Wednesday, October 30, 2019

Unit VIII Essay Example | Topics and Well Written Essays - 1250 words

Unit VIII - Essay Example This agreement was anti-competitive because it stated that BRG and HBJ would not compete in Georgia. Furthermore, this had an impact on interstate commerce as the price of the course increased substantially in Georgia. The Food and Drug Administration (FDA) is responsible for ensuring that the food that reaches the public is fit for consumption. In order to ensure this, the institute is authorized to conduct regular inspections on different food and drug related companies. FDA has the right to prohibit any food that may contain traces of filth; even when the filth is not found in the food, FDA has the right to prohibit adulterated food that is manufactured or packaged in unsanitary conditions (Cheeseman, 2013). Gel Spice is guilty of selling adulterated food to the people and should be charged for this activity. Gel Spice filed a motion that FDA conducted the investigations in bad faith when they found contaminated food during their first inspection. However, this was a weak claim given the fact that Gel Spice continued to sell unsanitary food to the public despite being aware of the conditions. The doctrine of Adverse Possession states that another person may acquire the rights to a property if he gains possession of the land for over a period of twenty years. However, the possession would only be complete if certain conditions are met. Adverse Possession occurs when rights to a property are acquired through continuous, hostile, open, actual and exclusive conditions (Cheeseman, 2013). In the case, Witt V. Miller, the Witts claimed that they had acquired rights to the property through adverse possession. They had been occupying the land for nearly twenty years. However, all the conditions of adverse possession have not been met. The occupancy was not hostile. Also when the Shaughnesseys sold the property to the Millers, they were not aware of this possession, therefore it was not open. The Witts would have to clear the land because this specific

Monday, October 28, 2019

Gender, Resistance, and Violence Essay Example for Free

Gender, Resistance, and Violence Essay Most people in the capitalist west take it for granted that what they refer to as the Muslim world is recognized most for marginalization and mistreatment of women and girls (Arebi, 99). This belief runs so deep that some westerners are shocked at the sight of Muslim women travelling alone or freely dressed (El-Ghobashy, 110). While the grounds for this belief may have been less shaky centuries ago, women in the Arab world have been taking more active leadership at all levels, rising to become national leaders in such countries as Pakistan, Turkey and the former Yugoslavia (Caprioli Boyer, 506). The West, and the relatively young Israel, have attacked the Arab world on numerous occasions and not surprisingly, their soldiers are currently occupying Iraq and Afghanistan. The occupying soldiers have been blamed for imposing curfews, sexual assault, beating and humiliating the locals, shooting and injuring parents and their children, and closing border crossings at will (Dubinsky, Krull, Lord, Mills Rutherford, 16; Mbembe, 39). It is not surprising that a large percentage of Americans are suspicious of Muslims (Asad, 97). Predictably, men in the Middle East have dominated the counter-assault on occupying forces, using such tactics as guerilla attacks, landmines, bombs and suicide attacks. However, women have not taken the backseat they would have been expected to take a century ago (Massad, 469). In resistance to occupation forces and the consequent assault on their culture, thousands of Muslim women have welcomed extremist anti-West ideas and proceeded to attack the occupying soldiers (Crossette, 39). Granted that women attract less suspicion, they make choice suicide bombers. According to Asad (94), the life of an Arab is far cheaper than an Israeli’s, according to the Israelis. It is not odd that the latter kills Arabs in their hundreds for every one Israeli killed. Arab women have been direct and indirect victims of these attacks. It is to defend their people against Israeli- and Western-inspired attacks that more and more women have joined the combat ranks of extremist organizations. Arab women have also led aggressive resistance political campaigns to champion their causes with varying levels of success (Hasso, 90). Thousands of Arab women have sought high-level education in the west and have initiated campaigns of resistance against the attacks aimed at the Arabs. Bibliography Arebi, S. Gender Anthropology in the Middle East: The Politics of Muslim Women’s Misrepresentation. The American Journal of Islamic Social Sciences, Vol. 8, No. 1, 1991: pp 91-108. Asad, T. Talal Asad on Suicide Bombing. Caprioli, M. Boyer, M. Gender Violence, and International Crisis. Journal of Conflict Resolution, Vol. 45, No. 4, August 2001: pp 503-518. Crossette, B. Militancy: Living in a World Without Women. The New York Times, November 4, 2001. Dubinsky, K. , Krull, C. , Lord, S. , Mills, S. Rutherford, S. (Eds). New World Coming: The Sixties and the Shaping of Global Consciousness. Toronto: Between the Lines, 2009. El-Ghobashy. Quandaries of Representation. Hasso, F. Resistance, Repression, and Gender Politics in Occupied Palestine and Jordan. Massad, J. Conceiving the Masculine: Gender and Palestinian Nationalism. Middle East Journal, Vol. 49, No. 3 (1995): pp 467-483. Mbembe, A. Necropolitics. Public Culture 15(1), 2003. Pp 11-40.

