The Organizational Behavior Of Unilever - 988 Words

In the following paper, an analysis has been made on the organizational behavior of Unilever, taking account its case study and actions with respect to the organizational structures. Three questions comprising of analysis regarding the new organizational structure and its suitability, the impacts of internal and external sources by means of business tools and change theories suitable for the organization have been made in the light of literature. Conclusions to the arguments have been presented in the last whereas work cited page has been added to support the arguments. Introduction: Unilever being one of the most earning brands of the world has reached today to its heights of success. Having hundreds of products launched under its banner, the company has managed pretty well to ensure none of its competitors even touch the mark of its success. However it does not means that this success had been their fate since the beginning. With a good start, the company soon in the changing era of business had to face immense loss at the expense of incompatible organizational structure. Despite of the fact that their initial organizational structure led them to success, the changes in the era with improve technology and advanced business techniques urged Unilever to believe it’s high time they should switch to something better which their competitors cannot win over. Changing slowly and gradually remained the strategy for the company which they led one after the success ofShow MoreRelatedUnilever Indonesia1396 Words   |  6 PagesIntroduction The company that we will discussed in this paper is Unilever Indonesia.Unilever Indonesia was founded on 1933. It has grown to become one of the leading companies for personal care products and foods and ice cream in Indonesia. The series covers the products of Unilever Indonesia famous brands in the world such as Pepsodent, Lux, Lifebouy, Dove, Sunsilk, Clear, Rexona, Vaseline, Rinso, Molto, Sunlight, Walls, Blue Band, Royco, Bango, and others. Management Education and Leadership Read MoreUnilever : The Heart Of Everything We Do1064 Words   |  5 Pagesbusiness.(2) Introduction: Unilever is one of the largest consumer goods company globally. Founded in 1930 by a merger between Margarine Unie and Lever Brothers, this created â€Å"Uni-Lever†. Unilever is the parent company to over 400 brands and with its main focus being on the 13 brands that have sales of 1 billion euros a year. The most notable products of the company being Axe, Dove, Magnum Ice Cream, Knorr, Lipton, and so forth. 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Unilever is a dual-listed company consisting of Unilever N.V. in Rotterdam, The Netherlands and Unilever PLC in London, United Kingdom. This arrangement is similar to those of Reed Elsevier and Royal Dutch Shell prior to their unifiedRead MoreGlobalization : A Global Organization1710 Words   |  7 Pagesdeep dive into companies leading the global market. A few leading companies expanding across the globe with a strong global mindset are Starbucks, IKEA, and Unilever. What is a global mindset? A global mindset is an organization or an individual’s ability to openly become well informed about different value systems, differences in norms of behavior, and different assumptions regarding reality (Gupta, 1999). In multiple global mindset definitions researched, the word â€Å"openness† was identified in manyRead MoreVirtual Work631 Words   |  3 Pageswork, called telecommuting or teleworking, involves working at home rather than commuting to the office† (McShane Von Glinow, 2010, p. 22). Summary: In his article, â€Å"Unilever Moves Employee Telecommuting to a New Level,† Gary M. Stern writes about how most employers today offer telecommuting and some go beyond that. Unilever is a consumer goods company that in 2010 launched a program titled â€Å"Agile Working† that allows its employees to telecommute anytime anywhere. With a 30% participation rateRead MoreCorporate Social Responsibility Of Unilever1609 Words   |  7 PagesIntroduction Over the past few decades, corporate social responsibility (CSR) have been increasing in importance through the centuries. It is generally accepted that Unilever have taken actions on social responsibility according to corporation goals. â€Å"Corporate Social Responsibility (CSR) is concerned with the ways in which an organisation exceeds its minimum obligations to stakeholders specified through regulation and corporate governance† (Johnson, Scholes and Whittington, 2008, p.146). In termsRead MoreCultural Issues in Knowledge Management – a Case Study of Unilever Global1822 Words   |  8 Pagesstudy – Unilever Global 2012 Outline I. Abstract II. Keywords III. Introduction IV. Literature Review V. Aim of Research and Research Questions VI. Methodology and Research Sample VII. Practical Applications VIII. References Abstract This proposal is presented to examine the cultural factors that influence knowledge management in Unilever global. The intended outcome of the study is a list of factors that Unilever management can use to evaluate their organizational cultureRead MoreDeveloping Effective Teamwork in Organizations by Considering the Organizational Structure, Culture, Employees’ Motivational and Leadership Aspects.9709 Words   |  39 PagesASSIGNMENT TITLE: Developing effective teamwork in organizations by considering the organizational structure, culture, employees’ Motivational and leadership aspects. LEARNING OUTCOME 1 TASK 1a AN ORGANISATIONAL STRUCTURE There are many different opinions and definitions of organizational structure. Structure in a sense is the arrangement of the functions used to do the work. Thompson said the structure is the inner structure of the differentiation and the relations. He referred to the structureRead MoreFinancial Institutions And The Economic Growth Of An Economy1728 Words   |  7 Pagespart is Unilever. Unilever is one of the largest consumer goods company located physically in England, the United Kingdom (UK). Cleaning agents and personal care products are some of the major products in which the company deals with one of the oldest organizational structure. Role of Financial Institutions a. From the annual report of Unilever, it is clear that the company has managed to maintain its net income and gross profit to be in the positive node. The gross profit of Unilever in the financial

5 Step Value-Chain Analysis for Customers’ Strategic Needs Free Essays

Value-chain analysis is used for many purposes, but the process of examining customers’ value chains is relatively new. In our five-step process, Step 1 explains how internal and external value chains can be used separately and in related ways. Step 2 shows how to construct a customer’s value chain. We will write a custom essay sample on 5 Step Value-Chain Analysis for Customers’ Strategic Needs or any similar topic only for you Order Now Step 3 shows how to identify the customer’s business strategy by examining this value chain and using other kinds of information. Step 4 explains how to use additional information and intelligence to leverage that understanding into strategic needs and priorities. Finally, Step 5 explains how a firm’s marketing function can best use this method of value-chain analysis as a new strategic capability. Step 1: An overview of value-chain analysis Value chains may be defined in two ways: (1) within a company they describe the various value-added stages from purchasing materials to distributing, selling, and servicing the final product (Porter’s 1985 concept),[3] and (2) they also delineate the value-added stages from raw material to end-user as a product is manufactured and distributed, with each stage representing an industry. 4] For convenience, we will refer to these two definitions as ‘‘internal’’ and ‘‘external’’ value chains, respectively. The internal value chain is a key concept in the field of strategic management that has been thoroughly explored. In contrast, the external value chain has not been studied as extensively. The external value chain consists of the important ups tream/supply and downstream/distribution processes. However, even though these processes occur outside the corporation, the strategic opportunities they reveal and areas of risk they highlight warrant careful study. Consider: Outsourcing – involves transferring certain primary or support functions in the internal value chain to the external value chain. B Vertical integration – involves taking control of one or more additional stages of the external value chain and making them internal. B Horizontal expansion – involves new product lines or expanded channels of distribution, including geographic expansion. B Strategic alliances with suppliers – involves more closely managing external suppliers as if they were part of the company’s internal value chain, but without actually owning them (for example, Toyota’s Kaizen ystem, wherein key suppliers are located very near a factory and receive all kinds of help and training from Toyota to ensure smooth and efficient production). One of the most complex value chains today can be found in the oil industry. This chain has nearly 30 significant elements, starting with the search for oil (at the upstream end) and including fie ld production, transportation (pipelines and supertankers), refining and processing and, lastly, consumer gas stations (at the ‘‘downstream’’ end). Internally, the oil-industry value chain processes a broad range of products, including such major categories as oil/lubricants, gasoline, petrochemicals (plastics), fertilizers/pesticides, natural gas, power generation/electricity, and convenience stores. The firms that are considered major integrated oil companies participate in a significant number – sometimes all – of these external (upstream and downstream) and internal value-chain elements. In a 2006 issue of Strategy Leadership, authors Wayne McPhee and David Wheeler suggested that strategists should use Porter’s concept to consider value-chain operations beyond the boundaries of the firm. Since its introduction, value-chain analysis has proven immensely valuable in three principal ways – cost analysis and reduction, differentiation, and product development – but the standard practice was for firms to analyze only their own value chain. Step 2: How to construct a customer’s value chain First, recognize that you need to construct both internal and external value chains for a particular customer. The internal value chain follows Porter’s original concept, which includes value-added steps from purchasing to distribution as well as support functions such as RD and human resources. It’s tempting to let this generic diagram serve as the customer’s value chain, but it must be tailored to the particular customer. To produce a useful value-chain analysis, members of your engineering or sales team should ask the customer how its business processes add value and whether any have unique best-practice features. To perform the external value-chain analysis, team members should ask the customer a set of getting-to-know-you questions. What does your supply chain (the upstream value chain) look like? What role does your company play in it? How do your products reach their customers (the downstream value chain)? Your final diagram models only this single customer’s value chain and it represents virtually everything the customer does to add significant value. If your relationship with the customer permits a candid exchange of information, have the customer validate the value chain you have created. As an example of how the diagnostic process works, consider how a supplier to Wal-Mart might learn to enhance its value. [6] The objective of creating both internal and external value chains is to understand Wal-Mart well enough to be able to discern its implicit and explicit strategic concerns. Exhibits 3 and 4 depict preliminary pictures of Wal-Mart’s internal and external value chains. Getting to this initial stage is relatively easy – adding more detail, nuance, and understanding takes more time, involves interviewingWal-Mart executives, and more closely observing how the firm operates. Step 3: Inferring the customer’s business strategy Even long-time suppliers have trouble distinguishing critical customer activities from sometimes urgent but ultimately nonstrategic ones. Understanding your customer’s business strategy is therefore crucial. Value-chain analysis helps a supplier distinguish between the activities of the customer’s firm that directly support its competitive strategies – for its products and for enhancing key capabilities – and ordinary operations. For example, routine operations like billing customers or servicing the fleet of company vehicles must be done, and done well. But there is little if any competitive advantage to be gained from the superior execution of such activities. Nor are they likely to provide an opportunity for gaining new sources of revenue and profit. It is the customers’ strategic activities and projects that offer the potential for future profits and command the attention of your customers’ senior management. So by supporting strategic activities, B2B service providers stand to gain the high-margin work they hunger after, the work that produces the highest returns, and the work that should be their constant priority. The Fluor case Fluor Corporation is a global engineering and construction company providing major capital facilities for a vast range of industrial clients in many vertical markets. With as many as 2,000 projects under construction employing 40,000 workers in more than 50 countries at any time, Fluor operates in all geographic regions of the globe and in all parts of its customers’ supply chains, delivering engineering and construction management services – in sum, a full range of B2B services. The questions of where Fluor should concentrate its resources to meet its customers’ most urgent needs can become enormously complex. To rationalize this process, Fluor must determine which customer projects – the ones that address its customers’ greatest strategic needs and, hence, have potentially the greatest margins – have the highest value. For many years, Fluor has known the critical importance of understanding every one of its B2B customers’ businesses. But that was not enough. The questions for Fluor’s marketing team became, ‘‘How can we learn each customer’s business strategy and strategic needs? ’ Some of the many different sources of information about a customer’s strategy are: B Marketing communications including printed materials (brochures and advertisements), media communications (press releases) and marketing websites reveal new product directions and customer targeting; these provide insights into market positioning and marketing strategy. B Financial-community reports (annual reports, SEC filings, as well as meetings with financial analysts) shed light on internal strategic initiatives in addition to market-positioning moves. Annual reports form the basis of this Fluor case study, but 10Ks and analysts’ reports could prove equally useful. B The academic literature is replete with surgical dissections of strategically successful companies and industries. Business-school cases abound featuring companies like Apple and industries like automobiles. Wal-Mart, for one, has been the focus of many Harvard Business School cases. [8] B Many companies make their published strategic plans available to interested parties. For example, British Petroleum has published its strategy on its corporate website since 2000. B Consultants that specialize in competitive intelligence. B Face-to-face conversations with your customers. Step 4: Discovering the customer’s strategic needs Strategic activities are the activities a firm must implement in order to realize its strategy or strategies. Every strategy has such a set of activities. Insofar as a company finds doing any of these activities difficult, potential suppliers have been trained to see these as ‘‘needs. ’’ But, suppliers need to differentiate between operations that are difficult and ones that are strategic. For example, an innovation strategy requires a system for generating ideas and picking the best ones, cost estimating, engineering, RD, prototype construction and testing, and market-acceptance testing. The pharmaceutical industry relies on a great many B2B service providers to support its new-drug-development programs in the drug-formulation (RD) stage and also B2B service providers that develop new systems to expedite regulatory approval. Value-chain analysis identifies both as key strategic functions. Step 5: Making value-chain analysis a strategic capability of the marketing department Engineering/construction companies have developed at least two approaches to break the forces of commoditization in their industry: 1. Project screening and selectivity. Not all projects are created equal or represent equal opportunity. Service providers should select projects on the basis of projected margin, not projected revenue. They must pursue projects that build on their strengths and core competences, projects where they can apply their best talents to serve their customers. This is done by first serving customers’ commodity work to position them to then pursue customers’ strategic opportunities. This is the approach used in the Fluor example. 2. Become selected customers’ strategic business partner. Such practice puts the business-services provider right in the customers’ lap, a decidedly advantageous position to be in when strategic opportunities are brewing. It also leads to many sole-source or noncompetitive-bid opportunities and, potentially, to higher margins. 1. The method described in the article is based on actual experience of one author when he worked for Fluor Corp. . A recent example is Ram Charan, What the CustomerWants You to Know: How Everybody Needs to Think Differently about Sales, Portfolio (Penguin Group), 2007. The application of value-chain analysis to B2B clients of engineering and construction management services was originally suggested by Don F. Coleman of Fluor Corporation in May, 2000. 3. Michael E. Porter, Competitive Advantage: Creating and Sustaining Superior Performance, Free Press, 1985. 4. Stanley C. Abraham, Strategic Planning: A Practical Guide for Competitive Success, Thomson South-Western, 2006, 214. . Wayne McPhee and David Wheeler, ‘‘Making the case for the added-value chain,’’ Strategy Leadership, Vol. 34 No. 4, 2006, Exhibit 1, p. 41; exhibit used with permission. 6. The supplier could have many other customers, and could replicate this process with those other customers. Typically, doing such an analysis would be reserved for the supplier’s top 3-5 customers. 7. The authors found little in the literature about B2B marketing practices based on knowledge of the customer’s value chain and business strategy. 8. See, for, example Harvard Business School Case #9-794-024, ‘‘Wal-Mart Stores, Inc. ,’’ August 6, 1996, which provides a thorough review of Wal-Mart’s business practices up to its international (horizontal) expansion. 9. Michael E. Porter, ‘‘What is strategy? ’’ Harvard Business Review, November-December 1996. 10. HBS Case #9-794-024, op. cit. 11. Harvard Business School Case #9-302-102, ‘‘Robert Mondavi and the Wine Industry,’’ May 3, 2002. Mondavi’s flagship brand ‘‘Woodbridge’’ is a rare example of a brand name pointing, not to product benefits, but up the value chain to process benefits. How to cite 5 Step Value-Chain Analysis for Customers’ Strategic Needs, Papers

