones.(Source: Ray Bradbury, Fahrenheit 451, 1953)Robert Burton on Delightful DigressionsOf which imagination, because it hath so great a stroke in producing this malady, and is so powerful of itself, it will not be improper to my discourse, to make a brief digression, and speak of the force of it, and how it causeth this alteration. Which manner of digression, howsoever some dislike, as frivolous and impertinent, yet I am of Beroalduss opinion, Such digressions do mightily delight and refresh a weary reader, they are like sauce to a bad stomach, and I do therefore most willingly use them.(Source Robert Burton, The Anatomy of Melancholy, 1621) Also Known As: digressio, the straggler

Chinese Film Essay Example | Topics and Well Written Essays - 1750 words

Chinese Film - Essay Example ng the transition from the 1950s to 1960s.This essay will focus on the movie, Forever Fever (That is The Way I like it,) and the main character, Hock. The discourse will examine in detail how the identity of Hock is transformed in many ways by being a fan of Bruce Lee and John Travolta. The film, Forever Fever, was produced in 1998. It features Hock (Adrian Pang), a fan of Bruce Lee, working in a local supermarket. The initial scenes of the film show Hock’s friends trying to entice him to accompany them to the cinema show that features Bruce Lee. Hock is a big fan of Bruce Lee’s actions following the many films he has acted in. Bruce was regarded as the best martial artist and a pop culture figure in the 20th century. Besides, he was a role model for many actors. Through his actions, many actors have adopted his style of acting and acquired his characters. Based on these facts no one can deny the role and the influence Bruce Lee has had on the film industry. Hock is surprised when he finds that the movie shown is not the one he expected. Initially, he gets bored with the movie but is later inspired by the dancing styles he sees from John. At the same time, an advert is made about a dancing competition where the winner was to win five thousand dollars. Hock develops an interest to participate in the contest, but the problem is that he has no dancing skills necessary to win the competition. Hock knows that if he wins the competition he will have more money enough to buy a motorcycle. The inspiration makes Hock enroll for a dancing class in one of the local schools. He is inspired with the works of John Travolta in the film Saturday Night Fever (directed by John Badham in 1977). The scenes in the movie portray how the lifestyle of Hock conforms to his role models (Bruce Lee and John Traolta). The way he leads his life and the kind of activities that he does clearly show a determined personality who wants to achieve his goals. This is depicted in the type of

Evaluation of Employee Training Demand Essay Example | Topics and Well Written Essays - 2000 words

Evaluation of Employee Training Demand - Essay Example This process is the research problem source between employee and corporation performance. After this process judgment is made whether training can actually assist in solving the problem or not. What kind of training is required is also determined. In order to evaluate and make the judgment if the employee training will assist in solving the problem or not, a number of training and non-training elements need to be considered. The training factors that should be considered include: In this aspect it is important to determine if there is a real need for training or not. This need may arise from the decreasing organizational profits, decreased productivity, increase in the costs and ineffective operations of the organizations due to the lack of proper skills and non-performance of efficient practices by the employees. In this facet of evaluating employee training demand, you need to determine that if the training is needed, why it is needed. The possible reasons can be the changing global trends according to which the skills of the employees need to be polished, it can be a legal requirement, a customer need etc. Here you determine what kind of skills training is required. ... Therefore it is important to determine what core competency needs to be improved. Which employees need training It is also important to know that which employees need what training. This is because employees in different departments need different kind of skill sets and their knowledge and learning requirements are entirely different. For example, it may be necessary for the purchase department people to have the negotiating skills training while it may not be important for the quality control department employees. How and where will the training take place During the evaluation of employee training demand it is also important to know that how will the training take place, i.e. determining will the training sessions be conducted in the office timings or not, will the trainers be hired from within the company or not, will the training sessions be conducted in the office premises or not, etc. The evaluation of training demand should also include some non-training elements, such as organization structure, work environment, salary system and etc. as they have a strong influence on the corporation's conditions. These elements are discussed below: Organizational Structure: Organizations with hierarchical structures are more prone to redundancy of work assignments. Therefore there is usually there is less need for the training of all the employees in such organizations. However in flatter structured organizations, a single employee should have a broad skill set and therefore most of the employees in such organizations have a high demand for training. Organizational Work Environment: The work environment and the working conditions of the organization also are an

