Limitations of Marketing Research

Present complex internal business information using three different methods appropriate to the user’s needs. * I am going to use is Samsung Galaxy S2. I will be describing: How the product is being marketed. How has it been marketed? What are the sales figures? How effective was the marketing? How does the business measure the effectiveness of its marketing? The Samsung Galaxy S II is a touch screen-based, slate-format Android Smartphone designed, developed, and marketed by Samsung Electronics.The Samsung Galaxy S 2 really is a powerhouse of a mobile and is one of the year’s most popular phones after the great success of its Galaxy S predecessor. Samsung’s Galaxy S2 continued being the best-selling handset in the UK throughout November as Apple’s newly released iPhone 4S failed to claim the top spot. A Samsung has confirmed that the Galaxy S2 has hit 10 million sales, making it the fastest-selling phone of the series so far.The Samsung Galaxy S2, took five months to reach the same milestone. Although Apple didn't make a similar announcement when the iPhone 4S reached 10 million, we expect it did so quicker than the Galaxy S3, having sold four million in its first weekend on sale. It is very important how you introduce the product in the market it had it to done in the correct way for example Samsung they advertise In TV, website, newspapers and YouTube adverts.People will watch the adverts on TV it will persuade them to buy new technology product. It will help the increasing sales. Samsung their aims are to be of the one best company in the world. To make sales double in the future and sell their Samsung products, and by achieving these goals we aim to lead the way in tackling the environmental problems that are facing our planet. † to be one of the top three electronics companies in the world in quantity and in quality by 2010;

What Is Nationalism?

What is Nationalism? The easiest way to define such a complex and broad term like nationalism is to start with the definition of a nation. A nation, as Ernest Renan clearly defined in 1882, is â€Å"is a conglomerate of people who share a common past and have derived a strong bond, with an agreement to stay together and be governed by mutual consent in the future. † In other words, a vast group of people living under the same type of government that share a common language, culture, history and a similar background overall. These nations become unified by sport events like the Olympics or World Cups.Nationalism is a possible definition of the happiness and pride lived during these games but the term is so complex that further explanation is needed. The origins of Nationalism, its characteristics, the types of nationalism that concern and the huge complexity of the term could all join in to create a perfect definition of such term. The causes that arouse the feelings of nationa lism can lead to a clear definition of this word. Short-term political causes like the American and French Revolution led to the unification of its people to fight for what was theirs.The vernacularization of language and an easy access to books or newspapers were some of the effects that resulted from Martin Luther’s 95 theses, the translation of the New Testament, or the invention of the printing press. Consequently, nationalism started emerging as a political ideology. In John Stuart Mill’s article â€Å"Of Nationality, as connected with Representive Government â€Å"expresses the causes of nationalism from his perspective. Mill begins his article by explaining how people, being part of a nation, should be linked by common sympathies, should cooperate with each other, and agree to live under the rules of the same government.In addition, he mentions the fact that geographical limits are also one of the causes of nationalism. People living in the same area will cons equently end up having a common language and/or religion. â€Å"But the strongest of all† Mill emphasizes on, is the identity of political antecedents: the sharing of a common history together and experiencing emotions of pride and humiliation or joy and regret at any point given. From John Stuart Mill to Eric Hobsbawn, various authors help identify the different characteristics with the help of their own opinions and ideas on the subject of nationalism.Mill’s view on nationalism is completely optimistic. He explains how countries, in order for them to be nations, should unite under the same needs and demands. This being, cooperation between their own people and an aim to be under the same system of government. In contrast, English journalist and novelist, George Orwell, had a different and negative theory on this topic. He views the nationalists as power-hungry and with the unique goal of forcing their customs on others. Orwell believes there are three characteristics to a nationalist thought: obsession, instability, and indifference to reality.Obsession: thinking your own country is superior to all the rest. The instability between the nationalist rulers or dictators. And finally, indifference to reality describes how nationalistic behavior blinds people from noticing facts of the real world. Additionally, in his article â€Å"Nations and Nationalism since 1780† historian Eric Hobsbawn explains how nationalism always comes before a nation and it helps it form and develop from it. He also believes both political and national systems should be equal. These altered points of view help change our beliefs on nationalism and shape the definition of nationalism even more.The different types of nationalism are clearly explained in George Orwell’s â€Å"Notes on Nationalism† article. Positive, negative and transferred are the three types the writer focuses on while talking about Britain’s nationalism throughout the years. Sub divisions such as: Neo-toryism, Celtic, and Zionism are specified by Orwell under the positive nationalism category. He states that Neo- tories are anti- American (and sometimes anti- Russian) that do not recognize that Britain’s power and supremacy have declined. Orwell describes Celtic Nationalists as anti- English but have nothing to do with Anglophobic.These Irish, Welsh, and Scottish nationalists are known for their racist beliefs. These discriminatory beliefs are also a common denominator for the Jews that are part of Zionism. George Orwell’s next grouping known as Transferred Nationalism fall divisions such as: Communism, Political Catholicism, Color feeling, Class feeling, and Pacifism. The difference between transferred and the other two types of nationalism is the fact that it isn’t as serious as the other two but people still believe in it and are somewhat influenced by it.Class feeling and color feeling are similar in the sense of superiority between races or class status. White people over black people or upper classes over lower classes are some examples of this dogmatism. Pacifism is described as â€Å"hatred of western democracy and admiration of totalitarianism† against Britain and the United States. Lastly, George Orwell subdivides Negative Nationalism into: Anglophobia, Anti- semitism, and Trotskyism. Against their own country, Anti- Jews (against Jews) and against Stalin are the main motives of these three examples.Nationalism is one of those words whose current definition is based on opinion and belief. The complexity of this term is due to time evolution. As different periods of time passed, nationalism went to from being negative to positive or vice versa. Showing pride for the United States by singing the national anthem at the beginning of a school day wasn’t the same thing as yelling â€Å"Heil Hitler† to a soldier in Germany during the Holocaust. Propaganda was another main influencer of the people. The government put up posters and television ads showing the â€Å"bad side† of their opponents in order to get their country’s support during war.Lastly, as George Orwell said, nationalism is not to be confused with patriotism. Nationalism is the will to imply or even force a lifestyle or customs on others whilst patriotism is the showing of pride and joy of one’s way of living and commitment to a certain place. There are many other opinions on this complicated word such as Perry Anderson’s wrong belief of thinking nationalism was â€Å"the desire of people to form their own independent nation-state. † There are no right or wrong definitions of nationalism because they are all expressed by people in their each and own unique ways.Their surroundings and their experiences both influence how the feelings of nationalism are defined. However, one does not deny that a definition for such feelings is obviously subjective†¦ Bibliography Easto n, Mark. â€Å"Cry ‘God for Harry, England, and Saint George!. ’† BBC. N. p. , 14 June 2010. Web. 29 Aug. 2012. . Hobsbawm, Eric. â€Å"Nations and Nationalism since 1780. † ASM IB History 1. The American School of Madrid, n. d. Web. 30 Aug. 2012. . Mill, John Stuart. â€Å"Of Nationality, as connected with Representative Government. † ASM IB History 1. The American School of Madrid, n. d. Web. 30 Aug. 2012. . â€Å"The Origins of Nationalism. † CSU Bakersfield. California State University, n. d. Web. 30 Aug. 2012. . Orwell, George. â€Å"Notes on Nationalism. † ASM IB History 1. The American School of Madrid, n. d. Web. 29 Aug. 2012. . Renan, Ernst. â€Å"Qu’est-ce qu’une nation? † [â€Å"What is a nation? †]. ASM IB History 1. The American School of Madrid, n. d. Web. 29 Aug. 2012. . Savich, Carl K. â€Å"Nationalism and War. † MakNews. N. p. , 1 Sept. 2010. Web. 29 Aug. 2012. . Wolfson, Ben, ed. â €Å"Nationalism. † Stanford Encyclopedia of Philosophy. N. p. , 1 June 2010. Web. 31 Aug. 2012. .

Ernie Davis Essay

A three-time All-American halfback and 1961 Heisman Trophy winner, Ernie Davis would go on to win MVP title in both the Cotton Bowl and the Liberty Bowl, and was inducted into the College Football Hall Of Fame in 1979. He was the first African American man to win the Heisman Trophy, and to be picked 1st overall in the NFL draft. His career was cut short when he was diagnosed with cancer in 1962. Athlete. American Football player. Ernie Davis was born on December 14, 1939 in New Salem, Pennsylvania, USA. He is the first African American man to win the Heisman Trophy and the first black athlete to be chosen 1st overall in the NFL Draft. A three-time All-American halfback and 1961 Heisman Trophy winner, Davis set yardage and scoring records at Syracuse University. He would go on to win MVP title in both the 1960 Cotton Bowl and the 1961 Liberty Bowl, and would be inducted into the College Football Hall Of Fame in 1979. His honors and accomplishments on the gridiron were matched only by his adversity off the field; As a black athlete playing many games in the south, he was the victim of racism on several occasions. The most publicized incident occurred when he was selected as the Cotton Bowl MVP in 1960. Davis was told by organizers that he would be allowed to accept his award at the post game banquet, and would immediately have to leave the segregated facility. Ernie refused to receive the award, and his entire team agreed to boycott the banquet. A man of firsts, Ernie Davis was the first African American man to win the Heisman Trophy, the first to join the prestigious Sigma Alpha Mu fraternity (a nationally recognized Jewish fraternity) and, in 1962, became the first African American player to be picked 1st overall in the NFL draft. Tragic Death Although the details are somewhat disputed, Davis’ contract was considered to be the most lucrative ever offered to an NFL rookie. His teammates and supporters looked forward to seeing Ernie sharing the backfield with the great Jim Brown, breaking countless records and leading the Cleveland Browns to a decade of victorious seasons. Those seasons would never come, however, as Ernie was diagnosed with acute monocytic leukemia during preparations for the 1962 College All Star Game. Although treatment had begun immediately, the disease would prove incurable and Ernie died on May 18, 1963 – Having never played a professional football game. Both the House and the Senate eulogized him, and his wake was in The Neighborhood House in Elmira, New York, where more than 10,000 mourners paid their respects. Accolades from JFK His character and his athletic accomplishments caught the eye of John F. Kennedy, who had followed Ernie’s college career and made several attempts to meet the star. In 1963, when he heard Ernie would be honored by his high school with a school holiday, the president sent a telegram reading: â€Å"Seldom has an athlete been more deserving of such a tribute. Your high standards of performance on the field and off the field, reflect the finest qualities of competition, sportsmanship and citizenship. The nation has bestowed upon you its highest awards for your athletic achievements. It’s a privilege for me to address you tonight as an outstanding American, and as a worthy example of our youth. I salute you.† Ernie Davis was the subject of the 2008 Universal Pictures film â€Å"The Express,† based on the non-fiction book Ernie Davis: The Elmira Express, by Robert C. Gallagher.