Saturday, October 26, 2019

In-Depth Summary of Expectancy Theory Essay example -- BTEC Business M

In-Depth Summary of Expectancy Theory In today’s organization, there is a need for ways in which to effectively motivate employees. Expectancy theory addresses the underlying issues that are associated with the belief that a performance or outcome is attainable. Developed initially by Edward Tolman and Kurt Levin, introduction of the theory into the workplace was not achieved until quite some time later by Victor Vroom (Bradt, 1996). It is his first utilization of the theory that enabled others to develop and recognize the potential the theory played in motivating individuals. This essay will address not only the fundamental mechanics behind expectancy theory, but also how it can be correlated with education, performance appraisals, and leadership roles in the workplace. When an individual is confronted with a task within the workplace they first assess if the effort that is required will produce a successful performance. Underlying issues such as self-esteem, educational background, and duration of the task all can aid in the individual's perception of probability in achievement. If an individual's perception of the task has a high probability of success, then motivation will ensue. Subsequently, if the individual feels there is little chance, then a lack of motivation occurs. From there the individual will attempt to analyze the probability that if this task is achieved, the desired outcome or reward will be acceptable and bestowed. This analysis of probability is labeled performance-to-outcome expectancy (Moorhead & Griffin, 2001). Desired outcomes vary depending on the individual’s needs, wants, and expectations. It is with this knowledge of diverse needs that the manager is able to realize the potential differences in how to best satisf y the employee’s outcome perception. This assessment of importance of the outcome to the individual is its valence. Having discussed the fundamentals involved with expectancy theory, we will know look more closely at how it can further be applied to motivation through education in the workplace. Studies have shown that there is a definite correlation between education and motivation amongst employees. When an individual assess their effort-to-performance probability, factors such as self-esteem and expectations can play a significant role. Lack of basic fundamental skills among individuals who have ... ...nd a feeling of insecurity there is now more then ever a reason for the organization to develop more effective ways to motivate employees. After analyzing just a few of the hybrids associated with expectancy theory, it is clear that employee perceptions and expectations play a vital role in the success and productivity of the organization. The ability of the manger not only to identify, but also to utilize, this information is essential in fostering an environment of willing and highly motivated employees. Through analyzing and offering education, relevant performance appraisals, and leadership an environment of motivation can be achieved. Works Cited: Bradt, J. (1996, March). Pay Employees for Their Contributions. Personnel Journal New Product News Supplement, 7-9. Clinton, M. (1998, Nov). Uncertain Effects: Can Basic Skills Education Improve Motivation. Technical Training, 9(6), 35-37. Isaac, R. & Zerbe, W. (2001, Summer). Leadership and Motivation: The Effective Application of Expectancy Theory. Journal of Managerial Issues, 13(2), 212. Moorhead, G. & Griffin, R. Organizational Behavior: Managing People and Organizations. Boston: Houghton Mifflin Company, 2001.

