The Duhem

Introduction Scientific proposition necessitates more than one insinuation to the situation in order to be analyzed practically. Through segregation, it may not be feasible to experiment any scientific hypothesis as stipulated by the problem raised by Duhem–Quine (Duhem-Quine thesis).Advertising We will write a custom essay sample on The Duhem-Quine specifically for you for only $16.05 $11/page Learn More The thesis presented by Duhem-Quine may also refer to the auxiliary hypotheses or assumptions. In essence, predictions cannot be made easily through this thesis (Curd Cover 1998, p. 10). However, a number of typical postulations in the surroundings would be a boost to obtaining predictions from the correct hypotheses. For instance, it is feasible to derive any prediction once there is perfect scientific information in the preceding hypothesis and if the actual test works as premeditated. In fact, when studying the planet, astronomic and physical theories take into account facts and proofs of the notion that the world is in a continuous motion. The malfunctioning of both the background assumptions and the hypothesis may perhaps lead to the falsification, as well as examination of the experimental scientists. According to the thesis presented by Duhem-Quine, the separation of a solitary hypothesis from the entire package of hypotheses is not achievable. Besides, researchers are faced with a single solution to the predicament. Thus, failure of the empirical tests increases the likelihood of scientists to think otherwise. Actually, researchers would think that the examined theory is wrong even if the assumptions at the background are believed to be accurate. Thus, chapter three of the Philosophy of Science basically offers simple and analytical techniques that are coherent in heightening and developing physical sciences. All these are developed in divergent sections, which include the portion that talks about the formation of a corporal principle. The other portion concentrates on the subject matter and aims of the corporal principle. Thus, the Quine-Duhem states that it is not possible to examine any scientific theory through isolation owing to an experiential examination of the hypothesis that needs more than one contextual assumption.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Main Body Basically, Duhem’s point necessarily leads to the incommensurability thesis. There are several justifications to support this claim. According to Duham-Quine’s Philosophy of Science, the indeterminacy of translation is incompatible with the rendition manuals for any language. In fact, the manuals can be arranged in a system where there is no impartially exact choice. A powerful variety of empiricisms required for affirmatively necessary or confident basis of credence through inductive verification was ruthlessly crit icized by Duham and Popper. The declaration is intrinsically covered by Martin Curd and Christopher Pincock in the Philosophy of Science. Quine stated that there are scientific theories that are irreconcilable yet they are practically correspondent. Specifically, the theory states that there is a connection between propositions that express pertinent proof and suggestions that comprise the theory. The logic behind this theory is that recurring annotations of white swans do not prevent the likelihood of the survival of black swans. In essence, the peak point in the distortion is the fundamental testing. According to Quine (1986), the testing can be carried out if two contradictory suppositions predict diverse results in some solid situations. When the condition arises through tentative management or opportune combination of intrinsic occurrences, the outcome amid the competitors may be one or another. The hypothesis raised doubts regarding the reason for distortion, hence the influen tial character of critical testing. When investigating the subject, Quine states that the results of any testing are not envisaged on the foundation of a single thesis only since supplementary theses are involved. The outcomes are often challenging and are not primarily regarded as threatened, when the thesis of concern is examined.Advertising We will write a custom essay sample on The Duhem-Quine specifically for you for only $16.05 $11/page Learn More Nonetheless, if the results of the testing are not envisaged, it is rationally probable that the thesis under examination is correct and the inaccuracy reclines in one or more of the supplementary examinations (Gillies 1993, p. 7). The Duhem-Quine problem examines the representation and classification of experimental regulations. The objective of all impartial hypotheses is the depiction of investigational regulations. The terms â€Å"truth† and â€Å"certainty† possess a single implication with regard to such a thesis. The terms articulate concordance amid the termination of the thesis and the regulations recognized by the observer. Furthermore a rule of physics is only the synopsis of perpetuity of trials that have been conducted or shall be conducted in future (Quine 1954, p. 3). Fundamentally, Duhem’s argument regarding experimental laws essentially leads to the incommensurability theory. According to this author, a sound thesis offers an acceptable depiction of tentative laws. He stated that the conformity to the experiment is the only criteria of reality for a physical thesis. The author acknowledged four consecutive operations in the expansion of such a thesis. They include the description and gauging of physical magnitudes. In this, he identified the easiest characteristics of physical procedures and articulated the choosing of hypothesis. He also accounted for the interconnection devised in prior stages and articulated the arithmetical progression of t he thesis. This level is guided simply by the constraints of arithmetical reason devoid of physical realism. Finally, he articulated the evaluation of the thesis with experimentation. The Duhem-Quine theory is critically concerned with falsification. The philosophy offers the methodology that develops the uncertainty of repudiation. Inherently, the author states that when a physicist opposes a certain principle, he or she contributes some uncertainty to a specific hypothetical point.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More In this view, he hypothetically creates the justification for these doubts. From the proposal under arraignment, scientists will develop the forecasting of an investigational detail. Consequently, he or she will take into consideration circumstances under which the investigational detail should be developed. When the anticipated detail is not developed, the proposal which acted as the foundation of the estimation will be condemned. He explored the Bayesian turn in identifying the outstanding characteristics of distortion when accounting for the research program in view of various challenges. As a result, Quine observed that the Bayesian outline is not hinged on the valuation of impartial prospects in the first instance. The Bayesians begin with the likelihoods that are allocated to philosophies by experts (Lakatos 1978, p. 12). In this case, there are disagreements among different Bayesians. Basically, the disagreements concern how the likelihoods are assigned. It does not matter if biased belief is applied or is subjected to individuals’ behavior. Consequently, the author introduces the Bayes’s Theorem as formulated below. P(h!e) = P(e!h)P(h) where P(h), and P(e) 0 P(e) In this condition, he was concerned with the integrity of the theory h in comparison with experiential confirmation e. This means that the ensuing probability regarding the entirety of the evidence can be articulated. When written in the above form, the theorem states that the probability of the hypothesis’ provisional confirmation is equivalent to the prospect of the proof’s provision in the theory reproduced by the prospect of the theory in the absence of the confirmation factor. The result is then alienated by the possibility of the confirmation (Curd Cover 1998, p. 3). Conclusion The paper reviewed Duhem-Quine thesis expansion as presented by Gillies. In this paper, the fundamental modification by Quine and the traditional formulation of the postulation by Duh em have been observed. In fact, when predictions fail, the reasoning is that the concurrence of numerous hypotheses in a rational presumption disqualifies the unambiguous acknowledgment of error. Hence, it undercuts the attractive reasoning in critical research as a way of deciding amid rival theories. Duhem-Quine thesis has not blocked the development of science since neither Quine, nor Duhem predicted such a result. Interestingly, the thesis has aggravated lively discussions and the reconsideration of boundaries of common sense and the drawbacks in naive observations as offered by evidence collision. In general, Duhem never argued about the probability of conducting experiment to disprove theories. However, the scholar emphasized that the disclaimers plunged upon schemes of theories while the examination of experience was no longer instantaneous and straight. The series of circumstances transpiring from scientific decision-making rule out any simple or solitary solution to the fal sification ambiguity. There is an understandable background that is suitable to warrant safety in the experimental outcomes. Based on other instances, scientific problem is less specific. Consequently, different works will possibly offer solutions to the thesis. Duhem-Quine thesis is moreover posed in a modus that is uncooperative. Yet, the reliability on science anchors on instantaneous negations or confirmations. Duhem gives us a more convincing standpoint regarding his discharge of prompt rationality. Thus, the understanding of Duhem-Quine problem stipulates that scientists should not rush into conclusions when choosing between systems theory. References Curd, M Cover, J 1998, Philosophy of science: the central issues, Norton and Company, London. Gillies, D 1993, Philosophy of science in the twentieth century: four central themes, Blackwell Publishers, Oxford. Lakatos, I 1978, â€Å"Why did copernicus’s research programme supersede ptolemy’s?† Philosophical Papers, vol. 1 no. 3, Cambridge University Press, Cambridge. Quine, O 1986, Reply to Jules Vuillemin the philosophy of W. V. Quine, Library of Living Philosophers, Open Court, La Salle. This essay on The Duhem-Quine was written and submitted by user Krystal Park to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How to Choose a Major 5 Key Factors to Consider

