The Challenger Disaster

Question: Write an essay on The Challenger disaster. Answer: Introduction The Challenger disaster occurred on January 28th, 1986 when the American shuttle orbiter Challenger broke down 73 seconds after the takeoff. There were seven astronauts aboard the shuttle who all lost their lives in the incident. The mission was stated to be one of the landmarks in the history of NASA but it ended in such a disaster. The spacecraft was on its 10th mission and consisted of seven astronauts. The spacecraft was developed with the aim of creating a reusable spacecraft and as such, was develope3de in 1976. However, some technical malfunctioning in the crafts machinery was what caused the disaster. The main reason for the tragedy was located as the malfunctioning of the two O-rings that separated the craft. The O-rings had been frozen by the cold temperatures on the morning of the launch and as such, it could not carry out its function. This was seen as a managerial flaw that cost the lives of the seven astronauts on board the shuttle. The management was held responsible f or a simple routine inspection could have saved the lives of the astronauts. The management at NASA again created a controversy in 2003 when the spacecraft Columbia met with a disaster. The spacecraft was successful in its launch and also completed the mission but the spacecraft was destroyed in its return journey. The craft exploded as a result of friction with the Earths atmosphere. This prompted an investigation into NASAs work culture and it was found that the management was once again at fault for not monitoring all the processes before the takeoff as per the required standards. The Columbia Accident Investigation Board was behind the process of investigating all the reasons for the accident. It was found that there was a hole in the thermal protection tile that allowed superheated air to enter the craft and destroy it. This was a result of the negligence on the part of the management and as a result, the work and organizational culture came under fire. Comparison of the two disasters The Challenger disaster The Challenger mission was originally scheduled to be on the 22nd of January 1986 and included seven astronauts. The inclusion of Christa McAuliffe made it a special mission as she was about to become the first civilian in space. However, the spacecraft met with a disaster on its 10th mission and as such, created a lot of controversies for the management in charge of the operation (Bhatia, 2002). The O-ring problem was indeed a managerial mistake that resulted in such a disaster. The O-ring fault was a result of the management and engineering at Thiokol that was responsible for the manufacture of the Solid Rocket Motor (Schultz and Eberhardy, 2015). The Rogers commission, Media and the House of representatives covered the story conventionally but no one took into account the real reason behind the tragedy. The work culture at NASA was highly responsible for the accident as it was a normalization of deviance that created such loose measures for the inspections and other processes (Bri tton, 2005). There were also factors at work that created a scarcity of funds and competition resulting in lower quality of work. The production also resulted in getting institutionalized which contributed to the reasons for the disaster. NASA however, did not learn from the mistakes in this incident and continued such a work culture with deviant practices. The Columbia disaster The recurrence of a disaster like the Challenger was seen in 2003 when the reusable spacecraft Columbia met with a disaster on its return journey owing to similar managerial carelessness. The breach in the thermal protection shields was a reason for the spacecraft to meet with the accident on its entry into the Earths atmosphere (NASA's organizational and management challenges in the wake of the Columbia disaster, 2004). The reason for such an accident was again a loose managerial system that did not take into account the possible outcomes of such a careless step. The management at NASA did not consider the problems they had noticed prior to the launch of the craft as a possible reason for the accident (Cole and Cole, 2003). The main problem that lay, in this case, was the refusal of the management to work in order to remove a problem that they had noticed. The problem was noticed but not given much priority. The attitude toward such a high-risk sensitive project is one of the manage ment faults that cannot be overlooked. How the decision-making process contributed to the failure of both missions Failure of Challenger Mission The disaster of the Challenger mission was analyzed by the Rogers Commission that located the exact reason of the failure. The Rogers commission was a presidential body that identified that the reason for the accident was the failure of the O-ring that was set on the spacecraft. The function of the O-ring is to seal a critical joint in the solid rocket booster also abbreviated as SRB (Elish, 2007). The Rogers commission thus found that the management was responsible for its flawed decision-making process. The presidential commission identified the cause of the accident as a technical flaw of the O-ring that could not sustain owing to such a dynamic change of temperatures. However, the commission led by William Rogers held Thiokol, the company responsible for the manufacture of the rocket parts as the one responsible for the accident. The commission also held NASA responsible for the accident owing to its managerial system that took serious matters lightly (Engdahl, 2014). The preside ntial commission found out that the personnel at NASA violated a number of regulations that included both internal rules for safety as well as industry standards that ensured the safety of the astronauts. The personnel aimed more towards the achievement of organizational goals rather than creating a system that was designed for the safety of the astronauts and the related staff. The organizational misconduct was thus a big reason for the disaster that followed soon after. The challenger case exhibited a number of flaws traditionally associated with organizational misconduct (Zobel, 2010). Competitive pressure and scarcity of resources, the organizational characteristic that facilitates wrongdoing, and ineffectiveness of the regulatory mechanism were some of the cause of the failure of the mission. The scarcity of resources made the organization prioritize the organizational goals over human safety (Guthrie and Shayo, 2005). The managers, in this case, assessed the risks in a few key places and overlooked the others. The managers engaged in misconduct while competing for scarce resources. There was no systematic risk assessment procedure that could have avoided the disaster. The scarcity of resources and the competitive pressures forced the managers to go ahead with amoral calculations that resulted in the decision to launch. The middle management was also at fault as they had not informed their superiors about the teleconference with Thiokol regarding the problem with the O-ring (Stein, 2010). The work culture was also another factor at play resulting in the accident. The managers and engineers at NASA constantly made decisions with the presence of residual risks. One such residual risk was the defect in the O-ring that made the craft face the problem that resulted in the disaster. The work culture was thus one where the managers and the engineers worked with a constant presence of uncertainties (Haerens, 2012). There was also a concept of acceptable risk that contributed to the event. While the concept of an acceptable risk sounded problematic for the investigating bodies and others associated in the aftermath of the accident, it was a norm at NASA to begin missions with a certain amount of residual risk. The normalization of deviance was also responsible for the disaster that occurred. The managers and engineers did not take into account the strict regulations for the development of the O-ring that held the structure together. Also, accepting risks became a part of the work culture that the managers and engineers in NASA were accustomed to. The benchmarks for the acceptable risk criteria were significantly increased which led to the deviance in the manufacture of the O-ring which ultimately spelled doom for the spacecraft (Jenkins and Lassiter, 2002). After the incident, however, NASA refrained from performing manned missions for two years and performed developments in the spacecraft designs. However, on February 1, 2003, the spacecraft Columbia met with an accident owing to similar reasons of management and decision-making flaws. Failure of Columbia The Columbia