Strategic management Essay Example for Free

Strategic management Essay 1. Strategic management consists of the analysis, decisions, and actions an organization undertakes in order to create and sustain competitive advantages. TRUE Dess Chapter 01 #1 Learning Objective: 1 (p. 5) 2. Strategic management includes strategy analysis, strategy formulation, and strategy implementation. TRUE (p. 9-13) 3. According to the text, formulating strategy includes taking into consideration strategy at the business, international, digital, and corporate levels. TRUE Dess Chapter 01 (p. 11) 4. (p. 14) Symbiosis is the ability to recognize interdependencies among the interests of multiple stakeholders within and outside an organization. TRUE Dess Chapter 01 #6 Learning Objective: 3 5. (p. 15) Social responsibility is the idea that organizations are not only accountable to shareholders but also to the community-at-large. TRUE Dess Chapter 01 #7 Learning Objective: 3 6. (p. 14) Sears has developed a sophisticated quantitative model that can predict the relationship between employee satisfaction, customer satisfaction, and financial results. This is an example of a symbiotic approach to strategic management. TRUE 7. (p. 14) Social responsibility for Suncor Energy of Calgary means accountability to customers but NOT to employees. FALSE Dess Chapter 01 #10 Learning Objective: 3 8. (p. 17) The strategic management process should be addressed only by top-level executives. Mid-level and low-level employees are best equipped to implement the organizations strategies. FALSE Dess Chapter 01 #11 Learning Objective: 4 9. (p. 17) Intellectual capital is becoming increasingly important in todays economy. It is a concern of managers throughout organizations. TRUE Dess Chapter 01 #13 Learning Objective: 4 10. (p. 20) Objectives in organizations should be clear, stated, and known by employees throughout the organization. TRUE Dess Chapter 01 #14 Learning Objective: 5 11. (p. 20) Strategic management should only include short-term objectives. Long-term objectives are covered in the organizations vision statement. FALSE Dess Chapter 01 #15 Learning Objectives: 5 12. (p. 20) Organizational goals and objectives should be vague in order to allow for changes in strategy. FALSE Dess Chapter 01 #16 Learning Objectives: 5 13. (p. 20) Organizational vision statements are the beginning point for the hierarchy of goals throughout the organization. An organizations vision statement should be massively inspiring, overarching, and long-term. TRUE 14. Dess Chapter 01 #18 Learning Objective:5 (p. 21) According to the text, a mission statement is an overarching statement that is massively inspiring, long-term, and only discusses the purpose of the company. FALSE 15. Dess Chapter 01 #19 Learning Objective: 5 (p. 21) A mission statement encompasses both the purpose of the company as well as the basis of competition and competitive advantage. TRUE 16. Dess Chapter 01 #20 Learning Objective: 5(p. 24) Strategic objectives should be measurable, specific, appropriate, and realistic, but not constrained by time deadlines. FALSE 17. (p. 23) It is important for organizations to focus primarily on financial objectives and be less concerned about other objectives and goals. FALSE 18. The four key attributes of strategic management include the idea that A. strategy must be directed toward overall organizational goals and objectives. B. strategy must be focused on long-term objectives. C. strategy must be focused on one specific area of an organization. D. strategy must focus on competitor strengths. 19. The four key attributes of strategic management include all of the following except A. including multiple stakeholder interests in decision-making. B. incorporating both short-term and long-term perspectives. C. recognizing the trade-offs between effectiveness and efficiency. D. emphasis on the attainment of short-term objectives. 20. According to Henry Mintzberg, the realized strategies of a firm A. are a combination of deliberate and emergent strategies. B. are a combination of deliberate and differentiation strategies. C. must be based on a companys strategic plan. D. must be kept confidential for competitive reasons. 21. In order to increase their competitiveness, organizations must continually analyze their strategy and their competitive environments. According to the text, strategy analysis includes A. assessing intellectual capital as well as analyzing the internal and external environment. B. formulating Internet and international-level strategy. C. strategic leadership and fostering entrepreneurship. D. strategy implementation and strategic controls. 22. In terms of strategy analysis, the textbook describes Roth, CEO of Nortel, as having A. set low targets. B. ignored the experiences of competitors and set unrealistically high growth targets. C. focused on the economic landscape. D. all of the answers are correct 23. Sears has developed a sophisticated quantitative model and found that there were positive relationships between employee satisfaction, customer satisfaction, and financial results. According to the text, this is an example of ________________. A. zero-sum relationship among stakeholders B. stakeholder symbiosis C. rewarding stakeholders D. emphasizing financial returns 24. An organization is responsible to many different entities. In order to meet the demands of these groups, organizations must participate in stakeholder management. Stakeholder management means that A. interests of the shareholders are not the only interests that matter. B. stakeholders are second in importance to the shareholders. C. stakeholders and managers inevitably work at cross-purposes. D. all stakeholders receive financial rewards.

Graph Theory: The Four Coloring Theorem Essay -- Graph Geography Essay

Graph Theory: The Four Coloring Theorem "Every planar map is four colorable," seems like a pretty basic and easily provable statement. However, this simple concept took over one hundred years and involved more than a dozen mathematicians to finally prove it. Throughout the century that many men pondered this idea, many other problems, solutions, and mathematical concepts were created. I find the Four Coloring Theorem to be very interesting because of it's apparent simplicity paired with it's long, laborious struggle to be proved. There is a very long and eventful history that accompanies this theorem. The concept of the Four Coloring Theorem was born in 1852 when Francis Guthrie noticed that he only needed four different colors to color in a map of England. Through his brother, Frederick, Francis communicated his discovery to De Morgan. Francis wondered if De Morgan would be able to tell him if it was true or not. De Morgan was unsure, so he asked the same question to Hamilton in Dublin. Hamilton was unable to help, so De Morgan continued to ask other prominent mathematicians. In the US, Charles Peirce attempted to prove the Four Color Conjecture in the 1860's and continued to for the remainder of his life. In 1879, Cayley wrote a paper to the Royal Geographical Society explaining the difficulties in attempting to prove the Conjecture. On July 17, 1879, a mathematician by the name of Kempe announced a proof for the Four Color Conjecture. However, eleven years later Heawood, a lecturer at Durham England, pointed out that Kempe's proof was incorrect. Along with proving Kempe wrong, Heawood was able to prove that every planar map is five colorable. In 1898, Heawood also proved that if the number of edges around a region is... ...actually quite fun as well. They don't really have a real importance in the real world. The Four Color Theorem isn't going to save any lives or make life that much easier. However, it does make map coloring more simple by requiring only four colors. Bibliography (1) Fritsh, Rudolf and Gerda, The Four-Color Theorem, Springer-Verlag, New York, Inc., 1998. (2) Harary, Frank, Graph Theory, Adison-Wesley Publishing Co., Redding, MA, 1972, p.130-131. (3) Kainen, Paul, and Saaty, Thomas, The Four Color Problem, McGraw-Hill, Inc., Great Britain, 1977. (4) The Four Color Theorem, http://www-groups.dcs.st-and.ac.uk/~history/HistTopics/The_four_colour_theorem.html, December 10, 1999. (5) The Four Color Theorem, Neil Robertson, Daniel P. Sanders, Paul Seymour, and Robin Thomas, http://www.math.gatech.edu/~thomas/FC/fourcolor.html, December 10, 1999.