SUSTAINABILITY AND BUSINESS Research Paper Example | Topics and Well Written Essays - 2250 words

SUSTAINABILITY AND BUSINESS - Research Paper Example This results in degradation of land, accumulation of waste, and depletion of water, oil, fuel, forests, fishing, minerals, and other natural resources. Hence conservation of natural resources is vital. Uncontrolled production of waste has to be reduced, and recycling of used products undertaken. Corporate social responsibility that advocates sustainable business practices is increasingly required. In the information-based environment business and government practices are becoming more transparent. The Triple Bottom Line of economical, social and environmental regeneration underscores corporate operations. Together with creating a more sustainable world, ethical behavior and sustainable business operations provide organizations with a competitive advantage, resulting in increased customer loyalty, greater productivity and profitability. Introduction Sustainability is defined as â€Å"meeting the economic, social, and environmental needs of the present without compromising the similar needs of the future generations†1. It is an ongoing process and includes the regeneration and equitable distribution of resources, awareness of the mutual inter-relationships between the economy, the society and the environment, prevention and control of environmental degradation, waste reduction, and the sparing use of non-renewable and renewable resources. Sustainable businesses replace nationally and internationally produced goods with products created locally and regionally; are responsible for the effects they have on the natural world; grow and develop without the need for exotic sources of capital; and use production processes that take into account the dignity and human rights of individuals and communities. Additionally, sustainable business practices result in durable and harmless products which have long-term use; and they convert consumers to customers by educating them on product purchasing2. Thesis Statement: The pupose of this report is to investigate the impor tance of sustainable business practices and to highlight the sustainable strategies used by contemporary global organizations to tackle the issue. Recommendations will be presented on how global businesses can improve their advocacy of sustainability. CSR Aids Economic, Social, Environmental & Business Sustainability Corporate Social Responsibility (CSR) is business’ contribution to sustainable development. Organizations in a global environment often play an important role beyond the creation of employment and wealth, to include responsibility for societal and ecological issues3. Sustainability of the environment and the natural resources of the earth is one of the most vital concerns underscoring corporate social responsibility. Another important force that drives corporate social responsibility is the practice of business ethics with transparency of information, and corporate accountability for actions taken4. To promote ethical business processes, new regional and bilatera l trade treaties are focusing on human rights issues such as labor rights and fair trade5. Other major trends that drive corporate social responsibility include the greater access to information by consumers on ethical and sustainability issues. Additionally, the rise of globalization creates powerful capitalist development which calls for the harmonizing of corporate interests with the larger public interests. Moreover, the failure of the public sector necessitates the private sector to resolve sustainability issues6. Corporate social initiatives are major activities undertaken to support causes and to fulfill commitments to corporate social responsibility. Six important social initiatives are: cause promotions, cause-related marketing, corporate social marketing, corpor

Ethics and Accountability In Forensic Mental Health Essay

Ethics and Accountability In Forensic Mental Health - Essay Example He was violent with a nurse when she tried to give him an injection. He does not want to sleep for fear that he will be harmed. Wayne also abuses drugs (primarily marijuana) which seems to increase his paranoia. No treatment should be provided against the patients will, unless withholding treatment would endanger the life of the patient and/or of those who surrounded him or her. Treatment must always be in the best interest of the patient (As cited in Steinert et al., 2005, p. 635). In Waynes case, withholding treatment both for medicine and mental health has exacerbated his paranoia and his behaviour. In this case, it is ethically correct to give him the medication against his will in order to stop him from causing harm to himself or others. To put Wayne into the hospital, the police or the hospital would have had to use informed consent with him. In other words, they would need to be aware of Waynes privacy and they would have had to follow the principles of beneficence and malfeasance (do no harm) (American Mental Health Counsellors Association (AMHCA) Code of Ethics). Also, they must tell Wayne what is going to happen to him, how they will use any information received and the type of treatment he can expect. Since Wayne is an adult and he does not want his family to be contacted, under the law and under ethics they cannot tell his family. This may go against what the health practitioners think but it would be important to honour his wishes. Wayne appears delusional. According to his account, he has magic spells being put on him by witches. He states that the police took him to the hospital. He sees himself as a victim of this situation, and sees all those around him as his enemies. According to his account, his actions are due to his anticipation of how others are going to treat him or are currently treating him. Howe (2008) states that clinicians must tell patients the truth about their conditions no matter what

Family Therapy Modalities Paper Assignment Example | Topics and Well Written Essays - 1000 words

Family Therapy Modalities Paper - Assignment Example Generally, psychological treatments involve communication and issue of instructions to clients, but without administration of drugs. However, therapists or counselors may determine and understand situations to refer their patients to medical doctors or other forms of treatment. Individual therapy and family therapy have certain similarities and differences. Similarities Both individual and family therapies involve or base of psychological processes and procedures. The two methods do not involve administration of medical drugs or any forms of medical diagnosis. However, a therapist can recommend that a patient see a medical doctor when health condition of the given patient proves necessary (Lebow, 2014). When referred to a medical doctor, a patient receives the necessary treatment and returns to the psychologist for actual treatment. In both individual and family therapies, an individual patient attends and is usually the center of focus. Strategies and approaches designed to solve a given problem depend on the nature and condition of the given patient. Even though family members form an important part of the entire therapy in family therapy, much of focus and energy directs to the actual patient. Differences Individual therapy involves treatment of a patient when alone and in engagement with a therapist. Sessions for individual therapies do not involve any other third party besides the patient and the counselor. Family therapy on the other hand involves treatment of the patient while in company of the family members. Sessions for family therapies involve patient, family members and the counselor.

Paranoid Personality Disorder Research Paper Example | Topics and Well Written Essays - 1250 words

Paranoid Personality Disorder - Research Paper Example This paper reviews eccentric personality disorders as well as PPD. It reflects upon the therapy used in treating PPD and a measurement device that is employed to diagnose it. The last part of the paper summarizes a research conducted on personality disorders. Personality disorders are still not understood in detail; ironically they are some of the most common mental illnesses that individuals are diagnosed with. The Diagnostic and Statistical Manual of Mental Disorders (DSM IV) group personality disorders into three main groups: eccentric, dramatic and anxious. Cluster A encompasses eccentric personality disorders and include paranoid, schizoid and schizotypal. These three personality disorders have some common features amongst them. These symptoms are also often seen in schizophrenia. People with these disorders appear to be cold and eccentric. They start showing symptoms of eccentric personality disorders from early adulthood and when exposed to different situations such as work, home etc. People with schizoid personality disorders show little interest in social relationships and do not have a lot of expression. Moreover, they tend to be cold and indifferent to others. Schizotypal personality disorders are characterized by symptoms of not having close relationships, and supporting peculiar beliefs and flat emotions. PPD are discussed in detail in the following paragraphs. PPD are characteristic of individuals who are highly unsuspicious of other people. They tend to consider the actions of other people as threatening. The causes of PPD are not yet known; however it is believed that the PPD occur as a result of combination of psychological and biological elements. Studies have shown that PPD is more common in individuals who are genetically related to schizophrenic people. This genetic connection between schizophrenia and PPD is suggestive of some common cause. It has also been seen that physical and emotional traumatic

Compare columbus two letters regarding his voyages.how are they Essay

Compare columbus two letters regarding his voyages.how are they different in term of tone and diction.give specific examples that demostrate these differences and supply a reason for the difference - Essay Example This letter had a lot of exaggeration concerning the number of concurred islands and their wealth. Columbus wrote his letter to Gabriel while still on board the ship at the canaries (Winsor, 1891). Unlike the other letter, this letter described difficulties experienced in their voyage. This letter was also written to show the difficulties the crew had to endure in order to make a successful voyage. Unlike the previous letter, this second letter was written in a less optimistic tone. The second letter was also written from reality and, therefore it lacked exaggeration. The letter written to Louis contained many myths and hence unrealistic. In the letter written to Louis, Christopher talks about having discovered strange islands and communities. He talked of having discovered an island with fierce man-eating monsters. In his letter to Gabriel, Christopher talked about a storm that they encountered at the canaries and, this indicates the reality in the