disaster was followed by a similar procedure with the formation of a body for the investigation of the matter. The body was named Columbia Accident Investigation Board (CAIB) and performed the investigation that pointed out major flaws in the decision-making a process of NASA. The report published by the CAIB found out that the disaster was caused by a faulty design in the external tank. A bit of the insulating foam severed the tank soon after the dispatch and struck the main edge of the Shuttle's left wing at a speed of 670-922km/h. the report revealed that it was the decision-making process that was again at fault for this disaster (Koestler-Grack, 2004). The normalization of the deviation at the workplace was again seen in the structure of the operational framework of NASA. It was foam debris that created a hole in the shields and as a result, allowed the main body to come in contact with the external friction resulting in the subsequent explosion. There was also a sy stem of a photo analysis after the launching of the probe and the debris was located. However, the managers at NASA considered it as a matter of least concern as it was normal for most of the crafts to possess some amount of debris (Z, 2003). NASA also revealed that the foam strikes had been seen in almost every crafts and it was not a major issue to be taken care of. The revelation by NASA itself proved the lack of an efficient decision-making process at the organization (Kortenkamp, 2008). The incident was, in fact, a recurrence of the managerial decision-making flaws during the failure of Challenger. It was thus the flawed reasoning of the management that cost the lives of the astronauts. It was once again a normalcy of deviation (Zappa, 2011). While the matters of foam strikes should have been taken seriously, it was considered as a residual risk that eventually turned into a major one. The system thus needed a total overhaul that could bring back system and efficiency at the wo rkplace. The CAIB also found out that NASA placed organizational success above the lives of the astronauts in an attempt to reach their goals. The process was thus one where the spacecraft that was being used was an old one and should not have been used. The decision-making process that allowed the program to go forward was thus at fault for letting it pass (Lieurance, 2001). What lessons NASA had or had not learned from the Challenger Disaster changes they had implemented prior to the Columbia Disaster and the appropriateness of those decisions The Challenger incident had lessons both theoretical as well as practical for the decision-making processes at any organization. The greatest lesson that this incident contained was the need for creating a strict framework for the work culture. Deviation in the workplace should be monitored and in no way should it be one which puts human lives at risk (Likins, 2003). The mistake, in this case, was socially organized and systematically produced. The work culture was thus one that needed to be monitored as it contained a lot of loose ends in the structure. The structural secrecy that led to the lack of being able to gain information was also responsible for the disaster. As a result, NASA did, in fact, implement a few new measures to overcome the previous failures. NASA refrained from sending manned missions for the next two years after the challenger incident. NASA also redesigned certain parts of the shuttle in an attempt to make it safe from the earlier problems. The shuttle was put to use only for unmanned missions like the launching of Discovery in 1988 (McDonald and Hansen, 2009). The craft was also used for providing maintenance for the Hubble space telescope and also performed an important function in the manufacture of the international space station. NASA reformed its safety measures after the incidence with the development of an entirely new framework that demarcated the safety measures clearly and created benchmarks which strictly needed to be followed. NASA developed a system that monitored the functioning of the entire craft and the problems associated with it that can cause any problems. The system also created a system that regulated and monitored if the conditions were fit for the launch. However, the changes were not long lasting as a similar incident was seen again in the Columbia disaster. The explosion of Challenger in 1986 should have been a wake-up call for NASA but it was seen that by 2003, the standards that were created after the challen ger incident were not in existence anymore. It was seen that there was the same level of negligence that was seen earlier in the challenger mission (McNeese, 2003). NASA had forgotten from its past mistakes and had let the very regulations that paved the way for its success after the disaster slip away. The regulations were no longer in existence and the procedures did not take into account the various risk factors that were responsible for the earlier disaster. Thus, the decision-making process did learn from its earlier experience and also devised measures to combat any such future occurrences (NASA explores, 2008). However, the organization failed to keep the measures in place owing to the lack of a body that formulated the means for monitoring of the activities of the organization. The presence of such a body would have kept things in place long after the disaster occurred. The Columbia craft encountered similar problems and experienced a similar fate. That could have been easil y avoided had there been a system in place that monitored if the various levels of the organization followed the regulations regarding the various measures that were the norms of the industry (NASA Shakeup, 2002). The problem that lay in the system was that what once caused the fate of the Challenger was now considered as normal by the management and decision-making bodies. Own assessments of strategic decision failure for the two disasters The strategic decision failure was a result of a number of factors at work during the operations of the missions. The missions failed not due to a single decision failure but were, in fact, the result of an existing system that created the situations that led to the final disaster. If we were to say that the challenger mission failed due to a slight mistake of the inspecting team, we would be thoroughly mistaken. This is because; the careless attitude of the people who were in charge of the process was responsible for the overall light inspection(Jones, 2004). The careless attitude was further created by the work culture that was prevalent from the beginning in the organization. Also, it is impossible to locate when a disaster would occur but there needs to be a system that takes into account the possible disasters that could pose a threat in the future. In such a case, NASA failed in even developing a framework that would assess the potential risks. The failure of the Challenger mis sion was due to such a light attitude towards the risks. It is true that space missions do involve a certain amount of risk but not assessing any risk are a way to leap into certain death. The lives of the astronauts lost in the process could have been saved had there been a simple decision-making strategy that accounted for the potential risks. NASA did develop a system for the smooth functioning in the aftermath of the disaster. However, it must be remembered that NASA continued using the craft even after it risked the satellite Discovery that was launched after the Challenger disaster(Monger, 2014). This goes on to prove that the decision-making process was still flawed as it supported the decision to go ahead with the use of the craft even after it caused such a disaster. The attitude of the organization was thus one that did not take into consideration the safety measures and continued using a flawed system. The result of such continued flawed decision-making process was seen i n the Columbia disaster in 2003 that claimed the life of seven astronauts. The tragedy was more into public view as an incident of loss of human life. The Columbia spacecraft was a reusable craft that had previously performed and the possibility of foam debris creating fatal consequences was not taken into account by the management. The officials responded that they did not consider the need for the process of removal of the debris as it was a common matter. The decision making process that allowed the launching of a craft that had such a certain flaw was thus responsible for the loss of human lives. The decision making process was again flawed as they did not learn from the previous mistakes(Moore, 2011). The challenger disaster prompted the development of a system that had the means to