A coffee shop

Of all places in our neighborhood, the local coffee shop located just a few steps away from my house is the coziest little nook where one can spend the night.With a stylish interior, warm and friendly atmosphere and a diverse and quiet public, it is the place to have a chat with friends or pick up a cup on the way to work. The character of the place makes it the focus of the neighborhood, the hub that binds the whole area together in a casual and intimate setting.1. InteriorWhen one walks in from a busy, hustled street, the first thing that strikes the eye is the somewhat subdued interior with its dark colors and quiet tones. The curtains on the windows keep the light out, making the inside of the shop look shady. A ray of light falls on the counter, playing on the long row of tubs with all kinds of coffee brands and types.To the left are little tables with customers seated at them, sipping their morning coffee in anticipation of a long working day. Although the furniture in the stor e is not new, it retains an elegant look thanks to its good quality, adding an impressive touch to the atmosphere.2. AtmosphereThis is the best place to get coffee in the area, and variety of coffee assortment strikes every visitor. The air is filled with an incredible number of coffee aromas mingled in an unforgettable mixture of nuances. Coffee smells infuse the air, flowing out into the street and mixing with the fresh morning air so that every passer-by even with the eyes closed can say that it is a coffee shop located in the street.The strong smell attracts the visitors into the store, making them expect excellent coffee. At the entrance, one can hear the sounds of busy work as shop assistants rush back and forward packing the coffee, brewing the drink for their clients, and pouring it into steaming cups. The sounds of talking, cups lifted off plates, and assistants working create a lively and energetic atmosphere that in itself helps those fighting with the rest of sleep wake up and brace themselves for the long working day.3. PublicThe people in the shop are from all layers of society. One can see employees from different companies hurrying to their working places, and a few housewives getting coffee for their families. Many seem to know each other and exchange greetings so that the whole place is filled with cheerful, energetic voices. This makes more noise, but since most people are speaking in a quiet manner, it is still comfortable and does not disturb the visitors. It is one of the places where people come for the atmosphere that bonds them together and helps newcomers meet people that live around.ConclusionThe little coffee shop at the corner is an excellent place to start the day, which makes it central to the neighborhood. All sorts of people living around visit it regularly to meet friends and begin their day with a cup of coffee in the circle of friends rather than alone in their kitchens. This makes it a great place and attracts the whole com munity to the area where they can take a break from their daily routines and inhale the aromatic drink with the magic awakening effect.

International development project analysis Essay

Introduction: – †¢ New science, technologies and ideas are crucial for the achievement of the goals, but global research investments are insufficient to match needs and do not focus on the priorities of the poor. †¢ Many technological and policy innovations require an international scale of research effort. †¢ DFID’s (Department for International Development) Central Research Department (CRD) commissions research to help fill this gap, aiming to ensure tangible outcomes on the livelihoods of the poor. †¢ CRD seeks to influence the international and UK research agendas, putting poverty reduction and the needs of the poor at the forefront of global research efforts. †¢ CRD manages long-term research initiatives that cut across individual countries or regions, and only funds activities if there are clear opportunities and mechanisms for the research to have a significant impact on poverty. †¢ CRD works closely with DFID’s Chief Scientific Adviser to maintain external links, particularly with UK Science, Whitehall and political stakeholders, to promote DFID’s agenda. †¢ DFID is seeking views to help it develop a new research strategy 2008-2013. Your chance to get involved When developing policies, it is recognized that consulting with a wide range of interested groups helps to ensure that the impact of its proposals on different sectors of society is taken into account. Public consultations are carried out wherever possible as recommended in the Code of Practice on Consultations by the Cabinet Office in January 2004. The Code aims to increase the involvement of individuals and groups in public consultations, minimizing the burden it imposes on them, and giving them enough time to respond. This guidance is used in conjunction with the compact between the government and the voluntary and community sector which includes a specific code of good practice on ‘Consultation and Policy Appraisal’. If you would like to take part in DFID public consultations, information will be posted on these pages. . . . Page-2 Page-2 Consultation The Cabinet Office is conducting a review of Consultation Policy to see how Government consultations can be improved and is keen to hear your views. As the centre–piece of this review, Hilary Armstrong MP, Minister for the Cabinet Office and Social Exclusion, has launched a paper entitled â€Å"Effective Consultation† to seek evidence on Government consultations. The consultation is aimed at anyone with an interest in responding to government consultation exercises, from those who regularly respond to the Government’s consultations to those who might be interested in doing so. These might include business organizations, voluntary and charitable sector organizations, campaigning bodies, trades unions, citizens, etc. The Better Regulation Executive is keen to meet with people who have experience of Government consultations and to discuss with them how Government consultations can be improved. The BRE is therefore organizing a series of events with Government Offices including two, larger, public seminars on the subject. †¢ Annual Reports: Assessment of performance on government consultations. †¢ Code of Practice: The Cabinet Office Code of Practice on Consultation sets out the basic principles for conducting effective Government consultations. †¢ Consultation Guidance: Guidance for running consultations in government. †¢ Current Cabinet Office Consultations: A list of current Cabinet Office consultations with links for more information. †¢ Government Consultations: Links to departmental consultation websites. †¢ Effective Consultation Events: Further details on the Better Regulation Executive’s program of Consultation events. The following eight Millennium Development Goals (MDGs) were agreed at the United Nations Millennium Summit in September 2000 and nearly 190 countries have subsequently signed up to them. The eight Millennium Development Goals: 1. Eradicate extreme poverty and hunger. 2. Achieve universal primary education. 3. Promote gender equality and empower women. 4. Reduce child mortality. 5. Improve maternal health. 6. Combat HIV and AIDS, malaria and other diseases. 7. Ensure environmental sustainability. 8. Develop a global partnership for development. . . . Page-3 Page-3 REPORTS AND FORMATS Annual Report Format for DFID-contracted Research Programmes Front cover with Title of Research Programme, Reference Number and the Period Covered by the report. Include a table of contents, annexes, etc. , as necessary. 1. Background Information Title of Research Programme: Reference Number: Period covered by report: Name of lead institution and Director: Key partners: Countries covered by research: Planned Actual Start Date: End Date: Total programme budget: 2. One page summary (A narrative focussing on two main questions: (i) How far have intended outputs as listed in the logframe been achieved? And (ii) What is the impact of the research programme so far? ) 3. Key Themes – Progress towards outputs and impact What are the research outputs? Outputs OVIs Progress Recommendations/Comments Where are the research impacts? Purpose OVIs Progress Recommendations/Comments 4. Lessons learnt †¢ Working with Partners †¢ Good Practice/Innovation †¢ Project/programme Management †¢ Communication 5. Programme Management Annual Report Summary sheet for R4D 1. Background Information Title of research programme: Reference Number: Period covered by report: Name of lead institution and Director: Key partners: Countries covered by research: Start Date for research programme: End Date for research programme: 2. One page summary 3. Products and Publications Inception Phase Report Format Front cover with Title of Research Programme, Reference Number and the Period Covered by the report. Include a table of contents, annexes, etc. , as necessary. 1. Background Information Title of research programme: Reference Number: Period covered by report: Name of lead institution and Director: Key partners: Countries to be covered by research: 2. A document of overall plans to complement your research proposal and setting out: †¢ Themes. †¢ Planned activities. †¢ Areas for development during life of the research program. †¢ Where appropriate, a response to referees comments on the original research proposal and/or any comments or note of endorsement from the CAG/CARG. 3. Finalized log frame 4. Plans for capacity development 5. The Management structure for the research program 6. Ongoing monitoring arrangements for the research program 7. Communication strategy 8. Annual activity plan 9. Detailed financial plan.