Vaccinations Research Paper Example | Topics and Well Written Essays - 250 words

Vaccinations - Research Paper Example Also, disease-causing bacteria and viruses usually occur in different forms referred to as different strains (Miller, 2008). In most cases, vaccines are designed to handle certain strains. For instance most flu shots available presently are designed to work against the common strains of flu virus which has been in existence for quite a while. Thus, such vaccine cannot prevent against new strains of flu. This explains why vaccines do not give a lifetime protection against diseases. As explained above, vaccines are usually designed to work against certain strains. Yet, every now and then, new strains emerge which are often stronger than the previous ones. This therefore renders the incumbent vaccination ineffective. Usually, vaccines do not guarantee full protection from a disease. Their strength fizzles out with time. Thus, one has to have another shot of vaccine so as to continue strengthening their immune system. Health care workers should be subjected to regular and extensive training so as to acquaint them with the new occurrences with regards to diseases. This enables them to keep abreast with the new strains that emerge. Such information is important as it enables the m to update their vaccines so as to stay effective. Equipped with knowledge about the new merging diseases, health workers get to know what to use and when to use so as to guarantee effectiveness in the fight against outbreaks. As stated, new strains of disease-causing bacteria and viruses develop from time to time. Regular training and updating of information regarding such strains is essential l as it enables the health workers to discard old vaccines that have been rendered obsolete, and develop new effective ones. This enhances effectiveness of vaccines and accelerates the fight against various

Educational Policies and Practices Essay Example for Free

Educational Policies and Practices Essay â€Å"Change is a process, not an event. It can be planned or unplanned and can be influenced by forces inside and outside of the schoolhouse. † (http://wps. prenhall. com/chet_green_practicing_2/23/6137/1571248. cw/index. html). Current education reform has stressed the urgency of teacher learning in improving classroom education and expanding student success. Current education reform in the United States has increasingly described standard levels of mastery for learners and focused on holding schools responsible for student outcomes. As one approach for increasing student attainment, officials have zoned in on improving the quality of public school educators (Parise Spillane, 2010). Certain policy plans concentrate on the dimension involved in refining the quality of educators coming into the area of teaching through state accreditation exams, more rigorous degree requirements, and recruitment efforts. In addition to the aforementioned, increased responsibility and stress on schools involve learning and modification for many of the educators already working within this capacity, as they are pushed to apply new instructional methods and advances in order to promote and foster student achievement (Parise Spillane, 2010). Assessing the Condition: Loris High School Trevor Strawderman, principal of Loris High School, Horry County, South Carolina, reorganized educational structure to benefit the school. In 2005, Loris High School ranked in the bottom percentile among high schools, scholastically, in the state of South Carolina. Principal Strawderman knew that issues in the area of literacy plagued the school’s academic performance. Assessment statistics revealed that 74 percent of the 9th and 10th graders of the school were reading below grade level. As a result of this issue, dropout and class failings soared to extremely high figures (http://www. nassp. org/Content. aspx? topic=59746). Strawderman, the newly appointed principal at the time, and other leaders of the school were aware of this issue, but did not realize the severity until results were revealed from student assessments. It was determined that the majority of the 9th and 10th graders at the time were reading way below grade level. After examining the textbooks utilized in the school, it was discovered that the 9th and 10th grade level books were written for 10th/ 11th grade reading comprehension. Upon the discovery of the low reading skills, Strawderman met with faculty to inform them that changes were necessary to improve reading skills of the students. Data collected about the student reading assessments was Mr. Strawderman’s proof as he provided information for this needed change (http://www. assp. org/Content. aspx? topic=59746). Implementing Necessary Change The school’s leadership team began to read and study about ways to improve on reading. Through the study it was discovered that providing more reading would be the best solution. The leadership team identified a process that could be utilized to achieve the vision. Through the vision of Strawderman and the leadership team, a ho meroom reading initiative was put in place immediately. Two days for 50 minutes a week have been designated for this activity. Students were grouped by grade level and lexile level. Strawderman and his team stressed the importance of steering away negative connotations with this activity, and felt that grouping by lexile level was pertinent (http://www. nassp. org/Content. aspx? topic=59746). Challenges and Rewards As with change, Mr. Strawderman faced defiance by some faculty members. Comments like, â€Å"Some students are going to think this is stupid and childish,† were used to discourage this new activity. As the process began, aproximately $70,000 was spent on high interest inventory reading. Strawderman and his committee did all of the work, not putting the strain on the teachers with implementing this program. This process was made easy as possible for the teachers. After the program began, it was discovered that the students loved the program. The majority of the at-risk students enjoyed it the most. What was also discovered, is that every student may act is if they do not like to read, but they all want to know how to read (http://www. nassp. org/Content. aspx? topic=59746). Within this program celebrations were rendered and awards are given as incentives. This program provided an additional 33 hours of reading in the school for the year and has provided a positive outlook for the school’s reading deficit. Since Strawderman became principal, the school has made noteworthy and substantial cultural and meaningful changes that have led to effective progress for each student. Strawderman understood that the necessary changes implemented could not done by him solely. Along with making improvements for students, Strawderman also realized the importance in providing leadership and support for his staff members. â€Å"He envisioned a school of professional learning communities in which teachers worked together ‘to choose every day to make a difference in the lives of our students’ (http://www. assp. org/Content. aspx? topic=59746). First Order or Second Order Change? First and second order change are natural occurrences involved within settings of change. It has been reported that uninterrupted, first order change happens without interference to the system in place. Within this particular order of change the leader is involved in pushing for improvement within the productivity an d value of a school or program without making major alterations to what has been established among teachers and students. In addition, this conflict often faces less confusion and divergence (Green, 2013). Second order change, on the other hand, faces uneasy transitions because of change and interruption to the system in place. In this particular order of change the existing order is taken in another direction for the good of the school or program. Furthermore there are new objectives, as well as changes in structure and programs in which individuals are asked to function differently within their role (Green, 2013). Becoming principal of Loris High School, opened doors of opportunity for Trevor Strawderman to make necessary changes for the betterment of the school. Strawderman initially took some matters in his hand to push for this change by presenting data figures to faculty as proof of the situation in need. As a result of this new change every teacher was given a task to apply â€Å"student lexile levels from the Measures of Academic Progress -Reading (MAP-R) computerized assessments to gauge students’ mastery of basic reading skills† (http://www. nassp. org/Content. aspx? topic=59746). Because implementing these changes required disruption to the already established program curriculum, Strawderman and his team faced some defiance. This situation is reflective of the second-order change. The Good and the Bad Although the reading program at Loris High School has brought forth much success, negativity surfaced at the beginning stages of implementing this program. Mildly disgruntled teachers gave notion of their dislike of changing their already established curriculum without consulting them fully. Before allowing the situation to escalate with these faculty members, Mr.  Strawderman could have met with the teachers to answer questions and to address concerns about the immediate change once he brought it forward. (http://www. nassp. org/Content. aspx? topic=59746). Working collaboratively with faculty could have also presented a variety of innovative ideas. Michael Fullan’s reports on research indicates that institutionalization of modification and change is extremely challenging. Moreover, additional reports reveal that school improvements that are substantial and long-term rarely can be set, authorized or guided by organizations or individuals (Fullan, 1993). When change occurs in a school setting the following attitudes may arise: â€Å"teachers may feel a sense of in adequacy or lack of preparation, or they may fear the unknown or perceive a loss of power or control† (Green, 2013). Conclusion Through this assignment an abundance of useful information was grasped regarding leadership and instructional change. Due to the changes in time, it is pertinent for all leaders to foster the ideas of bringing forth instructional change in a school setting. The way children are educated must change because children, the world, and economics are changing daily. At times change is considered taboo and frightening. However, when handled effectively and efficiently, it may be the cure to an ailing situation. There is much confidence among the reorganizers of school and researchers in the field of education that enhancing the learning opportunities of practicing teachers will boost and develop teacher performance and progress to developmentally improved student outcomes (Parise Spillane, 2010).