Business Etiquette in Japan Samples †MyAssignmenthelp.com

Question: Discuss about the Business Etiquette in Japan. Answer: Business etiquette in Japan The Japanese monarchy is considered as the oldest monarchy in the world which justifies the stringent customs and traditions that prevails in the Japanese society. The Japanese culture is a group culture where they perceive the welfare of the society as its primary goal. The practice of harmony is observed as an effective means to promote welfare of the society. The group culture is the primary source of promoting harmony among the group and the welfare of the group prevail over the welfare of an individual, hence, before taking any decision it is important that everybodys opinion is considered (Sato et al., 2015). Although it may seem to be next to impossible at several places, in Japan it is an age old tradition that must be performed owing to the homogeneity factor in the population. The Japanese likes to work with flexibility and usually feel reluctant to accept deadlines unless they are sure that they can complete the assignment under the given circumstances. However, in the mul ticultural workplace, doing business in a global economy it is obvious that cultural barriers to communication are bound to arise. However, this essay outlines the ways to overcome these cultural differences and respect the diverse cultures and establish an effective business relationship. Japan as a country values social conduct to such an extent that proper behavioral conduct has become the paramount law of the land. It is important to comprehend that cultural norms differ from one culture to another. The business etiquettes in Japan demonstrates their loyalty towards the organization and the members as well; dedication, consistency and promotion of harmony and welfare (Rothlin McCann, 2016). The members of the Japanese organization are loyal towards their organization and co-workers and if necessary they go beyond their job descriptions to help the company and the members as they value the welfare of the group over individual welfare. The Japanese people are dedicated to the company to such an extent that in case of any conflict between their duties towards the company and family, they usually give first priority to their duties towards the company. The Japanese are very consistent about their duties and acts and they must consider all options. They usually do not leave out any details and are known to be low risk takers which are an essential quality that is required in the contemporary work environment. The Japanese culture is a group culture where they aim at promoting welfare of the society and promote harmony as a means to achieve the welfare of the society. Furthermore, the Japanese regard silent communication as a matter of great importance and unlike western countries, silent communication is possible in Japan owing to the presence of homogeneity in the country. According to the business culture in Japan, speaking too much implies a sign of immaturity or absence of ideas. On the other hand, silent signifies understanding by using mere words or through body language that aims at surpassing words and provides a clearer picture. This kind of indirect communication signifies harmony and provides an opportunity to the other party to accept the results and save face in case of a failure. The Japanese considers themselves guilty when they fail to act or behave in a manner as expected from the other party. They do not like to bring in any change or chaos in their traditions that would disrupt the harmony (Tanaka Kleiner, 2015). In the given case scenario, at the beginning of the first or initial meeting, it is imperative the Emily must take in to consideration of the fact that the business culture in Japan is very formal. She must follow these business etiquettes in order to conduct business with the Japanese. Firstly, She must address Mr. Hamasaki by Mr. followed by his surnames and must not use the first name. Secondly, she must use the professional cards (meishi) which is a vital business etiquette observed in Japan. These cards are exchanged in the beginning of the meeting and must not be put away before the meeting ends and the cards must not have anything written on it otherwise it would be misinterpreted to be an impolite gesture. Emily should provide gifts to the Mr. Hamasaki after a business relationship is established between them as Japan is a country that is expert in endowing its business delegates with company gifts and it is almost mandatory to exchange gifts twice a year. Thirdly, since the Japanese upholds harmony as a valuable aspect of their business culture, they tend to give more importance to the organization and its members (Mukherjee Ramos-Salazar, 2014). Emily must consider the fact that while discussing about her food project she must explain how the project is going to promote welfare of the society and how the business activities shall maintain harmony within the organization, thus, benefitting both the organization and the society. Fourthly, Emily must consider that in a business setting in a country like Japan, silent communication is given more preference compared to overabundance of talking. Silence is often linked to credibility and a more formal approach, in the beginning of a meeting is more preferable and is likely to be received better when conducting business with Japan. Lastly, Emily must have regard to the fact that Japanese usually value group solidarity over individualism. Unlike the western countries, where individual recognition and contributions are valued, the Japanese gives more importance to the team concept and values praises and achievements of the entire group (Polleri, 2017). Potential Cross-Cultural Miscommunications Cross-cultural communication refers to the communication with respect to two distinct cultures. In business, cross-cultural communications play a significant role in conducting business with other individuals or teams in different areas of the globe. However, miscommunication could often lead to broken relations with partners, employees, customers, etc. In the given scenario, a common cross cultural barrier in the business communication is language. Emily is Australian and Mr. Hamasaki is Japanese and both belong to different cultural backgrounds. the cultural dimension model of Dr. Hofstede is considered as an internationally recognized standard for comprehending the cultural differences. Since cultural norms play a significant role in maintaining interpersonal relationships at work, it is pertinent for Emily to assess her decisions, actions and approach based on Hofstedes cultural dimension to avoid making mistakes and demonstrates the much needed confidence (Nelson Matthews, 2017 ). Under the given scenario, Emily may follow the cultural dimension pertaining to Masculinity versus Femininity (MAS) as the gap between men and women values is the greatest tin Japan. This approach refers to the distribution of roles between the women and men. In masculine societies there is less overlapping with respect to the roles of men and women and the men are expected to behave positively. In feminine societies, the overlapping is more and modesty is observed as a virtue. The maintenance of good relationships with direct supervisors is of greater importance. Emily must consider the fact that in order to open office in Japan, she would have to operate in a hierarchical, traditionally patriarchal and deferential society where long hours is embedded in its business tradition which might cause inconvenience for female team members owing to their family commitments (Kinloch Metge, 2014). Cultural differences are often considered as a nuisance at best and may often cause disaster. Despite the difference in culture, it is believed that all people are the same and instead of understanding, respecting and accepting the cultural differences, people strive to reduce the cultural differences which cause misinterpretations and misunderstandings between people from different countries. This often led to breakage of relations between the business partners, customers, employees etc. Cross-cultural communications requires both the parties who intends to conduct international business with each other, must possess sufficient knowledge about the cultural differences as what may be considered as acceptable in one country may not be acceptable in other countries (Chen, 2017). Every culture has distinct business ethics, distinct set of values and accepted behavior and different facial gestures ad expressions. It is pertinent to understand the cultural differences and demonstrate respect for the culture while communicating with the professionals from different cultures. In this given scenario, Emily must possess knowledge about the business etiquettes and work culture of the Japanese people and must portray respect for the culture while communicating with Mr. Hamasaki about her food project. She must avoid overabundance talking with Mr. Hamasaki and must maintain an impassive expression while communicating with Mr. Hamsaki as he would prefer to rely more on the facial expression, posture, tone of voice compared to verbal messages (De Mooij, 2015). It is recommended to Emily that she displays correct amount of deference and respect to someone based upon the status of Mr. Hamasaki instead of her own. While foreigners usually shake hands when they meet, but Japan being a traditional country bows when they meet as it displays a traditional form of greeting. Emily must have regard to the fact that the Japanese value traditions greater than any other place in the world. She must present her ideas about the food business keeping in mind that Japanese perceives meetings as a means to obtain and collect information rather than a decision making activity and would take a lot of time to plan and decide its business activities. Therefore, Emily must ensure that she accepts and respects the culture and business traditions followed in Japan while expressing her ideas and work culture to him with a view to establish a stable and good business relationship with Mr. Hamasaki. References Sato, Y., Nakatake, M., Satake, Y., Hug, J. (2015). About the Changing Roles of Foreign Language Teaching/Learning in the Context of Globalization in Japan. Rothlin, S., McCann, D. (2016). The Social Environment: Business Etiquette and Cultural Sensitivity. InInternational Business Ethics(pp. 321-340). Springer Berlin Heidelberg. Tanaka, A., Kleiner, B. (2015). Cross-Cultural Business Etiquette.Culture Religion Review Journal,2015(1). Mukherjee, S., Ramos-Salazar, L. (2014). " Excuse Us, Your Manners Are Missing!" The Role of Business Etiquette in Today's Era of Cross-Cultural Communication.TSM Business Review,2(1), 18. Polleri, M. (2017). EXCHANGING BUSINESS CARDS IN JAPAN: Oh! So you are an.Anthropology Today,33(3), 23-24. Nelson, K., Matthews, A. L. (2017). Foreign presents or foreign presence? Resident perceptions of Australian and Chinese tourists in Niseko, Japan.Tourist Studies, 1468797617717466. Kinloch, P., Metge, J. (2014).Talking past each other: problems of cross cultural communication. Victoria University Press. Ferraro, G. P., Briody, E. K. (2017).The cultural dimension of global business. Taylor Francis. Chen, L. (Ed.). (2017).Intercultural communication(Vol. 9). Walter de Gruyter GmbH Co KG. Cavusgil, S. T., Knight, G., Riesenberger, J. R., Rammal, H. G., Rose, E. L. (2014).International business. Pearson Australia. Thomas, D. C., Peterson, M. F. (2017).Cross-cultural management: Essential concepts. Sage Publications. De Mooij, M. (2015). Cross-cultural research in international marketing: clearing up some of the confusion.International Marketing Review,32(6), 646-662.