How to Choose a Major 5 Key Factors to Consider SAT / ACT Prep Online Guides and Tips When it comes to choosing a college major, pithy truisms and conflicting advice abound. But whose advice can you trust? In this no-nonsense guide, we'll help you figure out how to choose a major in college based on what's important to you. After a brief introduction to the dilemma of choosing a major we'll reveal the most important part of choosing a major in college. Then we'll go over what work you should be doing to help you pick a major in a variety of situations- before college, during college, and if any special circumstances arise. Finally, we'll give some parting thoughts on major selection. What Major Should I Choose? Help Me! I imagine that if you are reading this article, you are feeling some level of uncertainty or anxiety about choosing a college major. This is completely understandable. As parents, teachers, and counselors have no doubt hammered into you, choosing a major in college is an important decision. It's one of the first big independent decisions of your academic and professional life. In many ways, choosing a major functions as a rite of passage in the process of becoming an adult. Some people know what to major in in college before they even start high school. However, most people don't, so if you have no idea how to choose a college major, don't panic. (Even if you're a second-semester sophomore in college!) With that said, neither I nor anyone else can tell you what major to choose. And if you do let someone else choose for you (like your parents), you're likely to be miserable. The truth is that the process of thoughtfully selecting the best major for you takes work- work that you need to put in yourself. While I can't do that work for you, I can tell you the foundational principles of investigating and ultimately picking a college major. Or just major in kitty cuddling and call it a day. The Most Important Task for Picking a Major The most important task for choosing a major in college is deciding on your own priorities and goals. Too much of the advice out there on how to pick a major assumes you have particular goals or tells you what your priorities should be. Even your own parents may be focused on particular priorities and goals that don't match up with yours. Family conflict around major choice is a common issue. This may be especially salient for you if your parents are paying for part (or all) of your education. It is reasonable to listen to your parents' concerns and advice. However, it's important to remember that it's ultimately your major. You will have to do the work and ultimately leverage that major as you transition into the workforce. If you are studying something you are not really interested in, you may not be very motivated to succeed (or maybe even to attend class). So you need to ask, "Which college major is right for me?" Here's some advice on discussing any change in your major plans with your parents. If your parents are paying for your education and they want input into your plans, you can also consider compromises like majors that are agreeable to both of you, double majors, or minors. For you to be able to choose a college major that makes sense for you, you first need to figure out what you want out of a college major. For some people, knowing they will almost always be able to find a job throughout their lives is most important. For others, being able to pursue a particular intellectual interest is the critical factor. Most people are motivated by some combination of factors that they weigh in balance. These factors will guide you towards the answer to the question "What college major is right for me?" Here are some factors you will probably want to consider when you go about choosing a major: #1: Your Interests Of course, your interests are an important part of picking a major. If you really dislike what you are studying, you will be miserable. Additionally, you won't be particularly motivated to complete your coursework. So it is essential that you are actually interested in what you are studying. As part of that, you should be able to envision yourself using at least some of the skills you are learning in your major in the workforce. With that said, people place differing premiums on how interested they need to be in their major. For some people, only studying their one true passion- be it Greek and Roman military history or tropical horticulture- will do. However, many people have several areas of interest that they could envision themselves pursuing. For example, I considered going to art school for a BFA. I also considered majoring in biology or in English. (I ended up majoring in folklore and mythology- more on that later.) The ultimate deciding factors in my major choice weren't necessarily related to what I was most passionate about, because I was genuinely very interested in everything I considered. Other factors came into play when I made my final decision. So your interests will likely guide you, but they may not be the primary deciding factor when you choose a major. You will also find that new interests arise when you get to college and you have access to more possible courses of study. When I arrived at college, I was able to take classes about religion and anthropology, which ultimately led me to the folklore and mythology program. So keep an open mind about your interests throughout the major selection process, especially once you arrive at school. Her intense love of potato chips led her to food science. #2: Your Abilities You should also consider what you're good at when you think about how to choose your major. This doesn't mean that you should definitely major in whatever you are best at in high school. For one thing, you will probably discover new talents in college as you take courses in areas that weren't available to you in high school. For another thing, the thing that you're "best" at is not necessarily what aligns best with all your other priorities and goals. The main principle here is that it's probably not a great idea to major in something that you know you are pretty weak in. If you've barely pulled C's in math all through high school, being a math major (or a similarly math-heavy major like engineering or physics) is probably not the best move. The bottom line is that you should be confident that you will be able to do well in most of your coursework in your area of study. #3: Future Employability When you think about how to pick your major, it makes sense to consider what kind of job prospects you will have once you have your degree. Will you be able to find a job? How hard will it be? Will you have to move to where the jobs are, or are there jobs everywhere? There are a few ways to approach these questions. You can research professions facing shortages to get an idea of areas where you would be likely to find employment. Professions facing shortages include nursing, engineering, various computer science disciplines, accounting and finance, and teaching. In addition to looking at shortages, you can look at growth industries. (Of course, there's overlap here; if there aren't enough skilled workers available to fill these growth industries, there will be a shortage! But it's a slightly different angle). Some industries currently experiencing growth include nursing and other allied health professionals, finance, and data science. Within those groups, there are tons of different kinds of jobs available, and a variety of potential majors could lead you into those industries. Note that there may or may not be a very clear link between a certain major and a certain job or industry. For some majors, it's fairly clear what sort of job(s) the degree will lead to. A degree in teaching will lead to teaching, a degree in nursing to nursing, and so on. For others, it's less clear. A degree in communications or sociology or public policy could lead to a variety of jobs. Thus, in terms of future employability, don't just think in terms of what job title you will be qualified for, because those things shift all the time. Think about the skills you will learn in your major, and how much those skills are in demand. For example, as data becomes a super-important part of the economy, skills related to data and data analysis are super-valuable. This includes skills in statistical analysis and database construction and architecture. Majors in statistics and computer science are good choices if you are hoping to meet that demand. Note also that employability and salary aren't one and the same. Teachers are notoriously underpaid, but if you do become a teacher, you will almost certainly be able to find a job. What does all this mean for you? Research the employability prospects associated with a particular major. Think about the skills you will learn and the potential jobs you could have, and check out the employment prospects for those skills and jobs. While this is far from foolproof- predicting job shortages and growth isn't 100% accurate- it still provides valuable information that can give you at least a general idea of whether you are likely to find a job easily or whether it will take more work and require more flexibility in location etc. on your part. The school you go to also plays somewhat into your general employability. At Ivy League and other top-ranked schools, most students are generally able to find jobs (even ones that are totally unrelated to what they studied) regardless of what they majored in. This is not as true at less selective schools, where graduates may struggle much more to find a job in some less marketable fields than in other more marketable ones. Job?! Where? #4: Future Income Potential You will probably also want to consider your future income potential at least somewhat when you think about how to pick a major. This is far from an exact science but still a valuable exercise. If having a high salary is important to you, you need to be realistic about your interests; professions like teaching and social work typically pay very poorly so those may not be the best bet for a major. By contrast, majors like computer science and engineering tend to have a sunny salary outlook. You can find lots of data on the median salary of graduates with particular majors. This is a valuable starting place. As you can see from the PayScale data, engineering, computer science, mathematics and finance-focused degrees dominate the list of best-paying majors. But it also includes physician assistant studies and government. By contrast, the lowest-paid majors tend to be concentrated in education, service industries, pastoral and religious studies, and social work and counseling. But the median and mid-career salary data here doesn't necessarily tell the whole story. For one thing, in some of these professions, there is a high degree of income variability: graphic designers, for example, are low-paid in general, but the highest paid graphic designers can easily command six-figure salaries. You certainly can't assume that you will be among the highest-paid in your field, but you should know when higher salaries are at least possible. Additionally, sometimes your ultimate income potential depends a lot on graduate school. Psychology majors are low-paid unless they get advanced degrees, in which case they get a huge salary bump. So if you're already intending on graduate school, this is something to keep in mind as you choose a major. You can use sites like PayScale and Glassdoor to investigate the income potential of various careers that might follow from majors that you are considering. Again, it's hard to predict exactly what your salary could be solely based on your major, especially long-term. But doing research can at least keep you in a realistic frame of mind. #5: Particular Career Interests You might also have a very specific goal, like becoming an astrophysicist, or a doctor, or a lawyer. Some (but not all) very specific career goals require specific majors, or at least specific courses and activities. For example, if you want to be an engineer, you have to get an engineering degree. If you want to be a doctor, you need to fulfill your med school prerequisites, or else you might have to complete an expensive post-baccalaureate pre-med program later. On the other hand, if you want to be a journalist, there are lots of majors that can accommodate that goal. And if you think you might want to go to business or law school, you have plenty of leeway in your choice of undergraduate major. If you do have a very specific goal that requires a particular academic path, that probably needs to be your top priority in how to pick a college major. Heart set on designing airplanes? You probably need to major in aeronautical engineering. How to Choose a Major: Before College There's a good chance that you will change your mind about your major at least once you get to college. You'll be exposed to a lot of options you didn't consider before. You'll also grow and change. However, there are still some things you can do before college that will help you figure out how to pick a major. Start Exploring Majors Early Your high school schedule may be pretty rigid, filled up every year with math, science, English, history/social studies, gym, and maybe a foreign language. This often leaves you with very few electives. However, there are still things you can do to explore different academic and career areas: Shadowing and interviewing: Shadowing and interviewing adults you know who have careers you are interested in is a great way to figure out what you might want to study. It can also help to learn how these people got to where they are now from their college days, since many people shift around throughout their careers until they are doing something quite different from what the originally studied! Reading books and articles: Reading nonfiction books and articles on a variety of subjects can also help you figure out what excites you academically. What topics do you find super-engaging, and what topics bore you to tears? This can give you some clues as to what you might want to investigate further in college when you are choosing a college major. Podcasts are another great resource for exploring different topics, especially because you can listen to them while you do chores or other mundane tasks! Summer activities: The summer is a great time to do a deeper dive on things you think you might be seriously interested in pursuing. Internships, camps, classes at community colleges, and volunteering opportunities are all excellent chances to become more immersed in subjects you may not regularly study at school. Volunteer at the arboretum! Take a photography class! Do a robotics camp! There are tons of possibilities. Lectures and events at local colleges: If you do live near any colleges or universities, you can take advantage of their open-to-the-public lectures and events! It's a good chance to hear professors talk about their work, which can help you consider if you might want to do similar academic work. With all that said, don't feel too panicked if you can only do mostly surface-level exploration into choosing a college major at this stage. High school is a high-pressure endeavor; you will be able to consider your interests as you get to college (and throughout your life!) Just do what you can and remain thoughtful and curious about possible courses of study. Major benefit to shadowing a vet: cute animals. Plan If You Have a Specific Long-Term Goal If you do have a very specific long-term career goal that typically requires particular schooling at the bachelor level (like engineering, teaching, or nursing), you will have to be more mindful about choosing a major and school while you are still in high school. If you already know you are interested in a particular major, it makes sense to apply to schools with strong programs in that area. Additionally, at many schools, you have to specifically apply to a certain major or academic area. While you should certainly keep exploring and keep an open mind, it's typically easier to transfer out of competitive divisions like engineering or nursing than to transfer into them. So it makes sense to apply to those divisions and then transfer out if you change your mind later. Select Schools and Programs Wisely Since we have tons of advice out there on choosing a college, I won't belabor this point. But when you are choosing schools, you should keep the following principles related to choosing a college major in mind: The less sure you are of your interests, the more flexibility you want at your school. If you have no idea what to major in, it's not a great idea to go somewhere where you have to declare what you are studying going in. You're better served going to a school where you can explore for at least two semesters before you have to declare. If you are very sure of your major, you should still consider what your situation will be if you change your mind. If you go to a school that is highly ranked for one program and poorly ranked for everything else, think about what you might do if you want to transfer out of that highly ranked program. Will you transfer schools? Or are you fine with the possibility