Human Resource Development Information Technology Essay

Human Resource Development Information Technology Essay What is the role of technology in Human Resource Development. Identify some key forms of e-learning and critically evaluate their advantages and disadvantages, providing appropriate examples from organisations. This essay will identify and discuss the role of technology in Human Resource Development. It will define what Human Resource Development is and why it needs technology. Also it will discuss what electronic learning (e-learning) is, and will explain some key forms of e-learning and why we need to use e-learning. It will give a brief indication as to what technology actually is, and also the progression of technology. The essay will critically evaluate the advantages and disadvantages of using e-learning in Human Resource Development. There will be appropriate examples used to show how different organisations use e-learning within their company/organisation. Finally it will offer conclusions as to why I think technology should or should not be a part of Human Resource Development. Technology Technology is used in nearly all organisations these days including schools, companies and universities as examples. What people may not know is what it actually means. Technology is a branch of knowledge that can deal with the creation and the use of technical means and their interrelation with life, the environment and society. Technology draws upon subjects such as industrial arts, applied science, engineering and there are many more. Technology can be seen as a process or an invention of something. (Technology, N.D) Progressive Technology Technology is always progressing and this is very good for companies who need or even sell technology. If we look at how a few years back within companies the secretary would need to file documents manually and this could take a long time, also apart from the time issue there were more serious problems like documents going missing or being damaged. This is where technology began to progress because there was a new technology progressing and this was the database and this could hold all the documents you needed safely onto the computer and that way it would be a lot faster and more secure for the secretary to file the documents. This is just one example there are many more ways in which technology has helped to progress companies. The example given here is just to show that technology is progressing and it will keep progressing much further in the future years to come. Human Resource Development Human Resource Development is all about learning, training, developing and education the employees in the workplace. There is a difference between these four concepts but there all correlated. If for example we looked at learning; this can be learnt anywhere and you can be learning yourself the new skills, but on the other hand if you looked at education you are being taught something but in a formal way but the two are linked because from both of these you are learning new skills and then you can go on to training and developing them skills. HRD was not always known as this, there was a shift from welfare officers to HRD. HRD was initially set up for training and development and this was to help the employers in crafts such as electricians, or engineers as an example and from this they would be learning from their masters and will be developing their skills to be able to perform in the workplace. HRD created an integration of people management and development and this could become CIPD which stands for the chartered institute of personnel and development. HRD likes to be strategic and is more for the organisation than the employees; it is also a long term method to help to build the company. HRD does like to implement change into their methods and this is why e-learning will be very convenient to help within organisations because it is constantly changing and this change would help employees improve on their learning and training and will be able to implement new skills within the workplace. E-learning What is e-learning? Firstly before I go into detail about how e-learning helps HRD perform you will need to know what e-learning actually is. E-learning used to be known as computer-based learning, this is basically what it still is, it is a way of learning but on a computer or even these days there is even m-learning which is through the mobile. We need e-learning in everyday life to be able to adapt the required skills in education, employment, even at home. It can be defined as any learning activity supported by information and communication technologies which is known as ICTs. There are arguments out there concerning the labels, an example of this is whether ICT-based learning is the same as e-learning, we can gather information from the world wide web channel and this would be our online materials, but we can also get materials from this intranet would could be confused as being from the world wide web but instead this material is delivered through an internal network of personal computers. E-learn ing is in fact taken to mean any form of electronic technology which can support learning this can be opposed to the chalk and blackboard technology which used to be the main form of learning. E-learning comprises all forms of electronically supported learning and teaching. To implement the learning process the information and communication systems will serve as a specific media. It is essentially the computer and network-enabled transfer of skills and knowledge. The applications and processes will include web-based learning, computer-based learning, virtual classroom opportunities and also digital collaboration. The contents can be delivered via the Internet or even from an audio or video tape. E-learning can be self-taught or even instructor-led, this can be done in groups or even individually, it can include media in the form of text, image animation, video streaming and audio. (e-learning, 2010) What is the purpose of e-learning? The purpose of e-learning is to advance and develop peoples skills. This is why it is so important to HRD because the aim of HRD is to learn, train, develop and educate people; this is exactly what e-learning does for people. Without e-learning I think people would be under developed with skills and this may not help them progress into a work place. E-learning can help to increase teacher effectiveness and will also improve the learning of the subject matter. With HRD I think trying to teach people new subjects can be quite tedious and this could be off putting for them involved and this can decrease their knowledge levels and even cause them to lose a job because they havent got the right skills needed for the job, this is where e-learning comes in with HRD because it makes the learning more relevant for them involved and helps them to become more interactive. E-learning now changes the way that people were taught new subjects because before people were being taught on a I will writ e out the subject and you will go away and learn it basis, but now computers are involved and people can teach themselves and this is the whole purpose of e-learning and it helps HRD to perform better. (Churchill, 2010) Have you used e-learning? What was your experience? I have used e-learning before, I am actually using a tool of e-learning now and that is Microsoft Word. I am constantly using this to complete assignments for my university work and I can develop my skills using this because there are so many different options within word for me to be able to expand my learning; an example of this would be to add a page number instead of doing this manually I can select an option to do it automatically. Another tool of e-learning that I use regularly is Facebook, I use this to keep in touch with friends and family and there are also applications on their which can help me towards education or my occupation. I am always very happy using e-learning and a lot of the time I actually prefer to use e-learning because I find it more interactive and detailed and when I learn this way I find that I actually want to learn because I dont get bored and uninterested in the subject. Different forms of e-learning There are a number of different ways which e-learning can be presented. The main two forms of e-learning are; traditional e-learning which is based on highly produced web courses and there is rapid e-learning which is based on the name rapid because this is quickly produced web courses. In addition to this there are also two types of Rapid e-learning which are asynchronous and synchronous. Asynchronous is mainly student directed and at a self-paced learning which can come under the learning concept for human resource development. Synchronous is at a set time which could happen in an internet classroom session as an example and this could again come under the education concept for human resource development because education can be taught within a classroom for example. With these two forms of e-learning there are not specific types of companies that should choose between traditional e-learning and rapid e-learning. It just simply means that some projects are best suited for either on e of them. Traditional e-learning the content of this is more fixed and it rarely changes, it is also generic and has a long shelf life. However it does need a large budget in order for it to be put into action. Rapid e-learning the content is rapidly changing and is updated quite frequently, also it may not be generic or have a short shelf life. The budget for this way of learning is limited or non-existent. The information is very hot topic and is just in time. (Readygo, unknown) In order to use traditional or rapid e-learning correctly you will need to use different tools which are available. Traditional e-learning developers will use Power User tools. These are specifically designed for graphics artist, web designers, programmers, and instructional design experts, and this will be useful for any persons working in these sectors and will help to develop human resource development. Rapid e-learning which is typically used in small or medium enterprises will need tools that can produce interesting multi level courses but do not require a graphic or design background. This easiest tool which can be used is Power Point. (Readygo, unknown2) Different types of e-learning: As well as different forms of e-learning there are also a number of different types. I think depending on the workplace and the HRD set up within the workplace it does not matter what types of e-learning you use, it will be the type of e-learning which is best suited for the organisation. Below I will just list a couple of examples of e-learning: You tube Facebook Google search Wikipedia Power Point Microsoft Office Firefox Pb wikis This is just a small example just to show that there are a number of different kinds of e-learning, and also to show that they vary also. There are number of different applications from Microsoft office to Firefox. Each of these applications however does play an important role for human resource development, and will help to implement skills for people. (Hart, 2010) Bangor University An example of an institute using e-learning to develop HRD is Bangor University. Bangor University implement a lot of e-learning to help their students develop their skills. The main type of e-learning which is used by the university is Blackboard. This is has been brought into the mainstream of teaching and learning activities within the university. It is one of the most central systems which are not only used by the students but also the lecturers also. Within blackboard the lecturers are able to integrate presentations which contain both audio and video content onto the online courses. This will then go on to develop online questions and test provisions which will simultaneously drive learning activity and reduce marking workloads. Also included with Blackboard is the use of online discussion forums in supporting the development of learners and understanding and this can become useful for HRD because students can be educated by other students or even lecturers by submitting questi ons onto the forum as an example. Another example of e-learning which the university use is webmail. This is the emailing tool of e-learning in which students, lecturers, support staff or whoever is involved with the institute can communicate with one another or even with people outside of the university. (Bangor University, unknown) Tesco Tesco is an example of a company which also use forms of e-learning within the workplace. Tesco was looking into developing an Online Academy which was going to be a new learning portal which hopefully in the end would eventually serve the learning needs of over 400,000 staff across the global businesses. Their aim was to develop a cost-effective solution, Tesco would be partnered with Kineo to design and also deploy learning based on Moodle. During 2009 Tesco piloted its Academy Online portal as a proof of concept for a learning management solution and portal for their staff across this business. Tesco wanted explore alternatives with open source technologies, with doing so they saw a potential to make highly customised solutions with a strong focus on the user experience. Tesco chose Kineo to design and develop the portal solution based on the experience they had at combing user experience and web design. This was to make it easier for their staff to understand how to use the porta l easily and in a way in which they were able to extend their skills when working for Tesco, also it was to help them to manage and update the software easily. (Kineo, 2009) Critical evaluation Advantages There are many advantages towards e-learning. The advantages are as follows: The work can be scheduled around personal and professional work. It can be cost effective because it can reduce the need to travel. It gives the users the option of selecting the learning materials which will meet their level of knowledge and interest. If an organisation wanted to organise a study session it can be studied wherever they have access to a computer and Internet. E-learning is self-paced which will allow learners to work at their own pace There are a number of different learning styles which are addressed and facilitation of learning occurs through varied activities. An important advantage is that e-learning can build self-knowledge and self-confidence and can also encourage the learner to take responsibility for their learning. E-learning is very good for communication because with online portals such as Black Board the users can contact their tutors or even students very easily. Interaction can also be an advantage for e-learning because some people may feel less confident talking face-to-face, but with e-learning there are some aspects where you can interact with someone without being face-to-face. E-learning can be time flexible; learners are able to access everything they need in one place at any time so long as they have the Internet. More people are able to afford to use e-learning, this can then go on to gain them a place at universities as an example because they can save money from expenses such as travelling, accommodation and even high fees for tutors. There are many advantages that come with e-learning, and all these advantages will play a role in human resource development. Also it will help to play a part in a users everyday life and will help them to progress their learning, training, development and education. (writing, 2006, unknown, 2008) Disadvantages As well as advantages there are a number of disadvantages which come with e-learning. Below I will list a number of disadvantages: There can be some learners who are unmotivated can because of this their poor study habits may fall behind. E-learning is very different from any other kind of learning and this may affect the learners knowledge due to lack of familiar structure, also the will then make the routine longer to get used to. E-learning can be a lonely way of learning which could leave the learner to feel isolated or even miss social interaction. If you required further instructions the instructor for the course may not always be available on demand. A lot of e-learning can be carried out online, however this may be useful for some but for others the can be frustrating due to slow or unreliable Internet connections. Face-to-face communication can be vital to how someone learns and because of the lack of this there can be a lack of understanding between the learner and the instructor. There is a limited amount of time for e-learning if you were using video conferencing as an example, and this could lead to the teaching being rushed and the learner not being able to learn enough. As you can see from the above there are some disadvantages, however there are fewer disadvantages than there are advantages. The disadvantages can however help human resource development because they can learn from this and try and avoid the disadvantages and use this to their advantages. (Writing, 2006, unknown, 2008) Conclusion In my opinion I believe that the role of technology in Human Resource Development is very much needed. I believe that along with technology the main form of this is e-learning and with my own personal use I think that this is very much need in order for us to be able to develop HRD. With e-learning you can learn so many new skills which can help you too improve in the workplace. However there are a couple of disadvantages like the lack of face-to-face communication which can affect how e-learning is used.

