The Meaning of Nani in Japanese

The Meaning of 'Nani' in Japanese The word nani  Ã¤ ½â€¢ (㠁 ªÃ£  «) in Japanese means what. And depending on the situation, you might, instead, use  nan (㠁 ªÃ£â€šâ€œ). Which term you use depends on the context, in particular, whether you are speaking or writing formally or informally. The sentences below are listed first in a transliteration of the Japanese phrase or sentence, followed by the spelling in Japanese characters- using  kanji,  hiragana, or  katakana  as appropriate- followed by the translation in English. Where indicated, click on the link to bring up a sound file and hear how to correctly pronounce the word or sentence in Japanese. Using Nani or Nan in a Sentence Nani is the more formal and polite term to use when asking a question, as in: Nani  wo  suru  tsumori  desu ka? (㠁 ªÃ£  « ã‚’ 㠁™ã‚‹ 㠁 ¤Ã£â€šâ€šÃ£â€šÅ  㠁 §Ã£ â„¢ 㠁‹)   What do you intend to do? or What are you planning to do? In more casual situations it would  be  fine to use nan. As a general rule,  if the word following what begins with a syllable from the t, n, and d groups, use nan, as in: Nandeshou? (㠁 ªÃ£â€šâ€œÃ£  §Ã£ â€"ょ㠁†) What do you want? More on Using Nan vs. Nani Nan is used before  particles.  A particle is a word that shows the relationship of a word, phrase, or clause  to the rest of the sentence.  Particles are added to the end of sentences to  express the speaker  or writers  emotions, such as doubt, emphasis, caution, hesitation, wonder, or admiration. You might use  nan   with a phrase such as /㠁 ®, /㠁 § (which means of the and is pronounced no de)  and verb da/desu (打㠁 §Ã£ â„¢ ), meaning it is hitting or it is striking. Nani is used before: /㠁‹ (meaning or and pronounced as ka)  and /㠁 « (meaning into a and pronounced as ni). Be careful when you use nan because, for example, if you use  nan  before ka  (/㠁‹), which means or, it would sound like the word nanka  (㠁 ªÃ£â€šâ€œÃ£ â€¹), which means things like. Another example would be if you were to use  nan with  ni (/㠁 «), it would be nanni  (㠁 ªÃ£â€šâ€œÃ£  «), meaning why, but this sounds very much like nannimo  (㠁 ªÃ£â€šâ€œÃ£  «Ã£â€šâ€š), which translates as nothing at all. Using Nani or Nan in Context You might use  nani  or  nan  in a restaurant. Depending on whether you are at a formal business luncheon or a casual eatery, you might use either of these terms. For example, at fast food eatery you might say: Osusume wa nan desu ka.  (㠁Šå‹ §Ã£â€š Ã£  ¯Ã¤ ½â€¢Ã£  §Ã£ â„¢Ã£ â€¹) What do you recommend?Are wa nan desu ka. (㠁‚ã‚Å'㠁 ¯Ã¤ ½â€¢Ã£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š) What is that?   If you are at a more formal eatery, but you dont know what to order, you might ask a fellow diner: Nani ga oishii desu ka. (ä ½â€¢Ã£ Å'㠁Šã â€žÃ£ â€"㠁„㠁 §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š) What is good? If you are traveling on a train and need to ask for help from a stranger or train conductor, that would be considered a more formal situation in Japan. Thus, you would use  nani  and might say: Tsugi  wa  nani  eki  desu ka.  (æ ¬ ¡Ã£  ¯Ã¤ ½â€¢Ã© §â€¦Ã£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š) What is the next station? However, if you are traveling with a friend, you might use   the informal  nan, as in: Nan-ji  ni  demasu  ka.  (ä ½â€¢Ã¦â„¢â€šÃ£  «Ã¥â€¡ ºÃ£  ¾Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š)   What time does it leave?

The Majdanek Concentration Camp, 1941 to 1944

The Majdanek Concentration Camp, 1941 to 1944 The Majdanek Concentration and Death Camp, located approximately three miles (five kilometers) from the center of the Polish city of Lublin, operated from October 1941 to July 1944 and was the second largest Nazi concentration camp during the Holocaust. An estimated 360,000 prisoners were killed at Majdanek. Majdaneks Name Although it is often called Majdanek, the official name of the camp was Prisoner of War Camp of the Waffen-SS Lublin (Kriegsgefangenenlager der Waffen-SS Lublin), until February 16, 1943, when the name changed to Concentration Camp of the Waffen-SS Lublin (Konzentrationslager der Waffen-SS Lublin). The name Majdanek is derived from the name of the nearby district of Majdan Tatarski and was first used as a moniker for the camp by residents of Lublin in 1941.* Established The decision to build a camp near Lublin came from Heinrich Himmler during his visit to Lublin in July 1941. By October, an official order for the establishment of the camp had already been given and the construction had begun. The Nazis brought in Polish Jews from the labor camp on Lipowa Street to start building the camp. While these prisoners worked on the construction of Majdanek, they were taken back to the Lipowa Street labor camp each night. The Nazis soon brought in approximately 2,000 Soviet prisoners of war to build the camp. These prisoners both lived and worked at the construction site. With no barracks, these prisoners were forced to sleep and work in the cold outdoors with no water and no toilets. There was an extremely high mortality rate among these prisoners. Layout The camp itself is located on approximately 667 acres of completely open, nearly flat fields. Unlike most of the other camps, the Nazis did not try to hide this one from view. Instead, it bordered the city of Lublin and could easily be seen from the nearby highway. Originally, the camp was expected to hold between 25,000 and 50,000 prisoners. By the beginning of December 1941, a new plan was being considered to expand Majdanek in order to hold 150,000 prisoners (this plan was approved by the camp commandant Karl Koch on March 23, 1942). Later, designs for the camp were discussed again so that Majdanek could hold 250,000 prisoners. Even with the increased expectations for a higher capacity of Majdanek, construction came to a near halt in the spring of 1942. Construction materials could not be sent to Majdanek because supplies and railways were being used for the urgent transports needed to help the Germans on the Eastern front. Thus, with the exception of a few small additions after the spring of 1942, the camp did not grow much after it reached the capacity of approximately 50,000 prisoners. Majdanek was surrounded by an electrified, barbed-wire fence and 19 watchtowers. Prisoners were confined in 22 barracks, which were divided into five different sections.  Working also as a death camp, Majdanek had three gas chambers (which used carbon monoxide and  Zyklon B gas) and a single crematorium (a larger crematorium was added in September 1943). Death Toll It is estimated that approximately 500,000 prisoners were taken to Majdanek, with 360,000 of those killed. Around 144,000 of the dead died in the gas chambers or from being shot, while the rest died as the result of the brutal, cold, and unsanitary conditions of the camp. On November 3, 1943, 18,000 Jews were killed outside of Majdanek as part of Aktion Erntefest  Ã‚  the single largest death toll for a single day. Camp Commandments Karl Otto Koch (September 1941 to July 1942)Max Koegel (August 1942 to October 1942)Herman Florsted (October 1942 to September 1943)Martin Weiss (September 1943 to May 1944)Arthur Liebehenschel (May 1944 to July 22, 1944) * Jozef Marszalek, Majdanek: The Concentration Camp in Lublin (Warsaw: Interpress, 1986) 7. Bibliography Feig, Konnilyn. Hitlers Death Camps: The Sanity of Madness. New York: Holmes Meier Publishers, 1981. Mankowski, Zygmunt. Majdanek. Encyclopedia of the Holocaust. Ed. Israel Gutman. 1990. Marszalek, Jozef. Majdanek: The Concentration Camp in Lublin. Warsaw: Interpress, 1986.