of finishing in a less prestigious program than you started in? Or maybe you are just very, very confident that you won't change your mind! This also applies to things like going to art school; if you get there and decide the whole thing is not for you, your only real option is typically to transfer (at least within University divisions, if not to a different school completely). This isn't a reason not to do it, but it is something you should be aware of. Choices here, there, and everywhere. How to Choose a Major: During College Once you get to college, here's our six recommendations for how to pick a major: Find Out Your School's Process The first thing to do is to determine what is your school's process and timeline for declaring a major. You need to be aware of how much time you have to consider your options, and how to make it happen once you've made a choice. Note that at some schools, different majors may even have different deadlines for officially choosing a major, so be sure to look into this. Of course, if you had to declare a major going in, you've already done that process. In that case you should find out what the process is for switching majors in case you need to use it. Keep Exploring Now that you are actually at college, you will have even more chances to explore different potential areas of study. Your coursework can help you investigate subjects and departments of interest, of course. But you will also have opportunities to explore through on-campus events, lectures, and speakers. Many departments specifically host open houses and other events for prospective majors. Go to anything that seems intriguing, and try to keep an open mind. Note as you explore that there are lots of college major quizzes on the internet. Some universities even have their own "how to choose a major" quizzes, like this college major quiz from Marquette or this one from Loyala University in Chicago. While a how-to-choose-a-major quiz can definitely be a useful way to get some ideas, you'll need to do additional research on any majors you uncover this way. You'll want to make sure that the information from any "What major should I choose?" quiz is accurate and that the major ideas you get from it really align with your priorities and goals. So the bottom line on college major quizzes is that they are definitely a useful tool but hardly the be-all end-all of the major selection process. Make Your Schedule Multi-Task Many students spend their first semesters fulfilling some of their general education requirements. If you can, try to use those requirements to explore academic areas you may be interested in. If you have flexibility in the classes you can take to fulfill requirements, try to take ones taught by professors in departments you are interested in. Classes with a multidisciplinary focus are great for this, too. When I was a freshman I took a combination gender studies and English class about romance literature, and another combination East Asian studies and religion class about Buddhism. Both of these multidisciplinary courses helped me refine my interests- efficiently. Even if you don't have much control over your general requirements, try to view your requirements as an opportunity to explore academic areas you haven't examined before instead of just something to slog through. This will help you narrow possibilities when choosing a college major. Simon's class in botanical illustration let him explore his interests in art and biology at the same time! Meet With Advisors I'm using the term "advisors" broadly here. There are lots of people you can meet with who might have valuable insights about choosing a major. You probably have at least one school-assigned advisor. They can definitely be helpful, but you'll also want to seek out advice from people with more specialized knowledge about the programs you are most interested in. This includes: Department advisors: Most departments have advisors available to meet with prospective students in that major. Of course, they will probably try to sell you on their department, so they may be a little biased. But you can still get valuable information from them, like info on course requirements, advising structures, research opportunities, and so on. Current students in the program: Current students in majors that you are interested in can provide valuable information. They will give you the truth about the pros and cons of the program. They can tell you what you can expect from the major in terms of course load, advising, class sizes, teaching quality, and other things that can impact your experience. Additionally, you should speak with seniors in the program about their goals and what's next for them. This can help you get an idea of the possibilities available to recent graduates. Alumni: Take advantage of your school's alumni network. You can talk to alumni who have careers you find interesting and ask them what they studied and how they got where they are. You can also talk to recent alumni who majored in programs you are considering and ask them for their thoughts on the program. Most schools have alumni directory sites with contact information. While some graduates may be too busy to talk to you, many will be receptive. Some schools even have mentoring programs where you can get an alumni mentor who is a working professional in a field that you are interested in. Keep Refining Your Priorities Keep thinking about what you are looking for in a major. It's likely that your priorities will shift over time, especially as you get more information and experience in college. So continue doing research about potential industries, careers, skills, and so on that you might want to pursue, and keep thinking about what's most important to you. It might be helpful to keep some kind of journal with all of your thoughts on potential majors and careers, as well as your goals. Be Realistic About Downsides Every major does have some downsides, and it's important to be realistic about the negative things about any potential major. Here are some things to consider: How large are most classes? If you have a preference for small courses but you'll be required to take many large lectures, it may be hard for you to get the most out of that course of study. How robust is advising support? Are advisors accessible and receptive, or hard to reach? How is job placement for the department? Is there adequate support for students trying to find jobs or go to graduate school? How prestigious is the program? At some universities, there's lots of variation between departments in prestige. You can most likely get lots of this information by talking to current and former students of a given department. You can also do your own research into things like program prestige and job placement. Downsides certainly don't have to be deal-breakers- they are just things to be mindful of as you go about choosing a major in college. After all, no major is all upside. Lots of early classes in your department? You may need to hit the coffee hard. Special Situations for Choosing a College Major In this section, we'll discuss some special situations about picking a major, including changing majors in college, double majoring (and minoring), and creating your own major. Switching Majors How do you know when switching majors in college is a good idea? There's no hard and fast rule as to when changing majors is a good move, but here are three things to consider: How Sure You Are If you know that you aren't happy in your current major but you aren't sure what you want to switch into, it may be best to take some time off. During that time off, you can figure out what you want to study through things like internships, shadowing, MOOCs, reading, and other exploratory activities. Otherwise, you risk spending some very expensive semesters dithering around on campus while you try to figure out what you're really interested in. It doesn't make sense to spend seven years getting your bachelor's degree because you switch majors every semester. How Close You Are to Finishing If you are a senior and/or very close to finishing your program, it may make the most sense to finish out your degree and pursue graduate studies in whatever your new interest is. In other words, switching majors late in college is not always the best choice. It's usually better to spend six years in school and end up with a bachelor's and a master's than to spend six years in school and just end up with a bachelor's. Most fields do have graduate degrees for people who are just entering into the field, and you can typically (though not always) command a slightly higher salary with a Master's degree as compared to just a bachelor's. So do your research into your prospects with respect to graduate school. How Expensive It Will Be Remember that no matter what, you can't recoup the cost of what you've already completed. Acting to try to protect what you've already spent is known as the sunk-cost fallacy. So if it won't cost you much more going forward to change degrees, there's not really much downside. But as we mentioned above, if it will be as expensive to finish a different bachelor's as it would be to get your current bachelor's and then a master's in what you really want, it may be a better use of your money to finish out the bachelor's and then get the master's. But, again, do your research on the relative return-on-investment of a bachelor's vs. an entry-level master's in your new desired field. We go into this a bit more in our analysis of when it's worth getting a master's degree here. Your education is a valuable diamond. And possibly as expensive as one. Double Majors and Minors Are you torn between two pretty different fields? Double majoring may be the answer. If you're interested in investigating this possibility, here are some things to find out: Do you have to integrate the majors in any way? Some schools that allow double majoring require students to integrate the two courses of study in some way, often through a thesis or other project. If you are really interested in both majors, you may consider this a feature, not a bug. Of course, some majors may be harder to integrate than others: Religion and history? Great! Math and English? More of a stretch. Can you waive or double-dip on requirements? Can you count classes towards both majors? Depending on how different the majors are, this might be difficult anyways, but it's worth finding out. Also, sometimes departments will let you waive some requirements if you are a double-major (typically departmental electives). That makes double-majoring less difficult. Can you make the schedule work? Because of the increased burden of requirements, you'll need to pay close attention to your schedule. You'll also need to do a lot of advance planning to make sure that you can actually fit in all of your requirements for both majors. It's not uncommon for people who double-major to spend an extra semester on campus to finish everything up. So if spending an extra semester of tuition is a concern, it's extra-important to make sure you can fit in everything in time. If double-majoring is too onerous or impractical, another way to accommodate multiple interests is to minor in something. A minor typically requires 4-6 classes in a given academic area and typically shows up on your diploma. It's a good way to get some grounding in a different field without the commitment and rigidity of double-majoring. As with double majors, however, it's important to plan carefully if you want a minor to make sure you can meet all the requirements you need to. I was actually one class away from two different minors, but because I didn't plan very well, I didn't end up getting either. One of my final classes in my major conflicted with my remaining requirements for each of the minors. Creating Your Own Major Some schools allow you to design your own major. At most schools that allow this, you need to have a pretty specific, cohesive plan about what that major will be. So you can't just use this option to avoid actually selecting a course of study. On the contrary, this option is the best for people who have a very clear idea of what they want to study and want to closely hone in on a topic. I knew people who designed their own majors in things like global migration and climate change. These are very particular topics that lend themselves to a create-your-own major situation. Some schools do allow you to major in something very vague like "liberal arts" or "humanities." These courses of study often have few requirements and offer lots of flexibility in coursework. While this may be appealing, you do run somewhat of a risk of seeming like an aimless dilettante (both to employers and graduate schools). Daphne wants to major in the interpretation of oracles. Parting Thoughts: Your Major Choice Is Not Your Destiny While you should not take choosing a college major lightly, don't allow the weight of the decision to keep you frozen in place. It's great to ponder questions like "What college major is right for me?" or "Which major should I choose?" But if you're thinking anything like "What if I change my mind later and I'm stuck forever" or "Will choosing the wrong major ruin my life" take some deep breaths. Your choice of major will have some repercussions for your professional life, and pretending otherwise is unrealistic. However, it absolutely will not lock you into a particular destiny for your entire life. As a point of personal experience, I majored in Folklore and Mythology, worked in the health insurance industry after graduation, and then got a Master's degree in Public Health. I don't regret my choice of major at all, and I still think I made the right choice. But it was also pretty clearly not the defining decision of my academic and professional life. It did not set me on one fixed path forever. The truth is that it's often hard to predict exactly where a particular degree will lead. New jobs will exist when you graduate that didn't exist when you started college. (Of course, lots of old jobs- like teacher- will still exist, too.) The bottom line is that while you should choose a major thoughtfully, you shouldn't be worried that your choice of major will lock you onto a particular life track that you can never deviate from. Don't be trapped by the idea that you might make the "wrong" decision. You'll learn valuable skills in college- and beyond- no matter what your major. Your major is not a trap! Key Takeaways: How to Choose Your Major If you've been asking yourself "What should I major in in college?" we've got the advice that you need. The truth is that there's no one foolproof method for how to choose a major in college. The most important thing is to figure out your own priorities and go from there. Here are some factors you might want to consider when you go about choosing a college major: Your interests: what do you find enjoyable and interesting? Your abilities: what are you good at? Future employability: How easy (or hard) will it be for you to find a job? Future income potential: Are you aiming for a particular income bracket Particular career interests: Do you have a specific professional interest that requires particular coursework or a particular major, or do your career interests allow for more flexibility in your major? Here are some things you can do while you are still in high school to prepare for choosing a college major: Start exploring majors early: use your free time, extracurriculars, and summer activities as a chance to explore subject areas you are interested in. Plan if you have a specific long-term goal: if you know you have a specific career goal, plan your major and program choice in advance. Select schools and programs wisely: if you are less sure of your major, look for more flexibility in declaring a major at your schools of choice. And here's how to pick a major in college in six steps: Find out your school's process for declaring a major (and any deadlines!) Keep exploring potential majors and departments. Make your schedule multi-task by using requirements to investigate potential majors. Meet with advisors, current students, and alumni to get the scoop on the departments you are most interested in. Keep refining your priorities and doing research to make sure the majors that you are considering align with your goals. Be realistic about the downsides of potential majors- no major is all upside. We also discussed switching majors, double majors and minors, and creating your own major! You're all prepared for this major decision now. What's Next? We have more information on the best-paying college majors and the majors with the worst financial and employment outlook. If you're just looking for a low-stress major, don't worry- we have a guide for that, too. Interested in becoming a doctor? Want to study law? Or is teaching (or becoming a professor) more your style? We have guides to help you pursue your interests! Need help choosing colleges? We have a guide to making a college list. We can also recommend the three best college finders and which college ranking lists you should read. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Solutions for Challenging Counting Problems