Thursday, October 24, 2019

Portfolio Committee Essay

Dear Professor: UIC Writing Center is open to every UIC students who need help with their writing papers; at the same time, UIC also has lots of ESL students who view English writing paper as the most challenging task. How can Writing Center become more effective for ESL students? Mandy, Duong, and I would like to give some suggestions for Writing Center tutors from the perspectives of ESL students. We used a power point and brochures to help us express our voice. Before starting the power point, we went to the writing center and had an interview with the tutor. We asked questions about the tutoring procedures and the differences between tutoring a native English speaker and an English Language Learner. After that, we knew that most ESL students have the basic English skills when they got accepted to UIC. Therefore, tutors can communicate with them by speaking simple English and ESL students will have no problems in understanding. However, not a lot ESL student would like going to Writing Center for help. What keeps ESL students away from Writing Center and how can Writing Center help more ESL students become more successful in their writing papers? There are many barriers for ESL students coming to Writing Center. For example, many ESL students have no confident with their English, and they feel shameful and timid when talking to tutors who are English Native Speakers. If students talk little, tutors will stop explaining because tutors assume students know that. As a result, many ESL students found Writing Center was useless for them and stopped coming. Making tutors and ESL students communicate and understand each other better is the key to make a successful tutoring session. My group suggests tutors make a goal with ESL students together at the beginning of the session based on what ESL students need and to be enthusiastic. We want our power point to explain the barriers and to give suggestions in short. We put key points to remind ourselves when presenting. We also want to the text  and pictures have the equal amount so that our audience can have better understanding of our presentation and listening to us. We selected some key points from the power point to make our brochure for audiences to take away and read. We used simple words to make sure everybody could understand our brochures and used a lot pictures to attract audiences. The presentation was short, and very few people asked questions. It may be due to the fact that my audience is tutors who have learned those tips in their classes. If I could have a chance to improve my presentation, I would make prepare more to talk and ask questions instead asking my audience to give feedback. Sincerely yours, Lin