Ehnancing level of engagement with performance with data in the Dissertation

Ehnancing level of engagement with performance with data in the allocation and use of Seychelles - would an integrated VFM code - Dissertation Example This culminated to extremely high debt ratios for this nation. Nonetheless, the government needs reforms in the public sector to curb the current problems it is facing. Reforms have been adopted in the various sectors and progress being followed by major bodies like the World Bank and UN Human Development. The allocation and use of resources in this nation shows a huge gap as compared to large nations. Russian being one of them has had adoption of better allocation of resources and aiding institutions develop performance indicators and institutionalize these in budget formulation (Diamond & IMF, 2005, 22). This exacerbates the dire need for evaluating value for money in government spending and finding insights in to areas that the VFM code is lacking and should be integrated. Analysis of the interview 1. VFM processes that are in use and how can they be enhanced through the adoption of a more integrated VFM based approach 67% of the respondents have outlined VFM practices in Educatio n sector. However, there is need to have monitoring unit and review process. 33% of the respondent stated that VFM and performance budgeting will be introduced in 2015. 33% of the interviewee have expressed that VFM is in use in the Auditor’s general office in Seychelles. The reduced number of staff however, is hindering the optimal function of this department. 2. VFM be integration into decision making and resource allocation cycles A SMART analysis is recommended by 33% of the respondent to be used in introducing performance budgets in the budget process. 100% of the respondents state that there is need to have a public monitoring unit or a reviewing body to review budget spending. 33% state that a specific department should be set aside for this purpose only. 3. Feasibility and desirability of the VFM model adaptation in Seychelles 100% response indicate that the integration of this model is a costly agenda but with time it will be fully inducted i.e. 2015. The need for a VFM code is highly vital as expressed by 100% of the respondents. 4. Challenges likely to be encountered and the scope for changes in this direction Ineffective monitoring and implementation unit Lack of good administration in analysis projects Cultural impact – acceptance and gradual change Funding for Research and implementation of the Model in full Bulk budget allocation 100% indicate that there is need to do thorough research in countries that have integrated VFM successfully. There will be gradual implementation of the model by 2015. 5. Form of an integrated VFM code for Seychelles The modest methods recommended are Cost benefit analysis; the 3e’s analysis and the trend analysis deferred form the confidence levels. However, the respondents do not have a clear method to be used. However, there are insights into doing research work in countries that have implemented VFM models successfully. Enhancing levels of engagement with performance data policy Definition of Va lue for Money Code Value for money’ is a term that is used to show an explicit commitment to enabling the best results possible are achieved from the money spent. In the UK Government, VFM has been used to depict a concern for more transparency and accountability in spending

Business law Research Paper Example | Topics and Well Written Essays - 750 words

Business law - Research Paper Example California State, the major employment legal tussles the business organizations are facing is the definition of workers and validity of non-competition agreement. The labor law of California has two definitions of workers as either independent contractor or employee under labor code 2750.5 (Californi Law, 2013). Similarly, labor laws define the circumstances under which a business organization can draw a non-competition agreement under labor code 16601 of the California labor law. Cases One of the cases filed by involves how workers are classified as independent contractors or employees (Narayan v. EGL, Inc., 2007). EGL which is a transportation company has been sued by three of it truck drivers for failing to offer employees benefits as required by the California labor code. The truck drivers had signed an agreement with the company to indicate that they are independent contractors. Despite this agreement, they sued EGL for failing to offer them benefits enjoyed by employees under l abor code 2802(a) (California Law, 2013). The appeal court of California held that there were facts to show the truck drivers were employees rather than independent contractors as EGL firm claimed. Consequently, the drivers were entitled to employees benefits provided under the California labor code. ... Creteguard, Inc, 2010). Silguero as a sales representative of Floor Seal Technology (FST) agreed to undertake a non-compete agreement for fear of been sacked by the employer. However, FST terminated his work after two months that forced him to seek employment in Creteguard firm. Consequently, Creteguard terminated his job after it was informed by FST of the existence of non-compete agreement with Silguero. Accordingly, the California court of appeal dismissed the validity of non-compete agreement under the California labor law. Rationale The findings of the two courts are informed by various critical reasons on the liberties of the employees as provided under the labor laws of California. In Narayan vs. EGL Company, the judges evaluated the supervision level the truck drivers were receiving from the company in undertaking their duties. To the extent that the drivers were distributing the firm’s products under the direction and supervision of the firm’s management, it wa s a clear indication they were under the employment supervision like other ordinary employees of the firm. The denial by the firm to grant them full autonomy in scheduling their distribution routes and strategies negated the very requirement of an independent agreement. Consequently, the truck drivers are entitled to receive with full employment benefits provided under labor code 2802(a) of the California labor laws. Similarly, the judgment the judges of appeal court of California made on Silguero vs. Creteguard firm is informed by legal observation. Even though the California business and profession code under section 16601 provides for non-compete agreements, it can only apply in owners of a partnership, limited companies and corporations. Indeed, the

Logical Argument Essay Example for Free

Logical Argument Essay Overall paper thesis: The Freemason sub-culture appeals to potential members with a combination of logical aspects, emotional appeal, and aspects of overall credibility. Members are generally drawn to the group because of one of these three, but they all combine to create the compelling sub-culture. Logical Argument The logical appeal of the Freemason society is broad and often times, overriding. The first logical aspect that members are drawn to is a common group of people who share the same core beliefs. By being a member of the Freemason sub-culture, people are instantly attached to a support group of individuals who will be going through similar circumstances. This type of camaraderie is a primal human need and is one of the main logical selling points for the society. Another logical aspect which has broad appeal to members is the fact that the Freemasonry is often a leader in charity and community service. This is a compelling factor both because it is a good thing to do and also because it is something that reflects well on the individual members of the sub-culture. Men within the group understand that their efforts within the community will be looked upon with veneration and in many cases, these acts can help them gain power and influence outside the Freemasonry. One often overlooked logical appeal of the Freemasonry is the simple fact that it gives men something to do with their time. As men get older, they sometimes lose touch with their friends and with the things that they used to do earlier in life. Men can become entangled in their work, so it is good to have a place that they can go in order to get away from that. In fact, it is something of a brotherhood that men can rely upon in the best of times and the worst of times.