Solutions for Challenging Counting Problems Counting can seem like an easy task to perform. As we go deeper into the area of mathematics known as combinatorics, we realize that we come across some large numbers. Since the factorial shows up so often, and a number such as 10! is greater than three million, counting problems can get complicated very quickly if we attempt to list out all of the possibilities. Sometimes when we consider all of the possibilities that our counting problems can take on, its easier to think through the underlying principles of the problem. This strategy can take much less time than trying brute force to list out a number of combinations or permutations. The question How many ways can something be done? is a different question entirely from What are the ways that something can be done? We will see this idea at work in the following set of challenging counting problems. The following set of questions involves the word TRIANGLE. Note that there are a total of eight letters. Let it be understood that the vowels of the word TRIANGLE are AEI, and the consonants of the word TRIANGLE are LGNRT. For a real challenge, before reading further check out a version of these problems without solutions. The Problems How many ways can the letters of the word TRIANGLE be arranged?Solution: Here there are a total of eight choices for the first letter, seven for the second, six for the third, and so on. By the multiplication principle we multiply for a total of 8 x 7 x 6 x 5 x 4 x 3 x 2 x 1 8! 40,320 different ways.How many ways can the letters of the word TRIANGLE be arranged if the first three letters must be RAN (in that exact order)?Solution: The first three letters have been chosen for us, leaving us five letters. After RAN we have five choices for the next letter followed by four, then three, then two then one. By the multiplication principle, there are 5 x 4 x 3 x 2 x 1 5! 120 ways to arrange the letters in a specified way.How many ways can the letters of the word TRIANGLE be arranged if the first three letters must be RAN (in any order)?Solution: Look at this as two independent tasks: the first arranging the letters RAN, and the second arranging the other five letters. There are 3! 6 wa ys to arrange RAN and 5! Ways to arrange the other five letters. So there are a total of 3! x 5! 720 ways to arrange the letters of TRIANGLE as specified. How many ways can the letters of the word TRIANGLE be arranged if the first three letters must be RAN (in any order) and the last letter must be a vowel?Solution: Look at this as three tasks: the first arranging the letters RAN, the second choosing one vowel out of I and E, and the third arranging the other four letters. There are 3! 6 ways to arrange RAN, 2 ways to choose a vowel from the remaining letters and 4! Ways to arrange the other four letters. So there are a total of 3! X 2 x 4! 288 ways to arrange the letters of TRIANGLE as specified.How many ways can the letters of the word TRIANGLE be arranged if the first three letters must be RAN (in any order) and the next three letters must be TRI (in any order)?Solution: Again we have three tasks: the first arranging the letters RAN, the second arranging the letters TRI, and the third arranging the other two letters. There are 3! 6 ways to arrange RAN, 3! ways to arrange TRI and two ways to arrange the other letters. So there are a total of 3! x 3! X 2 72 ways to arrange the letters of TRIANGLE as indicated. How many different ways can the letters of the word TRIANGLE be arranged if the order and the placement of the vowels IAE cannot be changed?Solution: The three vowels must be kept in the same order. Now there are a total of five consonants to arrange. This can be done in 5! 120 ways.How many different ways can the letters of the word TRIANGLE be arranged if the order of the vowels IAE cannot be changed, though their placement may (IAETRNGL and TRIANGEL are acceptable but EIATRNGL and TRIENGLA are not)?Solution: This is best thought of in two steps. Step one is to choose the places that the vowels go. Here we are picking three places out of eight, and the order that we do this is not important. This is a combination and there are a total of C(8,3) 56 ways to perform this step. The remaining five letters may be arranged in 5! 120 ways. This gives a total of 56 x 120 6720 arrangements.How many different ways can the letters of the word TRIANGLE be arranged if the order of the vowels IAE can be changed, though their placement may not?Solution: This is really the same thing as #4 above, but with different letters. We arrange three letters in 3! 6 ways and the other five letters in 5! 120 ways. The total number of ways for this arrangement is 6 x 120 720. How many different ways can six letters of the word TRIANGLE be arranged?Solution: Since we are talking about an arrangement, this is a permutation and there are a total of P( 8, 6) 8!/2! 20,160 ways.How many different ways can six letters of the word TRIANGLE be arranged if there must be an equal number of vowels and consonants?Solution: There is only one way to select the vowels we are going to place. Choosing the consonants can be done in C(5, 3) 10 ways. There are then 6! ways to arrange the six letters. Multiply these numbers together for the result of 7200.How many different ways can six letters of the word TRIANGLE be arranged if there must be at least one consonant?Solution: Every arrangement of six letters satisfies the conditions, so there are P(8, 6) 20,160 ways.How many different ways can six letters of the word TRIANGLE be arranged if the vowels must alternate with consonants?Solution: There are two possibilities, the first letter is a vowel or the first letter is a consonant. If the first letter is a vowel we have three choices, followed by five for a consonant, two for a second vowel, four for a second consonant, one for the last vowel and three for the last consonant. We multiply this to obtain 3 x 5 x 2 x 4 x 1 x 3 360. By symmetry arguments, there are the same number of arrangements that start with a consonant. This gives a total of 720 arrangements. How many different sets of four letters can be formed from the word TRIANGLE?Solution: Since we are talking about a set of four letters from a total of eight, the order is not important. We need to calculate the combination C(8, 4) 70.How many different sets of four letters can be formed from the word TRIANGLE that has two vowels and two consonants?Solution: Here we are forming our set in two steps. There are C(3, 2) 3 ways to choose two vowels from a total of 3. There are C(5, 2) 10 ways to choose to consonants from the five available. This gives a total of 3x10 30 sets possible.How many different sets of four letters can be formed from the word TRIANGLE if we want at least one vowel?Solution: This can be calculated as follows: The number of sets of four with one vowel is C(3, 1) x C( 5, 3) 30.The number of sets of four with two vowels is C(3, 2) x C( 5, 2) 30.The number of sets of four with three vowels is C(3, 3) x C( 5, 1) 5. This gives a total of 65 different sets. Alternately we could calculate that there are 70 ways to form a set of any four letters, and subtract the C(5, 4) 5 ways of obtaining a set with no vowels.