counter the various risks that were likely to be seen in the future. However, by 2003, that system although officially present, was not given much more importance. The disaster of Columbia was the r esult of such an attitude. Conclusion and recommendations The Columbia disaster might have been a significant tragedy in the human history. But it cannot be doubted that it was the fault in the decision-making process that led to NASA making more systems that could provide better safety for the future generations of astronauts(Bazerman, 2002). The investigation by the CAIB resulted in the demand for a measure that would individually examine each spacecraft before it was launched. However, NASA completely chose to retire of the programmes that possessed such a high threat. NASA must, at present aim at the development of a system that overlooks the decision making process. There should be strict adherence to the safety measures that are a norm. Government involvement, although present, must involve a deeper level of penetration into the various systems that requires thorough examination. There should be involvement of the government as an external body that monitors the various processes and puts human life ahead of organizational goals in an effort to create a safer atmosphere for the astronauts(Harrison, 1998). The problems in these sectors do not mean that NASA should only consider the recurrence of such events in the future. The decision making body should also take into account the other factors related to the programmes that could provide a possible risk for the future operations. The decision making process should be governed by certain measures that provide the organization with the much needed support about which decisions to take. References Bhatia, R. (2002). Review of Spacecraft Cryogenic Coolers.Journal of Spacecraft and Rockets, 39(3), pp.329-346. Britton, T. (2005).NASA. Edina, Minn.: Abdo Pub. Cole, M. and Cole, M. (2003).The Columbia space shuttle disaster. Berkeley Heights, NJ: Enslow Publishers. Elish, D. (2007).NASA. New York: Marshall Cavendish Benchmark. Engdahl, S. (2014).The Challenger disaster. Detroit: Greenhaven Press, a part of Gale, Cengage Learning. Guthrie, R. and Shayo, C. (2005).The Columbia disaster. Hershey, PA: Idea Group Pub. Haerens, M. (2012).NASA. Detroit: Greenhaven Press. Jenkins, C. and Lassiter, J. (2002). Introduction: Design of Gossamer Spacecraft.Journal of Spacecraft and Rockets, 39(5), pp.645-645. Koestler-Grack, R. (2004).The Space Shuttle Columbia disaster. Edina, Minn.: ABDO Daughters. Kortenkamp, S. (2008).NASA. Mankato, Minn.: Capstone Press. Lieurance, S. (2001).The space shuttle Challenger disaster in American history. Berkeley Heights, NJ: Enslow. Likins, P. (2003). Attitude Stability Criteria for Dual Spin Spacecraft.Journal of Spacecraft and Rockets, 40(6), pp.946-951. McDonald, A. and Hansen, J. (2009).Truth, lies, and O-rings. Gainesville: University Press of Florida. McNeese, T. (2003).The Challenger disaster. New York: Children's Press. NASA announces new Mars mission. (2013).Phys. Today. NASA explores. (2008).Astronomy Geophysics, 49(4), pp.4.08-4.08. NASA Shakeup. (2002).Science, 295(5552), pp.29b-29. NASA's organizational and management challenges in the wake of the Columbia disaster. (2004). Washington: U.S. G.P.O. Schultz, P. and Eberhardy, C. (2015). Spectral probing of impact-generated vapor in laboratory experiments.Icarus, 248, pp.448-462. Stein, S. (2010).Disaster deferred. New York: Columbia University Press. Z, V. (2003). 2003 JOURNAL OF SPACECRAFT AND ROCKET INDEX.Journal of Spacecraft and Rockets, 40(6), pp.1060-1070. Zappa, M. (2011).NASA. Edina, Minn.: ABDO. Zobel, D. (2010).NASA. Minneapolis, MN: Bellwether Media. Bazerman, M. (2002).Judgment in managerial decision making. New York: Wiley. Harrison, E. (1998).The Managerial Decision-Making Process. 5th ed. South-Western College Pub. Jones, T. (2004).Business economics and managerial decision making. Chichester, Eng.: J. Wiley. Monger, R. (2014).Managerial decision making with technology. Burlington: Elsevier Science. Moore, D. (2011).Managerial decision making. Cheltenham: Edward Elgar. Wang, C. (2010).Managerial decision making and leadership. San Francisco: Jossey-Bass.

Consent and its Place in SM Sex Essay Example For Students

Consent and its Place in SM Sex Essay Consent and its Place in SM SexAt first the sting of the whip, and the reddening of her ass felt wonderful, butCarrie knew that the pain would soon become unbearable, despite her statingrefrigerator, her safe word. . . Carries example shows us how important consent is in SM, or rather sado-masochism sex play. The most obvious reason consent is important in SM play isthe risk of injury and the potential for unwanted danger is avoided. In addition,with understood consent, trust is developed, making the experience moreenjoyable to the participants. Reasons for non-consenting play do exist, howeverthese occur only under certain circumstances. When dealing with SM, there is agreater risk of injury and of danger than missionary position sex, simplybecause of the dynamics of it. When an individual is being tied up the way inwhich the ropes are tied, how a person is suspended, and whether or not theperson has revealed confidential information to be used in the scene all aid tocreate a potentially dangerous situation. When in bondage, the struggles andwriggles of your partner desperately trying to escape your teasing might tightena rope of poor quality and/or singularly tied around a wrist, creating majorve ins to stop circulating . The danger might not even seem obvious until it istoo late. It is possible though highly unlikely that one could lose the usage ofones hands. Often in SM sex, extremely intimate information is given to yourpartner, for example a fantasy. If the fantasy involves play that mainstreamAmerican society might not find acceptable, a deeper level of trust would mostlikely be necessary. Many human beings have rape fantasies. Do they want toactually be raped? The answer to me is very clear, absolutely not. The fantasy,is not about the violent act that rape actually is. It is about control, thatcontrol given to another, the feeling that there is no choice. The mostsignificant difference I know of between an SM rape scene and the real thing isthere is trust be it even if it is peoples unknown to each other and a thirdparty has set up the scene. There is a conscious giving of consent. A SM rapescene, must have a great deal of consent. Many men (and some women) seek outp rofessional Mistresses, Masters, submissives, or someone who has revealed awant or need to experience what they themselves enjoy. Someone whom they arepretty much assured that there will not be trust problems, for example arevealing of identities, as in the case of a high profile person. Also the playis generally a place of comfort to experience what they truly enjoy and possiblycan not in their real life. With this type of relationship the trust oftenneeds to comes close to intuition coupled with a little time sharing what eachwill and wont do. Consent to some degree is already given, yet even here itneeds to be established. The real difference is that play is often so removedfrom participants lives that it no longer affects their normal life. They arenot laughed at for wanting to choke on a beautiful womens high heel, whereastheir spouse would not hesitate in calling a mental hospital at the mere mentionof the thought. Disaster can still occur, for a scene cannot be written witha signed approval (it can but the enjoyment that can only be found inspontaneity, would definitely be lost). Yet, this very factor creates thepotential for millions of things to go in a direction unsafe for the people notdirecting the action. In any sexual engagement, my ultimate satisfaction comes from bringing mypartner to a most gratified state. To have him or her look at me with their eyesbegging for more without sound is indescribable. Knowing that they are therefor me; knowing that what I need for the scene to be great is a pushing ofthresholds more than ever thought possible and going there; knowing that whatI need for the session to go well has been taken care of; these are a few of myneeds. Checking that I and anyone involved is in a good place is very importantfor me. This includes an age check. Laws have been established in this countryto protect children from harm for they cannot give consent. Yet there aremany adults who, although they are well into adulthood, are unable to figure outand accept the responsibility of personal consent. If Carrie had a partner whowas aware of her needs and the established safety word she would not dreadanother scene in which she