To Kill a Mockingbird by Harper Lee - The Influences Parents Have On Th

Throughout our lives we're influenced by many. It can have an effect on the way we view issues within societal boundaries. One of the major influences children have in their lives comes from their parents. The parents of a child can have both a positive and a negative influence on their lives. In the novel "To Kill A Mockingbird", there are two excellent examples of how parents can be a major influence on their children. Atticus Finch, father of Jem and Scout Finch, plays the loving, kind and knowledgeable father. He is an example of how parents can have a positive influence on their children. Bob Ewell, father of Mayella Ewell, plays the drunken, abusive, and neglectful father. He is an example of how a parent can be a negative influence on their children's lives. Both fathers are very influential on the psychological development of their children. Parents can influence how their children behave, feel, and act towards the outside world. If a child is brought up with hatred and anger, they can learn to view the world in a very negative way, by being critical and prejudice towards other people. However if a child is brought up with caring and nourishment, they can learn to see the world from all different angles. Atticus Finch raises his children with love and care, and teaches them to consider all angles of a situation before you judge someone; "You never really understand a person until you consider things from his point of view"... "Until you clim...

Buddhism in the Himalayas

Organized religions have become a part of one’s historical and cultural background. The need for political leaders and gurus to gather the people into one unit, for the maintenance of stability, has paved the way for the pursuit of knowledge; leading to the development of numerous philosophical undertakings and spiritual enlightenment. The proliferation of religious missionaries to the designated countries of contact have created and divided communities; cultivating a new set of belief systems and codes to abide by.At the onset of the spread of major religions like Christianity, Hinduism, Judaism, Islam and Buddhism, spiritual fermentation took place as socio-political activities merged with the religious practices of the various cultures present in a community. Throughout history, these major religions will struggle to outlive each other as they compete to gain a stronghold of followers for the preservation of their cultural beliefs. For this reason, many minority groups in a community are most likely to have been isolated or persecuted by the ruling culture.This was the case with Christianity under the Roman Empire, which accounted for the martyrdom of thousands of Christians who fought for their faith (Tignor et al. , 2008). However, during the rule of Constantine in 312 CE, the tables were turned and Christianity was now the flagship of the new Rome. This pivotal event is the key to the expansion of religions to far-reaching territories, as it conveys universal codes that pertain to the human condition.It is in this sense that the quest for religious ties was crucial to the progress of a community since morality played a big part in the formation of the people’s morale. Religion is said to be the cement that binds people together in any adversity and it is through this viewpoint that cultures grew and developed, as citizens become more aware of their place in the society. The grounds to which religion has shaped a community can be observed in a number of perspectives, particularly in the way artworks are made in a particular area (Tignor et al. , 2008).Wherever Buddhism spread, it seemed to rely on a necessary set of ingredients that encouraged it to prosper. The Silk Road was said to have advanced the spread of Buddhism in Tibet as the reach of most Indian missionaries in the mountainous regions of the Himalayas have contributed greatly to the foundation of Buddhism as one of the major religions in the world. It became a vehicle for Tibet to engage in trade with other neighboring countries like Nepal, China, Kashmir, Mongolia and Bhutan. Trade did not only consist of goods, but also of people, knowledge and religion.As a result, Buddhism was integrated into the livelihood of the Himalayan regions (Kapstein, 2000). The Role of Local Kings in Promoting Buddhism The success of the acculturation of Buddhism in Tibet would not be possible without the welcoming arms of most of the rulers in Tibet, starting with Princess Wench eng and Princess Jincheng. Then King Songsten Gampo established cordial relations with China and Nepal by marrying the Princesses of each country, securing the maintenance of harmony with these neighboring states.Both Princesses introduced the precepts of Buddhism to the King and its followers, which initially helped the expansion of Buddhism in the local communities. It was only under the reign of King Trhi Songdetsen that officially gave the go signal for Buddhism to take root in Tibet as it was legitimized it as the major practicing faith (Kapstein, 2000). The Padhmasambava statue found in the RMA represented the figure that further brought Buddhism to the Himalayas.Padhmasambava was said to be a guru who was summoned by King Detsan to Tibet in order to broaden the reach of Buddhism in the local communities. During this time, the ministers who adhered to the Bon religious sect disliked the direction in which Buddhism was heading for so the King administered the help of Padhmasanb ava to deter the growing power of the ministers. Wherever Buddhist missionaries went, chaos was sure to follow. As a result, civil war broke out between the two religious sects and the spread of Buddhism came to a stand still after the assassination of King Detsan.Under the guidance of the ministers, Lang Dharma took over and a long line of hostilities occurred across the land as persecution of the Buddhist monks and nunneries were carried out, bringing destruction to the initial monasteries built for worship (HAR 65422). Monastaries were a vital component of the Buddhism faith as it not only serves as a refuge for those who practice the faith or are oppressed, it is also the place where important books and records about Buddhism are stored. Destroying such an establishment would disrupt the solemnity of the faith.This is the reason why so many Indian and Chinese missionaries were needed in Tibet as rebuilding the monasteries was necessary for preservation of Buddhism. Under the rei gn of Je Tsongkhapa, the Ganden Monastery was erected amidst the chaos that enveloped the warring local communities. The monastery housed many monks and nuns who had been driven away by the enemies of the Buddhist religion and was described to be one of the grandest monasteries ever built. It also contained an extensive collection of Buddhist teachings and philosophies from famous gurus and translators who have kept the recorded teachings of Buddha (Kapstein, 2000).As years past, Tibetan and translators and pilgrims decide to take a journey to India, China and Nepal in search for gurus and more teachings that they could bring back to their homeland. This has led to the visitations of different Buddhist missionaries in Tibet; most notable are Atisa, the Indian scholar and the great translators Rinchen Zangpo and Milarepa. The presence of these three missionaries supported the rebirth of Buddhism in the local communities, after its devastated state during the reign of Lang Dharma.This was said to be the beginning of the evolvement of the Buddhist tradition (Kapstein, 2000). Emergence of a New Buddhist Tradition The Avalokiteshvara Statue and Painting seen in the RMA depicts the evolution of the images that constitute the image of Buddha to the local communities (HAR 65451 & HAR 40). Both of the artworks show the different adaptations made of the image of Buddha to fit the culture of a particular area. For instance, in China, Avalokiteshavara is referred to as Quan Yin while in Tibet he is known as Chenrayzeg.When Buddhism started its roots in India, it was known as Teravada Buddhism but by the time it has reached East Asia, it had become Mahayana Buddhism which consisted of slightly different set of beliefs yet still rooted in the Indian precept. When this spread into the Himalayas, it became known as Vadrayana Buddhism. From this context, one can see that while the teachings and stories about the Buddha are the same in many different regions, it often takes on the aspects of the local culture (Snelling, 1999).In reference to the Buddha Shakyamuni painting found in the RMA, one can denote that the painting illustrated different sights that foretold stories of Buddha Shakyamuni’s life. A part of the painting features people conversing with each other, while the Buddha is seen with a halo-like appearance as he gives lessons to a group of people (HAR 955). Himalayan art often depicts religious stories of tradition by incorporating Chinese and Western styles. Although the painting was done in Tibet, the stories included in the painting originated from India as that is the main setting of Buddha’s representation in the stories.The solemn presence of nature in the painting such as the mountains, trees, clouds and the wide landscapes demonstrates how Buddhism has interlocked with different cultural systems (Kapstein, 2000). Due to the blending of the Chinese, Indian and Tibetan systems, the results produced three subcategories of Bu ddhism in Tibet which were the Kadampa, Sakyapa and Kagyupa. All three only differed from the school of origin that they belonged to but they collectively teach the same principles that the great Buddha had taught (Snelling, 1999).Based on the research given about the historical context of Himalayan art and its special relation to Buddhism, it can be denoted that the artworks emphasize the importance of spiritual life in the Tibetan community. Most artworks depict a sense of other worldliness as it attempts to illustrate the merging of the earthly realms and the divine. Representations of important figures that facilitated the spread of Buddhism are seen as supernatural, with the appendage of several arms and a crown of miniature skulls over their heads, having serene stature that signifies respect.Most often, the artworks illustrate a unisex type of portrayal with a god-like stance, trampling over evil forces. The same can be said about the representations of Buddha, although eleme nts of earth-bound activities suggests that artists attempt to make Buddha seem more approachable to the people. The integration of Buddhism in Tibet’s culture has greatly influenced the way they view the world around them, and this in turn provides an outlook into the rooted spirituality that are present in the Himalayan regions. References: Avalokiteshvara statue & painting. HAR 65451 & HAR 40. In The Rubin Museum of Art.Buddha Shkayamuni – Life Story. HAR 955. In The Rubin Museum of Art. Kapstein, M. T. (2000). The Tibetan Assimilation of Buddhism: Conversion, Contestation, and Memory. New York: Oxford University Press, pp. 57-58. Padmasambhava. HAR 65422. In The Rubin Museum of Art. Tignor, R. , Adelman, J. , Brown, P. , Elman, B. , Pittmann, H. , & Shaw, B. (2008). Worlds Together Worlds Apart: History of the World. (2nd ed. ). NewYork: W. W. Norton & Company. Snelling, J. (1999). The Buddhist Handbook: A Complete Guide to Buddhist Schools, Teaching, Practice, and History. Rochester, Vermont: Inner Traditions.