Chapter 8 Essay Example | Topics and Well Written Essays - 500 words - 3

Chapter 8 - Essay Example The author here is asserting that, from the time we enter this world, none of us has the guarantee of leading a life free from suffering. Suffering and pain do not discriminate between the rich and the poor, the powerful and the common man, young and old, or male and female. However, Kushner also gives hope to his readers by stating that at least we can have faith in a higher power that provides us with the strength and courage we require to bear the numerous challenges and obstacles that life is constantly throwing at us. In my career as a nurse, I constantly encounter patients suffering from various incurable diseases or devastating injuries, which make many of them, lose the motivation to continue pushing on with their lives. Many of them slide into depression, and just as many develop suicidal tendencies. Empowerment and support provision are two essential nursing concepts which enable nurses to provide patients with the desire to persevere through their challenges, and to acquire the urge to live a normal life once again. A nurse is the most accessible healthcare professional that patients can access in a healthcare setting which has the capacity to cater to terminally ill patients. Therefore, the nurse has to be someone that terminally ill patients can obtain inspiration from when they have lost hope of recovering. Many patients belong to a mainstream religion, which could be Christianity, Islam, Hinduism, Buddhism, or other little known religions. Thus, when afflicted with incurable diseases or those that are difficult to cure, they tend to turn to their religious beliefs in search of faith healing. A nurse can do a lot to relieve them from their suffering by reinforcing their religious beliefs and assuring them that suffering does not choose its victims but rather, it is God’s will and purpose. As Kushner asserts, the various ways through which God works are beyond human understanding, but through faith, we believe that all of it is