The Importance of Childrens Summer Camps and Programs free essay sample

A paper which discusses the importance of organized summer camps and programs in youth development. This paper presents to the reader the importance of organized summer camps and programs in youth development. A special emphasis throughout the paper is placed on the influence of recreation on child development and personal growth. By defining the effect of the summer camp experience and presenting relevant statistics from reputable opinion leaders, this paper reveals that summer camp programs play a significant role in the youth development. There are three key development areas discussed in this paper, which include social skills, self-identity and physical/ health. Camps offer the opportunity for attendees to gain a wide exposure to different people in different walks of life. Campers come from diverse socio-economic classes, different backgrounds and different family structures. Therefore, the development of compassion and empathy for fellow human beings is a core social development area. Camps offer children opportunities to share stories around a campfire, to contribute their thoughts, ideas and suggestions. We will write a custom essay sample on The Importance of Childrens Summer Camps and Programs or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As children acknowledge the thoughts and feelings of other children, it is natural to develop compassion for each other. Learning to be understanding, to be civil and accepting of other individuals will aid campers in social situations as they grow older and particularly as they become adults.

External Factors Essay Example

General Electric Internal/External Factors Essay Example General Electric Internal/External Factors Essay General Electric Internal/External Factors Essay General Electric Internal/External Factors For over one hundred thirty years General Electric has helped shape this country to the comforts known today. Their company motto â€Å"imagination at work† says it all. With their ability to adapt to the ever changing environment around them as lead the company’s success and drive over the years. In today’s corporate world you can not find a stronger company that has learned and changed through time. The following looks at how they survived and grew for over a century. A strong company learns to adapt to different factors in the world. Most of these factors come from within a company which tends to break the company down over time. General Electric has learned to watch for issues like this and works to keep its employees as a major part of the company’s decisions. It was best stated by the company’s CEO Jeff Immelt back in 2005, â€Å"At the top, we dont run GE like a big company. We run it like a big partnership, where every leader can make a contribution not just to their job, but to the entire Company† (GE, 2005). The company learned to listen to its leaders on all levels which keep the company connected to the daily needs of the employees and its customers. General Electric learned that these individuals see more of the company everyday and in order to make sure they have the best leaders in each level to control the daily business they have built their own team training program. For over 50 years the General Electric company has been sending its leaders to the John F. Welch leadership center to further educate the company’s employees in order for better results out of the next generations leaders. On top of the continued education of their employees the company faces external challenges each day. For years the challenge has presented its self for the company to produce energy efficient products and they have risen to the occasion. Today you will find that they are still given the challenge to help our environment and they are ready to help. Today’s economy still fights to try and create new ways to reduce harmful gas emission and find alternate means of energy. General Electric has taken this challenge and worked on many projects help the environment that today’s society is currently creating. One thought was to reduce the amount of emissions and General Electric has stepped up with the new Integrated Compressor Line (ICL). The ICL has reduced both CO2 emissions and reduced the use of 38, 250 liters of lubricant oil for each unit’s life (GE, 2008). These are just some ways that General Electric has thrived over the years. They have followed the fact of watching the economy and building strong leaders to help plan and control all aspects of the company. The emergence of globalization has caused numerous companies to change the way they function as an organization. Globalization affects all the functions of management: planning, organizing, leading, and controlling. General Electric Company is on the forefront of globalization and has adapted to meet the needs of a new global marketplace. For the function of planning, GE has made changes with respect to globalization. By throwing out the old top-to-bottom model of planning, GE has created teams of junior staffers, taken for their ability to think creatively. The company has also begun to make interactions with clients and suppliers, which is a dramatic shift from the close-to-the-vest approach of yesteryear (Byrne, 1996). In regard to organizing, GE has effectively shifted from an industry leading manufacturer, to a service-focused international conglomerate with activities in energy, construction, financial services, and health services (Auchard, 2008). In a recent speech, CEO of GE Jeff Immelt made it perfectly clear that GE will maintain a global approach to running itself, now and in the future. Immelt said I am a globalist. You are a globalist. We all believe in the strength of the global economy, (Auchard, 2008, para. 4) as quoted in a recent article. The survival of a company depends on its ability to utilize current, developing, and new technologies. Technology affects every aspect of business, from manufacturing, to management, to communication. Advances in technology allow companies to enter markets that it was unable to in the past. For example, GE has developed a new technology for MRI machines in the United States and does research in India for low cost. GE then sells them in emerging markets, such as China and other East Asian countries (Auchard, 2008). A venture like this takes an incredible amount of planning and organizing. First, the company needs to locate and assess potential markets. Then they would have to organize the resources needed to create, manufacture and distribute the product. Next, they need the leadership to influence the creation of the product throughout every stage of development. Lastly, they have to assess if the venture was successful and make recommendations to improve the process now and in future ventures. As a company General Electric is very much about innovation and innovative thought. This is readily apparent from not only their slogan â€Å"imagination at work† but also when one looks back to General Electric’s humble beginnings when their research laboratory was first built. It was during that time when General Electric established one of its main priorities (General Electric, 2008). The research laboratory’s purpose was to discover new things and to figure out a way to put those new discoveries to use. An example of this would be General Electric’s DLN 2. 6+ Combustion System. This system was created in response to higher gas prices and more stringent emission requirements. It not only saves fuel but lowers CO2 emissions (General Electric, 2008). The development of the DLN 2. 6+ Combustion System shows that even today General Electric still makes goals and objectives to help them grow while bringing â€Å"innovative technology to the world† (General Electric, 2008). Bringing innovative technology to the world is not a simple task. This task would require a large amount of resources. Fortunately, General Electric has found a way to obtain the needed resources. Over the years General Electric has spread to locations around the world which in turn has given them access to vast resources within each country. In countries that are experiencing enormous growth such as China General Electric has been able to build and develop resources successfully (General Electric, 2008). General Electric prides itself on not only the quality of its products but also the quality of its leadership. The CEO of General Electric Jeff Immelt believes in looking at the big picture and how General Electric fits into that picture (General Electric, 2008). As such he believes in everyone making a contribution to both his or her jobs and the entire company (General Electric, 2008). Also since Jeff Immelt became CEO General Electric has been recognized in polls as Americas Most Admired Company and of the Worlds Most Respected Companies they have also seen a variety of successes in discovering and producing innovative products (General Electric, 2008). As a company General Electric prides itself on integrity along with innovation. As such they have very strong governance principals that they follow in order to maintain fully compliant. General Electric’s principals outline everything from the role of the board and management to the policy on poison pills (General Electric, 2008). Their principals provide the framework that General Electric uses maintain their high compliance standards which have earned them their 10. 0 rating from Governance Metrics (General Electric, 2008). Over the years General Electric as a company has grown to include locations worldwide. As General Electric grew its workforce changed and began to include people from diverse backgrounds speaking a multitude of languages. As General Electric continues to grow worldwide they have the ability to call upon their diverse workforce to aid them in creating goals that will allow them to advance within other countries such as China or India (General Electric, 2008). General Electric recruits employees of various backgrounds from all over the world. The career portal on their website offers jobs in their various locations in many different countries written in the peoples native languages. This helps General Electric obtain talent from various countries (General Electric, 2008). General Electric also has network groups such as the GE Womens Network, the African American Forum and the Asian/ Pacific-American Forum. The goal of these groups is to attract and retain talented individuals of various backgrounds and to provide a place for individuals of similar backgrounds to get together and obtain support within their work environment (General Electric, 2008). By having these types of group within there organization General Electric makes it easier for their goals to be achieved. These groups help to create cohesion within the company and a clear understanding of everyones roles. Ethics influence’s all four of the functions of management at General Electric. General Electric uses technology to better the world. General Electrics planning is based around their roots. They started small and worked their way up. Setting goals from a barn in his back yard Steinmetz convinced the higher up’s that the company would benefit from a research laboratory. By having a laboratory the company could perform more tests and grow in the technology to help others. While Steinmetz and Whitney might not recognize the facilities today, they would feel very comfortable with the lab’s mission - spurring GEs growth by bringing innovative technology to the world (General Electric, 2008). General Electric’s organizing goes hand in hand with the planning because once you have the plan you must put the ball in motion. The company needs a certain type of people to and a certain work environment to promote the atmosphere needed to bring their mission to light. GE’s mission is to bring innovative technology to the world. GE’s leadership is the top personal that sees that all the planning and organizing goes they way the company would like it to. GE encourages their personal to learn as much as they can in order to move up into a leadership position. The leadership of the company makes sure that they are teaching and letting any personal that would like to learn in order to advance that they can. Their controlling is like the leadership part but has more of a structure to it. For example a way they control things is with rules, regulations and policies. With out those things there would be ciaos. So over all the ethics in General Electric appear to be very good with high standers to keep the company moving and afloat. Overall the manager is just one person who requires the help of their staff to follow through on all of the offices work throughout the day. The biggest tool the management has is to delegate task out to the team so that all parts of the job are completed. By assigning different task to their employees they have the ability to complete more tasks and to see how well an employee handles themselves under the extra responsibility. For example the manager can delegate the task of controller to an individual in one division of the office to see how they handle the job. In the end delegation is another part of the manager’s job in order to complete all task in a timely manner . Understanding the principles and basic functions builds a strong foundation for any manager and company. So looking back you will see that following the basic principles and functions of management will help to build a strong career. By looking at growth of a company like General Electric you will also find that the benefits of a solid manager will build a company that will last the test of time. One can only hope by attaining the knowledge they can succeed the same way. Reference: Auchard E. , (2008). Globalization is a Tough Sell, GE’s Immelt Says. Reuters. com. Retrieved April 27, 2008, from reuters. com/article/ousiv/idUSN0620856720070708? pageNumber=2virtualBrandChannel=0sp=true Byrne J. A. , (1996). Strategic Planning. BusinessWeek. com. Retrieved April 25, 2008, from businessweek. com/1996/35/b34901. htm General Electric Company, 2008, Leadership, retrieved April 27, 2008, from ge. com/company/leadership/index. tml General Electric News, 2008, Shades of Green, retrieved April 27, 2008, from geoilandgas. com/businesses/ge_oilandgas/en/newsletter/geog_enews_feb08_022908/ecomagination. html General Electric. (2008). Heritage of Research: Our History: Our Company. Retrieved April 28, 2008, from ge. com/company/history/research. html General Electric. (2008). GE Energy DLN 2. 6+ Combustion System. Retrieved April 28, 2008, from gepower. com/prod_serv/serv_for/g as_steam_turbines/en/cmus/dln26. htm General Electric. (2008). GE Worldwide Activities: Climate Change, Olympics, USCAP. Retrieved April 28, 2008, from ge. com/company/worldwide_activities/index. html General Electric. (2008). GE Jeffrey R. Immelt: CEO, Chairman, Career, Biography, Profile. Retrieved April 28, 2008, from ge. com/company/leadership/ceo. html General Electric. (2008). GE Leadership: CEO, Executives, Management, Board of Directors. Retrieved April 28, 2008, from ge. com/company/leadership/index. html General Electric. (2008). GE Governance: Principles, Succession, Leadership, Management. Retrieved April 28, 2008, from ge. com/company/governance/principles/index. html