Cross Cultural Training Essay

Globalization of business has led to cross border flows of physical, financial and human resources. It has resulted in both a large number of people working abroad, as well as an increasingly multi cultural domestic work environment. To face the ever growing competition, organizations are expanding their businesses, outsourcing and even establishing offices overseas. Organizations are not only searching the world for opportunities to sell or source but also to find intellectual capital- the world’s best talent and ideas. This brings new employees of different origin, language and national culture thus adding complexities to the culture of domestic organizations. Effective use of cross cultural teams can provide a source of experience and innovative thinking to enhance the competitive position of organizations. However, cultural differences often lead to misunderstandings, frustrations, cultural shock etc. These have to be tackled effectively if the benefits of a diverse and talented workforce are to be realized. Another dynamic factor that brings about a cultural change within organizations is cross border acquisitions. Many domestic companies are entering foreign markets and signing merger deals. Other companies such as the ones in the IT sector have businesses which depend heavily upon foreign markets. This has necessitated the development of competent â€Å"global managers† who would be able to work in new environments efficiently and will act as a bridge between the parent company and its subsidiaries. Working effectively in cross-cultural context is becoming of vital competence for aspiring managers. Organizational research has shown that cross- cultural training mitigates or proactively guards against the frustrations, misunderstandings and culture shock often resulting from cross-cultural interactions that lead to poor adjustment and job performance. (Harris and Kumra 2000). This paper attempts to define the possible sources of cross-cultural differences and illustrate a failed cross cultural merger through a case study. It then goes on to highlight the cross cultural challenges and issues to be considered in designing cross cultural training. OBJECTIVES OF THE STUDY: 1. To understand the influential factors that lead to cross-cultural differences. 2. To identify the key cross cultural challenges. 3. To identify issues to be considered while designing cross cultural training. METHODOLOGY: A literature survey was conducted to study the issue and its various implications. Information was gathered from various articles about cross cultural training. An opinion survey was conducted regarding key issues in cross-cultural training. A total of 10 professionals from large multinational organizations both in India and abroad responded to the survey between 1st and 30th November 2009. The responses were collected through interviews and telephonic conversations. This was a preliminary study, and the small size of the sample means that definitive conclusions cannot be drawn, but rather an indicative trend can be observed. Sample 1. 10 respondents from 10 different companies responded to the survey. 2. Positions held within the organizations: Senior Management level 3. Organizations: Financial Services, Consumer Business, Construction, Manufacturing, Import and Export, Telecoms, Media and Technology 4. Size of Organizations: more than 1000 employees Culture is a powerful force which plays an important role in how businesses are run and managerial decisions are made. Professionals in today’s multicultural global business community frequently encounter cultural differences which can at times interfere with the organizational working. The nature of international collaborations is such that professionals need to be aware of differing perspectives and cultures. Working across significant differences in culture is a complex process involving intellectual and emotional challenges. It takes learning and exposure to accurately interpret the vagaries of cross-cultural issues. Sensitivity to other global views- managing in a different culture and new business environment presents challenges for the individuals, their team and the organization. To understand these challenges, one must first understand the definition of culture. Culture can be defined as, â€Å"A perceptual structure of human activities that include, behaviors, values, arts, beliefs, languages, custom, dress, rituals, manners, religion, laws, morality, & code of honors. † It basically refers to a group of people with whom we share common experiences that shape the way we understand the world. It includes groups that we are born into, such as gender, race, or national origin. It can also include groups that we join and become part of. For example, we can acquire a new culture by moving to a new region and even by a change in our economic status. In an organization, culture defines, decision-making practices, communication styles, working styles and influences how we act and respond in the working world. Cultures differ distinctively in the ways they seek to resolve universal problems. These differences can create obstacles to smooth collaborations. When people from different cultural groups take on the challenge of managing international businesses by working together with the global community, cultural values sometimes conflict. One can misunderstand another, and react in ways that can hinder what are otherwise promising partnerships. There are several frameworks which have been developed in making comparisons across cultures. One of the most widely used frameworks in managerial settings, is that of Geert Hofstede. Dr. Geert Hofstede conducted perhaps the most comprehensive study of how values in the workplace are influenced by culture. From 1967 to 1973, while working at IBM as a psychologist, he collected and analyzed data from over 100,000 individuals from forty countries. From those results, and later additions, Hofstede developed a model that identifies four primary dimensions to differentiate cultures. He later added a fifth dimension, Long-term Orientation. Hofstede’s five cultural dimensions: 1. Power Distance Index (PDI) focuses on the degree of equality, or inequality, between people in the country’s society. A High Power Distance ranking indicates that inequalities of power and wealth have been allowed to grow within the society. These societies are more likely to follow a caste system that does not allow significant upward mobility of its citizens. A Low Power Distance ranking indicates the society de-emphasizes the differences between citizen’s power and wealth. In these societies equality and opportunity for everyone is stressed. 2. Individualism (IDV) focuses on the degree the society reinforces individual or collective, achievement and interpersonal relationships. A High Individualism ranking indicates that individuality and individual rights are paramount within the society. Individuals in these societies may tend to form a larger number of looser relationships. A Low Individualism ranking typifies societies of a more collectivist nature with close ties between individuals. These cultures reinforce extended families and collectives where everyone takes responsibility for fellow members of their group. 3. Masculinity (MAS) focuses on the degree the society reinforces, or does not reinforce, the traditional masculine work role model of male achievement, control, and power. A High Masculinity ranking indicates the country experiences a high degree of gender differentiation. In these cultures, males dominate a significant portion of the society and power structure, with females being controlled by male domination. A Low Masculinity ranking indicates the country has a low level of differentiation and discrimination between genders. In these cultures, females are treated equally to males in all aspects of the society. 4. Uncertainty Avoidance Index (UAI) focuses on the level of tolerance for uncertainty and ambiguity within the society – i. e. unstructured situations. A High Uncertainty Avoidance ranking indicates the country has a low tolerance for uncertainty and ambiguity. This creates a rule-oriented society that institutes laws, rules, regulations, and controls in order to reduce the amount of uncertainty. A Low Uncertainty Avoidance ranking indicates the country has less concern about ambiguity and uncertainty and has more tolerance for a variety of opinions. This is reflected in a society that is less rule-oriented, more readily accepts change, and takes more and greater risks. Geert Hofstede added the following fifth (5th) dimension after conducting an additional international study using a survey instrument developed with Chinese employees and managers. That survey resulted in addition of the Confucian dynamism. Subsequently, Hofstede described that dimension as a culture’s long-term Orientation. 5. Long-Term Orientation (LTO) focuses on the degree to which the society embraces, or does not embrace, long-term devotion to traditional, forward thinking values. High Long-Term Orientation ranking indicates the country prescribes to the values of long-term commitments and respect for tradition. This is thought to support a strong work ethic where long-term rewards are expected as a result of today’s hard work. However, business may take longer to develop in this society, particularly for an â€Å"outsider†. A Low Long-Term Orientation ranking indicates the country does not reinforce the concept of long-term, traditional orientation. In this culture, change can occur more rapidly as long-term traditions and commitments do not become impediments to change. India’s ranking on the five cultural dimensions of Hofstede: [pic] India has Power Distance (PDI) as the highest Hofstede Dimension for the culture, with a ranking of 77 compared to a world average of 56. 