Direct and iterative method

Direct and iterative method INTRODUCTION TO DIRECT AND ITERATIVE METHOD Many important practical problems give rise to systems of linear equations written as the matrix equation Ax = c, where A is a given n Ãâ€" nnonsingular matrix and c is an n-dimensional vector; the problem is to find an n-dimensional vector x satisfying equation . Such systems of linear equations arise mainly from discrete approximations of partial differential equations. To solve them, two types of methods are normally used: direct methods and iterative methods. Directapproximate the solution after a finite number of floating point operations. Since computer floating point operations can only be obtained to a given precision, the computed solution is usually different from the exact solution. When a square matrix A is large and sparse, solving Ax = c by direct methods can be impractical, and iterative methods become a viable alternative. Iterative methods, based on splitting A into A = M−N, compute successive approximations x(t) to obtain more accurate solutions to a linear system at each iteration step t. This process can be written in the form of the matrix equation x(t) = Gx(t−1) + g, where an n Ãâ€" n matrix G = M−1N is the iteration matrix. The iteration process is stopped when some predefined criterion is satisfied; the obtained vector x(t) is an approximation to the solution. Iterative methods of this form are called linear stationary iterative methods of the first degree. The method is of the first degree because x(t) depends explicitly only on x(t−1) and not on x(t−2), . . . , x(0). The method is linear because neither G nor g depends on x(t−1), and it is stationary because neither G nor g depends on t. In this book, we also consider linear stationary iterative methods of the second degree, represented by the matrix equation x(t) = Mx(t−1) − Nx(t−2) + h. HISTORY OF DIRECT AND ITERATIVE METHOD Ø Direct methods to solve linear systems Direct methods for solving the linear systems with the Gauss elimination method is given byCarl Friedrich Gauss (1777-1855). Thereafter the Choleski gives method for symmetric positive definite matrices. Ø Iterative methods for non-linear equations The Newton_Raphson method is an iterative method to solve nonlinear equations. The method is defined byIsaac Newton (1643-1727)andJoseph Raphson (1648-1715). Ø Iterative methods for linear equations The standard iterative methods, which are used are the Gauss-Jacobi and the Gauss-Seidel method.Carl Friedrich Gauss (1777-1855)is a very famous mathematician working on abstract and applied mathematics.Carl Gustav Jacob Jacobi (1804-1851)is well known for instance for the Jacobian the determinant of the matrix of partial derivatives. He has also done work on iterative methods leading to the Gauss-Jacobi method. Another iterative method is the Chebyshev method. This method is based on orthogonal polynomials bearing the name ofPafnuty Lvovich Chebyshev (1821-1894). The Gauss-Jacobi and Gauss-Seidel method use a very simple polynomial to approximate the solution. In the Chebyshev method an optimal polynomial is used. DIRECT AND ITERATIVE METHOD Direct methods compute the solution to a problem in a finite number of steps. These methods would give the precise answer if they were performed ininfinite precision arithmetic. Examples includeGaussian elimination, theQRfactorization method for solvingsystems of linear equations, and thesimplex methodoflinear programming. In contrast to direct methods,iterative methodsare not expected to terminate in a number of steps. Starting from an initial guess, iterative methods form successive approximations thatconvergeto the exact solution only in the limit. Aconvergence criterionis specified in order to decide when a sufficiently accurate solution has (hopefully) been found. Even using infinite precision arithmetic these methods would not reach the solution within a finite number of steps (in general). Examples includeNewtons method, thebisection method, andJacobi iteration. In computational matrix algebra, iterative methods are generally needed for large problems. Iterative methods are more common than direct methods in numerical analysis. Some methods are direct in principle but are usually used as though they were not, e.g.GMRESand theconjugate gradient method. For these methods the number of steps needed to obtain the exact solution is so large that an approximation is accepted in the same manner as for an iterative method. In the case of asystem of linear equations, the two main classes of iterative methods are thestationary iterative methods, and the more generalKrylov subspacemethods. Ø Stationary iterative methods Stationary iterative methods solve a linear system with anoperatorapproximating the original one; and based on a measurement of the error (the residual), form acorrection equationfor which this process is repeated. While these methods are simple to derive, implement, and analyse, convergence is only guaranteed for a limited class of matrices. Examples of stationary iterative methods are theJacobi method,Gauss–Seidel methodand theSuccessive over-relaxation method. Ø Krylov subspace methods Krylov subspacemethods form anorthogonal basisof the sequence of successive matrix powers times the initial residual (theKrylov sequence). The approximations to the solution are then formed by minimizing the residual over the subspace formed. The prototypical method is theconjugate gradient method(CG). Other methods are the generalized minimal residual method and the biconjugate gradient method EXAMPLE OF DIRECT METHOD GAUSS ELIMINATION METHOD :- Inlinear algebra,Gaussian eliminationmethod is analgorithmfor solvingsystems of linear equations, finding therankof amatrix, and calculating the inverse of aninvertible square matrix. Gaussian elimination is named after German mathematician and scientistCarl Friedrich Gauss. Elementary row operationsare used to reduce a matrix torow echelon form.Gauss–Jordan elimination, an extension of this algorithm, reduces the matrix further toreduced row echelon form. Gaussian elimination alone is sufficient for many applications. EXAMPLE Suppose that our goal is to find and describe the solution(s), if any, of the followingsystem of linear equations: The algorithm is as follows :eliminate x from all equations below L1 and then eliminate y from all equations below L2 .This will form a triangular form.Using the back substitution Each unknown can be solved . In the example, x is eliminated from l2 by adding 3/2L1to L2. X is then eliminatedmfrom L3 by adding L1 to L3 The result is: Nowyis eliminated fromL3by adding− 4L2toL3: The result is: This result is a system of linear equations in triangular form, and so the first part of the algorithm is complete.The second part, back-substitution, consists of solving for the unknowns in reverse order. It can be seen that Then,zcan be substituted intoL2, which can then be solved to obtain Next,zandycan be substituted intoL1, which can be solved to obtain The system is solved. Some systems cannot be reduced to triangular form, yet still have at least one valid solution: for example, ifyhad not occurred inL2andL3after the first step above, the algorithm would be unable to reduce the system to triangular form. However, it would still have reduced the system toechelon form. In this case, the system does not have a unique solution, as it contains at least onefree variable. The solution set can then be expressed parametrically . In practice, one does not usually deal with the systems in terms of equations but instead makes use of theaugmented matrix(which is also suitable for computer manipulations). The Gaussian Elimination algorithm applied to theaugmented matrixof the system above, beginning with:which, at the end of the first part of the algorithm That is, it is inrow echelon form. At the end of the algorithm, if theGauss–Jordan eliminationis applied: That is, it is inreduced row echelon form, or row canonical form. EXAMPLE OF ITERATIVE METHOD OF SOLUTION A. JACOB METHOD :- The Jacobi method is a method of solving amatrix equationon a matrix that has no zeros along its main diagonal (Bronshtein and Semendyayev 1997, p.892). Each diagonal element is solved for, and an approximate value taken in. The process is then iterated until it converges. This algorithm is a stripped-down version of theJacobi transformationmethod ofmatrix diagonalization. The Jacobi method is easily derived by examining each of the equations in thelinear system of equationsAx=b in isolation. If, in theith equation solve for the value ofwhile assuming the other entries ofremain fixed. This gives which is the Jacobi method. In this method, the order in which the equations are examined is irrelevant, since the Jacobi method treats them independently. The definition of the Jacobi method can be expressed withmatricesas B. Stationary Iterative Methods Iterative methods that can be expressed in the simple form Where neighter B nor c depend upon the iterative count k) are called stationary iterative method. The four main stationary iterative method : the Jacobi method, the Gauss Seidel method ,Successive Overrelaxation method and the symmetric Successive Overrelaxation method C. The Gauss-Seidel Method We are considering an iterative solution to the linear system where is ansparse matrix,xandbare vectors of lengthn, and we are solving forx. Iterative solvers are an alternative to direct methods that attempt to calculate an exact solution to the system of equations. Iterative methods attempt to find a solution to the system of linear equations by repeatedly solving the linear system using approximations to the vector. Iterations continue until the solution is within a predetermined acceptable bound on the error. Iterative methods for general matrices include the Gauss-Jacobi and Gauss-Seidel, while conjugate gradient methods exist for positive definite matrices. Use of iterative methods is the convergence of the technique. Gauss-Jacobi uses all values from the previous iteration, while Gauss-Seidel requires that the most recent values be used in calculations. The Gauss-Seidel method has better convergence than the Gauss-Jacobi method, although for dense matrices, the Gauss-Seidel method is sequential. The convergence of the iterative method must be examined for the application along with algorithm performance to ensure that a useful solution to can be found. The Gauss-Seidel method can be written as: where: ¯ is theunknown in during theiteration,and, is the initial guess for theunknown in, is the coefficient ofin therow andcolumn, is thevalue in. or where: ¯ K(k)is theiterative solution to is the initial guess atx Dis the diagonal ofA Lis the of strictly lower triangular portion ofA Uis the of strictly upper triangular portion ofA bis right-hand-side vector. EXAMPLE. 101−x2+ 23= 6, −x1+ 112−x3+ 34= 25, 21−x2+ 103−x4= − 11, 32−x3+ 84= 15. Solving forx1,x2,x3andx4gives: x1=x2/ 10 −x3/ 5 + 3 / 5, x2=x1/ 11 +x3/ 11 − 34/ 11 + 25 / 11, x3= −x1/ 5 +x2/ 10 +x4/ 10 − 11 / 10, x4= − 32/ 8 +x3/ 8 + 15 / 8 Suppose we choose(0,0,0,0)as the initial approximation, then the first approximate solution is given by x1= 3 / 5 = 0.6, x2= (3 / 5) / 11 + 25 / 11 = 3 / 55 + 25 / 11 = 2.3272, x3= − (3 / 5) / 5 + (2.3272) / 10 − 11 / 10 = − 3 / 25 + 0.23272 − 1.1 = − 0.9873, x4= − 3(2.3272) / 8 + ( − 0.9873) / 8 + 15 / 8 = 0.8789. x1 x2 x3 x4 0.6 2.32727 − 0.987273 0.878864 1.03018 2.03694 − 1.01446 0.984341 1.00659 2.00356 − 1.00253 0.998351 1.00086 2.0003 − 1.00031 0.99985 The exact solution of the system is (1,2,-1,1) APPLICATION OF DIRECT AND ITERATIVE METHOD OF SOLUTION FRACTIONAL SPLITING METHOD OF FIRST ORDER FOR LINEAR EQUATION First we describe the simplest operator-splitting, which is calledsequential operator-splitting, for the following linear system of ordinary differential equations:(3.1)where the initial condition is. The operators and are linear and bounded operators in a Banach space The sequential operator-splitting method is introduced as a method that solves two subproblems sequentially, where the different subproblems are connected via the initial conditions. This means that we replace the original problem with the subproblemswhere the splitting time-step is defined as. The approximated solution is. The replacement of the original problem with the subproblems usually results in an error, calledsplitting error. The splitting error of the sequential operator-splitting method can be derived as whereis the commutator ofAandB The splitting error iswhen the operatorsA andB do not commute, otherwise the method is exact. Hence the sequential operator-splitting is called thefirst-order splitting method. THE ITERATIVE SPLITING The following algorithm is based on the iteration with fixed splitting discretization step-size. On the time intervalwe solve the following subproblems consecutively for:(4.1)where is the known split approximation at the time level. We can generalize the iterative splitting method to a multi-iterative splitting method by introducing new splitting operators, for example, spatial operators. Then we obtain multi-indices to control the splitting process; each iterative splitting method can be solved independently, while connecting with further steps to the multi-splitting method