was disrespected. Each a bottom and top holdpowerf ul positions to control what occurs in a given scene. Yet if a top, thedominant one, does not heed the warning from their trusting subject than theymight find themselves without a partner very soon. Safe words are used to addto the scene by having all those involved know that there is complete freedom togo any where until that word is stated. I have even heard of different levelsand meanings representing different things , such as slow down instead of stop. This again allows individuals to explore and expand their area of play. Tounknown proportions, often only in retrospect have I personally thought I couldbe taken there, taken one step beyond which, as I stated is the ultimateexperience. Possibly this is the exact reason so much of SM parties is merelyobserving others technique style and expertises, aside from the purely eroticside of watching others, which brings me to another area. Many people I haveknown involved in the scene find it important to join a leather, SM, gay and /orlesbian club, organization, or group. Possibly it is a need to be surrounded byothers that would not judge as harshly. These clubs and groups are often placesto meet others that you can play with. There are a lot of people that bringsomeone merely curious about the scene. What truly permeates these meetings isthe presence of trust ant the understanding of consent. Without these factors,meetings would deteriorate into rape and torture festivals. Consent, in pl aywith someone as stated, gives privileges. It also encompasses a greater trust,one involving life and death or, at least, a risk of disease. If an individualis using equipment used in a scene that involved blood and sexual aids, such asdildos, medical devises, and an enormous and ever expanding list of other items,there is a tremendous responsibility of those playing to wash clean and/or throwaway items that pose any threat. Because the partners consent stems from trust,there should be an understanding of guidelines involving physical safety. There are some cases when non-consenting SM play could have advantages or couldbe unavoidable. Advantages could occur when one plays with a new player orpossibly with someone they have not been with before. Either each person wouldgive a detailed questionnaire, or, in a more casual setting, one might just betaken by physique and begin with not many words at all. The individual on topthen needs to continually watch for what is O.K , but the excitement is in theexploration. All people involved should know that they have a way to give allor, as I like, do anything to please, yet retain the right to refuse. Whendate-rape came to the publics attention colleges across the country scrambledto figure out codes to establish how far was too far. But in SM play can thishappen? Time shared, spent experiencing every nuance and possibly entertainingextremely limited play are ways of not crossing a boundary. What we would beleft with would be a very sterile boring time. To some people in the SM sce nenew partners and experiences with your partner need to allow for occasionalnon-consenting . Is it possible to establish a SM scene that is acceptable tothose involved? I hope the answer is yes. I know that to achieve this, effortand/or time might help. The greatest enjoyment will be reached if this effort isgiven. Difficulties arise with such a tremendously large amount of nuances to afield in which hardly any time has been given to . We do not know why Joe up thestreet likes to flash young boys, or why Mary has sex once a week with herhusband and does not know how to reach an orgasm except by masturbating, and wedefinitely do not know why Carrie keeps coming back for more, hoping herpartner does start to understand what she needs and wants. What we do know isthat in all these situations consent is an almost mandatory factor. Consent iswhat makes combining whips, needles, electricity, and the human body safe. .u3d5df620f397327f1769ff7b380c7b9d , .u3d5df620f397327f1769ff7b380c7b9d .postImageUrl , .u3d5df620f397327f1769ff7b380c7b9d .centered-text-area { min-height: 80px; position: relative; } .u3d5df620f397327f1769ff7b380c7b9d , .u3d5df620f397327f1769ff7b380c7b9d:hover , .u3d5df620f397327f1769ff7b380c7b9d:visited , .u3d5df620f397327f1769ff7b380c7b9d:active { border:0!important; } .u3d5df620f397327f1769ff7b380c7b9d .clearfix:after { content: ""; display: table; clear: both; } .u3d5df620f397327f1769ff7b380c7b9d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3d5df620f397327f1769ff7b380c7b9d:active , .u3d5df620f397327f1769ff7b380c7b9d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3d5df620f397327f1769ff7b380c7b9d .centered-text-area { width: 100%; position: relative ; } .u3d5df620f397327f1769ff7b380c7b9d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3d5df620f397327f1769ff7b380c7b9d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3d5df620f397327f1769ff7b380c7b9d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3d5df620f397327f1769ff7b380c7b9d:hover .ctaButton { background-color: #34495E!important; } .u3d5df620f397327f1769ff7b380c7b9d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3d5df620f397327f1769ff7b380c7b9d .u3d5df620f397327f1769ff7b380c7b9d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3d5df620f397327f1769ff7b380c7b9d:after { content: ""; display: block; clear: both; } READ: Volunteering EssaySocial Issues

When should we trust our senses to give us the truth Essay Example

When should we trust our senses to give us the truth? Paper The meaning of the word truth can never mean the same thing in every bodies eyes, it is a word which can have many different meanings, some people believe it to be a fact that has been verified and this comes from a reliable source, I also agree with the statement as it fits my definition as I feel that truth is an accurate explanation of an event however that would only apply it actual physical situation as truth can also be applied to knowledge and the ways of knowing. If we are gaining knowledge we have to be gaining the truthful knowledge which is correct otherwise it would not be correct. It is believed that humans have more than 10, including balance and motion senses. When us as humans are in danger we rely on our senses to help us and prevent danger. So in this essay I will focus on the traditional 5 senses which are touch, see, hear, smell, taste and how we use these to help us acquire knowledge and the truth. We use our sense of touch to help us to prevent ourselves from danger. If we ever touch a hot pan then we know that it is dangerous to touch it again so we know not to burn ourselves. We also use this sense to test for any rough surfaces or unsupported floors which can cause us harm, also we use our sense of touch as a way of gaining knowledge through bodily kinaesthetic learning when we act out physical movements to help us learn and this is helped by the sense of touch. We will write a custom essay sample on When should we trust our senses to give us the truth? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on When should we trust our senses to give us the truth? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on When should we trust our senses to give us the truth? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We use our sense of sight to help us gain knowledge and know the truth, as we are able to see if a road is clear to know it is safe to cross to the other side, and we are able to spot if we are in danger by seeing a sharp object or a dangerous person and then we know we are in danger and also learning visually and this is one of the easiest ways of learning and this helps provide us with the truth and viewing what we have to learn in a lesson for example and reviewing notes. We use our sense of hearing to help us gain knowledge and truth, as we know when a person is in danger as we hear a scream or we know about history or about space if it is explained to us and this helps us gain truth and knowledge, we also know if we are in danger from an unusual sound coming from somewhere, and after this happens we mostly automatically know we are in danger. Also to compose music we are required to know the sense of sound otherwise it would be very difficult to compose a piece of music without being able to hear the tones and notes. We also need to be able to hear a lecture or know what a teacher is saying to help us to understand and learn in a lesson or lecture from a professor. We use our sense of smell to help give us truth as we know if we smell smoke or gas indoors in a home there could be danger, either from a gas leak or from fire and this would help us to keep safe and they should be trusted, also to know when milk is sour, as if we had no sense of smell we wouldnt know if we were drinking sour milk or not as they both look similar, we do not normally use our sense of smell to provide us with knowledge, but we do use it if we want to create a perfume or scent and we need to know what is a good smell and bad smell and we learn from our mistakes of making a bad smelling perfume. Most people have different taste buds and tastes can be unique to some, for example somebody having different tastes in food and not liking hot chillies. A chef would need to trust his sense of taste to help him create dishes which taste good, and suit a wider range of peoples desires and preferences. We only use our sense of taste to help us gain knowledge for food and learning what food we do or do not like. I personally think that we should always trust our senses to provide us with truth as we should always view truth as a positive and personal thing, and what our senses teach us may be different to another person which means that we should always use our senses to suit our needs, and we should take certain professions based on our senses.