5. This Power Distance score for India indicates a high level of inequality of power and wealth within the society. This condition is not necessarily subverted upon the population, but rather accepted by the population as a cultural norm. India’s Long Term Orientation (LTO) Dimension rank is 61, with the world average at 48. A higher LTO score can be indicative of a culture that is perseverant and parsimonious . India has Masculinity as the third highest ranking Hofstede Dimension at 56, with the world average just slightly lower at 51. The higher the country ranks in this Dimension, the greater the gap between values of men and women. It may also generate a more competitive and assertive female population, although still less than the male population. India’s lowest ranking Dimension is Uncertainty Avoidance (UAI) at 40, compared to the world average of 65. On the lower end of this ranking, the culture may be more open to unstructured ideas and situations. The population may have fewer rules and regulations with which to attempt control of every unknown and unexpected event or situation, as is the case in high Uncertainty Avoidance countries. Defining Cross Cultural Training: Cross-cultural training in general can be defined as â€Å"Any intervention aimed at increasing an individual’s capability to cope with and work in foreign environment† (Tung, 1981, in Zakaria, 2000). Hence cross-cultural training involves all the methods like lectures, simulation etc. used to make the person familiar with a different culture. It involves interacting with and/ or comparing two or more cultures, & understanding their values, beliefs, & norms. The term cross-cultural training hence is broad enough to include differences in areas like language abilities, business etiquettes, beliefs and values, social system, negotiating styles etc. f any culture. Cross-cultural training has also been defined as â€Å"Formal methods to prepare people for more effective interpersonal relations and job success when they interact extensively with individuals from cultures other than their own† (Brislin and Yoshida, 1994). The advantages from cross-cultural training hav e been listed as following (Zakaria, 2000: 2): 1. A means for constant switching from an automatic, home culture international management mode to a culturally adaptable and acceptable one 2. An aid to improve coping with unexpected events and cultural shock in a new culture 3. A means to reduce uncertainty of interactions with foreign nationals 4. A means for enhancing expatriates coping abilities Design of cross-cultural training: Organizations are required to choose between culture specific or culture general training, which areas of the culture to focus upon and what are the personal requirements of the person who might have to deal with a situation like this or who is shifting to a different culture for work. The study by Hun and Jenkins (1998) mentions following issues for the cross-cultural training: 1. Different aspects of time like punctuality- The time factor here involve two dimensions that are punctuality and relationship dimension. While in some cultures like USA starting and ending on time are very important in others like South American countries that may be considered exceptional. Some cultures prefer to take time for relationship building, which may not be acceptable at all in others. Hence cross-cultural barriers related to time need to be taken care of. 2. Linguistic barriers- English is being used for most transactions but then usage of English tends to change with the country contexts. For example the pronunciation in India is significantly different from the American way. Secondly certain terms may have different meaning in different languages; hence context also plays an important role. In case of countries with different languages the expatriates must be trained in opening dialogues and discussions with the help of translators. 3. Different business practices- Like conduct in meeting and unstructured and open discussion. Hofstede’s (2001) dimensions like power distance can play an important role in situations like conduct during the meetings. In cultures with lower power distance the employees may tend to call their bosses with their first names while this may be impossible in cultures with higher power distances. Hence developing a first hand knowledge about the practices is very important. 4. Cultural stress (ambiguity and difference of perceptions)- The training should also involve methods to counter stress and to interpret situations. The expatriates will have to understand the situations on their own and then form perceptions. The training should avoid any kind of stereotyping where trainees may be lead to believe certain things about any culture. The culture may broadly explain value system of a community or country but every individual is different. Hence any individual with a pre-formed notion about the culture will be shocked to see people different from his beliefs leading to lot of confusion and stress. 5. Body language and greetings- The way emotions are expressed in the various cultures may differ, for example the face expressions and hand gestures may convey different meanings in different cultures. Cross-cultural training should have components related to both general orientation and specific skill development (Harrison, 1994). The component of general orientation here consists of self assessment (dealing with change, stress management and identifying attributes) and cultural awareness (general dimensions, national values and work place incidents). The specific development on the other hand consists of knowledge acquisition (area studies, language studies and host attitudes) and skills training (case studies, area simulation and behavior modeling). Hence the training should focus on providing trainee the knowledge about national cultures and attitudes in the host country in the first phase while in second phase the trainee should be made to go through a rigorous process of handling the situations in a simulated environment. This will help the trainee to acquire hands-on experience. The paper by Nicola (1993) suggests following issues for cross-cultural training: †¢Feed back †¢Getting beyond culturally determined stereotypes †¢How to raise and deal with cultural stereotype How to counsel employees †¢Coaching and team building †¢Resolving conflicts (those including various ethnic groups at work place) †¢Counseling so as to go beyond all kinds of stereotypes and perceptions. After the internet revolution things have vastly changed for various organizations. For example many firms use internet as a medium to coordinate between different employees working in different locations as a team like one of the team members would be in India, other one might be in Europe and third one in South America. The group dynamics in these situations becomes very important; hence the employees must also be trained at handling people from diverse cultures at the same time ensuring equal treatment and opportunities for all. One of the most important factors that is often forgotten while designing the training programs is the requirement of the employees. The design of training program should be made keeping in mind the length of stay in the host country, type of function he/she will have to perform, degree of socialization required by the employee and the personal characteristics of the employees (like interpersonal skills). Hence cross-cultural training program should be customized for each employee to a certain extent. It’s not only the employee who needs to be trained; the family of employee should also be trained on certain issues like cultural differences. Many firms have started giving due importance to the training of spouse because the socialization of expatriate and job success to a large extent will depend upon socialization of his family Key Cross Cultural Challenges: Cultural dissimilarities affect the ability to be effective in a foreign market. Some of the root causes for the problems arising in International businesses result from differences in communication styles, decision-making styles and working styles. †¢ Communication Style – The way people communicate varies widely between and even within cultures. Recognizing the impact of culture on communication style is essential to the success of cross-cultural business communication. †¢ Decision making- Decision- making processes differ from culture to culture. Some cultures emphasize individual autonomy and responsibility while others focus more on group participation. †¢ Working styles- The working styles may differ on the basis of elements such as leadership, conflict management, level of co-operation, competition among colleagues, teamwork, autonomy, etc. Case Study: Daimler Chrysler- A Cultural Mismatch? Synopsis: An example of a cross-cultural failure has been that of DaimlerChrysler. Both sides in the partnership set out to show that intercultural hurdles would and could be overcome in their global merger. Articles in the Wall Street Journal and Business Week suggested however that Daimler Chrysler underestimated the influence of culture, and due to culture clash, almost two years later was still struggling to become a unified global organization. In the period leading up to the Daimler-Chrysler merger, both firms were performing quite well (Chrysler was the most profitable American automaker), and there was widespread expectation that the merger would be successful (Cook 1998). People in both organizations expected that their merger of equals† would allow each unit to benefit from the other’s strengths and capabilities. Stockholders in both companies overwhelmingly approved the merger and the stock prices and analyst predictions reflected this optimism.