Insomnia Essay -- essays research papers

Insomnia is formally defined as the inability to get the standard amount of sleep. This disease affects 1 in 3 adults every year in the United States (Insomnia). Insomnia is a growing problem that we are learning more about everyday, insomnia makes life very hard for those who are inflicted by it. Prevention of insomnia is rather simple if you learn simple techniques. If you are afflicted by insomnia than cure is rather simple if you are in the care of a good health care provider   Ã‚  Ã‚  Ã‚  Ã‚  Insomnia is most commonly found in women and older adults. Also people who are divorced or widowed have a greater chance than those who are married to be victims of insomnia (Sleep Disorders). These groups tend to have higher stress and that is why they are more likely to be affected. There is transient insomnia which is rather common and only lasts for a few days, the insomnia will be cured once the stressful problem is resolved. Chronic insomnia lasts for more than three weeks and should be treated by a trained health care provider (Sleep Disorders). Chronic insomnia is proven to lead to other diseases such as mood disorders and depression. Transient insomnia is usually caused by a temporary situation of high stress and will normally go away when the problem is resolved. Chronic depression can be caused by a number of things. Acute stress like an illness can cause chronic insomnia. Depression and high anxiety can also lead to insomnia. It may also be caused by s leep problems such as sleep apnea. Caffeine or other stimulants can lead to insomnia. The use of depressants and sedatives will relax you but may also cause you to have shallow, fragmented sleep. Pain due to illness may also be causes. Poor sleep habits are also proven to be causes of insomnia. Extreme changes in sleep patterns may cause insomnia. There are also rare conditions such as restless leg syndrome and nocturnal myoclonus that can lead to chronic insomnia (Sleep Disorders). There are several symptoms of insomnia and they are very obvious. Having trouble falling asleep is a good sign you may have insomnia. Waking up often at night or being restless is a tell tale sign of insomnia. Also if you wake up early and are unable to go back to sleep you may be affected my insomnia. If you wake up from a night of sleep and do not feel rested at all you are most likely afflicted by insomnia (Burt... ... bed can help you take your mind off your day’s troubles. Having background noise helps make falling asleep easier for some people. Try and not focus on falling asleep and try and let your mind drift, this will help you fall asleep quicker. Avoiding unneeded stress in your life will help you prevent insomnia also. Keep a journal and write down before you go to bed everything you need to do, this will help you to not worry about everything you have been worrying about ( Sleep Disorders). All these techniques are ways of reducing stress. Some techniques may not work for some and may work great for others; it all depends on the person. Once you find a technique that works you should stick with it. Whatever is comfortable for you is what you should use.   Ã‚  Ã‚  Ã‚  Ã‚  Insomnia has become a very popular disease in the United States. There are numerous treatments that can help ease the affects this disease has on people. Knowing how to prevent it and what the symptoms are is crucial to avoiding the disease. All the prevention techniques are free and very easy to learn, everyone should know these techniques so they can help prevent this disease that makes life so difficult

Essays --

Dear Sir/Madame, It is with much pleasure that I submit my application for a Master’s Degree Programme in â€Å"Healh and Business† starting in September 2014 at University of Eastern Finland. As for my educational background, I obtained from Highest Medical School â€Å"Aieti† on a faculty of medicine where I completed all courses in English. Currently I work as an interpreter/translator at United Water Supply Company of Georgia. I have also taught Histology to first-year international students at Petre Shotadze Medical Academy. Medicine is a tradition in my family. My great grandparents, grandparents, parents, even godfather and godmother are doctors. This is a path that I am passionate about and while being part of it, I am surrounded by amicable environment. I decided to follow the footsteps but accomplish the goal in a different manner. I would like to engage myself in activity where I would have a chance to combine and link medicine to business - the mix that explores the framework for medical management systems. While doing internship in Chemotherapy department of Klaipeda Medical Center in Lithuania, each day proposed challenging but fascinating discovery. Themes connected to organization of the hospital and service delivered to patients was especially engaging. I had read and learnt about various methods about organizing and providing service to patients but I was still thrilled as it was my first time when I actually had to perform everything myself. At the start, I encountered a lot of failures but thanks to persistence and determination I grasped the procedure and became one of best students. As a result, having participated in diverse conferences and congresses related to medicine, health management and development, I would l... ...n insurance, health and government regulations and parallel its model to ones of developed countries, propose/suggest solutions to abate the adversity of medical system. As for my financing plan for studies, I have savings specially designed for my further studies. Since the University of Eastern Finland is tuition-free, with the help of my savings from work remuneration, family and a sponsor I will be able to cover all living costs. I am interested to live in a shared apartment first of all it is more affordable and it will be easier to live with other students as it helps to overcome cultural shock while living in a foreign country. Sharing a roof with other students is also beneficial to learn more about the hosting or other countries and their culture. Thank you for considering my application, and I look forward to your acceptance. Sincerely, Nino Tevzadze