Social Identity Essay Example

Social Identity Essay Example Social Identity Essay Social Identity Essay Social Identity From Encyclopedia of Women and Gender: Sex Similarities and Differences and the Impact of Society on Gender l. Conceptions and Definitions II. Types of Social Identity Ill. Multiplicity and Intersectionality V. Aspects of Social Identity V. Assessing Social Identity VI. Development and Change VI. Negotiating Social Identities Glossary Intersectionality The condition in which a person simultaneously belongs to two or more social categories or social statuses and the unique consequences that result from that combination. Minimal group paradigm An experimental procedure for creating social identity conditions in which articipants are arbitrarily assigned to one group or another. Social representations Commonly shared and collectively elaborated beliefs about social reality held by members of a culture or subculture. Stereotypes Organized, consensual beliefs and opinions about specific categories or groups of people. SOCIAL IDENTIFICATION is the process by which we define ourselves in terms and categories that we share with other people. In contrast to characterizations of personal identity, which may be highly idiosyncratic, social identities assume some commonalities with others. This chapter introduces several key issues surrounding social identity, including form and content, assessment, development and change, and identity negotiation. I. Conceptions and Definitions Identity is a term that is widely used and, as a consequence, can mean many different things to different people. Identity is sometimes used to refer to a sense of integration of the self, in which different aspects come together in a unified whole. This intrapsychic emphasis is often associated with Erik Erikson, who introduced the term identity crisis as part of his stage model of psychological development. Another common use of the term, particularly in contemporary times, is identity politics, where the reference is typically to different political positions that are staked out by members of ethnic and nationality groups. In this article, the term social identity refers specifically to those aspects of a person that are defined in terms of groups, only some of those groups are meaningful in terms of how we define ourselves. In these cases, our self-definition is shared with other people who also claim that categorical membership, for example, as a woman, as a Muslim, as a marathon runner, or as a Democrat. To share a social identity with others does not necessarily mean that we know or interact with every other member of the designated category. It does mean, however, that we believe that we share numerous features with other members of the category and that, to some degree, events that are relevant to the group as a whole also have significance for the individual member. As an example, a person who defines herself as a feminist is more likely to be aware of legislation regulating abortion, more likely to have read books by Betty Friedan or bell hooks, and more likely to be aware of salary discrepancies between omen and men than is a person who does not identify as a feminist. Many forms of social identity exist, reflecting the many ways in which people connect to other groups and social categories. In our own work, we have pointed to five distinct types of social identification: ethnic and religious identities, political identities, vocations and avocations, personal relationships, and stigmatized groups (see Table l). Each of these types of social identification has some unique characteristics that make it somewhat different from another type. Relationship identities, in particular, have some special features. To be a mother, for example, can imply a sense of shared experience with other people who are mothers. Sometimes particular aspects of these experiences can be defined even more finely, as in Mothers Against Drunk Drivers (MADD). At the same time, the identity of mother implies a specific role relationship with another person, a relationship that is unique and grounded in ones own personal experience with that other person. Other social identities can be defined more generally, tied not to any individual but to a generic group. Thus to identify as a doctor, for example, implies a shared definition with ountless others, many of whom you may not know anything in particular about. Another defining characteristic of occupational identities is that they are chosen by the person (what is sometimes called an achieved status). In contrast, social identities such as ethnicity or gender are ascribed categories, given to one at birth. Social identities also differ in the status or value that is attached to them. In Table l, for example, the stigmatized identities stand apart from the other types of social identity, all of which are typically regarded more positively. In the original study that defined he categories presented in Table l, gender was clustered together with other relationship identities in the final statistical solution. Certainly it is true that many relationships are gendered in their definition and implications (as are many occupations as well). However, because of the importance and centrality of gender in our lives, it is often considered as a category in itself. Similarly, sexual orientation can be classified as one form of a relationship identity, but it often has greater prominence than other relationship identities. To understand more about the nature f social identity, let us consider three identities in more detail: gender, ethnicity and Ethnicity and religion Asian American Jewish Southerner West Indian Political affiliation Feminist Republican Environmentalist Vocations and avocations Psychologist Artist Athlete Military veteran Relationships Mother Parent Teenager Widow Stigmatized identities Person with AIDS Homeless person Alcoholic A. GENDER IDENTITY Ones gender-most typically as a man or woman-is one of the most frequently mentioned identities when people are asked to describe themselves, and it is also ne of the categories most often used by others to describe us. Similarly, the development of gender identity (see Section VI) has been a central topic for developmental psychologists. Because gender is such a fundamental category, it is perhaps not surprising that a great many meanings and implications are associated with gender. Personality traits (e. g. , being competitive or being aware of the feelings of others), role behaviors (e. g. , taking care of children or assuming leadership roles), physical characteristics (e. g. , having broad shoulders or a soft voice), and a host of ther associations can be leadership roles), physical characteristics (e. g. , having broad shoulders or a soft voice), and a host of other associations can be linked to gender categories. [See SOCIAL ROLE THEORY OF SEX DIFFERENCES AND SIMILARITIES. At the same time, many investigators believe that it is not useful to think of gender as a single social category. Rather, many have argued for a concept of gendered identities, which recognizes the multiple social identities that may be influenced by ones gender. As noted earlier, both occupations (e. g. , nurse) and relationships (e. g. wife) often have gender implications. Similarly, a persons identity as a woman may differ radically depending on whether she views herself as a feminis t or as a more traditional type of woman. Thus, in adopting a perspective of gendered identities, one acknowledges that multiple identities are shaped by ones gender, and that