The Definition of a College Super Senior

The Definition of a College Super Senior The term super senior refers to a student who attends a four-year institution (either high school or college) for more than four years. Such students are sometimes called fifth-year seniors, as well.   The name stems from the fact that high school and college students typically take four years to get their diplomas. Each year of school has its own name: Your first year is your freshman year, your second year is your sophomore year, your third year is your junior year and your fourth year is your senior year. But theres another category of student that doesnt fit those labels: People who arent done with college after their senior year.   Enter the term super senior. Perhaps because its becoming increasingly common for students to take 5 (or more) years to finish college, the term super senior is becoming increasingly common as well. Who Qualifies as a Super Senior? The connotations of super senior vary a bit and depend on an individual students situation. Calling someone who is double majoring in chemistry and biology and then planning on going to medical school a super senior merely acknowledges they are in their fifth year. In contrast, calling someone a super senior because theyve failed multiple classes  and perhaps enjoy the party scene rather than work to finish in four years is, indeed, a bit of a put down. There can be legitimate reasons why people take more than four years to finish college. Classes, particularly at bigger schools, can be difficult to get into, making it a challenge to complete your degree requirements by the end of senior year. That becomes even more  difficult if youve changed your major a few times, effectively cutting down the amount of time you have to get everything done. And from time to time, people encounter personal challenges or medical situations that delay their ability to graduate. Sometimes being a super senior is part of the plan. There are a variety of schools and programs that offer things like dual degrees, a fifth-year masters degree, or a fellowship that requires extra enrollment beyond four years. Or maybe youll come across a great semester-long internship program that requires you to take a reduced number of credits: Taking the job may mean you graduate later than planned, but youll do so with experiences and a resume that will make you more competitive in the job market. Super seniors are simply another part of a college community. Is It Bad to Be a Super Senior? Taking more than four years to graduate college isnt inherently bad - employers generally care whether or not you got the degree, not how long it took you to earn it. That being said, one of the greatest consequences of taking longer to complete college is the financial burden. Scholarships are sometimes limited to the first four years of study, and there are limits on federal student loans to undergraduates. No matter how you figure out how to pay for it, an extra year or more of tuition payments wont come cheap. On the other hand, doing a fifth-year masters program could actually help you save money. In the end, the most important thing is that you reach whatever goals brought you to college in the first place.

The Role of a Military Officer Essay Example | Topics and Well Written Essays - 500 words

The Role of a Military Officer - Essay Example The paper tells that although work in the military is perilous, stressful, demanding and a non-lucrative occupation, nevertheless, there is no better reward than to be regarded as someone of service to the community wherein we and our loved ones are living in. That objective alone establishes a sufficient motivation for me to go through this challenge. He is aware that being a Military Officer carries with it a great responsibility and requires utmost devotion and determination. It is his aspiration to gain knowledge and expertise in this field to be of efficient service. He believes that every man has his own destiny. And in his heart, this is what he is committed to pursue. As a Military Officer, he is expected to possess the necessary qualifications to fulfill this delicate function. Society must be assured that he has a keen understanding and appreciation of the true nature and significance of the military profession and have a thorough awareness of the social responsibilities it entails. It is important to be trained to be an effective leader in all aspects of army life and to be responsible for a team of soldiers and other personnel under my command. Aside from possessing high degrees of self-discipline and excellent physical and mental fitness, he is required of expertise, broad liberal education and technical knowledge to effectively apply military force in an orderly manner. Society expects that its Military Officers are committed, competent and capable of taking any mission whose objective is to protect and defend the country.

Reading Response 2 Essay Example | Topics and Well Written Essays - 500 words - 1

Reading Response 2 - Essay Example ling is overcome, when it appears that it is a normal thing that happens daily, with people exchanging the old cars they do not want with other new ones, which is the business of Avis Rent-a-Car, a dealership company. However, the most unique element of the company is the mode of advertisements it places for the trade-ins, which almost always makes individuals ready to exchange their cars with those offered by this company, due to the luring nature of the advertisements. For the company, sexuality takes a center stage in the advertisement, while infidelity is the most apparent and common feature displayed by the advertisements. However, this exchange is aligned to the husband-wife infidelity, making anyone who gives out or receives a car from the company feel a bit uncomfortable about the exchange. The thesis of this reading revolves around the discomfort of car trade-ins, where giving up an old car that have served an individual well over the years for a used-new car is not a good idea. There are many comma splices, sentence fragments and run-ons, which affects the smooth flow of the reading, making it not enjoyable and even difficult to understand. There is a limited application of conjunctions and punctuations that would have made the reading enjoyable and comprehensible. However, the most admirable and worth appreciating thing about the reading is the fact personification has been applied so well in the reading, making the old cars elicit feelings in the reader, as they do to the car trade-in participants. The complains that the old cars wage against their owners for disposing them in exchange for other ones makes the reader feel the pain of betrayal and abandonment (Fish, 1). This feeling can easily be related with an experience I had of abandoning my friends when I had t o join college. This experience was one full of mixed feeling, since I enjoyed advancing with my studies and thus felt happy and excited to leave my locality to join college. There was also a

The Sin Tax Bill How Its Affect the Bar Industry in the Philippines Essay Example for Free

The Sin Tax Bill How Its Affect the Bar Industry in the Philippines Essay In 2011, there was a tax increase on alcoholic beverages. The tax increase depended on the alcohol content and the net retail price of the beverage. This however had little effect on bars/pubs in the Philippines because the tax increase was not significant. Many consumers did not feel the price change too much because of the relatively high mark-ups at bars/pubs. PROSPECTS In 2011, the Philippine government was reviewing a bill which proposes to increase alcohol and tobacco taxes quite significantly in the Philippines. If the bill is passed, this may negatively impact sales in bars/pubs in the Philippines. The higher prices of alcohol may result in less alcohol consumption by consumers when they dine-in at bars/pubs. INTRODUCTION MANILA, Philippines—A sin tax on cigarettes and alcohol dampened the New Year party spirit when it was introduced in the Philippines Tuesday, as part of a government bid to boost finances. Many stores started selling tobacco and drink at inflated prices before midnight, ahead of the official implementation of the tax hikes on January 1, 2013 hitting partygoers in the pocket. Tax on cigarettes will gradually be raised to P30 ($0.72) per pack by 2017, roughly doubling the current price to around 52 pesos. Duty on alcohol will also increase gradually until 2017, increasing the price of a bottle of beer by 23.50 pesos, with varying levels for other drinks including wine and spirits. It will be further increased by four percent each year thereafter. The new prices compared to countries like Singapore, for example, are still low, but for the ordinary Filipinos they are expensive, said Laudemer Angeles, a 33-year-old shop owner in the town of Bacoor, south of Manila. Many of my customers were complaining about the higher prices and were not too happy when they bought their booze and smokes for their parties last night. Anti-smoking campaigner Emer Rojas said he hoped the new taxes would lead to a gradual decline in the number of people suffering from tobacco-related illness. I think the sin taxes should even be raised higher, he told AFP. But we commend President Aquino for showing his resolve in signing the law. The government has said that the country of 100 million has the highest incidence of smoking in the region, with tobacco-related diseases costing the country P177 billion ($4.3 billion) last year. The new taxes aim to raise P33 billion ($800 million) this year alone, gradually increasing over the coming years. A large percentage of the money will go towards the government’s healthcare program. The government first asked Congress to raise taxes on â€Å"sin† products as early as 1997, but a strong lobby by tobacco manufacturers stifled change. The lobby included members of Congress representing tobacco-growing regions as well as powerful cigarette companies that enjoyed one of the lowest tobacco taxes in Southeast Asia. Published on Tuesday, January 1st, 2013 Link: http://www.euromonitor.com/cafes-bars-in-the-philippines/report http://newsinfo.inquirer.net/333451/philippines-sin-tax-introduced-dampens-new-year-fun