Driving Force essays

Driving Force essays What is the driving force for a football player to push a little harder to score a touchdown? What drives a body guard to take a bullet for another living being? What pushes a person to go above and beyond the call of duty? All these people and millions around the world have a long term help with day to day life. A force that is unseen by the naked eye, unheard by the keenest of ears, this perceived agent is known as motivation. In the epic poem Beowulf, the hero Beowulf is pushed by this remarkable force a number of times. Beowulf first incounters this driving force when he prepares to fight the fiend Grendel. Fame, greed, death, and an owed debt-all played a major role for Beowulf wanting to battle Grendel. Beowulf is positioned ontop of a pedestel to be the best of the best, so if he slaughtered this "unstopable" beast he would infact be the ultimate warrior. "And end that terror, I shalle greet him with treasures, Gifts to reward his courage in coming to us." {Lines 384-385) Beowulf had pieces of gold, shiny sword, and ancient artifacts in his eyes. He knew if he defeated Grendel he in return would be rewarded with a generous prize. With his king being a "ring-giver" meaning the king would give back a portion of the treasure Beowulf won for him. Edgatho, Beowulf's father, owed a favor to Hrothgar that he had never payed off. Beowulf thought it was left upon him to pay Hrothgar off by ridding his lands of the minace that haunted his lands. Then over all the other motives there is death. If Beowulf would be killed in the battle between himself and Grendel, he in return would be granted entrance to Valhalla. On Beowulf's second brush with evil he is motivated by guilt, greed, fame, and death. Even though he acomplished the task that was set before him another lay in the wake of the aftermath. The slain fiends mother had came to avenge her sons death. If Beowulf would have just sailed back to Swe ...

How to Develop, Organize, and Plan Instruction

How to Develop, Organize, and Plan Instruction Good planning is the first step to an effective classroom, and one of the six main teacher tasks that excellent teachers must master. A well-planned class reduces stress on the teacher and helps minimize disruptions. When teachers know what they need to accomplish and how they are going to do it, they have a better opportunity to achieve success with the added benefit of less stress. Further, when students are engaged during the entire class period, they have less opportunity to cause disruptions. Obviously, the demeanor of the teacher, the quality of the lesson, and the method of delivery all play into an effective day in class. With that said, it all starts with a good plan. Steps for Planning Instruction Look over the state and national standards and your texts and supplemental materials to determine what concepts you must cover in the year. Make sure to include any required test preparation material. Use this to create a plan of study for your course.Create a personalized lesson plan calendar. This will help you visualize and organize your instruction.Plan your units using your overall plan of study and your calendar.Create detailed unit lesson plans. These should include the following items to be effective:ObjectivesActivitiesTime estimatesRequired materialsAlternatives- Make sure to plan for those students who might be absent during your activities.Assessment- This includes classwork, homework, and tests  Transfer your broad unit plan to a planning book to keep yourself organized. This will help with implementation and focus. This is where all the unit plans come together to give you a broader picture of the year.Write a daily lesson outline and agenda. The details included will differ depending how detailed you wish to be. Some teachers create a simple outline with times attached to help keep them on track while others include detailed notes and written information. At a bare minimum, you should have an agenda prepared for yourself and your students so that you appear organized and you make smooth transitions. It is very easy to lose student attention as you search for the page that you want them to read or fumble through a stack of papers. Create and/or gather any required items. Make handouts, overheads, lectures notes, manipulatives, etc. If you are going to start each day with a warm-up, then have this created and ready to go. If your lesson requires a movie or item from the media center, make sure that you put in your request early so that you are not disappointed on the day of your lesson. Planning for the Unexpected As most teachers realize, interruptions and unexpected events often occur in class. This might range from pulled fire alarms and unexpected assemblies to your own illnesses and emergencies. Therefore, you should create plans that will help you deal with these unexpected events. Create mini-lessons to help fill up any time that might be left at the end of a class period. Even the best teachers are sometimes left with extra time. Instead of just letting students talk, use this time for extra instruction or possibly educational fun. Further, if an unexpected assembly is called leaving you with just 15 minutes of instruction, these lessons can be a godsend.Emergency lesson plans are a necessity for all teachers. If you cannot make it to school at the last minute or have to leave to deal with a personal emergency, you need to leave lesson plans to help your substitute. This combined with your substitute folder is important to help your classroom continue to function without you.