An Argument Against the Death Penalty Essay

An eyewitness to the execution of John Evans in Alabama describes this scene from the final moments of a death penalty sentence being carried out: â€Å"The first jolt of 1900 volts of electricity passed through Mr. Evans’ body. It lasted thirty seconds. Sparks and flame erupted from the electrode tied to his leg. His body slammed against the straps holding him in the electric chair and his fist clenched permanently. A large puff of grayish smoke and sparks poured out from under the hood that covered his face. An overpowering stench of burnt flesh and clothing began pervading the witness room. Two doctors examined Mr. Evans and declared that he was not dead.† It took three jolts of electricity and 14 minutes before John Evans was declared dead (Radelet, â€Å"Facing the Death Penalty†). Throughout history, various forms of executions such as this one have taken place as a punishment for crime. In 1976, the United States reinstated the death penalty after having revoked it in 1972 on the grounds that it â€Å"violated the Constitution’s ban on cruel and unusual punishment† (MacKinnon, â€Å"Ethics† 289). Since its reinstatement, the morality of such punishment has been extensively debated. I argue that the death penalty cannot be morally justified on the basic grounds that killing a human being as a form of punishment is wrong. A major argument supporting capital punishment is that it serves as a deterrent to crimes – specifically, murder. However, this argument requires that the would be killer would take at least a moment to consider what the consequences of murder within our legal system are. This assumes that the killer is capable of such reasoning, and that the crime would be considered before it occurred. In fact, â€Å"those who commit violent crimes often do so in moments of passion, rage and fear – times when irrationality reigns† (Information, â€Å"Capital Punishment† 107). Whether or not a murder or crime is premeditated, there are statistics existing that cause us to question how supportive an argument of deterrence can be. In 1989, Senator Edward M. Kennedy, appearing before the Senate Judiciary Committee said that if we look at other Western democracies, â€Å"Not one of those countries has capital punishment for peacetime crimes, and yet every one of them has a murder rate less than half that of the United States† (Information, â€Å"Capital Punishment† 110). The Information Series on capital punishment also says that states that FBI statistics from 1976-1987 show that â€Å"In the twelve states where executions take place, the murder rate is†¦exactly twice the murder rate of the thirteen states without the death penalty† (111). The deterrent value of capital punishment is certainly in question. Killing a human being as a deterrent to crime is, in essence, using a human being as a means rather than an ends. Kantian ethics state that we are to treat people as having intrinsic value and not simply instrumental value. â€Å"People are valuable in themselves regardless of whether they are useful or loved or valued by others† (MacKinnon, â€Å"Ethics† 56). Also, as MacKinnon states, â€Å"using the concern for life that usually promotes it to make a case for ending life is inherently contradictory and a violation of the categorical imperative† (133). If we hold that killing is wrong (except in self-defense) and therefore a killer needs to be punished, to follow with the conclusion that the killer’s punishment is to be killed is completely contradictory. Some would argue that the execution of a murderer is in the â€Å"self-defense† of society itself. This is a distortion of the definition of self-defense. Self-defense is when your life is in immediate danger and a reaction is necessary in order to prevent your injury or death. I believe that self-defense could also apply to situations where the lives of children or others who could not defend themselves were in immediate danger and someone else had to react in order to protect them. The key phrase in each of these definitions is â€Å"immediate danger† and, in the trial of a murderer, there is no indication or guarantee that the person is going to kill again, and there is no immediate danger or threat that requires reaction. This is not self-defense and does not justify killing. Simply because a guilty verdict requires that the murderer be punished, it does not follow that the punishment should be death on the grounds of self-defense. The determination of guilt within our legal system is also in question. Legally, criminals are to be â€Å"innocent until proven guilty†, but in reality they are often â€Å"guilty until proven innocent†. Unfortunately, our legal system is not always just or accurate. Innocent people are convicted. This can happen due to inconclusive evidence, the socioeconomic status of the accused, or jury/judge bias and prejudice, among other factors. A criminal who is convicted and sentenced to imprisonment and then later proven to be innocent can be released. Such is not the case once the irrevocable death penalty has been carried out. The Information Series on capital punishment cites the work of Michael Radelet of the University of Florida who counted since the turn of the century â€Å"343 cases in which a defendant facing a possible death penalty was wrongfully convicted. Of these, 137 were sentenced to death, and 25 were actually executed. Sixty-one served more than 10 years in jail and seven died while in prison† (77). If even one innocent person is wrongfully killed, how can we claim that this is justice? Racial and socioeconomic factors also come into play in the trial and conviction of the accused. The Information Series states that â€Å"since the death penalty was reinstated, six White defendants have been executed for murdering a Black person, while 112 Black people have been executed for the murder of a White person† (105). Samuel Jordan of Amnesty International also points out that in 1998, â€Å"although African-Americans count for 50 percent of homicide victims in the nation, 82 percent of death row offenders have been convicted for the murder of Whites† (Information, â€Å"Capital Punishment† 104). In the 1970’s the Baldus Study found that â€Å"defendants charged with killing White persons received the death penalty in 11 percent of cases, but defendants charged with killing Blacks received the death penalty in only 1 percent of the cases† (Information, 46). The Baldus Study also found that prosecutors sought the death penalty more in cases where a Black defendant was charged with killing a White. Samuel Jordan pointed out that â€Å"poverty as well as race often determines the allocation of the death sentence. Inadequate, inexperienced representation for indigent defendants characterizes most legal litigation† (Information, 104). While the unfairness and inequality of our legal system does not show that the death penalty itself is wrong, I would argue that because of the judicial disparities shown in the statistics above, we know can never be 100 percent certain of the guilt of an individual. Due to this measure of uncertainty, it is morally wrong to determine a punishment that is as irreversible as death. We cannot put ourselves into a position of God. Some will say that the killer’s actions are irreversible and that such a crime deserves an equal punishment. These same people would cite the biblical passage that exhorts â€Å"an eye for an eye and a tooth for a tooth†. However, if a crime deserves equal punishment, then why do we not rape the rapist or burn the arsonist? A civilized society must be based on values and principles that are higher than those it condemns. As I stated previously, to punish killing with death is inherently contradictory. Biblically we are called to live by higher values. In the New Testament, Jesus said that we may have heard it said â€Å"an eye for an eye and a tooth for a tooth† but he instructed us to â€Å"turn the other cheek† (Matthew 5:38-41) to love even our enemies (Matthew 5:43-45), to obey the Ten Commandments which tell us not to kill (Exodus 20:13) and not to put ourselves into the position of God by judging whether others live or die (John 8:7). Vengeance and retribution are to be left to God, who is the only one with the perfect capabilities of judgment. If the argument is that serious crimes deserve equal punishments, it is interesting to note, as MacKinnon states in her text, that the death penalty is also assigned as punishment for treason and rape. Capital Punishment is obviously extreme and unequal to such crimes. There are also certain times when the death penalty is not sought for murder cases (297). The inconsistencies in application seem morally problematic in themselves. Burton Wolfe quotes Albert Camus as saying: What is capital punishment if not the most premeditated of murders, to which no criminal act, no matter how calculated, can be compared? If there were to be real equivalence, the death penalty would have to be pronounced upon a criminal who had forewarned his victim of the very moment he would be put to a horrible death, and who, from that time on, had kept him confined at his own discretion for a period of months. It is not in private life that one meets such monsters. (â€Å"Pileup† 419) Camus goes on to say that â€Å"the devastating, degrading fear imposed on the condemned man for months or even years is a punishment more terrible than death itself, and one that has not been imposed on his victim† (â€Å"Pileup† 419). A Utilitarian might argue in support of the death penalty based on the moral premise that the goal is to increase the greatest amount of happiness for the greatest amount of people. Often the victim’s family and others in society will claim that the death penalty is â€Å"justice† and that therefore they are happier when it is applied. I would argue that this â€Å"happiness† is often more of an appeasement – – a very shallow form of â€Å"happiness† that is actually wrapped up in anger and revenge, and not what Utilitarians would classify as true happiness. John Stuart Mill would classify this as a lower pleasure or happiness as described in MacKinnon’s text (37). I would also argue that such â€Å"happiness† would be of short duration. The killing of the murderer does not bring back the life of the victim, and the sorrow from that death is not eliminated by adding the death of another. It would also need to be taken into account that the murderer may also have friends and family who would be caused pain and suffering by the death of the person they care for. It also seems morally dangerous to apply The Greatest Happiness Principle to the determination of whether or not another human being lives or dies. Using this type of reasoning a killer could be able to justify his actions if he were able to prove that greater happiness was produced through the killing of one individual than if they would have lived. The intrinsic value of life itself does not allow for this kind of reasoning for ending it. Killing a human being hinders them from reaching their goal of mature potential. As MacKinnon states when discussing Natural Law Theory, † the innate drive toward living is a good in itself† (133). Other human beings should not choose the time of another human being’s death – this is not natural. To argue that the killer has done this does not make it morally justifiable for us to do the same to the killer. Killing an individual robs them of the opportunity to rehabilitate and to live a good life. Whatever the reasons might be that would determine that a person should be sentenced to death, there can be no argument that we are prematurely ending the life of another with no foreknowledge of what their future may have held. We have no means beyond mere hypothesis to determine what the future actions of an individual will be. This is not to argue that certain actions do not morally require punishment, but simply to argue that the death penalty itself is an inappropriate form of punishment because of the way that it devalues life itself. As members of a civilized society made up of morally responsible individuals, I feel that we are required to consistently value human life. There can be no â€Å"fair† judgment of which lives have more worth than others and we cannot, as a society of moral beings, be saying that it is wrong to take a life and at the same time threaten that if you do, we will take yours. The existence of the threat itself within our legal system contradicts the value we are trying to uphold. Gandhi was a strong proponent for peace and nonviolence within society and throughout the world. Eknath Easwaran quotes Gandhi as saying, â€Å"Violence can never bring an end to violence; all it can do is provoke more violence† (â€Å"Gandhi† 49). He also said that â€Å"Nonviolence is the law of our species as violence is the law of the brute. The spirit lies dormant in the brute and he knows no law but that of physical might. The dignity of man requires obedience to a higher law †¦Ã¢â ‚¬  (â€Å"Gandhi† 152). No arguments can outweigh the intrinsic value of other human beings and of life itself. Capital punishment cannot be morally justified. Works Cited Easwaran, Eknath. Gandhi: The Man – The Story of His Transformation. Tomales: Nilgiri Press, 1997. Holy Bible: New International Version. Nashville: Broadman & Hloman Publishers, 1995. MacKinnon, Barbara. Ethics: theory and Contemporary Issues – Second Edition. New York: Wadsworth Publishing Company, 1998. Radelet, Michael. Facing the Death Penalty: Essays on a Cruel and Unusual Punishment. New York, 1989. The Information Series on Current topics. Capital Punishment. Cruel & Unusual? Wylie: Information Plus, 1998. Wolfe, Burton H. Pileup on Death Row. New York: Doubleday & Company, Inc., 1973.