How Can ADHD Effect A Childs Learning Young People Essay Essay Example

How Can ADHD Effect A Childs Learning Young People Essay Essay Example How Can ADHD Effect A Childs Learning Young People Essay Essay How Can ADHD Effect A Childs Learning Young People Essay Essay Attention Deficit Hyperactivity Disorder ( ADHD ) is one of the most communal childhood upsets and can transport on during adolescence and adulthood. The ADHD is one of the mental upsets, normally diagnosed for the first clip in the babys room, in the childhood or adolescence. Peoples with ADHD have adversities in important lifts of their life times, like, at school, work, with their household or with personal relationships. By and large, they can non command their behaviour and hyperactivity, plus, they can non concentrate and pay attending. ADHD is a behavior upset that influences kids about 8 % to 10 % . Harmonizing to statistics, male childs are more likely than misss to be diagnosed with it about 3:1 fig1. The diagnose usually became around the period of seven, but symptoms carry on throughout adolescence and maturity. About 50 % -70 % of kids with ADHD maintain symptoms during maturity, with outstanding characteristics the impulsivity, shortage and hyperactivity ( Barkley, 1998 ) .The most common upsets are attendant breaks linguistic communication, communicating, larning disablements, behavior upsets, and anxiousness upsets. The rating and intervention of the common perturbations are frequently every bit of import as the appraisal and intervention of ADHD. ( Cantwell, 1996 ) One of the etiologist of ADDH is because of the heredity, but besides for neurobiological factors. And therefore several surveies have attempted to associate the upset with characteristics of disposition and personality of persons. ADHD has three constituents: Prolonging attending and concentration Controling urges Controling motor activity. Spohrer, K. E. , ( ) Supporting Children with Attention Deficit hyperactivity Disorder ( 2nd edn ) , Great Britain: The Bath Press, Bath. The ADHD have three symptoms: Impulsiveness, Inattentiveness and Hyperactivity. The undermentioned tableA demonstratesA a figure of communal ADHD symptoms. Impulsiveness Inattentiveness Hyperactivity Making unconcerned mistakes during the school work. Runing or mounting in topographic points that they should non. Can non wait for their bend even though in the ques. Not listening or following counsels appropriately. Can non remain, or play without doing noise. Answering inquiries before inquiring them wholly. Not ending effects being distracted really easy. Talking continuously Talking while others talking. 2 How looks like a kid with ADHD? ( The most common symptons of a kid with ADHD ) The diagnosing and medical sentiment. There are some mistakes when a kid has ADHD and when non. A kid with ADHD normally in the schoolroom gets up from his chair really frequently, is aggressive towards his schoolmates, being unconscious and reverie, losing and besides burying equipments. Sometimes, the kid does non do his prep or even though passing them excessively tardily, passing in unfinished or sloppy work ( Based on Taylor 1994 ) . Besides, the child does non pay attending to the instructor s instructions, for case, for one minute a kid with ADHD could be listening to the instructor and so non. A kid with ADHD, frequently feel confused about what must make. So, the self-pride of the kid could be descended and so the kid may go argumentativeness, non-compliance and deficiency of temper control or the kid may go a defeated stripling with behavior upset. Harmonizing to research, a kid with ADHD holding troubles in linguistic communication development ( Cantwell, 1996, Hill, 2000, Redmond, 2004 ) hearing the instructo r or his parents. Besides, holding jobs in administration and supervising the linguistic communication narrative ( Zentall, 1998 ) , in communicating, particularly when he uses societal the linguistic communication and in written look ( spelling mistakes, punctuation ) ( De La Paz, 2001, Mathers, 2006 ) . The school may be a job for a kid because it is likely the first topographic point that the kid ought to exert his self-denial and to be adapt to a structured environment. Examples of kids s behavior with ADHD The pupil tries to pull attending: Talking all the clip, shouting, whistling, and doing unpointed noises, raising custodies. A roving culls, hitting, verbal and physical onslaught on people and belongings, slacking, A does non accept recommendations, has non developed the self-denial, deficiency of attending and can non sit quiet. The kid could stayA wake up and be like babe. In the interruptions, A these kids areA really lively, they are unsafe to other pupils or threatening, andA they areA frequently aggressive, non portion of the squad andA are notA accepted by squad. To sum up, A we would state that behavioral jobs are divided into three classs. In reactive environmental or behavioral problemsA were responsiblyA is the environment and hence, the kid has jobs in a peculiar country while inA another environment theA behavior of the childA is good. Then we have the behavioral jobs of organic type, which classified the overactive syndrome, the price reduction perceptual, the impulsivity and perturbations in attending, in memory, inA acquisition and inA thought. Finally there is the type of antisocial behavior jobs, which occur with mendacity, larceny, aggression, andA devastation. 