Geographic Information Systems Research Paper Example | Topics and Well Written Essays - 1750 words

Geographic Information Systems - Research Paper Example This computerized system would ease the timely calculation of the organization’s payroll and with very little chance of any errors in those calculations. If witnessed on a larger scale, there is a number of information handling requirements of organizations. Every organizational level within a business needs certain information in order to execute the set of processes at that level. Managers at the higher management level need to make decisions for which they need results of reports and data analysis. This enables them to successfully embed the processed information into their decision making procedures. Likewise, managers at the middle managerial level would need more simplified information that would enable them to keep an eye over the day to day ongoing business activities. Thus, it may well be said that the execution of a full day of business processes running within an organization requires the operating of a number of information systems simultaneously each of which woul d cater to the specific requirements at each organizational level. Following is a narration of a specific type of information systems termed as the Geographical Information Systems. The narration has been done in first person. GEOGRAPHICAL INFORMATION SYSTEMS (GIS) My name is Geographical Information System. I am a perfect example of practically implemented Information systems. WHY AM I IMPORTANT (WHY IS A GIS IMPORTANT?) The geography of land on which human beings live is of immense importance to them. Ever since the ancient times of the human society these living beings have looked up locations of areas to analyze the possibility of presence of prey in that particular area. The early hunters based their living on moving from one location to the other. Geographical importance of land and the details of its terrain have been of integral importance to man since centuries ago. Maps, spatial information have been the source of discovery and planning since times unknown. Geographical ma pping is the most integral use of the geographical information at hand. Looking up the route to a particular location is among the most basic ways in which geographical information helps. Spatial information, on the other hand, affects the most basics of human society such as the growing up of crops, the production of energy, the making of clothes worn by man. With the discovery of computing technology all the geographical and spatial information was put to even better use. It was possible only after the integration of computing technology that my creation was planned. My development was aimed as the making of a tool that would be able to assist human beings with the geographic knowledge associated with themselves and their belongings. I am designed to help in the gathering and use of spatial data. I embed within myself certain technological features such as advanced networking abilities for establishing effective and timely communication, space age data collectors for maintaining a ny data collection in massive databases for future use and other highly sophisticated and intricate computing features. My capabilities and features continue to evolve with the passing of time since technological advancements are rising on a very rapid rate. These ever-developing technological changes are making my systems more enhanced with every passing unit time. The basic

Vietnam- the American roll in that conflict Research Paper

Vietnam- the American roll in that conflict - Research Paper Example Further, from such a level of discussion, it is the hope of this author that the reader will gain a more informed understanding for the nuanced nature and ideological motivations for why the United States saw Vietnam as the figurative â€Å"line in the sand† in which global communism must be defeated and democracy and stated; even by force if necessary. After the conclusion of the Second World War, two superpowers arose. Both the United States and the Soviet Union had collectively helped to free the world from fascism and Japanese imperialism (Pham 19). As a function of this combined victory, both of these superpowers emerged as preeminently dominant over large swaths of territory and by extension, inherently distrustful of one another. Due to the fact that global communism called for a sustained and determined attack upon capital systems and imperial powers, the United States and its allies found themselves on the immediate defensive; attempting to guard against military coup s, proletarian revolution, and any other destabilizing force that the Communist bloc of nations around the globe might foist upon them as a means of weakening the strength of â€Å"the free world†. Due to this sustained and determined attack, then President Truman issued what would become the famous â€Å"Truman doctrine†. This Truman doctrine, further honed, added to, and defined by subsequent presidents, helped to determine the way in which the United States would integrate with communist aggression throughout the world. Ultimately, at its very core, the Truman doctrine stated that it was the express intent of the United States to combat communism at each and every juncture, in each and every location around the globe. After Pres. Truman left the Oval Office, Pres. Dwight Eisenhower further honed the Truman doctrine to an even more aggressive stance (Daddis 234). Dwight D Eisenhower, in 1954, helped to elaborate upon this doctrine of containment and expands upon it b y discussing what has since become known as the â€Å"domino theory†. This domino theory asserts that once a given nation within a particular region as a communist government and stated, then a domino effect will be felt throughout the region; allowing other nations to be weakened and ultimately fault of the influence that a single foothold of global communism can have within a particular region. In retrospect, such a theory seems rather preposterous; equating communism to a type of infectious disease that once rooted within a particular geographic region can somehow spread like a cancer. However, within the spirit of the era, this particular approach was not at odds with reality. Following the Second World War, the French unsuccessfully battled an insurgency within Vietnam, then referred to as Indochina, that eventually saw the French colonial forces retreat in humiliation; leaving Vietnam fertile ground for alternative forms of governance and the influences of communism. As such, in 1955, the United States, in tandem with its CIA assets within the region, backed Vietnamese politician Ngo Dinh Diem to oust Bao Dai from power within South Vietnam this particular study was one of many that helps to define the future relationship and strategy that the United