Mapp vs. Ohio: Illegal Search and Seizure Essay -- Court Case Mapp Ohi

Mapp vs. Ohio: Illegal Search and Seizure The case of Mapp vs. Ohio is one of the most important Supreme Court decisions of the last century. Until this decision, the rights against illegal search and seizure had no method to be enforced. Up until this time, previous cases at set precedents provided little or no protection from illegal searches and seizures for the accused facing state prosecution. On May 23, 1957, Miss Dollree Mapp heard a knocking at her door (170 Ohio Street). When she asked who it was, three men identified themselves as Cleveland police officers. The officers stated that they believed a fugitive was hiding in her home. Miss Mapp told the officers that there was no one else in her home. They asked her for entrance. Miss Mapp phoned her attorney, and was instructed not to let the police into her home. The police grudgingly left, and set up surveillance around the home. Around three hours later, the police officers returned to Miss Mapp's residence, and was met by four additional officers as well. The officers gave Miss Mapp little time to respond to their presence, and almost immediately forced entry through several of the entrances to Miss Mapp’s home. Miss Mapp's attorney arrived on the scene to provide council, but was met by the police instead. The police held him outside, preventing him from meeting with his client. When Miss Mapp was confronted by the officers, she demanded to see the search warrant. An officer held up a piece of paper, which is believed to be a fake warrant. Miss Mapp grabbed the paper, and put it down her blouse. The police then forcibly tried to retrieve the "warrant" from Miss Mapp's blouse. They handcuffed her for being "belligerent". The police then proceeded to search every room in the entire house. In the basement, they found a trunk, which they opened. Inside they found materials that they considered to be â€Å"obscene†. They retrieved all the materials, and charged her with the possession of obscene material (Ohio Rev. Code, 2905.34: "No person shall knowingly . . . have in his possession or under his control an obscene, lewd, or lascivious book, magazine, pamphlet, paper, writing, advertisement, circular, print, picture . . . or drawing . . . of an indecent or immoral nature . . . . Whoever violates this section shall be fined not less than two hundred nor more than two tho... ...ow meant that citizens had different rights depending on what state they lived in. This allowed another way for prosecutors to abuse the system. They could attempt to get cases to be heard in states which did not have an exclusionary rule adopted. By applying the federal exclusionary rule to all the states, all citizens would be equally protected. While a controversial decision at the time, the creation of the exclusionary rule is now one of the backbones of the accused rights in American society. As a review, Mapp's rights were clearly violated by the Police department and by the State of Ohio. Had it not been for the Supreme Court to enforce her constitutional rights, her conviction would have gone unjust. Theres many arguments between the prosecutors, police, and defense about the Mapps case. Views such as "how is the police department supposed to stop crime if they cant search it out and find it with the disability the fourth amendment brings to them". How can defense attourneys defend subjects/victims if they have no privacy due to the lack of support on the fourth amendment. The Mapps case is a perfect example of how the Supreme Court impacts our society.

The Hazard of Internet, Cell Phone, and Television Addiction

I am a technology addict. When I have my computer connected to the internet, I can forget the time. I am very busy to search any informations through the internet. Beside internet, I also use my cell phone to chat with my friends all day long. One more activity that can make me addicted is spending my time to watch my favorite TV programs. Yeah, those three kinds of technology are very enjoyable. But, I want people to know the potential risk of over using internet, cell phone, and television in the daily life.First of all, those three kinds of technology make us lazy. Take a look when we are too enjoy watching our favorite TV programs, we will postpone our assignments. We will delay them in 5 minutes later, then 5 minute later again, and again, and finally we don't finish them. Moreover, our time for studying are reduce. We are more interested watching television, browsing through internet, or chatting by phone than study the lesson. When we get assignments from lecturers, we just co py and paste from internet.Once we are too over using those technologies, we will be very wasteful person. for example, If we chat with friends all day long, we will spend so much money to pay phone bills. If we are blogging through the internet, we also have to pay the bandwidth bills. Or maybe, sometimes we don't turn off the computer or the television until we are fall asleep, so the electric claim will increase. Thus, our monthly expense will uncontrolable.Some studies find that over use of those technologies can create diseaseses. A simple example is if we are sitting in front of the screen for a long time without rest, absolutely we will get stomachache, headache, and back pain. The radiation of television or computer screen are also dangerous for our eyes. Just take a look to me, who has been suffered myopic since I become television addict. Another case is when we are using cell phone, actually, we are potentially get the brain cancer.According to Vini Khurana, one of Britai n's top neurosurgeons, using cell phones for more than 10 years can effectively double risk of developing the cancer, such as Vestibular schwannoma (accoustic neuroma) and Astrocytoma (Karachi, 2008). How terrible they are, aren't they? No doubt that those three kinds of technology bring big impact in our life. They give us pleasure and happines. So we can very addict of them. But, they will be very dangerous for us, if we can not manage the time to use them. Thus, cosidering the potential risk of them are very important. (an23)

The Obsession Neurosis

According to Paul Ricoeur’s point of view in the idea of theology and religion, there seems to be no exact definition on the context of universality.   The irony follows in the context of the variation of the extent of Naming God and believing in God.   It is evident that the world of today is liberal and is open in the idea of religion and in beliefs, hence, it connotes that for some, the existence of God is still not established—although several followers tend to call for his name.   The valuable conviction of Paul Ricoeur, one which is far admirably different from theology experts, offers a whole new dimension of deliberation and discussion on how individuals name God—philosopher to philosopher, and idea and perception for such delight.God, leader, saviour—all of which are used in â€Å"calling† God and uttering such name for whatsoever it may serve a person.   However, the shallow connotation stressed by the author is blatantly seen in t he arena of â€Å"conviction.† Ricoeur’s belief is mostly philosophical and thoroughly surfaces in the justification of External Reality.   Religion plays an important role in every man’s life. Its impact is manifested on every person daily affairs and his or her behavior. Hundreds of literatures that explicitly tackle religion have already been written. While the list may be inexhaustible, the Metamorphoses, Aeneid, Inferno and Odyssey serve as some of the popular literary works where a religious strand can be looked into.The fact that the Metamorphoses by Ovid composed of mythological stories printed in the form of poetry gives one the first impression that divine beings are already incorporated into the book and that, consequently, the â€Å"myth† in these literary piece may have something to do with religion. True enough, the various sections found within the book have a common subject— the power of a divine entity and how such power determin es the fate of men. Most of the transformations that happen in the stories are of people being â€Å"punished† for â€Å"the sins† they have committed (Ovid, p. 171).This punishment of sins can be taken to mean as one way of reflecting justice in the sense that the action of man is essentially incorporated with a corresponding responsibility and that God—or religion—has a corresponding role in the provision of these sanctions.   Moreover, the author does not only fall in the line of rhetoric canonization against his own conviction, rather on the spiritual and doxological context of the question.  What are you, then, my God? . . . most high, excellent, most powerful, omnipotent, supremely merciful and supremely just, most hidden yet intimately present, infinitely beautiful and infinitely strong.[1]In this certain line, however, there seems to be another standpoint in the idea of Naming God.  Ã‚   In essence, such strengthens the point raised on the e arlier part and undeniably gives further analysis and interpretation that there exists a difference in Naming God; although there has been no evidence of the â€Å"power† which individuals apparently call as God. The author often used a Freudian philosophy in substantiating his arguments.   He stresses that Freud believes that religion has played a great part in the making of society, of humankind. In his writings before, he regards religion as an illusion, which is clearly equivalent to atheism. He then realizes that the idea of God and the religious teachings are some of human being’s strangest thoughts.Freud’s argument about religion is that, it is and output of what he called the Oedipus complex, or the sexual desire of the son to the mother (Ricoeur, 1995). In his argument, he states that the child competes against the father, who also has strong libidinal desires towards the mother. Because of this interference by the father, the child is prohibited to e xpress his sexual interests in towards his mother. The father figure represents divergence and hindrance for the child.If we look at it in another angle, this hindrance creates a limit for the mothers’ happiness, thus creating the reality principle. This leads to reason thus, this reason is the one responsible for regulating desire. This became the basis of the father figure connection, in which the Western religions glorify the submission to the father, thus creating the image of a Father-God (Ricoeur, 1995). This has been a basis of civilization, wherein they are accepting the principle of reality and the acceptance of restraints and prohibitions by an â€Å"authority.† This is the main principle in how they were able to connect human desires with the law.Further, according to Freud, as stresses in the book, neurosis is an individual religion, and religion is a universal obsession neurosis. Freud implies that religion is the suppression, the renunciation of certain i nstinctual impulses, which are not limited components of the sexual desire or instinct; they seek for themselves and are really socially harmful instincts, regardless of the sexual component.   The subject of illusion is another critical part of Freud’s say of that of religion. But we must always consider that illusion is different from delusion. Illusion is much more of the religious beliefs type. Included in illusions is the concept of religion.Accordingly, it doesn’t mean that it is not true, or has no validity, where in fact these things maybe true. But, what Freud questions is the source of these beliefs. The undisciplined and uncritical human wishes. By focusing on the relationship between the individuals and God in the Metamorphoses, one can immediately draw the idea that religion is the binding force between the two, bridging the invisible—and perhaps inconceivable—distance that separates the mortal from the immortal.   Consequently, the manne r of Naming God depends alone on the beliefs equipped in the individual’s character and personality, per se.Reference:Ovid. (2004)   â€Å"The Creation.†Ã‚   Trans. David Raeburn. Metamorphoses. New York, N. Y.: Penguin Classics.â€Å"Perseus (I).†Ã‚   Trans. David Raeburn. Metamorphoses. New York, N. Y.: Penguin Classics, 2004. 171.â€Å"Scylla and Minos.†Ã‚   Trans. David Raeburn. Metamorphoses. New York, N. Y.: Penguin Classics, 2004. 293.Ricoeur, P. (1995). Figuring the Sacred: Religion, Narrative, and Imagination (D. Pellauer, Trans.). Minneapolis: Augsburg Fortress Publishers.

Chinese Civilization essays

Chinese Civilization essays Chinas Influential Transformation on World History What creates a civilization that constitutes a prominent and historical influence on world history? As time has proven it is leadership in government, economy, people, conquest, trade, and military power. There have been myriads of civilizations throughout the world since the beginning of time that have brought to this world vast global benefits of ingenuous ideas including; the Egyptians, Greeks, and Romans. Among the most prominent countries which have produced countless numbers of technological advances, overcome structural fantasies, and displayed leadership and military capabilities within a broad scope of progress. Ancient China was seen as a land of immensely long distances and having unconquerable barriers which excluded them from other ancient civilizations; their closed door policy made their people believe they were the sole center of civilization. The easiest way to break down the Chinese civilization from the beginning of its creation is through the examination of dynasties. Chinas history covers over 11,000 years of history which, within the history of the world is significant. The dynasties measure changes in society over the different time periods which include the Early, Bronze, Classical, Age of Division, and the Early Medieval Period time periods. Chinese civilization started in 10,000 BCE when the Yangshao settled on the Huang He River. This was a small faming group consisting of small villages and archaic methods of living. Then the Lungshan people came around 3,000 BCE who were very highly developed in the ways of pottery, silk, building methods, and irrigation. The Shang and Chou dynasties begin to arise around 1700 to 250 BCE, this time was symbolized by advancement in jewelry, ancestor worship, intelligent military tactics, and many human sacrifices. Chinese rulers during this time started promoting the Mandate of Heaven. The...