3 HOW DOES ADHD AFFECT THE SCHOOL PROCESS? ? ? Behavior jobs, hapless organisation and larning troubles. The symptoms of ADHD kid can non remain calm in the schoolroom, concentrated and listen to his teacher- these can do larning disablements to an ADHD kid. Face jobs in the school due to his hapless organisation, impulsivity / hyperactivity and distraction. As a consequence, kids with ADHD are more likely to halt school and to show low academic public presentation. However, with the appropriate educational patterns and intervention, including medicine and psychotherapeutics, these effects can be avoided. Educational intercessions and the instructor function The place of the kid should be assessed by measuring the educational, societal and psychological demands of the child.The kid needs an extra support and attending from the instructor, and besides the definition of larning aims may be plenty to maintain the kid attends to school severally, the societal activities should besides be monitored. A kid with Attention Deficit Hyperactivity Disorder ( ADHD ) likely, has a assortment of troubles in the schoolroom than in other conditions. A kid may hold a trouble in the schoolroom because of a high frequence of specific larning defects ( Cantwell A ; Satterfield, 1978 ) and besides, half and more of kids with ADHD have eventful jobs of an oppositional nature ( Hinshaw, 1987 ) . However, instructors must go more good in a kid interaction and non a negative 1. A instructor must be lovingness, give excess attending and direction to the kid because in these ways the instructor helps the kid to get the better of it. Unfortunately, the school is really uncomfortable for a kid with ADHD. That is why, an pedagogue ought to cognize and grok the state of affairs. Some experts argue that in order to assist a kid with ADHD must pull off two positive factors: a ) The organisation of the category and B ) the behavior of the instructor. A ) The organisation of the category: For case, the category should be comfy, broad and secure. The kid should be sitting close to the instructor and besides, off from Windowss, doors and sockets. B ) The behavior of the instructor: First, the school instructor should non label the kid, or to hold a critical and negative attitude towards the kid. The instructors have to happen out some precedences of what a kid can make or non, for illustration trade of these cusps . Besides, must honor the attempts of the kid to hold self-esteem and assurance. It invariably must give to the child concise and apprehensible instructions. Equally good as, a instructor has to run into on a regular basis the parents of the kid. Teachers needs to cognize what they are covering with, they have to be instructed about the upset. Teachers ought to keep a positive consideration. Like a smiling, rap on the back so as the kid with ADHD to experience comfy in the schoolroom. Furthermore, instructors have to learn with pleasance, stimulation, inventive, without a label and exciting the kid with ADHD. Teaching is obliged to hold a sense of temper, forbearance, back uping in order the kid to win. So a instr uctor ought to haunt with equilibrating the demands of the kid. Practical counsel to pedagogues to cover with ADHD. Development of an interpersonal relationship: a kid behaves better when feel that the instructor cares personally for him. Contact with clear conditions. The instructions should be clear and simple as possible. Resumption of directives. Particularly at the beginning, whenever the kid appears non to care and make non to the full understand the instructions. Individualized direction. Depending on the fortunes, abilities and demands of the kid. Stability in relation to the kid, but in a manner pleasant. E.g. when we say lt ; lt ; no gt ; gt ; we have to assist quiet the kids so as to understand what we mean. The kid should sit near the instructor and off from riotous beginnings likeA door andA window. Frequent support a childA non onlyA when the childA successes but inA every attempt and inA every minor betterment. However, A beef uping demand and the other kids in theA category, especiallyA when they do non heighten withA the riotous behavior. AwardA to theA kid someA undertaking. Although, A depending on the capablenesss of the kid and non work or tasks that can non run successfully. Allowing of extra single instruction whenever it isA necessary. 10. Populate but non riotous manner of instruction, and alsoA non anA unexpected alteration in the plan, because that would causeA a strong shortage. 11. Interruptions so as the childA to let go of the energy. Frequent and regular chances for releaseA the energyA like to stand up andA to clean theA white bead, H2O the flowers and convey something from another room. Besides a good instructor ought to: To inform the kid about what they would make or when it is his bend: The instructor should utilize simple, clear and consecutive instructions and merely one directive at a clip. The school teacher should avoid long and complex bids, like to inquire the kid to make manyA things at the same time.A And non the childA toA be confused. The instructor should travel to the following activity when the kid has completed the old one. The instructor must do the businesss in the schoolroom interesting: The kid must hold house regulations and aims must non be changed in the procedure. Otherwise it will lose theA interestA about the work thatA will neer be complete. The instructor should honor the kid for good behavior: The wagess should be meaningful to the kid and should be agreed in progress with him. The instructor should honor the kid to experience responsibly. When a instructor wants to pass on with an ADHD kid ought non to utilize critical linguistic communication and on-going observations. Besides, if the instructor wants to step in in it is better to make it with an on-verbal manner. So, if a instructor wants to quiet down an ADHD kid the best manner is to follow the undermentioned stairss: 1 ) Teacher ought to set his manus on pupil shoulders so as the kid to experience comfy with the instructor. 2 ) To develop a codification of communicating through symbols and blink of an eyes, like the symbol of silence or little cards with the symbol STOP. 3 ) Furthermore, the instructor must supply an chance to an ADHD kid to dispatch, otherwise, the kid will interrupt the whole category.