Industrial Hemp Essay Example | Topics and Well Written Essays - 2250 words

Industrial Hemp - Essay Example Since 2007, the commercial value of hemp has grown tremendously. Today it is considered to be the fastest growing bio mass ever known to exist. It produces around 25 tons of dry matter per hectare per year. In modern agriculture a normal average yield is tipped to be 2.5-3.5 t/ac. As a crop, hemp is also very environmentally friendly and does not require many pesticides or herbicides. Contemporary research has not focused much on soil fertility and hence there is very little data available on that front. Results and analysis show that a high yield of hemp may lead to high yielding wheat crop. Hemp is hence one of the most ancient domesticated plants that ever existed. (Citizen) There are various varieties of Hemp out there. There is cannabis sativa, sativa vary. And sativa. These are grown for industrial use whilst on the other hand sativa indica is generally known to have poor fiber quality. Its primary purpose is for use for recreational purposes and for medicinal drugs. Talking ab out the differences in the plants at chemical level, their major difference rests in the amount of tetraydrocannabinol that is genetically produced in the plants. It is secreted by epidermal hairs called glandular trichomes and can be easily made out on genetical grounds. (Melody) There are some oil seed and fiber varieties of cannabis as well. They have been approved for industrial hemp production and can produce very little amount of psychoactive drug. They don’t produce any physical or psychological effects. On the global scale China is the leading producer of hemp. It is also produced in Europe, Chile and Korea. Benefits and Many Uses of Industrial Hemp: Hemp is used for reasons that are manifold. It is said to produce above 50,000 products in the United States itself. These include the manufacture of textiles, cordage, and nutritional products. Cordage can be produced in varying tensile strength. The bast fiber is normally blended with some other organic fibers for insta nce flax, cotton and silk. These are used in the production of apparel and furnishing and have cotton and hemp in the ratio of 55:45. However 100% pure industrial hemp can also be used. It is just that more commonly it is blended and mixed with cotton. The two fibers inside the hemp tend to be woodier. Because of their characteristic properties they are used commonly in non-woven items, mulch, litter and animal bedding. (Alberta) Hemp is also used in the production of oil-based pained, as a moisturizing agent in creams, for cooking and even in plastics. Basically, the oil present in the seeds gets oxidized when exposed to air. This helps in the extraction of oil and the use of Hemp in oil based products. Hemp seeds have been very fruitful in their use as bird seed mix and now they are also used to make fishing bait, Food: The chemical composition of Hemp seeds is very interesting. They contain essential amino acids and essential fatty acids which are important for a healthy balanced human life. These can seeds can be eaten raw, can be cooked with meal, and even made into hemp milk. This milk is used to prepare tea and in baking. The fresh leaves of hemp are also eaten in salads by many. Some of the most popular products made via hemp include cereals, waffles, nut butters and hemp tofu. There are some companies who try to gain more value out of industrial hemp. They try

1984 Skeleton Outline Essay Example for Free

1984 Skeleton Outline Essay â€Å"I used to think that cyberspace was fifty years away. What I thought was fifty years away, was only ten years away. And what I thought was ten years away it was already here. I just wasnt aware of it yet†. Bruce Sterling (www. brainyquote. com) Technology has helped society achieve great strides in the world today. It has helped us to walk on the moon and find cures for certain cancers. However, technology can also have horrible and devastating effects. This is best illustrated in Orwell’s novel, 1984. Orwell’s novel has been adapted by Michael Radford who captured Orwell’s technologically inclined society through a visual medium. See more: Social process essay Radford’s film portrayed Orwell’s idea of 1984 more effectively. This will be proven through examination of additions and deletions of scenes, cinematography, and casting. Radford’s additions and deletions leave the audience questioning his choice. At the end of the film Radford leaves the audience with unanswered questions, whereas in the novel, Orwell had clear visual clues the answered the questions. â€Å"But it was all right, everything was all right the struggle was finished. He had won the victory over himself. He loved Big Brother. (Orwell 311) An affective addition Radford included in his 1984, was towards the end of the film, Julia and Winston were planned to meet up with each other. In the novel, they had not planned to meet and just so happened that they bumped into each other. â€Å"Actually, it was by chance that they had met. It was in the Park, on a vile, biting day in March, when the earth was like iron and all the grass seemed dead and there was not a bud anywhere except a few crocuses which had pushed themselves up to be dismembered by the wind. He was hurrying along with frozen hands and watering eyes when he saw her not ten metres away from him. It struck him at once that she had changed in some ill-defined way. † (IBID 304) Make sure that you state why this quote is significant in proving that Radford was better at depicting Orwell’s vision. In the novel when Winston goes to meet O’Brien to get the Newspeak dictionary Julia was there with him. In the film when Winston goes to meet O’Brien to get the Newspeak dictionary Julia was not there, Radford has this addition included to emphasize how much Julia did not care about the Party. Radford`s interpretation of 1984 of additions and deletions was very affective. Radford’s use of cinematography was well done based on Orwell’s vision. With the help of color or if you look at it another way, a lack of colour, the film was meant to be shot in a dull and dreary setting. Radford was able to get across to the viewers, the sense of depression. * (put a quote in here of anything that describes any way that they dress or any of the colors that are described in the novel) Consider the opening couple of paragraphs. You could also talk about the scene in the film where his mother died and compare that to another scene to show how times have changed. Radford used bland and mechanized colors such as grey, navy blue and black. In Radford’s 1984 there was a scene shown of Hurt walking home from work and there was no color but greys, and a small amount of a dull navy blue. The actors in the film were too wearing dull navy uniforms and that was it. This was a perfect representation of the way Radford emphasized how dull the film was. The characters in the film, more specifically, John Hurt and Suzanna Hamilton, were also physically grey looking. Their skin was dead looking and physically sick which helped Radford set the theme of the film. (Use the description of the golden country are they the same in the novel and the film? ) If so how? If not how are they different ? Radford’s character selection was very effective that helped to portray Orwell’s vision. Radford’s 1984 was well cast. John Hurt acted just the way he was described in the novel. Although he did not speak much, Hurt used excellent facial expressions in order to get his point across and to communicate with others. â€Å"Winston Smith (John Hurt) is 39, but he has the skinny, wizened look of a perpetually chilled, undernourished child, whose face is that of an old man. † (www. ovie. nytimes. com) Julia, Suzanna Hamilton, was better depicted in the film than in the novel. â€Å"She brings a captivating freshness and warmth to her role, a little reminiscent of a young Harriet Anderson. Her pale, wiry, broad-hipped body has a simple, unaffected, almost archetypal beauty, and in the film’s more intimate moments, she radiates all the tactile sensual grace of a Munch or Degas nude†. (www. IMBd. com) Hamilton helps to portray Julia being a very rebellious character. In the film, Julia was an upfront kind of character whereas in the novel Julia seemed very closed yet didn’t really say much. Radford’s film adaptation of 1984 does effectively portray Orwell’s vision. This was proven by characters, additions and deletions, cinematography. Radford’s cinematography is an excellent adaptation of Orwell’s plot. The characters were well cast and Orwell’s vision was seen. The additions and deletions are very effective in portraying the vision of 1984. Overall Radford’s film does Orwell’s novel justice. Maybe for your conclusion keep the compare and contrast going. So for example Orwell made many choices about where to place characters in the novel but Radford adding or deleting them was a better choice for the vision as a whole.