The Mousterian Middle Paleolithic Tool Industry

The Mousterian Middle Paleolithic Tool Industry The Mousterian industry is the name archaeologists have given to an ancient Middle Stone Age method of making stone tools. The Mousterian is associated with our hominid relatives the Neanderthals in Europe and Asia and both Early Modern Human and Neanderthals in Africa. Mousterian stone tools were in use between about 200,000 years ago, until roughly 30,000 years ago, after the Acheulean industry, and about the same time as the Fauresmith tradition in South Africa. Stone Tools of the Mousterian The Mousterian stone tool production type is considered a technological step forward consisting of a transition from Lower Paleolithic hand-held Acheulean hand axes to hafted tools. Hafted tools are stone points or blades mounted on wooden shafts and wielded as spears or perhaps bow and arrow. A typical Mousterian stone tool assemblage is primarily defined as a flake-based tool kit made using the Levallois technique, rather than later blade-based tools. In traditional archaeological terminology, flakes are variously shaped thin stone sheets knapped off a core, while blades are flakes which are at least twice as long as their widths.   The Mousterian Toolkit Part of the Mousterian assemblage is made up of Levallois tools such as points and cores. The tool kit varies from place to place and from time to time but in general, includes the following tools: Mousterian point/convergent scraper: short, broad triangular projectile points struck from prepared coresLevallois flakes with retouch: sub-oval, subquadrangular, triangular, or leaf-shaped flakes struck from cores, which may have been retouched, that is to say, a series of small purposeful flakes have been removed from the flake to create an edge which is either sharp for cutting or blunted to make it safe to holdLevallois blades: elongated oval or rectangular blanks removed from cores with basal preparation and correction of the core convexityLevallois cores: include two types, pebble and bipolar. Pebble cores are clasts or angular rock fragments from which a series of flakes have been detached by percussion; bipolar cores are those created by placing the clast on a hard surface and striking it from above with a hard percussor History The Mousterian tool kit was identified in the 20th century to solve chronostratigraphic problems in western European Middle Paleolithic stone tool assemblages. Middle Stone Age tools were first intensively mapped in the  Levant  where British archaeologist Dorothy Garrod identified the Levantine  facies  at the site of Mugharet et-Tabà ¼n or Tabun Cave in what is today Israel. The traditional Levantine process is defined below: Tabun D or Phase 1 Levantine (270 to 170 thousand years ago [ka]), laminar blanks from Levallois and non-Levallois unipolar and  bi-polar  cores, higher frequency of retouched piecesTabun C or Phase 2 Levantine (170 to 90  ka) oval or rectangular blanks from cores, Mousterian points, side  scrapers, notches, and denticulatesTabun B or Phase 3 Levantine (90 to 48  ka), blanks from Levallois cores, Mousterian points, thin flakes and blades Since Garrods day, the Mousterian has been used as a point of departure to compare stone tools from Africa and southwest Asia. Recent Critiques However, United States archaeologist John Shea has suggested that the Mousterian category may have outlived its usefulness and may even be getting in the way of the ability for scholars to effectively study human behaviors. The Mousterian lithic technology was defined as a single entity in the early 20th century, and although during the first half of that century a range of scholars tried to subdivide it, they were largely unsuccessful. Shea (2014) points out that different regions have different percentages of the different tool types and the categories are not based on what scholars are interested in learning. Scholars would like to know, after all, what was the tool making strategy for different groups, and that is not readily available from the Mousterian technology in the way it is currently defined. Shea proposes that moving away from the traditional categories would open up paleolithic archaeology and enable it to address the central issues in paleoanthropology. A Few Mousterian Sites Levant Israel: Qafzeh, Skhul, Kebara, Hayonim, Tabun, Emeireh, Amud, Zuttiyeh, El-WadJordan: Ain DiflaSyria: El Kowm North Africa Morocco: Rhafas Cave, Dar es Soltan Central Asia Turkey: Kalatepe DeresiAfghanistan: Darra-i-KurUzbekistan: Teschik-Tasch Europe Gibraltar: Gorhams CaveFrance: Abric Romani, St. Cesaire, Grotte du NoistierSpain: LArbreda CaveSiberia: Denisova CaveUkraine: Moldova SitesCroatia: Vindija Cave Selected Sources Bar-Yosef O. 2008. ASIA, WEST: Palaeolithic Cultures. In: Pearsall DM, editor. Encyclopedia of Archaeology. New York: Academic Press. p 865-875.Close AE, and Minichillo T. 2007. Archaeological Records: Global Expansion 300,000-8000 years ago, Africa. In: Elias SA, editor. Encyclopedia of Quaternary Science. Oxford: Elsevier. p 99-107.Culley EV, Popescu G, and Clark GA. 2013. An analysis of the compositional integrity of the Levantine Mousterian facies. Quaternary International 300:213-233.Petraglia MD, and Dennell R. 2007. Archaeological Records: Global Expansion 300,000-8000 years ago, Asia. In: Elias SA, editor. Encyclopedia of Quaternary Science. Oxford: Elsevier. p 107-118.Shea JJ. 2013. Lithic Modes A–I: A New Framework for Describing Global-Scale Variation in Stone Tool Technology Illustrated with Evidence from the East Mediterranean Levant. Journal of Archaeological Method and Theory 20(1):151-186.Shea JJ. 2014. Sink the Mousterian? Named stone tool industries (NASTIES) as obstacles to investigating hominin evolutionary relationships in the Later Middle Paleolithic Levant. Quaternary International 350:169-179.

The Employees Protection Legislation to Ensure that Discrimination is Case Study

The Employees Protection Legislation to Ensure that Discrimination is Eliminated within the Workplace - Case Study Example Such kind of a situation is made possible by the fact that the policies adopted for the prevention of discrimination often times display great discrepancy between practical employment and the theoretical practice. When confronted by such a situation, most employees opt to take on steps that may help them navigate around the problem yet the results of such situations may be translated as discriminatory. In any case, a great number of employers seek to employ the most suitable candidates for the positions that lay vacant and for the sake of performance, employers attempt to offer the best environment for their employees. The environment includes the physical as well as the social environments in which the employees can perform to their maximum best. With these considerations to make, the employer has to make a careful selection of the most suitable individuals for their vacant positions. The policies that prohibit against discrimination of people in the workplace apply to all points in the employment including the advertisement for a vacant position, the actual interviewing of persons, when the employee is hired, during the exercise of firing, in times of allocating benefits, during retirement and in the practice of lay off among other points.  Ã‚   Case study 1; emerging issues The first case sites a competently qualified individual who had a gay sexual orientation. The man had passed all the necessary tests and the interview and the interviewing panel for the local authority admitted that he was among the eight highly qualified individuals for the position of an apprentice electrician. Even though the panel decided not to deny him the opportunity because of his sexual orientation, they figured that his working environment might not prove conducive for performance. It was with this consideration that the panel dismissed him for the job. The rights of employment that regards the sexual orientation of the employees or the employees to be are embedded in the Commission on equality and human rights. The commission aims at reducing any form of discrimination against transsexual people at all levels of employment. Transsexual people include gay and lesbian individuals within the workplace. In fact, the regulations are not only enforced by the commission at the national level but also at the level of the local authorities. This then suggests that the local authority in which the man, in this case, could be held accountable at the local level for displaying discrimination towards the man. To make the impact even greater, the policies governing gender equality also cover the transsexual individuals found within the workplace or those who are at the recruitment level. This, therefore, suggests the myriad of constitutionally recognized areas that could be used against the local authority in this case study.  

Advantages and Disadvantages of Globalization for Business Essay

Advantages and Disadvantages of Globalization for Business - Essay Example The researcher states that globalization can be defined as the incorporation of national economies into the world market. Integration is achieved through international direct investment, trade migration, cash flow and the advancement and spread of technology. Markets, where it is prevalent and specifically widespread, are financial markets such as credit and money markets, insurance markets and capital markets. Commodity markets, for example, gold, oil, coffee, and tin. Product markets, for example, consumer electronics and motor vehicle. Globalization in relation to business can be described as the process allowing investment and financial markets to carry out business internationally mainly as a result of deregulation and better communications. It is evident that the current world is closely networked together. However, it is easy to lose focus just how rapid and systematically globalization is occurring and how many business organizations are being run. Drucker noted that globaliz ation is not an economic phenomenon but psychological. He noted that all of the advanced western principles and approaches are taken as the norm by many nations. The view took shape for Drucker in 2001 when an old student from Taiwan working in China paid him a visit. Drucker asked him â€Å"what is the most important thing that has happened in China the last three to five years?† the former student paused for a while and answered that the Chinese at that time considered purchasing a vehicle is a need not a luxury. The exact situation is same in Russia where business analysts anticipate the country surpassing Germany and becoming the biggest car market in Europe. However, taking advantage of such opportunities need a specific set of expertise. For instance, there is no need in strategizing the activities of the forever more intricate network of world suppliers, extracting profit on every deal.