Culture Difference in Business Negotiation

Globalisation, the expansion of intercontinental trade, technological advances and the increase in the number of companies dealing on the international stage have brought about a dramatic change in the frequency, context and means by which people from different cultural backgrounds interact, especially cross-cultural communication in international business. Global communications bring countries and cultures closer to each other every day even though they may be on separate continents. However, barriers to communicating still exist due to cultural differences as well as dialects. In the business world, cross-cultural barriers can be significant in conducting global commerce. International trade presents multi-level challenges dealing with cross-cultural communication. Language is the biggest problem and global companies recognize the need for employees who are fluent in several languages. Of course, in addition to language, religion, customs, methods of dealing with people also play a significant role in international negotiations. Once some link has the problem, which will lead to the breakdown of negotiations. Therefore, This requests negotiations both sides correctly utilize the negotiations skill, making the negotiations complete smoothly. 1. Definition Intercultural communication refers to the different cultural backgrounds of communication between individuals, that is, people from different cultural backgrounds of the interaction. In recent years, it causes most people's attention. In China, the language teachers to show great interest, reflecting the changes of the times and demands, has attracted people from the perspective of cross-cultural education of foreign language teaching in-depth thinking. 2. Case description Ma Ping works in a joint-venture company as an executive in China. His boss is an American named Steve. They are good friends Once, at a meeting with mostly Chinese participants including Ma Ping, Steve didn’t listen to much different ideas when asking for any suggestions on his new project. So he took it for granted that his new project would be quite satisfactory to everyone present at the meeting and decided to implement the plan. But to his great surprise and puzzlement, after the meeting, Ma Ping came to his office and told him that there were problems with the project, and the project might not work properly. This time, to Ma Ping’s surprise, Steve didn’t seem happy but even annoyed with this. Analysis: In China, if you disagree with your friend at the meeting, you can’t speak out in public. Because if you do that, your friend will lose his face. The best action is to talk with him in private . While in the western country, if you have a different idea about the project of your friend at the meeting, you must raise an objection instantly rather than in private later. I conclude that in business negotiations, cultural differences between the negotiating parties will often become an obstacle to the negotiations,and even lead to the breakdown of negotiations. Therefore, we should pay attention to some skills in the negotiations to avoid the breakdown of negotiations 3. Intercultural communication skills Business negotiation can be understood as a process in which two or more parties come together to discuss common and conflicting business interests in order to reach an agreement of mutual benefit . Negotiation can be considered a delicate business, made even more delicate by different cultural understandings. How can we avoid the subtle pitfalls and make deals go smoothly? There is a detail way to solve this ituation. 3. 1The preparation before the intercultural negotiation A good pre-preparation is a key note to have a successful negotiation. If we have a negotiation in hurry, we will know little about our partner and we can not get the most benefits during the intercultural negotiation. And of course, our partners will think that we did not pay much attention to this negotiation, so it can show our careless attitude about the business and our partner. Therefore, we will fail in the negotiation. So it is important to make a good preparation before we go into the intercultural negotiation, but how to make preparations before we begin the negotiation? Next there is some advice. First we must organize our team well, because the team is the oundation of our successful negotiation. We can keep our team as small as possible. But it does not mean what the less people our team has, the more effective work we can get. Some people who have specialized skills, communication ability, team spirit and gamesmanship must be contained in our team . 3. 2The bridge-building between the different cultures But just making those preparations a re not enough, we must know what will happen during the intercultural negotiation. Next this thesis will give us a detail explanation to the problems. Supposed there are two persons: Tom in the West and Marry in the Eastern country. They have the same likes and dislikes, and Tom recently spoke for days with Marry, his potential business partner and yet the barriers between them were never broached — and the deal didn’t get inked . The problem had to do with different conceptions of the negotiation process itself and misinterpretations of the other’s behavior. For Tom, negotiation is about pushing through a deal period. When he didn’t think their discussion was moving forward as quickly as he thought it should, his arguments became increasingly forceful. Because his opposite read this as disrespect, the negotiation essentially ended days before their talks did. Although globalizing communications and marketing have made the world smaller in many ways, deep differences between cultures remain. Despite similar tastes, Tom and Marry each approach negotiation in a way heavily conditioned by his national culture. Because they sat down at the table without understanding the other’s assumptions about the negotiation process, all they ended up with was an impasse. So, we must pay attention to the question that is how to build the bridges between the different cultures so that the degree of mistrust is diminished until it is non-existent. In order to prepare for our negotiations try the following: (1) Get to know the individuals that we will be personally dealing with. Making a one-to-one human connection is one of the best ways to overcome mistrust! (2) Background: checks into the company that we are doing business with. Get to know the company as much as possible. Have credit checks done on the company. Learn about their financial situation in any way possible. (3) Research the culture of the foreign company and sensitize ourselves to the possible differences that we may be confronted with. 4) Get the assistance of a company that is expert in dealing with such cultural differences that can give us some tips. 3. 3 Learn the other side’s culture It is very important to know the basic components of our counterparty’s culture. It’s a sign of respect and a way to build trust and credibility as well as advantage that can help us to choose the right strategies and tactics during the negotiation. Of cou rse, it’s impossible to learn another culture in detail when we learn at short notice that a foreign delegation is visiting in two weeks’ time. The best we can do is to try to identify principal influences that the foreign culture may have on making the deal. 3. 4 Don’t stereotype Making saaumptions can creat distrust and barriers that expose both your and the other side’s need, positions and goals. The way we view other people tends to be reserved and cautious. We usually expect people to take adventage of a situation, and during the negoations the other side probably thinks the same way, especially when there is a lack of trust between counterparts. In stead of generalizing, we should make an effort to treat everyone as individuals. Find the other side’s values and beliefs independently of values and beliefs characteristic of the culture or group being represented by your counterpart. 3. 5 Find ways to bridge the culture gap Apart from adopting the other side’s culture to adjust to the situation and environment, we can also try to persuade the other side to use elements of our own culture. In some situations it is also possible to use a combination of both cultures, for example, regarding joint venture business. When there is a diffculty in finding common ground, focusing on common professional cultures may be the initiation of business relations. 4. Conclusion International business negotiation is playing a more and more important role in our economic lives in modern society. Obviously, international business negotiations take place across national boundaries. This means that understanding the different cultural environments that exist among nations and considering cultural differences in all facets of business are crucial for negotiators in the operation of international business negotiation. International business negotiators are distinguished from each other not only by geographic location, language spoken, more importantly by the specific cultures in which they grow up. Cultural differences influence negotiation in many aspects, even before the face-to-face negotiation starts The understanding of negotiation in the western culture is alien to that of the eastern culture. Many Americans see negotiation as a good approach to resolve conflicts while Japanese or Chinese do not like it at all. The composition of negotiation team relies greatly on culture that defines the number and the selecting criteria of negotiators. Japanese or Chinese negotiation team is often large, usually led by an old person with high status. Whereas,American team tends to be small and its negotiators are chosen on the basis of competence at the issue under negotiation. Simultaneously, people from different cultures prefer to use different negotiating strategies and styles. Therefore selection of different strategies and tactics results in different outcomes in international business negotiations. Different selection of pragmatic strategies may produce different results in a business negotiation: a win-lose result, a win-win result or lose-lose result. In order to maintain a long-term cooperative business relationship between both negotiating parties concerned in a win-win business negotiation situation, the selection of strategies should be of crucial importance. Our nation is mentioning to establish harmonious society, if we want to be a successful negotiator, we should set up an atmosphere of harmony. I think the best result is a win-win result in international negotiation. So we will have many chances cooperate with our foreigner. Our Chinese people also can become the successful men.

Incomplete Creon Tragic Hero

Allen Yun Ms. Chen English 1 Honors 16 April 2013 Oedipus Rex and Antigone Essay Prompt What would happen if one were to witness a wealthy, powerful leader who could wish for nothing more in his life? Sounds like everything a man could dream of, right? What if this mighty leader had flaws that brought him to commit a grave mistake that led him to a road of misery? How would that same witness feel towards him now? In Sophocles’ Greek tragedy, Antigone, the antagonist, King Creon, undergoes this exact scenario.Another word for a character that experiences the following events is known as a tragic hero. Creon is the tragic hero of this play because of his flaw of hubris, his hamartia, and because of his rapid transition from being a great king to a miserable king that should be pitied. The single characteristic of hubris is one of the main reasons that make Creon a tragic hero. This is first expressed when Creon’s pride refuses to show mercy to Antigone even if they are re lated.He says, â€Å"This girl is guilty of double insolence, breaking the given laws and boasting of it. Who is the man here, she or I, if this crime goes unpunished? † (Sophocles 209). One would say Creon’s arrogant pride will stop at nothing in order to obtain the authority he desperately wants to rule by. Creon is most likely the type of person to always believe his actions are just and is higher than any other because of his pride. Hubris is also expressed when Creon attempts to contradict Teiresias, who was believed to be the smartest man of his time.Creon tells Teiresias, â€Å"Teiresias, it is a sorry thing when a wise man sells his wisdom, lets out his words for hire! † (232). This is evidence to prove that Creon’s pride has blinded himself because of his outrageous attempt to go contradict a man who has never been wrong. This event also hints Creon inviting catastrophe to occur when he keeps refusing to believe what Teiresias claimed. Ergo, hubr is was one of the main reasons that made Creon the tragic hero of the play. Creon issuing his edict, which is his hamartia, was the sole reason why this hole dilemma happened. It was because of his hamartia that made Creon the tragic hero as well. Creon’s hamartia is shown when Antigone tells Creon the right thing that he should have done. She states, â€Å"Nevertheless, there are honors due all the dead. † (211). The quarrel between the two main characters shows that Creon knew that his edict contradicts divine will and Theban traditions of below ground burials of all Thebans. Creon’s response to Antigone’s statement also shows that he persists in enforcing the edict, which puts him in a collision course with the gods.