social identities can intersect and overlap with one another. B. ETHNIC AND NATIONAL IDENTITIES For many people, ethnicity is a central element of self-definition and becomes an important social identity. In the past, social scientists categorized human beings in erms of basic racial categories, such as Asian, Caucasian, and Negroid. With increasing awareness of the arbitrary nature of the social construction of race, these categories are less frequently used. More common today is categorization on the basis of ethnicity, defined in terms of culture, language, and country of origin. Works by theorists such as William Cross on African American identity exemplify the approach to this form of categorization and identification. Nationality can be closely linked to ethnic identity, but it often represents a distinct way of identifying oneself. In Finland, for example, being ethnically Finnish and being a citizen of Finland are highly overlapping bases of identification. In contrast, in the United States one can have an identity as an American and at the same time hold an identity (often hyphenated) as an African American, an Asian American, a Latino, or a West Indian. Like most identities, national identities are flexible and subjectively defined. People claim. Often second-generation immigrants, for example, feel a pressure to choose between maintaining an identity with their country of origin and developing a new identification with the host country. These two bases of identification can have quite different meanings for friendship networks, social and cultural activities, and even marriage and family. Yet at the same time, it is increasingly recognized that people are not necessarily required to choose between one of two mutually exclusive identities, but may instead maintain dual identification or may use the two sources of identity as the basis for a new emergent form of social identification, for example, as a bicultural person. Like gender, the analysis of ethnic and national identity is more complex than it sometimes first seems. C. SEXUAL ORIENTATION Many people use sexual orientation as a central category of social identification. As is often the case, members of the minority group-in this case, gays and lesbians-are more likely to give prominence to this social identification than are members of the dominant majority group-in this case, heterosexuals. Many analyses of gay and lesbian identification have posited stage models of development, describing the processes by which people come to recognize and then to endorse their sexual orientation. These models take into account the evidence that many individuals do not become aware of their sexual preferences until adolescence or later. At the same time, stage models are often criticized, both for assuming invariant sequences in the development of the gay/ lesbian identity, as well as for assuming that the process works in the same way for gays and for lesbians. Far less work has been done in defining a heterosexual identity, in part because it is less frequently referred to by those who might see themselves that way (although heterosexuality per se has certainly been studied widely). A critical aspect of the gay and lesbian identity is that it is, in some segments of society, a highly stigmatized identity, a characteristic that is hared with some ethnic and religious identities. The experience of prejudice and discrimination that gays and lesbians face makes the process of social identification a particularly difficult one at times, as the positive values that one typically associates with ones own group are not shared by the society at large. Identification in terms of sexual orientation also illustrates well the overlapping nature of identity categories, particularly with gender. It is easy to talk in terms of multiple identities, for example, having separate identities as a woman, a lawyer, a spouse, a mother, a roller blader, and so on. In fact, several theoretical traditions within psychology and sociology, including role theory and symbolic interaction, encourage us to think in terms of these distinct groups. In contrast, theories emanating from personality psychology, such as that of Erik Erikson, focus on the possibilities for integrating multiple identities into a single identity. Indeed, within that particular tradition, the successful resolution of potential conflicts among identities is seen as a criterion of the healthy personality. Each of these positions involves its own conceptual challenges. For those who favor hen these identities relate to one another. Are there points of overlap among identities? Can identities be represented in some form of hierarchy, with more important or more encompassing identities at the top and other less central or more specific identities at the bottom? For those who favor the integrative position, the questions concern how integration is achieved and whether a single identity, defined as the integrated sum of various component identities, can be predictive of more domain-specific behaviors. Another perspective on this issue is to consider the intersectionality among various ocial identities. Intersectionality is a term introduced by critical legal theorists to refer to the specific conditions that exist when one holds two or more social statuses. ntroduced by critical legal theorists to refer to the specific conditions that exist when one holds two or more social statuses. Often discussion has focused on the intersections of race and gender, exploring what it means, for example, to be a Black female as opposed to being a Black male or a White female. Gender, it is argued, does not necessarily carry the same meanings for members of different ethnic roups. Similarly, ethnicity may be experienced differently for women as compared to m en. At the same time, proponents of intersectionality suggest that it is not possible to clearly distinguish between experience that is related to race and experience that is related to gender. Rather, the conditions are inextricably bound together in the individuals life. Many investigations have shown the importance of considering different configurations of social categories. Often, the particular confgurations and the importance of one versus another identity may change over time as well, eminding us that identity is a dynamic rather than static process. Taken to the extreme, of course, the notion of intersectionality could be problematic if all possible intersections needed to be considered at all times. More likely, however, there are a limited number of key identity categories whose influence is sufficiently strong to combine with others and it is those intersections that investigators will want to study most closely. IV. Aspects of Social Identity A social identity is first of all a label or a category, a way of grouping a number of people together on the basis of some shared features. Beyond the labeling, however, ocial identity has many more implications, both for the persons who claim the social identity and for others who see them as members of particular categories. Thus the category label can in a sense be considered the frame for a painting that is rich in cognitive beliefs, emotional associations, and behavioral consequences. A. COGNITIVE ASPECTS The cognitive aspects of a social identity can be extensive and varied, including personality traits, social and political attitudes, and memories for identity-related events. Because social identities are developed and defined within a social world, many of these cognitions are shared. Indeed, some investigators talk in terms of self- stereotyping, suggesting that when one views the self in terms of a particular social Another way of talking about these shared definitions is to refer to the social representations of salient categories. Groups defined by gender, age, ethnicity, and nationality are all represented in the culture at large. There is often a consensus as to what best characterizes boys and girls, for example, or people from Australia or Turkey or Senegal. Consider the stereotype of woman, for example. Traits typically associated with the category of woman include being emotional, kind, understanding, nd helpful to others. More specifically defined types of women, such as a businesswoman, a feminist, or a housewife, carry other associations. These societally shared beliefs about a category can become part of ones own social identification with the category. However, people do not necessarily take on the whole set of associations that consensually define a category. From the general set of societal representations, people may adopt some aspects as relevant while not accepting others. In addition, people often