Risks and uncertainties in China Essay Example | Topics and Well Written Essays - 500 words

Risks and uncertainties in China - Essay Example Chinas large companies have establishing affiliates overseas and this is having an advantage on China accounting exposure especially when the country is experiencing weaker currency that it’s trading partners. An example is in 1993 when accounting standards of business enterprises was formed after a varying season of Chinese currency. Nevertheless, formation of this does not guarantee the Chinese company an efficient exchange rate. This poses a threat to the companies that are not well established (Delloite, 2005). Chinese GDP keeps on varying as per the graph below. This poses a great threat to local and abroad companies that have started operating in this market. For a business to succeed it need to look at a steady economy as aspects such as inflation might negatively impact on the company financial status. The graph indicate a decreasing economical growth since 2011 therefore, there is need to forecast on the future trends of the economy. Chinese people like consuming local products. Chinese people are so patriotic concerning their consumption behavior. As a result, citizens are highly concerned about the products they consume. In order for the company to penetrate in Chinese market, the product needs to brand their products like those of china. Failure to do so will see the company operate at a loss as its goods will not be consumed (Delloite, 2005).

Two Separate Levels of Governance at a Teaching Hospital Essay Example for Free

Two Separate Levels of Governance at a Teaching Hospital Essay Dr. Darrick Kent (2007) is an assistant professor of family medicine, director of curriculum and head of medical information systems at a teaching hospital with a popular residency training program.   The hospital has two hundred and seventy beds with faculty and residents making approximately five hundred and sixty bedside patient visits every week.   According to Dr. Kent, the organizational size of his hospital – with approximately two hundred and ten people working on different shifts during each month – is substantial enough for him to try out new methods of governance as in charge of the medical information systems.    In other words, he would like to ease the governance of the facility by all means with the use of latest technology. As an example, Dr. Kent has introduced the Personal Digital Assistant (PDA) to all members of the faculty as well as residents at the hospital.   According to him, it was necessary to introduce the PDA to the residents and faculty members across the facility.   He knew that his â€Å"colleagues† would benefit from the PDA that makes it easier for everybody to communicate across the facility, and is also loaded with trusted references (Kent).   Because of his decision, the facility is currently using its annual budget for electronic medical references from Skyscrape Inc.   These references are the same as the actual books written by some of the world’s best medical authors and sold by top medical publishers (Kent).   Ã‚  Ã‚  Ã‚   Throughout his day at the teaching hospital, Dr. Kent is approached by his colleagues with a variety of questions, not only about medical information systems but also about the medical practice in general.   Especially in times of emergency, Dr. Kent is considered a ready reference for information about drugs as well as diseases.   Despite the PDA in everybody’s palm, Dr. Kent is considered by his colleagues as a superior authority on medical information â€Å"because of the nervousness felt by the new doctors and nurses† at the facility (Kent).   Still excited about the PDA, which was introduced at the facility in 2005, he explained this part of his job with an example:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The other day I was presented with a case of myocardial infarction by way of calls received from the emergency room physicians in order to review a patient.   With my PDA in hand, I did not have to go to my office and open up the Griffith’s 5-Minute Clinical Consultant before checking its index.   Instead, I simply typed ‘MYO’ on my PDA and got all the information required to send back to the emergency room physicians in the matter of moments.   Ã‚  Ã‚  At present, Dr. Kent is seriously considering the introduction of nursing informatics at the facility.   According to him, nursing is a scientific discipline with a focus on information or knowledge.   Hence, nursing informatics, too, is focused on the easy access of crucial information to nurses.   Indeed, nursing informatics has the power to embrace all pieces of information that a nurse would require at any time. Whether it is patient data or information about medicines that is required by a nurse at any given time, the help that information technology can provide in accessing required information cannot be discounted.   With Dr. Kent’s decision to install appropriate nursing informatics at the facility, nurses would no longer have to flip through â€Å"book after book† to find needed information at a time of emergency (Kent).   No longer would they have to go searching for doctors either (Kent).   Ã‚  Ã‚  Ã‚   Also according to Dr. Kent, everybody is considered a colleague at his facility.   Even the nurses are nowadays enjoying the concept of â€Å"shared governance† in practice (Kent).   Linda Chavez (2007), an acute care nurse at the same facility confirmed Dr. Kent’s report on shared governance for the nurses.   She has worked with the teaching hospital for thirteen years.   Now a teaching nurse (for acute care) at the healthcare facility, Ms. Chavez is thrilled about Dr. Kent’s decision to install nursing informatics which would make her job much easier. She has little part to play in this decision of Dr. Kent or other senior members of the hospital.   Still, she has recently joined a council group at the hospital with nurses and other members of the facility making joint decisions that usually have a dramatic impact on the quality of patient care.   The council group has already been consulted about the introduction of nursing informatics at the facility.   However, â€Å"the final decision rests with Dr. Kent,† Ms. Chavez explained.   Ã‚  Ã‚  Ã‚   The council group considers all of its members as equals.   Nevertheless, the seniority of the directors of the facility remains unperturbed.   Moreover, everybody at the facility is not invited to become a member of the group.   â€Å"The final decision about the group members rests on the directors of the facility, and they are allowed to remove anybody from the group at whatever time they will† (Chavez).    The council group that Ms. Chavez joined in late 2006 is responsible for evaluating the status quo, besides recommending changes that the members deem necessary.   Nevertheless, she emphasized that her role in governance is strictly restricted to â€Å"recommendations† (Chavez).   Ã‚  Ã‚  Ã‚   Ms. Chavez is grateful that nurses may now join the council group upon invitation at the facility.   The concept was first introduced at the hospital in the year 2005.   Ms. Chavez explained the importance of nurses joining the council group thus:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Back in 2005, some of the nurses in the council group complained about Coumadin, a blood thinner that many of the patients at the facility were administered.   Seeing that changes in blood consistency often put patients at risk of fatal bleeding or clotting, and we had no procedure in place for determining how regularly patients should return to get their blood tested; this issue raised by nurses was an extremely important one.   So, the council decided to Two Separate Levels of Governance at a Teaching Hospital  address it once and for all.   There was extensive research conducted, after which the hospital  issued new guidelines based on the findings of other council members. For Ms. Chavez and the other nurses that are currently a part of the council group, it is invigorating to join hands with the physicians in implementing important changes across the facility.   Even so, directors such as Dr. Kent have â€Å"the upper hand† (Chavez).   Also according to Ms. Chavez, nurses have always taken their limited role in the governance of a healthcare facility for granted. Although the council group is â€Å"a breath of fresh air,† most of the nurses at the facility are not allowed to join it yet (Chavez).   Because the facility where Dr. Kent and Ms. Chavez work â€Å"would always be a teaching hospital,† the directors are considered authority figures and physicians rarely are (Chavez).   All the same, both interviewees remain generally satisfied with their particular levels of governance (Chavez Kent). References Chavez, L. (2007). Personal Interview. Kent, D. (2007). Personal Interview.

Moving through Works by Artists :: Maya Angelou Literature Education Essays

Moving through Works by Artists A high school student walks into class on a Monday morning and his or her instructor informs the class that for the next couple of weeks, they will be studying poetry with works by Emily Dickinson, Percy Bysshe Shelly, William Shakespeare, and the like. Automatically, the students in the English classroom are intimidated; the teacher walks through the rows of chairs, dispensing dense packets of poetic literature containing intimidating stanzas and heroic couplets. One student peers at the first page and raises her hand in puzzling frustration, â€Å"This isn’t even in English.† â€Å"Oh, I peg your pardon, but it is, Miss Smith. What you are looking at is Middle English, and this writing preceded those who are the great poets of today.† The students look at each other with boredom and disgust, and blankets of indifference soon roll over their countenances. Though there was the opportunity to share a great style of English literature with the students, the teacher has lost them before the potentially intriguing lesson even started. The above illustration is arguably an experience that many high school students have when encountering poetry; my experience was much similar to this one and because of it, I learned to fear and loathe poetry altogether. Many English teachers approach poetry in an old-fashioned manner that sends their students running into the halls screaming with their hands covering their ears. The manner in which poetry is taught and the content that is covered has the potential to enlighten learners or turn them off from the type of literary work completely. Who is to say that Dickinson and Shakespeare and the rest of those who are considered to be â€Å"the greats† by most faculties are the only ones who have written good poetry? Does a poet have to be buried six feet under in order for their works to be noteworthy? This curriculum stands to teach students about poetry, poets and their respective works, by authors whose writings are relevant to the experiences shared by students of this age group. Sentiments of uncertainty, love, and new beginnings are expressed by numerous artists of the contemporary and modern American genres that are just as powerful as works by those who fall into the classical timeline; this is by no means to say that artists like Longfellow do not have the ability to reach the young generations of today.