Stem Cell Research Paper Example | Topics and Well Written Essays - 2000 words - 1

Stem Cell - Research Paper Example The consent of donation of human stem cells includes difficult dilemmas in the process of derivation. The most important ethical issues related to delivery of stem cells are Informed and voluntary consent, Creation of embryos for research purposes, destruction of embryos, benefits and risks of experimental intervention, medical risks of oocyte retrieval and protecting women infertility treatment. Despite of tremendous promise of HESC research it has faced enormous opposition because harvesting of HESC destroys human embryo. The derivation of HESC requires the removal of the uttermost layer also known as the trophoblast. The development of the process is facing heated opposition because it involves an unethical stand against the killing of innocent human embryos. This research paper deals with the responses that arise from the thesis question. Human stem cell research has a great effect on the advancement of medical technology against deadly diseases. There are mainly two type of stem cells derived from human body; embryonic stem cells and adult stem cells. Embryonic stem cells are isolated from blastocysts found in its inner cell mass. On the other hand adult stem cells are found in human body tissues. The production of adult stem cells has been very helpful in the past few years because it has helped in treatments like transplantation of bone marrows. There are several other uses of stem cells that have helped in proper evolution of medical technology in the world. Earlier stem cells were obtained by killing human embryos. There were several controversies related to the harvesting process of stem cells. Human embryos are part of human beings that is formed as a result of reproduction process. The harvesting process of stem cells hence was regarded as an unethical stand. In the present circumstances stem cell research is widely used for treatment of a number of diseases. The treatment of diseases like diabetes,

Childrens exposure to TV violence

Childrens exposure to TV violence Long periods of TV exposure to violence can create aggressive behavior in children. In many cases children of different ages are exposed to TV programs that arent suitable for their age groups. Many of these programs contain high volume of violence and children are exposed to them for an excessive amount of time without parental supervision. This can be a factor in building a hostile behavior in a child. Not all TV programming is intended for all audiences. More children are watching programs that are not intended for their ages. There is an excess of violence, sex, and adult topics in TV programs. Children are more exposed to these topics with a click of a remote control device. It is very easy for a child to watch these types of programs because they are easily available at different hours of the day. A parent may think that during the early hours of the day television programs may be directed toward children but this may not always be the case. Ratings have been implemented in order for parents to keep control of the television programs their children watch. Programs are identified by ratings issued by The National Association of Broadcasters, the National Cable Television Association, and the Motion Picture Association of America. These ratings are known as â€Å"TV Parental Guidelines.† These ratings can identify violent programming. They appear within the first 15 minutes of a TV program except for news, sports, and some cable channels. The Federal Communications Commission (2009) states â€Å"The ratings are as follows: TV-Y Directed for children within the ages of two to six TV-Y7 Directed for children of seven years of age and older TV-Y7-FV Directed for the same age group as the previous rating but with the difference that it may contain fantasy violence. TV-G Suitable for all ages but not necessarily a childrens show. TV-PG Parental guidance is suggested and may not be suitable for young children. TV-14 Suggests that the show may not be suitable for children under the age of 14. TV-MA Directed specifically for adult viewing and children under the age of 17 are recommended not to view this program.† Programs like Sesame Street are rated TV-Y and are directed to an audience from the ages of two to six years of age. This program in particular teaches learning skills to children while it entertains in an appropriate manner. When parents let their children watch programs with this rating, they can feel secure that their children will not be exposed to any violent, sexual or adult topics. Children watch TV programs for a large period of time. The Keiser Family Foundation (2006) stated â€Å"More than four in ten (43%) children under 2 years old watch TV every day and nearly one in five (18%) watch videos or DVDs every day.† What this tells us is that most of these children dont incur in any outside activities and their main source of entertainment comes from television and video games. Children under the age of 2 watch television on a daily basis. This is a very early start for children to get accustomed to a television set. The following table represents the amount of hours children spend watching television, playing video games and using computers. (Amy B. Jordan, PhDa, James C. Hersey, PhDb, Judith A. McDivitt, PhDc Carrie D. Heitzler, MPHc , 2006). Children between the ages of nine and ten are at the highest level of television watching, while children between the ages of six to 7 years are at the lowest level. This table also shows that while children become older, they also include playing video games and using computers in addition to watching television. The amount of hours spent in front of a screen increases with age. Video games and computers also contain violence. The American Academy of Pediatrics (2006) stated â€Å"Pediatricians recommend to parents that they limit childrens total media time (with entertainment media) to no more than one to two hours of quality programming per day and to remove television sets from childrens bedrooms.† With this amount of limited TV violence, children will be less prone to being affected by the aggressiveness and hostility shown in these types of programs. Children who are continuously exposed to TV violence at an early age may create a hostile behavior that will progress into their adulthood. â€Å"Aggressive behavior in the early childhood years has been repeatedly linked to violence in later youth and adolescence.† (Dimitri A. Christakis, MD, MPH, Frederick J. Zimmerman, PhD, 2007) The way to address this issue is mainly with the interaction of the parents. A child looks up to the parents for guidance and they are the primary source of mentoring. Parents need to be involved in the lives of their children. It is important that they provide love and affection, along with communication and guidance. They need to spend time with their children in activities that will promote good behavior while creating a bond. Alternative activities should be fomented to substitute the use of television. Parents need to set the example in providing healthier activities to share with their children. The American Academy of Pediatrics (2009) stated â€Å"Parents are powerful role models. If you want your child to read more, that is what you should do. If you would like him to go outdoors for some physical activity, invite him to do so as part of an enjoyable family exercise program.† Parents should foment other activities like sports, music, and literature. It is a good idea to promote activities that can be beneficial physically and mentally. There are many types of programs that children can enjoy while interacting with other children of the same age. Parents on a limited budget can look for free activities sponsored by their community. They can sign their children in a reading class at the library or a childrens sports team at their local community center. The main focus on this is to limit the time children will spend watching violence on television versus participating in other activities that are more beneficial to them. Also, the hours a child spends watching television and the type of programs they watch should be controlled by the parents. In fact, devices like a V-chip have been created to monitor and block the programs children watch. This device allows parents to block programming they dont want their children to watch. This is measured by the rating issued by The National Association of Broadcasters, the National Cable Television Association, and the Motion Picture Association of America. Programs with ratings of MA will be blocked by this gadget. This is a very useful took because it permits parents to schedule ahead of time the programs their kids can watch and will provide them with a sense of relief that their children cant watch inappropriate programming. The website for the Federal Communications Commission (2009) has information regarding this V-chip and explains how to use this device. The website for them is http://www.fcc.gov/. It is extremely important for a parent to explain to children that the violence they see on television is not acceptable behavior and should not be imitated. A parent can inform their children that the majority of the violence they see on television and the reaction to this violence is seen by society as negative behavior. Parents need to encourage a sociable behavior in their children at an early age. While violence is an issue that affects society, children should be taught that this is not acceptable behavior. Nevertheless, if a child has already developed an aggressive behavior other measures should be put into action. Parents may want to seek the services of a professional such as a school Counselor or a Psychologist, to help deal with the hostility. In addition, the involvement of all family members may be helpful in trying to control this type of behavior. It is a family issue when there is an aggressive child in the house because this behavior could eventually affect everyone in that house. Finally, it is very important to say that not all television programming is unacceptable, or that it will affect the behavior of a child. Some programs are educational and will foment acceptable behavior in children. Violent TV programming will foment aggressive behavior in children and should be avoided. Children need entertainment in their lives but parents need to substitute television with activities that can stimulate them physically and mentally. Exposure to television should be reduced to a minimum and parents need to be more involved in the lives of their children. After these measures are taken, parents should see improvements on their childrens behavior.

How Mary Shelley Influences the Readers Reaction to the Creature :: Mary Shelley Frankenstein Essays

How Mary Shelley Influences the Readers Reaction to the Creature When Mary Shelley wrote Frankenstein in 1816, it was the birth of a new genre – the creation of a being, sci-fi at its earliest. Frankenstein’s creature, the concept way ahead of its time but a terrifying thought to its first audiences. In the following pages I will be discussing how Mary Shelley influences the readers reaction to the creature, I will be viewing the context of her writing, the way she portrays her view of what it means to be human, the anticipation of the creature’s coming to life, and the language Walton and Frankenstein use to describe the creature. In Walton’s first letter, after he sees the creature, he describes it as ‘the shape of a man†¦ but of apparently gigantic stature’ At first Walton doesn’t know what he saw but thinks the creature is a local and the crew is intrigued that there, out in the ice deserts, man has strayed. Through Waltons enquiring nature, Shelley encourages curiosity in the reader, and Waltons encounter with the creature ‘excites our unqualified wonder’. When Frankenstein first describes the creature, he describes it not as a mother would her newborn baby, but with horror and disgust, he describes its waking moments and its appearance, with and abhorrent attitude, and as soon as the creature awoke, Frankenstein, with a mixture of fright and disgust ran to his bedroom. When Shelley first describes the creatures coming to life, it gives the reader a feeling of both anticipation and anxiety, the detailed and emotive language of the description draws the reader in and captures their imagination. Frankenstein’s first description of the creature, â€Å"†¦ His yellow skin scarcely covered the work of muscles and arteries beneath; his hair was a lustrous black and flowing, †¦ but these luxuriance’s only formed a more horrid contrast with his watery eyes that seemed almost of the same colour as the dun white socket in which they were set† The adjectives Shelley uses to describe the creature are visual allowing the reader to visualise the creature as Shelley portrays. The use of rich, textural language animates the creature in the readers mind, such as ‘his yellow skin scarcely covered the work of muscles and arteries beneath’, and ‘his hair was of lustrous black, and flowing’. Shelley’s use of the words â€Å"horrible contrast† give the reader the opinion that the creature is too ‘horrible’ and thus Shelley imposes an opinion on the reader. Before the creature awakes, Shelley has already created an anticipation in the readers, when Frankenstein goes grave hunting and when he is first up in his room where he assembles the creature,