create their own idiosyncratic definitions of what it means to be a particular type of person. Thus, the cognitive contents of a social identity are best conceived as a combination of socially shared beliefs and other attributes based on personal experience. [See GENDER STEREOTYPES]. B. EMOTIONAL AND MOTIVATIONAL ASPECTS In many cases, social identities include not only cool cognitions, but hot emotions as well. Thus to be a feminist or an environmentalist, for example, may entail strong, affectively based feelings about social equality or the preservation of the environment. Similarly, ethnic and national identities often carry deep emotional meanings. Consider the recent conflicts in the former Yugoslavia, among Serbs, Croatians, and Muslims; or the killings in Africa of Hutus and Tutsis; the troubles between Catholics and Protestants in Northern Ireland; and the continuing conflicts in the Middle East between Palestinians and Israeli Jews. In each case, identification with the ethnic group has a strong affective element that underlies the cognitive meanings associated with the identity. Eva Hoffman, a Polish writer who emigrated to Canada, conveys the intensity of affect that can characterize an ethnic identity in the following passage: The country of my childhood lives within me with a primacy that is a form of love All we have to draw on is that first potent furnace, the uncompromising, ignorant love, the original heat and hunger for the forms of the world. (Lost in Translation: A Life in a New Language, 1990, pp. 74-75) The recognition that identification has an emotional as well as a cognitive basis has a long history in psychology. Sigmund Freud, for example, described identification in terms of the emotional ties one has, first with a parent and later with members of groups (and especially with the group leader). Subsequently, social psychologists such as Henri TaJfel included the emotional significance of membership as part of ocial identification. Social identities also have a motivational basis. Particularly in the case of identities that people choose or achieve, specific that people choose or achieve, specific functions are believed to be satisfied by the choice of identification. Although the variety of functions served by social identities are numerous, it is possible to think about a few general types. First, social identity may serve as a means of self-definition or self-esteem, making the person feel better about the self. Second, social identification may be a means of interacting with others ho share ones values and goals, providing reference group orientation and shared activity. A third function that social identification can serve is as a way of defining oneself in contrast to others who are members of another group, a way of positioning oneself in the larger community. This functional basis of identification can both serve as the impetus for Joining a group, as well as become a defining agenda for group activity. C. BEHAVIORAL ASPECTS One reason why social identification is a topic of such high interest is because categorizations have implications for behavior. To the extent that one defines oneself n terms of a particular group, it affects the behaviors one enacts for oneself and the way one interacts with others who may be members of different groups. Early research on social identity by TaJfel and his colleagues emphasized the intergroup aspects of social identification. His research, which used a paradigm known as the minimal group, showed that it takes very little to create a sense of identification with one group and a consequent disfavoring of another group. In these simple experiments, people were assigned to be in a specified group on the basis of a preference for one painter over another, or on a bogus distinction between reference for green or blue, or even Just an arbitrary assignment as an X or a Y. With even this minimal and highly artificial basis for group identification, people will allocate rewards in such a way as to favor their own group and to disadvantage the other. But the behavioral implications of social identification go far beyond these simple experimental demonstrations. An increasing body of research shows that group identification has important motivational consequences, and that the identifications that one is assigned or chooses lead to relevant actions in a variety of domains, from olunteering for an organization to participating in social protest to choosing a mate. Not surprisingly, people who are more strongly identified with a particular group are more likely to carry out actions that are supportive of that group. [See INDIVIDUALISM AND COLLECTIVISM. Given the complexity and multifaceted nature of social identity, the question of how one assesses a social identity is important. Perhaps not surprisingly, given the ingenuity of social scientists, many different methods have been developed over the years. Disputes have also developed as to which approach is the best. Probably the implest way to designate a social identity is to assig n it arbitrarily, as is typically done in the minimal group experiments. Almost as simple is an approach in which can determine that a person is a woman, a professor, or an Asian American, it is possible to assume that the social identity is present. A problem for this assumption, however, is that social identity is more appropriately viewed as a subjective, rather than objective, state. Thus, while every student at a university can reasonably be called a student, it is not necessarily true that every student feels strongly identified with that category. Knowing how important or central an identity is to the person is necessary in order to predict how much the identity will influence the persons beliefs, emotions, and actions. To deal with this potential problem, many measures of identification have been developed in which the respondent is asked to indicate how important or unimportant a particular identity is. Social identity involves more than Just categorization, however. As suggested earlier, key features of social identification include sets of beliefs, emotional associations, and motivational considerations. Some investigators have developed more extensive uestionnaires to tap a variety of aspects of social identification. One issue in developing such measures is how generic versus how identity-specific they should be. A generic measure is one that can be used to assess any social identification, and thus it allows investigators to make comparisons between different social identities in terms of their strength or centrality. An item on this type of generic scale could be the following (this one taken from the Collective Self-Esteem Scale developed by Luhtanen and Crocker): Being a member of a social group is an important reflection of who I am. In this case, any specific social identity group could be substituted for the general term social group. A somewhat more specific form of identity assessment is the measure of ethnic identity developed by Jean Phinney. In this case, the scale was designed specifically to assess ethnic identity, as evidenced by items such as the following: l have a lot of pride in my ethnic group and its accomplishments and l participate in cultural practices of my own group, such as special food, music, or customs. Phinney suggests that this measure can be used to assess an y ethnic identification; thus it would be equally appropriate for an African American, a Cuban American, or a Vietnamese American. General measures such as these have the advantage of allowing the investigator to make comparisons between groups, using a common metric. At the same time, these all-purpose measures have been criticized because they do not get at the specific features of a specific identification. Within the area of ethnic identification, for example, the beliefs and experiences associated with being a Black American are probably different from those associated with being a Latino (or, more specifically, a Mexican American, a Cuban American, a Puerto Rican, etc. ). To capture these more unique aspects of social identification, some investigators have developed measures that are specific to a particular group. As one example, Robert Sellers and his colleagues created a measure of African American racial identity that includes both general measures of centrality and salience, as well as specific questions about racial ideology that are based on the African American experience (expressed in ideological philosophies specific questions about racial ideology that are based on the African American experience (expressed in ideological philosophies of nationalism, oppression, Other quantitative measures of identity