Benefits of High School Sports Essay

Bissinger’s essay focuses on the negative aspects of high schools sports, arguing that the worst aspects of professional and college sports have contaminated competition at the high school level. Write an essay in which you present the beneficial effects of high school sports on athletes, families, and communities, For example, you might discuss how playing on a team sport teaches students about working with others on a school assignment, a family project, or a community event. Tamesha Davis,  Being one of the top ranked athletes in Port Arthur Texas, experiencing great competition from other schools and students, setting an example as a leader and participating in a school activity kept me as a young student focused on school and being a part of a team. I felt that I had a dedication to my teammates, my coaches, my teachers, and friends. Having someone look up to you and want to follow in your footsteps is a great feeling. Becoming a part of the community as a leader in a sports like Track and Field, Football, Basket Ball, Tennis, Volleyball, Cheerleading, Debate Clubs, teaches you to work and get along with others on school assignments , family projects, and be apart of many community events. There are a lot of schools sports that bring parents closer to their children. I’ve seen a lot of parents come out and support their kids at these events. I am one who had a parent that didn’t get to come to my events, But their was other parents there to cheer me on and keep me motivated to keep the faith with the team. Having these parents there made a big difference in a lot of us, especially during school they helped us do our homework, our grades were passing, they made sure we were in class. The parents participated in school fundraisers, PTA meetings for our best interest. The carpools were a big support factor, my teammates parents made sure that all kids made it to practice and back home. High School sports is the start of a career where you get recognized and get the skills that you need to get into college. Scouts come out just to see who the best of the best. That’s where students get to show off their  talent. Getting a scholarship to a good college academically or through a sport is an achievement. Doing volunteer work in the community during high school looks good on a college resume. As a student in high school I had all of this support to succeed. I attend family oriented programs, to help me if I was having any problems or issues during school or at home. Community events was something that I attended all the time, getting together and gathering with teachers, friends, family, and other students to cheer on the players, basketball teams kept a lot of the students at our school occupied. They were not out in the community getting in trouble, getting arrested, causing mishaps. The students at our school were more focused on the â€Å"Battle of the Bands† at the football games. Back to school expos, were also great for the younger kids, that are just entering high school. It gave them a sense of being welcome, and not afraid to participate in the school activities. Being in a high school sport benefited me throughout my journey through school.

Sadh

After World War II there was a brief interlude when the United States led governments and peoples throughout the world in the belief that a new era of peace, disarmament, and the rule of law could emerge through working together in the United Nations. The cold war soon blighted that vision, and the world was frozen for forty years in the balance of nuclear terror. The end of the cold war and the demise of the Soviet Union caught most people by surprise, and they were followed by a brief period of euphoria in which optimistic notions circulated, many of them inspired by the apparent success of the first Gulf War.Among them were President George H. W. Bush's â€Å"new world order,† Madeleine Albright â€Å"assertive multilateral,† and a short-lived but widespread belief that the UN had at last come into its own. The century ended in general disillusionment over he prevailing disorder and violence. The events of September 1 1, 2001, and the reaction of the administration o f President George W. Bush have so far dominated the twenty-first century discussion of world order. Restart's statement reflects the concerns of this course.The attack on the World Trade Center and the Pentagon over a decade ago, on September 1 1, 2001, brought into sharp relief a new configuration of world power and opposition. After the collapse of the Soviet Union at the end of 1991, there had been much talk of a New World Order, emphasizing globalization, a ingle model of export-oriented economic development, liberalizing, human rights, democracy, and a global war on terrorism. Notions of a New World Order typically did not incorporate possible sources of opposition, or, when they did, it was with apocalyptic ideas like â€Å"the clash of civilizations. Some theories assumed that the dominance of the new order meant an â€Å"end to history,† that is, an end to the struggles between major powers and systems of thought that had marked international relations historically. September 1 1 demonstrated that we have not reached the end of history or a world without struggle, but it also demonstrated that imply dividing the world into clashing civilizations misses the new global configuration of power and opposition.The post-WI 1 world has been marked by a single superpower, the United States, which played an aggressive military role globally (especially after its invasion of Afghanistan in 2001 and Iraq in 2003 and, now, through drone warfare in multiple countries). It also has taken on outsized political and economic roles in the world. The post 9/1 1 world has also seen the emergence of key non-state actors, including ethnic groups, al-Qaeda, and many more. Since 2011, a key region, the Middle East and North Africa, has seen unprecedented popular uprisings, with citizens expressing pent-up anger against authoritarian regimes.The sass have been a period described by the word â€Å"globalization† but rife with powerful forms of localism. The purpo se of this course is pulls. With that goal in mind, the course first will analyze the earlier configuration of power that marked the second half of the twentieth century, how and why it crumbled, and how its disintegration laid the foundation for today. The main emphasis is on the creation of global economic interdependence in the twentieth century in a world politically divided.The interdisciplinary approach of the course stresses the interplay between two global structures, the world market and the hierarchy of states, and how the interplay of these structures has generated rules governing international life, â€Å"winners,† who have gained from these rules, and â€Å"losers,† who have felt the rules slighted them. In the latter part of the course, we will look at the structure of the world political-economy in the first decade of the twenty-first century, the role of imperial America, and events in the Middle East, including the recent popular uprisings and civil st rife.Requirements of the Course and Assignments: This course is designed to greatly improve students' critical-analytic reading abilities and their academic writing capabilities. To help students reach higher levels, the course requires substantial reading and writing throughout the term. Every student is expected to fulfill the following requirements: 1 . Readings. Students must read the assignments listed in the course schedule below prior to the Tuesday Section of the listed week (in Week One only, one reading will be due Tuesday and others, before the Thursday Section).The readings are presented somewhat differently from the methods used in many other classes. The assigned readings present the authors' own interpretations of how the twentieth century (or a part of it) unfolded. Their interpretations are important. As the course is interdisciplinary, the book authors include an economist, Stilling, who is a Nobel Prize winner; a leading political scientist at Harvard, Friend; an award-wining international historian from Columbia, Manager; and a noted historian of the Middle East, Kelvin. Interpretations in the assigned books often clash with those given in lecture, and they may contradict each other.In other words, students will have to make their way through conflicting stories f the making of the 21st century. Because the authors' interpretations are given as the authors presented them from beginning to end, they frequently do not line up chronologically or topically with the week-by-week class lectures. But students are challenged to compare and contrast over the course of the quarter the various narratives they hear in lecture and read in the books. Besides the books, there are some other additional secondary readings required. Additionally, the assigned documents will help students learn to read primary sources.The readings will be discussed by students and Task in weekly Sections. Students are required to bring to section the books being discussed, as well as printouts of ALL additional required documents and readings assigned for the week. 2. Short Papers. Each student will write three short essays of approximately 1-1/2 double-spaced, typewritten pages (12 point New Times Roman type, one-inch margins). The first paper will be on a reading assigned in Week Two, Francis Fauvism, â€Å"The End of History. † Part of the class session on Friday, January 17, will be on writing this paper.It is imperative, therefore, to read the Fauvism article carefully before the January 17 class session. The paper is due in section on Tuesday, January 22. The second and third papers can be on any readings to help you make your point. A presentation of opposing points of view and making a comparison of two works can lead you to good paper topics. In short, students are encouraged to compare and contrast different authors' ideas, even as the main focus is on a single reading. ) Papers may comment on how the author uses words, the construction of the argument, types of evidence, methods, etc.What the paper should NOT do is write about the topic of the reading; rather it should write on owe the reading treats or approaches its topic. For example, you would not want to write on the Cold War but on how Manager approaches the topic of the Cold War. The essay is to be submitted in person at the Tuesday Section meeting on the week the student chooses during weeks 2-9 of the quarter, as long as the paper is on the reading assigned for that week; no late submissions will be accepted and no papers will be accepted in which the student is not in attendance in the section. 3. New York Times. Every student must read the New York Times daily. . Research Paper. Each student will complete a research paper?typed, double- spaced, 12 point New Times Roman type, one-inch margins?on a country of his or her choice and approved by the TA. Each paper will focus on a topic that falls in the period from World War II to the present. The aim is NO T to write on current events but on events or trends in the past that can help give essential background for understanding today's news. Library research using scholarly books and Journals (not newspaper articles) will be the backbone of the assignment (at least three journal articles and two books should be used heavily in the research).Each paper ill be organized around something puzzling in that country political, economic, or social experience at some time in the latter half of the twentieth century or the first few years of the present century. That puzzle will be expressed in a â€Å"why question,† which will be substantiated by qualitative or quantitative evidence. Students will develop an answer to that â€Å"why question,† which will be the argument of the paper, including further evidence to support that argument. A number of aids are available for researching and writing your papers.The most important is your TA. You also can receive help from SOUL reference librarians. The Jells/Political Science writing center http://depth. Washington. Du/surprise/index. HTML can be of great assistance. The Center is in Gown 111. Please note that the tutors in the Writing Center can help you with problems of organization, clarity, composition, and grammar only; they are not equipped to comment on the substantive content of your paper. You can also receive feedback on your paper ideas and substantive content at CLUE sessions.All papers must be written in MS Word, double-spaced, using Times Roman 12 point font. The due dates for the paper are as follows (late papers will be penalized): a. A 1-2 page research proposal with references. Librarians will be in class on January 10 and 17 helping you get started on your paper, explaining what is entailed in a research proposal, detailing the precise assignment, and offering practical lessons on undertaking the research. The research proposal is due in class on January 16. D. First draft (approve. 5-6 pages), due on February 6.Papers must be sent via email to your TA and members of your study group by 5:00 p. M. , February 6, for peer comments by other Study Group members. Members of the Study Group will provide Track function in MS Word. Members should provide general comments and inter- linear comments in the text itself. E. Second draft (approve. 6-8 pages), revised by incorporating the suggestions and criticisms of the Study Group members, due in TA mailbox in Thomson 411 on February 17 by 5:00 pm (the doors to the mailbox close at 5:00). F.Third and final draft (approximately 8-10 pages), revised and expanded by incorporating the suggestions and criticisms of the TA and Study Group members, due March 3, 5:00 pm, in Tat's mailbox, Thomson 411 (or you may give the paper to your TA in person after lecture on that day). 5. Quizzes. In place of a mid-term, there will be weekly quizzes in the course, mostly geared towards that weeks reading. The quizzes are motivational tools to help stud ents keep up with the reading. The quizzes will be available for you to take and submit on the course website each Monday, 5:00 pm to midnight. . Final Exam. The final exam, Wednesday, March 19, 2014, 2:30-4:20 pm, in our regular classroom, will include short and long essay questions and identifications. A series of long essay questions will be available before the exam, from which two questions will be selected to actually appear on the exam. Questions will include materials from lecture, readings, and the New York Times. There will also be a geography question (see below). Students may bring a single page of personal notes to the exam.All students must bring blue books to the exam. 7. Maps. Everyone must learn the basic political map of the world, as well as natural sites, such as bodies of water, that have been critical to international relations. There will be a map section on the final exam. Consult atlases and maps online regularly! 8. Study Groups. All students will participa te in Study Groups to be formed the first week during Section. Study Groups should meet face-to-face at least once a week to discuss readings, papers, and ideas. They are important sounding boards.Each Study Group will also set up an e-mail list, including all its members, as a way to communicate frequently about assignments, readings, and ideas presented in lecture. Final grades will be determined on the following basis: 2nd paper draft 10% Paper proposal 2% Peer review of others' papers 4% 3rd paper draft 25% Three response papers 21% (total) Pop quizzes 18% (total) Final exam 20% Participation in section is highly valued: the computed grade from the factors above will be adjusted up to 0. Grade points up or down on the 4. 0 scale based on participation in sections.