Photoshop Cs5

ADOBE ® PHOTOSHOP ® CS5 2010/5/5  © 2010 Adobe Systems Incorporated and its licensors. All rights reserved. Using Adobe ® Photoshop ® CS5 for Windows ® and Mac OS ® This user guide is protected under copyright law, furnished for informational use only, is subject to change without notice, and should not be construed as a commitment by Adobe Systems Incorporated. Adobe Systems Incorporated assumes no responsibility or liability for any errors or inaccuracies that may appear in the informational content contained in this guide.This user guide is licensed for use under the terms of the Creative Commons Attribution Non-Commercial 3. 0 License. This License allows users to copy, distribute, and transmit the user guide for noncommercial purposes only so long as (1) proper attribution to Adobe is given as the owner of the user guide; and (2) any reuse or distribution of the user guide contains a notice that use of the user guide is governed by these terms. 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. . 269 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276 10 : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 282 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 2010/5/5 PHOTOSHOP CS5 v . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 11 : . . 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. . . . . . . . . . . . . . . . . . . 334 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344 13 : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351 PDF . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371 Digimarc Photoshop 14 : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391 15 Web : Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 396 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 400 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375 Photoshop Photoshop Web 2010/5/5 PHOTOSHOP CS5 vi 16 : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 406 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410 (Photoshop Extended) (Photoshop Extended) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 415 Photoshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 420 (Photoshop Extended) (Photoshop Extended) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424 (Photoshop Extended) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 430 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 435 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438 17 3D 3D : 3D Photoshop Extended . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 458 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 463 (Photoshop Extended) 3D (Photoshop Extended) 3D 18 : (Photoshop Extended) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 473 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 476 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 481 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 483 (Photoshop Extended) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469 DICOM (Photoshop Extended) (Photoshop Extended) Photoshop MATLAB (Photoshop Extended) (Photoshop Extended) 19 : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 485 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 487 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 490 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 494 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 498 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 498 20 : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 504 Web . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 508 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 513 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 515 TWAIN 21 : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 518 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 516 2010/5/5 1 1 : 8 â€Å" † 185 â€Å" † 274 † 132 â€Å" † â€Å" HDR Pro 61 â€Å" HDR† 109 â€Å" HDR HDR † HDR 249 † 259 â€Å" † â€Å" 150 â€Å" † 138 † 3D 2D 3D 3D â€Å" † (Photoshop Extended)† 448 â€Å"3D Adobe Ray Tracer (Photoshop Extended)† â€Å" 3D 463 â€Å" 3D (Photoshop Extended)† 452 â€Å" â€Å"3D † CS Review CS Review Adobe Brid ge CS5 Adobe Bridge Mini Bridge RAW ISO Camera Raw Web Mini Bridge Photoshop Camera Raw 2010/5/5 PHOTOSHOP CS5 2 †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Windows Mac OS 127 136 269 129 223 â€Å" â€Å" â€Å" â€Å" â€Å" † 205 â€Å" † † † † 188 â€Å" † 379 GPU â€Å" † â€Å" â€Å" 64 Mac OS † 124 â€Å" † † 79 64 Windows 10% 43 â€Å" † 2010/5/5 3 2 : Adobe ® Creative Suite ® 5 A B C D E G F H A. Illustrator â€Å" † B. C. D. E. â€Å" † F. â€Å" † G. â€Å" † H. †¢ Windows â€Å" † Mac †¢ †¢ â€Å" â€Å" † † â€Å" † Illustrator â€Å" † Adobe Flash ® Adobe Dreamweaver ® Adobe Photoshop ® Adobe Fireworks ® â€Å" † 2010/5/5 PHOTOSHOP CS5 4 †¢ †¢ † †¢ Dreamweaver Flash â€Å"CSS † Illustrator â€Å" † Adobe Photoshop ® â€Å" Mac â€Å" â₠¬ >â€Å" Dreamweaver for Mac Adobe Illustrator ® † Flash Mac †¢ †¢ Illustrator Adobe InCopy ® Adobe InDesign ® Photoshop Fireworks Tab Illustrator InCopy InDesign Photoshop Shift+Tab â€Å" † â€Å" (Windows ®) Fireworks † (Mac OS ®) F4 â€Å" † Illustrator â€Å" † †¢Flash Dreamweaver ? Photoshop † â€Å" † â€Å" (Illustrator) ? â€Å" † â€Å" † â€Å" † â€Å" † InCopy Fireworks Flash InDesign ? â€Å" † â€Å" Fireworks Photoshop † 2010/5/5 PHOTOSHOP CS5 5 â€Å" â€Å" †¢ †¢ † † â€Å" † †>â€Å" â€Å" â€Å" † † â€Å" † â€Å" † â€Å" † † â€Å" † † â€Å" † † â€Å" † â€Å" kb405298 †>â€Å" † â€Å" Photoshop †>â€Å" Dreamweaver (Windows) Dreamweaver †¢ †¢ â€Å" † â€Å" â€Å" †>à ¢â‚¬Å" †>â€Å" â€Å" † † â€Å" †¢ † â€Å" † â€Å" † †¢ †¢ †¢ â€Å" † 2010/5/5 PHOTOSHOP CS5 6 â€Å" † †¢ †¢ A B C â€Å" † â€Å" † A. B. C. Ctrl (Windows) Command (Mac OS) Esc †¢ †¢ (Windows) â€Å" † Control (Mac) â€Å" † â€Å" † †¢ 2010/5/5 PHOTOSHOP CS5 7 †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Photoshop â€Å" † 2010/5/5 PHOTOSHOP CS5 8 †¢ †¢ †¢ †¢ â€Å" †¢ †¢ † â€Å" † â€Å" † 1 †¢ (Illustrator) †¢ â€Å" †>â€Å" †>â€Å" InCopy †>â€Å" â€Å" †>â€Å" â€Å" †>â€Å" † † †>â€Å" † Photoshop InDesign â€Å" †¢ (Dreamweaver) †¢ (Flash) 2010/5/5 PHOTOSHOP CS5 9 †¢ (Fireworks) 2 3 â€Å" † Photoshop InDesign â€Å" † InDesign Phot oshop ? Photoshop †¢ †¢ †¢ â€Å" Photoshop InDesign â€Å" †>â€Å" â€Å" InCopy †>â€Å" †>â€Å" † â€Å" † †>â€Å" † † â€Å" † Fireworks †¢ (Illustrator) â€Å" † â€Å" † Photoshop InDesign 1 Dreamweaver 2 â€Å" InCopy â€Å" † †>â€Å" †>â€Å" [ ]† Photoshop InDesign (Photoshop) Photoshop †¢ †¢ â€Å" Photoshop †>â€Å" †>â€Å" â€Å" † † â€Å" † ? â€Å" † â€Å" † 2010/5/5 PHOTOSHOP CS5 10 ? †¢ †¢ †¢ †¢ †¢ †¢ (Windows) †¢ A B Enter (Windows) Return (Mac OS) FOX C IT D E A. B. C. D. E. 11 â€Å" † â€Å" Enter 10% A B † â€Å" Esc † Shift A. B. â€Å" † â€Å" † â€Å" † â€Å" † 2010/5/5 PHOTOSHOP CS5 11 Shift 0 / A B â€Å" † A. B. ? Alt (Windows) Option (Mac OS) 1 2 3 â₠¬ ¢ †¢ †¢ 4 â€Å" † â€Å" â€Å" † † â€Å" â€Å" † † â€Å" â€Å" â€Å" â€Å" † † † â€Å" † † â€Å" (Mac OS) † 2010/5/5 PHOTOSHOP CS5 12 1 2 :â€Å" † â€Å" † â€Å" † 1 2 (Windows) Control (Mac OS) 1 †¢ †¢ 2 3 â€Å" â€Å" â€Å" â€Å" †>â€Å" †>â€Å" † †>â€Å" † â€Å" † † â€Å" † † 4 5 †¢ †¢ †¢ 6 †¢ â€Å" â€Å" † † â€Å" † â€Å" â€Å"Photoshop † â€Å" â€Å" â€Å" † † † â€Å" † †¢ † â€Å" † 7 â€Å" † 2010/5/5 PHOTOSHOP CS5 13 â€Å" † 1 †¢ †¢ 2 3 â€Å" â€Å" â€Å" â€Å" †>â€Å" †>â€Å" † †>â€Å" † â€Å" † † â€Å" † † ? †¢ †¢ â€Å" Ctrl (Windows) Command  " † (Mac OS) †>â€Å" †>â€Å" † ? â€Å" † â€Å" † Photoshop / â€Å" † â€Å" † Adobe Online 2010/5/5 PHOTOSHOP CS5 14 A (V)* A (E) (E) (E) (U) (A) (A) (U) (U) (U) (U) (U) G 3D (M) (M) B C (L) (L) (L) E (O) (O) (O) E (B) (B) (B) (B) W) (W) B (C) (C) (C) C (I) (I) (I) (I) (I)†  D (J) (J) (J) (J) (S) (S) * & 3D (K)†  (K)†  (K)†  (K)†  (K)†  (N)†  (N)†  (N)†  (N)†  (N)†  (H) 3D 3D 3D D (Y) (Y) (G) (G) F (P) (P) 3D 3D 3D 3D 3D 3D F G (R) (Z) (T) (T) (T) (T) †  Extended 3 â€Å" † 2010/5/5 PHOTOSHOP CS5 15 â€Å" † 2010/5/5 PHOTOSHOP CS5 16 2010/5/5 PHOTOSHOP CS5 17 ( Extended) Photoshop 2010/5/5 PHOTOSHOP CS5 18 3D Photoshop Extended 3D x 3D z 3D x y 3D 3D 3D x y 3D z 3D x y 3D 3D ? †¢ †¢ â€Å" † V Photoshop 2010/5/5 PHOTOSHOP CS5 19 A D B C E F A. â€Å" † B. C. D. E. F. Shift Shift 1 2 â€Å" â€Å" †>â€Å" Shift †>â€Å" †(Windows) † â€Å"Photoshop†>â€Å" †>â€Å" †(Mac OS) I 1 2 â€Å" †>â€Å" â€Å" † †(Windows) † †>â€Å" †(Mac OS) â€Å" †>â€Å" † â€Å"Photoshop†>â€Å" 50% 100% 3 â€Å" † † â€Å" â€Å" † Caps Lock 2010/5/5 PHOTOSHOP CS5 20 OpenGL ? 44 Alt â€Å" OpenGL GPU † Control + Option (Mac OS) (Windows) — â€Å" †>â€Å" † A B A. B. â€Å" † â€Å" (Windows) † Photoshop Control (Mac OS) â€Å" â€Å" † A † â€Å" † â€Å" â€Å" † †>â€Å" † â€Å" † B C â€Å" † â€Å" † â€Å" â€Å" † † A. B. C. 1 2 †¢ â€Å" † 2010/5/5 PHOTOSHOP CS5 21 †¢ 3 †¢ †¢ 4 â€Å" †>â€Å" † â€Å" † â€Å" â€Å" † † â€Å" † ? â€Å" † â€Å" †Å" † â€Å" † â€Å" † † â€Å" † 11 â€Å" † 34 â€Å" † ? †¢ â€Å" â€Å" † 50% † â€Å" â€Å" † † â€Å" †>â€Å" † â€Å" â€Å" â€Å" †>â€Å" †>â€Å" †>â€Å" †>â€Å" † †>â€Å" † † †¢ †¢ â€Å" † ? †¢ †¢ OpenGL â€Å" †>â€Å" †(Mac OS) â€Å" † †>â€Å" †>â€Å" †(Windows) â€Å"Photoshop†>â€Å" 2010/5/5 PHOTOSHOP CS5 22 †¢ â€Å" † â€Å" † OpenGL Multi-Touch MacBook 1 †¢ †¢ †¢ 2 â€Å" â€Å" † † † â€Å" † www. adobe. com/go/lrvid4001_ps_cn â€Å" † â€Å" † â€Å" † â€Å" 5:10 † (Mac OS) Multi-Touch 1 2 MacBook † (Mac OS) † â€Å"Photoshop†>â€Å" â€Å" † â€Å" †>â€Å" â€Å" ? â⠂¬  â€Å" † †¢ †¢ †¢ â€Å" † â€Å" †>â€Å" â€Å" † † â€Å" † Ctrl (Windows) Command (Mac OS) 2010/5/5 PHOTOSHOP CS5 23 †¢ â€Å" † â€Å" † A B C D E F G A. B. C. D. â€Å" † E. â€Å" † F. G. â€Å" † â€Å" † 3200% 1 Multi-Touch MacBook 1 â€Å" †>â€Å" OpenGL †>â€Å" † †(Windows) OpenGL â€Å"Photoshop†>â€Å" â€Å" OpenGL †>â€Å" † †(Mac OS) â€Å"GPU † â€Å" 2 â€Å" † 24 â€Å" † ? †¢ â€Å" Alt † â€Å" Option † (Mac OS) â€Å" † â€Å" † (Windows) † †¢ †¢ â€Å" †>â€Å" † â€Å" â€Å" †>â€Å" † OpenGL ? â€Å" † â€Å" † †¢ Alt (Windows) Option (Mac OS) 2010/5/5 PHOTOSHOP CS5 24 †¢ â€Å" † 1 2 Photoshop 1 H â€Å" † †¢ †¢ 2 H ?