Shakespeares Rebuttal to Possibilities in Sonnet 96 Essay -- Sonnet e

Shakespeare's Rebuttal to Possibilities in Sonnet 96      Ã‚  Ã‚   Shakespeare's apostrophic "Sonnet 96," one of the sonnets written to the blond young man, is arranged similar to a rebuttal in an argument or debate." In the first three quatrains, he describes several possibilities, such as the youth's winning nature and potential for mischief, only to refute them in the couplet." He begins with concise one-line points in the first quatrain, moves to a comparison utilizing the entire quatrain in the second, and transitions to two-line arguments in the final quatrain, evoking the idea of a logical, organized argument." Along with reason, however, are the romantic tones of the couplet, which refutes the statements made in the douzain." The conditional nature of the sonnet parallels the individual conditional statements made in the quatrains.      Ã‚  Ã‚   Shakespeare uses end-stopped lines in the first quatrain that mimic the brisk style of a debate or quarrel to establish the arguments for and against the blond young man." He explains, "Some say [his] fault is youth" (1), while others think that youth is his "grace" (2)." The parallel structure of lines one and two deftly contrast the range of opinions on the subject's character."" Along with youth, Shakespeare claims that some view "gentle sport" (2) as a grace as well, playing on the double meaning of "sport" as both "pleasant pastime" and "amorous dalliance or intercourse" (OED)."" It appears that Shakespeare falls in this category, saying in line three that people of all stations and classes love the young man's graces and faults, because he "makest faults graces" (4)." Line four possesses a fault in being hypermetric, whichà ·like the young man's faultsà ·can b... ...tradictory to the remainder of the sonnet, as well as the fact that the rhyme of the couplet returns to the b rhyme of the first quatrain." Perhaps this implies that Shakespeare is among the people who "say [his] grace is youth and gentle sport" (2).""" However, the amorous connotation of "sport" in line two fits well with the romantic couplet, which serves as a rejection of the suggestions of the rest of the sonnet, and instead seems to suggest that the young man be content to restrain himself for the love of the poet.    Works Cited The Oxford English Dictionary."" 2nd ed." Oxford:" Clarendon P, 1989." 26 Feb." 2001." http://www.asu.edu/lib/resources/db/oed.htm Shakespeare, William." "Sonnet 96."" The Norton Anthology of English Literature." Eds." M. H." Abrams and Stephen Greenblatt." 7th ed." 2 vols." New York: Norton, 2000." 1:" 1031-32. Shakespeare's Rebuttal to Possibilities in Sonnet 96 Essay -- Sonnet e Shakespeare's Rebuttal to Possibilities in Sonnet 96      Ã‚  Ã‚   Shakespeare's apostrophic "Sonnet 96," one of the sonnets written to the blond young man, is arranged similar to a rebuttal in an argument or debate." In the first three quatrains, he describes several possibilities, such as the youth's winning nature and potential for mischief, only to refute them in the couplet." He begins with concise one-line points in the first quatrain, moves to a comparison utilizing the entire quatrain in the second, and transitions to two-line arguments in the final quatrain, evoking the idea of a logical, organized argument." Along with reason, however, are the romantic tones of the couplet, which refutes the statements made in the douzain." The conditional nature of the sonnet parallels the individual conditional statements made in the quatrains.      Ã‚  Ã‚   Shakespeare uses end-stopped lines in the first quatrain that mimic the brisk style of a debate or quarrel to establish the arguments for and against the blond young man." He explains, "Some say [his] fault is youth" (1), while others think that youth is his "grace" (2)." The parallel structure of lines one and two deftly contrast the range of opinions on the subject's character."" Along with youth, Shakespeare claims that some view "gentle sport" (2) as a grace as well, playing on the double meaning of "sport" as both "pleasant pastime" and "amorous dalliance or intercourse" (OED)."" It appears that Shakespeare falls in this category, saying in line three that people of all stations and classes love the young man's graces and faults, because he "makest faults graces" (4)." Line four possesses a fault in being hypermetric, whichà ·like the young man's faultsà ·can b... ...tradictory to the remainder of the sonnet, as well as the fact that the rhyme of the couplet returns to the b rhyme of the first quatrain." Perhaps this implies that Shakespeare is among the people who "say [his] grace is youth and gentle sport" (2).""" However, the amorous connotation of "sport" in line two fits well with the romantic couplet, which serves as a rejection of the suggestions of the rest of the sonnet, and instead seems to suggest that the young man be content to restrain himself for the love of the poet.    Works Cited The Oxford English Dictionary."" 2nd ed." Oxford:" Clarendon P, 1989." 26 Feb." 2001." http://www.asu.edu/lib/resources/db/oed.htm Shakespeare, William." "Sonnet 96."" The Norton Anthology of English Literature." Eds." M. H." Abrams and Stephen Greenblatt." 7th ed." 2 vols." New York: Norton, 2000." 1:" 1031-32.