Cultural Diversity in International Hospitality Management Essay Essays

Cultural Diversity in International Hospitality Management Essay Essays Cultural Diversity in International Hospitality Management Essay Paper Cultural Diversity in International Hospitality Management Essay Paper Diverseness in cordial reception industry: One of the biggest impacts of globalisation for those pull offing companies and organisation is covering with a more culturally diverse pool of employees ( Lim and Noriega. 2007 ) . Lim and Noriega ( 2007 ) further argue that in a universe where over 50 % of world’s are owned and controlled by TNCs and MNCs they are bound to cover with work forces from different cultural backgrounds due to their cross boundary operations. their effort to pull endowment from assorted parts of Earth. and at times governments’ force per unit area for greater diverseness at workplace ( Stanley. 2008 ) . Stanley ( 2008 ) note that. the same regulation of pollex applies to the cordial reception industry. which has seen a rush in work force diverseness. Lim and Noriega ( 2007 ) advocate that rapid growing in the cordial reception industry in countries such as East and Southeast Asia ( e. g. China ) have presented the cordial reception MNCs such as Hilton and Sheraton with the much needed infin ite to turn. Stanley’s ( 2008 ) survey of international hotel ironss in Asia continent reveals that Hilton is be aftering to add another 300 subdivisions to its bing 50 subdivisions in the part. Harmonizing to a study by Xinhua ( 2008 ) many international cordial reception organisations showed preparedness to tap into the Chinese market in the face of the Beijing 2008 Olympics. Such aggressive conflict for market portion in this booming part has already made its grade on the labor market where there is a tight competition among these companies to pull the gifted employees ( Doherty et al. 2007 ) . Doherty et Al. ( 2007 ) argue that the existent competition in the labor market is to absorb the sort of directors that are able to cover with employees from a different cultural background. Therefore. the of import undertaking for these MNCs is to pull the type of direction endowment ( frequently expatriates ) who are able to cover with multicultural work environments while these directors receive the right male monarch of support from the caput office to get the better of the type of jobs these environments pose due to cultural differences ( Zhang. 2010 ) . The increasing importance of covering with cultural differences. particularly in direction degree has resulted in creative activity of a huge organic structure of literature on this topic. One of the earliest plant on this topic were presented by Hofstede ( 1980 ) who introduced a conceptual model that is based on 5 dimensions of ; â€Å"power distance. individuality vs. Bolshevism. maleness vs. muliebrity. uncertainness turning away. and long term vs. short term orientation† ( Hostede. 1980 ) . Other theories of civilization are developed by bookmans such as Klutchhohn and Strodtbeck ( 1961 ) who introduced the cultural orientation model and Hall ( 1971 ) who develop the cultural contexts construct. In the this paper the chief purpose of the writer is to compare and contrast these three cultural constructs on the footing of their advantages. disadvantages and suitableness to the direction of Chinese employees in the context of cordial reception industry. However. foremost this writer is traveling to supply a brief debut on civilization and its assorted definitions every bit good as debating why it is of import to understand civilization and cultural differences. What is civilization? Culture has been studied and analysed from assorted different position. which tend to supply changing. but yet at times similar definitions of this term. For case. Keesing ( 1974 ) defines civilization as â€Å"systems ( of socially transmitted behavior forms ) that serve to associate human communities to their ecological scenes. These ways of life of communities include engineerings and manners of economic organisation. colony forms. manners of societal grouping and political organisation. spiritual beliefs and patterns. and so on† ( pp. 5 ) . Binford ( 1968 ) provides the undermentioned definition: â€Å"Culture is all those agencies whose signifiers are non under direct familial control. . . which serve to set persons and groups within their ecological communities† ( p. 323 ) . Based on these interpretation civilization can be defined as a group of behaviors and beliefs associated to a certain group that may shack in a certain geographical location. However. what make civilization and cultural surveies of import is the sensed differences among between civilizations and the deduction of these differences for the universe commercialism. Solomon and Schell ( 2009 ) argue that â€Å"today it’s non uncommon to pull off concern maps in other states with direct describing relationships to functional squads in many states ; it’s besides non unusual to interact with co-workers at place who have a assortment of backgrounds and diverse personal manners. all of which respond to different direction techniques† ( pp. 111 ) . Morris ( 2011 ) besides notes that understanding cultural differences is an of import facet of pull offing diverse pools of employees and asserts that â€Å"a ( director ) who interprets employees from different cultural groups without consciousness of cultural norms can lose or misread of import signals in their communication† . Thus. so far it is established that cultural consciousness is an built-in and of import portion of direction ; the undermentioned subdivisions will take to reexamine the antecedently mentioned cultural theories in the context of cordial reception direction of foreign or expatriate directors in China. Hofstede’s five dimensions: Hofstede’s ( 1980 ) five dimensions was produced on the dorsum of many interviews and observations. and as evident from the rubric it is based on five dimensions ( mentioned before ) and assumes that civilizations vary from one another on the footing of these five facets. In seeking to associate the five dimensions construct to the cordial reception industry there are troubles and confusions as the construct was developed on the dorsum of interviews of employees who chiefly worked in a similar industry ( Newman. 1996 ) . However. in seeking to associate this construct to direction of the Chinese cordial reception companies’ directors can enormously profit from the five dimensions ; whether it is about larning how to take and pull off. motivate. decide jobs and etc. ( Rogers. Hart and Miike. 2002 ) . As it can be seen from the tabular array below. states do vary in the manner they react to inequalities in distribution of power. As a consequence. the concept of the organi sations vary depending on this really fact ( Miroshnik. 2001 ) . Based on this observation. one of the major jobs that a cordial reception director would confront in China is acquiring the director subsidiary distance right. In other words. while in Western organisations and companies the direction manner is instead level and two manner communicating is encouraged. in China the hierarchal direction manner is really dominant and the communications channels are usually top-down ( Tuttle et al. 2009 ) . Therefore. a director who is used to a more democratic manner of direction is now faced with the world of a wok topographic point that does non back up or understand this direction theoretical account. One manner of class would be to try to alter the civilization and present a new direction manner into a multi-national hotel chain’s ( e. g. Hilton ) operations in China ; nevertheless. as it can be seen from the past experiences cultural displacements are non as easy and fluid as one may wish them to be ( Choi et al. 2004 ) . Therefore. the easier and more effectual attack in the short to medium term is to understand and encompass the local civilization. For case. a foreign or expatriate director who is pull offing a transnational cordial reception house in China demands to understand the fact that China is a masculine and corporate society where uncertainness is mostly avoided and people have a really long term orientation in life and work and historically advocated great power distance ( Li. 2008 ) . A glimpse at the tabular array above shows that in a society like China low individuality that is built-in in the civilization implies that persons are more concerned about the harmoniousness at work. for which they are willing to stamp down their emotions. and the accomplishment of the group and esteeming the traditions is an built-in portion of their work moralss. The most of import facet of this dimension ought to be that portion of Chinese civilization that emphasizes on ‘working for the intrinsic reward’ . Although this trait is easy decreasing in China as a consequence of globalisation and outgrowth of a ‘global culture’ ( Tuttle et al. 2009 ) the older coevals still upholds these values. Therefore. directors should be aware of this mentality when it comes to inventing schemes to actuate the employees. An interesting facet of Hostede’s ( 1980 ) five dimensions is the maleness vs. muliebrity issues. A deficiency of apprehension of this factor can do jobs for directors and discontent among employees. Jacob ( 2005 ) postulates that in masculine societies undertakings are developed and assigned base on their nature. In other words. undertakings are either masculine or feminine and directors need to hold a good grasp of this fact before prosecuting in developing undertakings and duties. From a personal position this writer can corroborate that in China [ still ] there is a great grade of accent on maleness and muliebrity and delegating a feminine undertaking to a adult male can be considered violative. This is particularly true in instance of cordial reception industry where undertakings such as housework are considered to be preponderantly feminine undertakings. Cultural orientation: This construct was developed by Kluckhohn and Strodtbeck ( 1961 ) and was one of the first comparative cultural surveies to look at civilizations from a multi-dimensional position ( Hills. 2002 ) . This construct has been recognised and acknowledged for its psychological survey of human values ( Russo. 2000 and Hofstede. 2001 ) and its attack to value as an across-the-board property that goes beyond the positive and negative of the attitudinal surveies ( Hills. 2002 ) . Writers such as Segal et Al. ( 1999 ) and Smith and Bond ( 1998 ) argue that this construct is non relevant to direction as the writers did non stipulate the deduction of this survey for concern direction. However. this writer finds dimensions Two ( person’s relationship to others people ) and Six ( the construct of infinite ) relevant to direction and to cordial reception industry. These two dimensions are extremely similar with that of Hofstede’s individuality vs. Bolshevism. Therefore. an apprehension of this dimension would fit directors to cover with the quandary that may originate from covering with those who operate under different value systems. For case. in this instance understanding that single relationship with others in the organisation is based on hierarchy and corporate attempt can be enormously advantageous. This is particularly utile in undertaking development where directors would concentrate more on concerted ( corporate ) as opposed to competitory ( single ) undertakings. Hall’s high vs. low context civilization: This construct refers to the grade of formality that is applied in communications between members of society ( Guffey. 2009 ) . Harmonizing to Solomon ( 2011 ) in high context societies a great trade of communicating is non-verbal and the civilization itself explains the state of affairs as opposed to words. As such. in a high context society the pick of words one utters are really of import and metaphorical statements are often used. Furthermore. in a high context society there is immense accent on separating the insider from foreigner ; for case. in China the word ‘Guanxi’ specifically refers to this issue ( Xin and Pearce. 1996 ) . Grainger ( 2002 ) argues that in a high context society such as China. one’s apprehension and regard of the superiors’ place is the key to developing good relationships and making chances. The same rule applies to foreign or expatriate directors who are running cordial reception or any other type of concerns in China. In an article titled â€Å"Gifts. Favours and Banquets: the art of societal relationships in China† Yang ( 1994 ) reveals the secrets of developing meaningful and successful concern relationships in Middle Kingdom and provides priceless advice on how to prosecute in with functionaries and business communities in a manner accepted and understood in Chinese civilization. Grainger ( 2002 ) provides a instance survey of the Roaring Dragon Hotel in South-West China and uncover how after the amalgamation of the hotel with a European cordial reception group some of the employees who were happening it hard to work with the Western Manager use their Guanxi with the a Chinese senior director to be transferred to a subdivision run by a local. Grainger ( 2002 ) further adds that many foreign directors in cordial reception industry fail to procure good trades as they lack the expertness and right links to make so. There is no denial about the fact that in China favors are performed often. but merely at the right monetary value and to the right individuals. The really construct of Guanxi is a euphemism for favoritism and elusive graft ( Yang. 1994 ) . However. to a foreign director the quandary is how to travel about inquiring for favors without exposing themselves or those who are able to supply the right chances ( Park and Luo. 2001 ) . Such state of affairss absolutely highlight the importance of understanding different civilization ( Chinese in this case ) and happening ways of suiting for the demands and demands of that specific civilization. In an article published in New York Times ( 2009 ) Selignon argues that many foreign directors do non understand the importance of constructing Guanxi non merely with local governments and concern proprietors. but besides with the employees. She goes on explicating that bulk of Western directors follow the same patterns that they would make back place and neglect to understand the importance of constructing relationships with their subsidiaries. In Chinese context employee and director relationship goes beyond the office hours and interactions expand to house visits. dinner assemblages and etc. ( Yang. 1994 ) . Therefore. to most cordial reception directors deployed in China success or failure is a affair of understanding or neglecting to understand these differences. Understanding clients from their cultural position: Kandampully et Al. ( 2001 ) posit that cordial reception directors in China are preponderantly covering and providing for the Chinese client. although the figure of foreign clients in China is on the rise. which merely adds to the diverseness of the cultural differences that should be understood and accommodated. This point is confirmed by Reisinger and Turner ( 1997 ) who assert that: â€Å"Greater cross-cultural consciousness. apprehension. and credence of cultural differences is needed by touristry practitioners† ( pp. 1 ) . However. in a purely Chinese context it is upon the foreign director to derive penetration into the demands and wants of the Chinese clients in order to run into or transcend their outlooks. Park and Luo ( 2001 ) argue that to a foreign director of a cordial reception house the chief point of contact with the cultural demands of the clients are the local employees. Therefore. in order to understand the market and its demands directors must be able to acquire through the first hurdle which is to acquire through the direction issues they will confront with their employees. Reisinger and Turner ( 1997 ) assert that â€Å"managers of services houses deployed to foreign states have to cover with the ageless quandary of larning. apprehension and accommodating to what can best be described as unseasoned Waterss ; their failure or success entirely depends on their ability to get the better of the cultural one by one through uninterrupted acquisition and adaptation† . Decision: Cultures as value systems that permeate human beings’ lives and find how they behave. act and react are progressively deriving in importance and over the past few decennaries a big organic structure of literature has been developed to help the commercial universe in covering with the ordeals of covering with cultural differences and troubles that arise from these cultural incongruousnesss. This paper tried to foreground how an apprehension of cultural differences can play a important function in assisting foreign cordial reception directors deployed in China to do a successful cultural passage across civilizations. In the class of this paper it was discussed that civilization as unwritten manuals of behavioral forms play a important function in how many interactions develop and flourish into meaningful relationships. Furthermore. it was highlighted. through proviso of existent life illustrations. how a deficiency of apprehension of cultural differences can restrict or barricad e the success of foreign directors in China. As a agency of confirming this statement this paper looked at three different constructs ( i. e. Hofstede’s five dimentions. Klutchohn and Strodtbeck’s cultural orientation and Hall’s cultural context ) each one of which was studied and analysed in footings of its relevancy to the context of direction ( cordial reception specifically ) . In decision. this paper reveals that while the two constructs of Five Dimensions ( Hofstede ) and Cultural Context ( Hall ) carry greater tantrum and are more applicable to direction issues than cultural orientation construct ( Klutchohn and Strodtbeck ) . Nonetheless. overall impact of such constructs and cultural intelligence on easing successful cultural passage for directors can non be over emphatic. As it was noted in this survey in-depth cultural acquisition and passage non merely allows directors to be more effectual in pull offing their human resources. it will besides let them to negociate entree to better chances for greater development and profitableness. Therefore. understanding civilizations and happening ways of bridging the cultural spread is an indispensable when it comes to pull offing across civilizations. In this manner a director would be able to better his/her efficiency through understanding the host civilization every bit good as cut downing the hazard of misinterpretations and possible dissensions that can otherwise be avoided. Mentions:Grainger. S. . ( 2002 ) â€Å"Guanxi Neglect at the Roaring Dragon in South-west China: The Demise of an International Management Contract† . Proceedings of the fifteenth Annual Conference of the Association for Chinese Economics Studies Australia ( ACESA ) Guffey. Mary Ellen ( 2009 ) . Necessities of Business Communication. South-Western/ Cengage Learning Hills. M. D. ( 2002 ) . Kluckhohn and Strodtbeck’s Values Orientation Theory. Online Readings in Psychology and Culture. Unit 4. Retrieved from hypertext transfer protocol: //scholarworks. gvsu. edu/orpc/vol4/iss4/3 1/11/2012 Hofstede. G. ( 1980 ) . Culture’s Consequences: International differences in work related values. Beverly Hill. CA. Sage. Kluckhohn. F. R. A ; Strodtbeck. F. L. ( 1961 ) . Variations in value orientations. Evanston. IL: Row. Peterson. Luo. Y. ( 1997 ) Guanxi: Principles. doctrines. and deductions. Human Systems Management. 16: 43 – 51. Newman. K. L. ( 1996 ) . â€Å"Culture and congruity: The tantrum between direction patterns and national civilization. †Journal of International Business Studies 27 ( 4 ) : 753. Park. S. H. A ; Luo. Y. ( 2001 ) . Guanxi and Organisational Dynamics: Organizational Networking in Chinese Firms. Strategic Management Journal. 22. pp 455 – 477. Russo. K. W. ( Ed ) . ( 2000 ) . Finding the in-between land: Penetrations and applications of the Value Orientations method. Yarmouth. Maine: Intercultural Press. Samovar. L. A. and Porter. R. E. ( 2004 ) Communication Between Cultures. 5th Ed. Thompson and Wadsworth. Segall. M. H. . Dasen. P. R. . Berry. J. W. . A ; Poortinga. Y. H. ( 1999 ) . Human behaviour in planetary position: An debut to cross-cultural psychological science ( 2nd erectile dysfunction ) . Boston. MA: Allyn and Bacon Seligman. Scott D. ( 1999 ) . Guanxi: Grease the wheels of China. China Business Review. Sep/Oct. Vol. 26 No. 5. pp 34-38. Smith. P. B. . A ; Bond. M. H. ( 1998 ) . Social psychological science across civilizations ( 2nd ed. ) . London. United kingdom: Prentice Hall. Solomon. Michael ( 2011 ) . Consumer Behavior: Buying. Having. and Being. Pearson/ Prentice Hall Yang. M. ( 1994 ) â€Å"Gifts. Favours and Banquets: the art of societal relationships in China† . Ithaca. New york: Cornell University Press.