reflect different theoretical traditions. From the perspective of Eriksonian models, for example, identity is assessed in terms of the attainment of integration among identities. Other theories, such as those that assume continuing multiplicity, suggest assessment techniques that speak to the structure and relationship among various identities. Seymour Rosenberg and Paul de Boeck have developed procedures that yield a visual representation of identity structure, showing how a persons identities are positioned relative to one another. Figure 1 illustrates such a structure. In this particular method, people are asked to list both the identities that are important to them and the attributes that they associate with each identity. Based on the degree to which identities are characterized by common attributes (and attributes are similarly applied to identities), a structure is determined in which some identities are more encompassing or superordinate (such as woman in this example) and others are more distinctive and limited (such as daughter or volunteer in this example). Daughter and sister appear together in this fgure because they are described by the same traits, i. e. , comfortable, relaxed, etc. Other identities are described in other ways, as the figure shows. This method of identity assessment uses sophisticated quantitative methods, but at the same time yields very individualized portraits. Figure 1 Example of an identity structure. A quite different approach to assessing identity relies not on quantitative measures, but rather on various qualitative forms of data analysis, including narratives and open-ended interview material. In this approach, the investigator is more willing to let the person herself define the domains in which identity is relevant and the dimensions by which it is characterized. Qualitative methods are generally more successful than strictly quantitative methods in providing a context for identity, allowing the respondent to relate themes of self to the historical and social events in which they developed and are played out. Qualitative assessment of identity has been particularly successful in exploring and highlighting conditions of intersectionality. By turning to the participants own narrative, the investigator is better able to appreciate the complex ways in which various identities may combine and overlap, as well as gain a sense of the ways in which those combinations may shift over time and place. Qualitative approaches are also a particularly useful way to enter worlds that may not be recognized and represented in more traditional approaches, which are often based on implicit norms that do not generalize. The sense of oneself as belonging to a particular category of people, or of being characterized by particular labels, begins quite early in life. In terms of gender identity, most investigators believe that between the age of two and three years children have a early in life. In terms of gender identity, most investigators believe that between the age of two and three years children have a sense of their gender. Gender identity is

Sustainability in business Essay Example | Topics and Well Written Essays - 2500 words

Sustainability in business - Essay Example Finally, the project presents some of the criticisms that the companies had to face and the steps taken by them to counter the charges. Every business strives to attain sustainability in today’s world. Sustainability is an idea that every business tries to portray. A sustainable organisation is one, which tries to maximise profit for its shareholders while protecting its environment and improves the lives of those it interacts with. The business operates with the view to meet the interests of society and environment. A sustainable business always stands the chance to achieve greater success in future and remain successful for decades and generations. This project talks about three such corporations which thrive on sustainability. They are the three Italian companies, namely Fiat, Pirelli and Luxottica. Each company has its own way of maintaining sustainability. Each has been discussed in brief in this project. The project also discusses the way each company has paved its way to recovery and success. Fiat is an Italian automobile manufacturer company that also deals with financial services, media, engine manufacturer and metallurgy. The company was founded in 1899 by a group of investors in Italy. With time the company diversified its operation in different parts of the world. In 2009, Fiat was considered as the sixth largest car manufacturer in the world and the largest in Italy (Ramsey & Forden, 2009). Fiat is a multinational in true sense. The company has invested in many locations outside Italy. It has announced to invest 10 billion reais in Brazil by 2015; for developing facilities for cars, auto parts and agricultural machineries (Reuters, 2010). The company came into existence in 1899 and soon it was a great hit in the automobile industry. The company faced its first crisis after World War-I. At that time the company acquired a low cost mass production technology and introduced several new models. Fiat established many

Mental Health assignment SELF Collage Essay Example | Topics and Well Written Essays - 750 words

Mental Health assignment SELF Collage - Essay Example This premise stems from what people say about me but also something is sure of about myself. Responsibility is precisely noted in the standard that I bring my children up, to become good and reliable children both at home and school. According to Balchin (2003) a young person’s dream becomes a vision in the future. For me, I wanted and desired to be a doctor, but my husband could not allow me to become one, instead I became an engineer. I have worked in the military company for 15 years and become loved and respected by all of the co-workers. When I went to U.S.A, I got a college where I pursued RN program but this did not work for me. I have also pursued a course in business and administration. I attained AA AS degree with honors. After some couple of years, I went back to school where am currently pursuing a nursing course. I am proud of my age of 50 years, having attained high education and that I can communicate with my third language. After my divorce, I decided to continue with studies due to end in 26th June. Although I did not pursue medicine I always do charity in areas that please me. My greatest weakness is that I cannot say no to anyone. To my children the lesson is the same. Among the most important things to me family is one. I have two wonderful children, one daughter named Meline and a son named Vahe. Coincidentally, they are pursuing the same course (law). They are very sharp in school, kind, obedient, reliable, and helpful. I always provide everything my children need without expecting anything in return to ensure that they become successful in life and happy of it. I always thank God for the two angels he gave to me. According to Wong, Hockenberry, & Wilson (2011) family should be the core origin of a man’s strength and motivation. My children are my motivation, they are my life and I accord them much love. Consistent love

Origins of business Essay Example | Topics and Well Written Essays - 500 words

Origins of business - Essay Example Entrepreneur can be defined as, "the one who undertakes an enterprise, especially a contractor, acting as intermediatory between capital and labor". (Jean-Baptiste Say) Entrepreneur is basically referred to a person who is willing to launch a new venture or an enterprise. He should have the qualities of carrying out a successful business. The effects of a good entrepreneur on business are that he has the quality to innovates efficiency and productivity in his business by introducing new technologies and ideas. He is a versatile and creative personality who brings in new strategies in his business or launches new types of products or services in order to profit his business. Planning or outline: Planning or an outline is a very important origin to start up a business. The founder of the business must plan first about the business. What, where, when and how, all these questions about the business are very necessary to answer before starting a business. The founder of the business must make a proper draft or an outline about his business and analyze all the expected aspects included the profit and loss of his business. This will be quite helpful in the future as the business will not be inclined towards any sort of loss and even if any loss may be occurring in the business, the entrepreneur will be ready to face it and handle it properly through the planning made before the launch of the business.