Human Resource Management in Virtual Organizations Essay

As we move into the 21st century, a number of innovations that were once merely ideas are now becoming reality. One of these is the virtual organization, where organizational members are geographically separated, but work together through computer technology. To date, much of the research and thought on virtual organizations has focused upon virtual technology and organizational design-how to link the individual members and how to design the virtual organization to carry out its work. This book takes this further in addressing the crucial question, how do you do human resource (HR) functions in the virtual organization? This question is particularly relevant when you consider that most traditional HR functions-hiring, training, evaluating performance, and rewarding (or disciplining) performance-assume there will be face-to-face interaction as the basis for carrying out that function. This book examines human resource management (HRM) in the virtual organizational in 14 chapters written by various authors and compiled into four parts. Part I as the introduction contains two chapters. Greenberger and Wang define and describe the virtual organization in the first chapter. Then Crandall and Wallace look at the difference between traditional and virtual workplaces in the second chapter. Part II examines HRM program delivery in three chapters. McClendon, Klaas, and Gainey look at HR outsourcing. Snell, Stueber, and Lepak examine HR departments, and Ulrich and Beatty describe the role of the HR professional in the virtual organization. Part III presents HRM programs in virtual organizations. Sk chapters describe job analysis (DeCaprio), staffing (Elllingson & Wiethoff), training and development (Noe & Simmering), performance management (Cleveland, Mohammed, & Skattebo), hybrid reward systems (Heneman, Tansky, & Tomlinson), and negotiation (Lewicki & Dineen). Part IV contains two case studies delineating the problems and solutions to electronic commerce (e-commerce) banking in China by Wang, and cross-functional teams cyberlinked in an orthopaedic manufacturer written by Crandall and Wallace. Finally, Part V concludes with a chapter on observations by Cardy. Most of the authors are academicians. Thus, they have a natural tendency to describe virtual organizations in terms of conceptual models, evolving  constructs, and theoretical foundations. To the authors’ credit, however, they make a concerted effort to use real virtual organizations (is that an oxymoron?) to illustrate their points, like the Technology One Alliance among BankOne, AT&T, and IBM, the networks between Walmart and its vendors, Merck’s virtual HR activities, and Lucent’s virtual product development team composed of 500 engineers operating over 13 time zones. In the first chapter, Greenberger and Wang take on the large task of trying to define exactly what a virtual organization is. They review 25 definitions from various articles and conclude that a virtual organization has several characteristics. First, there is a partnering relationship among parties either within or outside the organization. Second, there is a focus on core business activities that the virtual organization does well. Other activities are done by more traditional organizations. Third, technology connects the partners with the core business activities. Fourth, the organizational structure is flexible and fluid. Fifth, there is a focus upon virtual teams working on projects. In Chapter 2, Crandall and Wallace define the virtual workplace as â€Å"a network of people conducting business processes beyond the traditional bounds of organization, time, and space.† They contrast the traditional with the virtual organization and find that virtual organizations emphasize self-managed teams, broad-based duties, cross-functional skills, and a network orientation. One consequence is that the HR manager in a virtual organization takes on more differing roles than does the traditional HR manager. The virtual organization HR manager must be a coach delivering feedback to self-managed teams, an architect of work flows using computer technology, a designer and deliverer of innovative HR programs to fit the virtual organization, and a facilitator of teamwork in self-managed teams. The most interesting section is Part III on how to carry out HR functions within the virtual organization. The basic functions look the same as in the traditional organization, but the techniques are sometimes radically different. For example, in the virtual organization, electronic performance monitoring and online chat sessions are job analysis methods. Recruiting  occurs through Internet job boards. Hiring involves electronic resumes, online testing, and online interviewing. Training focuses upon electronic learning (e-learning) capability, communities of learning, and the use of learning portals. Performance management involves maintaining individual technological skill mixes and evaluating virtual team performance. Even pay systems need new forms because of the new types of work structures-virtual teams, alliances, and networks-and the changing perception of pay equity within these structures. One theme that underlies many of the chapters is the importance of teams in the virtual organization. The self-managed team is one of the building blocks of these organizations. Team members must possess or be trainable on traits conducive to operating in the virtual organization: communication skills, cultural sensitivity, networking ability, tolerance for ambiguity, and interpersonal adaptability. Finally, virtual negotiation is unique. Negotiation in traditional organizations is face-to-face, but virtual negotiation occurs largely through e-mail, which, on the one hand, has a greater propensity for norms of â€Å"taking turns† (e.g., waiting for an e-mail reply); but, on the other hand, there is a greater tendency for disinhibition, which may allow for rude and compulsive behavior, like â€Å"flaming.† Moreover, there is a greater tendency toward message misinterpretation in virtual negotiation e-mails that lack the nonverbal information richness of face-to-face interaction. As I read the chapters, it occurred to me that the authors make a very basic assumption, which is that the computer technology linking everything together is reliable and secure. This is particularly relevant because the combination of attacks from viruses and worms that had swept the nation in August, 2003, was still a very fresh memory as I read this book. To compound the problem, our university computer router went out at the same time. The consequence was very limited access to e-mail and the Internet as our fall semester began. It was a shock to see how much this negatively affected our teaching, research, and interaction with our colleagues. And this was within a traditional university structure. I wonder how these onslaughts of  viruses, worms, hackers, and equipment breakdowns affect virtual organizations. In the traditional organization, there are backup communication systems to the computer, such as faxes, phone messages, and even walking over to someone and talking face-to-face. What is the alternative to the very centralized role of the computer if it malfunctions in the virtual organization? In conclusion, virtual organizations are much more than merely doing e-commerce through Web pages and gaining remote access to the company computer. They involve partnerships, fluid and flexible boundaries, focused business processes, broad-based skill mixes, decentralized teams, and complex connectivity to information networks. They run the gamut from loosely coupled telecommuting relationships to intricate cybernets. As the authors state, HR for virtual organizations will be one of the challenges facing business in the 21st century. Based upon what the various chapters describe, these virtual HR activities will probably still retain the traditional names, like recruiting, hiring, and training, but their actual forms will be as different as an SUV is to a Model T. So let’s fasten our seat belts for a wild ride at Warp 4.5 into the virtual HRM reality of the virtual organization. But don’t beam me up quite yet, Scotty.