How to Write a KILLER LinkedIn® Profile †Don’t Miss these Updates in the 9th Edition!

How to Write a KILLER LinkedIn ® Profile – Don’t Miss these Updates in the 9th Edition! When I first undertook writing a book about LinkedIn ®, I had no idea what I was getting in for. I did not know how much the platform would grow and evolve. I could not have fathomed the massive changes happening on LinkedIn ® weekly if not daily, necessitating updates to the book every few months. How was I to know that the images that on a stroke of insight I added into the book would have to be changed regularly, requiring special formatting assistance every time? It’s a good thing I didn’t know all that before I wrote the book, as it might have stopped me. As it turns out, however, I enjoy the challenge of continuing to author the #1 best-selling e-book about LinkedIn ®. To maintain that status, I must constantly rethink and update the information I’m providing. The 8th edition of How to Write a KILLER LinkedIn Profile was published in January 2014; now, just 4 months later, here’s what to look forward to in the 9th edition. How to Write a KILLER LinkedIn Profile – 9th Edition Updates New organization of the book by section. Sections were a great way to organize information in my resume e-books How to Write a WINNING Resume and How to Write a STELLAR Executive Resume, so I carried over the idea here. Rather than just a list of 18 tips, the book now is divided into LinkedIn ® Profile Nuts and Bolts, Writing and Presentation Tips, and Playing the LinkedIn ® Game to Win. Plus there’s still an Introduction, Bonus Tip section and Appendices A-H. I think you’ll find the organization of the book to be helpful as you go through the tips! Hugely expanded chapter on crafting LinkedIn ® Summary statements with examples, and more examples of Experience section entries. You asked and I answered. I’ve provided more substantive tips and real-life examples of LinkedIn ® profiles that you can use as a model for yours! Introducing LinkedIn ®s new blocking feature. LinkedIn ® has finally responded to complaints that stalkers can’t be blocked on their site. I’m thrilled to report on this new feature! New tips on how to make connections, expand your network and keep in touch; and on LinkedIn ® Skills and Endorsements. I receive many questions on these topics and have addressed many of them in the new edition. Plus, get the most up-to-date information on how these features work! Completely revised chapter on special sections, de-emphasizing outdated â€Å"partner applications† and updating new functionalities including SlideShare. LinkedIn ®Ã¢â‚¬â„¢s â€Å"partner applications† disappeared over a year ago, so I decided it was time to stop referencing them. The focus now is not on replacing the functionality of those apps, but on building a robust profile with the tools LinkedIn ® provides now. More updates including the latest on LinkedIn ® Jobs, the new face of LinkedIn ® Groups, special export issues for Mac Users, and the latest overused buzzwords. All images and functionalities have been updated to match the new look and features of LinkedIn ® as of May 2014! How to Get the 9th Edition of How to Write a KILLER LinkedIn Profile If you have purchased the PDF version of my book prior to this release, you will be receiving a link to the new book automatically. If you purchased the book on Amazon, youll want to log in to your Kindle dashboard and turn on Automatic Book Update. You should then receive a notice in a few weeks announcing that an updated version of the book is available, which you will be able access via your Manage Your Kindle page. If you do not receive this notice, contact Amazon directly. So†¦ If I had it to do all over again, would I do it? Yes! This book is like my baby. I would even include all the screen shots again (thankfully my amazing assistant Jeanne Goodman takes care of replacing those for me!). If you’re a current owner of my book, I hope you enjoy the update. And if you haven’t gotten a copy yet, now’s the time to do it! I truly believe this edition is better than ever- making it even easier for you to create a KILLER LinkedIn ® Profile. Category:Archived ArticlesBy Brenda BernsteinMay 12, 2014 2 Comments Martha Kramer says: May 14, 2014 at 7:02 am Hi Brenda. Congratulations on the new edition! If you are referring to the ability to moderate all of someones posts by blocking, that feature has some issues. I have been blocked twice in the last two months, presumably because I posted notices of ASTD meetings. These were brief, respectfully written, relevant to both sites. As someone being flagged, I dont know why or by whom. Further, I dont know exactly when it was done and its exact duration. I had no warning first and now all my messages are affected. I am all for blocking spam and persistent spammers, but I think this feature needs some work. Best, Martha Log in to Reply The Essay Expert says: May 14, 2014 at 7:48 am Hi Martha, you bring up a good issue and I would recommend contacting LinkedIn about it! They seem to respond eventually when enough people complain. The blocking feature Im referring to is a response to multiple complaints. Someone can now block a specific member from viewing their profile, writing to them, etc. In the past there was no such feature and people who were being stalked had no recourse against their stalkers. Several women I know chose not to have a LinkedIn profile at all because there were no options to block just one person. Log in to Reply

How does buy a cup of coffee from starbucks affect to the environment Dissertation

How does buy a cup of coffee from starbucks affect to the environment - Dissertation Example And number of store result in an increases or decrease in the waste disposal and hence it is having a positive relationship with each other. Population also can directly affect the quantity of solid waste piled up in a locality and it can add job to the management of municipal solid waste .If the population increases or decreases, the waste disposed also increases or decreases so it shares a positive relationship with dependent variable. Total food expenditure does not directly affect the management of Municipal solid waste and is sharing a negative relationship with dependent variable. However , the recycling mandate is directly related with the dependent variable as the laws passed by the legislation can effect in increase or decrease in the work load of management of solid waste disposal. If a law restricts the Starbucks from disposing non recyclable materials, then it directly affects the dependent variable and hence it shares a positive relationship. Same is the case with the co rporate tax as it is immediately affecting the revenue of the city and hence provides a financial assistance to the municipality in managing the solid waste disposal. So it shares a positive relationship with the management of municipal solid waste.