Wednesday, October 23, 2019

Inherent Good and Evil in Lord of the Flies Essay

The Lord of the Flies by William Golding is tale of a group of young boys who become stranded on a deserted island after their plane crashes. Intertwined in this classic novel are many themes, most that relate to the inherent evil that exists in all human beings and the malicious nature of mankind. In The Lord of the Flies, Golding shows the boys’ gradual transformation from being civilized, well-mannered people to savage, ritualistic beasts. From the time that the boys land on the island, both a power struggle and the first signs of the boys’ inherent evil, Piggy’s mockery, occur. After blowing the conch and summoning all the boys to come for an assembly, an election is held. â€Å"I ought to be chief , said Jack with simple arrogance, because I’m chapter chorister and head boy†(Golding 22). After Ralph is elected Chief, Jack envies his position and constantly struggles for power with Ralph throughout the rest of the novel, convincing the rest of the boys to join his tribe rather than to stay with Ralph. Also, soon after the boys arrive at the island, Piggy, a physically weak and vulnerable character, is mocked and jeered at by the other boys. After trying to recount all of the liluns’ names, Piggy is told to â€Å"Shut up, Fatty,† by Jack Merridew. Ralph remarks by saying, â€Å"He’s not Fatty. His real name’s Piggy. † All of the boys on the island, except for Piggy, laugh and make themselves more comfortable at Piggy’s expense. â€Å"A storm of laughter arose and even the tiniest child joined in. For a moment the boys were a closed circuit of sympathy with Piggy outside. â€Å"(Golding 21). The boys instinctively become more comfortable with one another after Piggy’s mockery and create a bond, leaving Piggy on the outside. While Jack and Ralph are exploring the island, they encounter a piglet which Jack supposedly attempts to kill. After gaining the courage to kill the baby pig, Jack rectifies the situation by saying â€Å"I was just waiting for a moment to decide where to stab him (Golding 31). † This event clearly illustrates that along with inherent evil, â€Å"man is [also] capable of being good and kind, and has to choice and free will to choose which one he will become. â€Å"(Ridley 97) Jack’s mercy is short-lived, however, and when they encounter another pig, Jack and his hunters are relentless. They return to beach ritualistically chanting â€Å"Kill the pig. Cut her throat. Spill her blood,† where they excitedly explain the details of the hunt. â€Å"I cut the pig’s throat,’ said Jack, proudly, and yet twitched as he said it (Golding 69). Jack is internally struggling between his civilized teachings and savage instincts in this example, in which he both proudly exclaims his murder and twitches while doing so. Another example of the boy’s inherent evil is the brutal murder of the sow. Without any regard for the sow’s newborns, Jack commands his tribe to attack it. The boys â€Å"hurled themselves at her. This dreadful eruption from an unknown world made her frantic; she squealed and bucked and the air was full of sweat and noise and blood and terror† (Golding 135). The animalistic behavior of the boys frightens the sow, and the reader as well. After the death of the sow, the boys play with its blood and ritualistically celebrate their kill. Jack â€Å"giggled and flicked them while the boys laughed at his reeking palms. Then Jack grabbed Maurice and rubbed the stuff over his cheeks† (Golding 135). The boys show no mercy for the sow and behave like savages. The murder of the sow allows the boys to â€Å"revert back to [their] primitive instincts† (Garbarino 96) and lose all traces of guilt and conscience. In the novel, Ralph and Piggy represent intelligence, reason, and a government. They also try to abstain from resorting back to their primitive instincts and use reason to try and convince the other boys to do the same. â€Å"Which is better- to be a pack of painted Indians like you are, or to be sensible like Ralph is? â€Å"(Golding 180) states Piggy. The boys’ crazed reaction to Piggy’s question illustrates Piggy’s point about the civility of himself and Ralph, compared to Jack and the rest of the tribe. Many times throughout the book, Piggy is the voice of reason and helps to guide Ralph along that same road if he loses his way. After scolding Samneric for being pessimistic about their fate, Ralph momentarily forgets the reasons why the signal fire is so important. â€Å"He tried to remember. Smoke, he said, we want smoke. Course we have. Cos the smoke’s a signal and we can’t be rescued if we don’t have smoke. I knew that! Shouted Ralph† (Golding 172). Ralph begins to lose his initial cheerfulness and enthusiasm and replaces it with disinterest and pessimism. Piggy and Ralph separate themselves from Jack and his tribe and continue to maintain their â€Å"government†. However, when Jack and his tribe kill a pig and invite Ralph and Piggy to join their feast, the two accept and cannot resist the temptation of the meat. Later on in the celebration, Jack and his tribe perform a ritualistic dance, in which Piggy and Ralph later join. â€Å"Piggy and Ralph, under the threat of the sky, found themselves eager to take a place in this demented but partly secure society† (Golding 152). They realize that the dance fueled the boys to murder Simon, and later deny their participance in it. â€Å"We left early, said Piggy quickly, because we were tired† (Golding 158). Ralph and Piggy recognize the evil in the dance, and know that if the others found out about their participance in it, then the boys would claim that Piggy and Ralph would be going against their own beliefs. Also, by not admitting their partaking in the dance, Piggy and Ralph are denying their involvement in Simon’s murder and their inherent evil. They do not believe that evil exists within them and believe that it will â€Å"disappear† if they do not believe in it. Simon and Ralph represent goodness and reason, and both encounter the Lord of the Flies. The Lord of the Flies is the head of a pig which is sacrificially given to the beast in order to preserve the boys’ safety. Simon is the first to talk with the Lord of the Flies, and when he does, he learns that the beast (evil) is not in an animal out in the woods, but in the boys themselves. â€Å"Fancy you thinking the Beast was something you could hunt and kill. You knew didn’t you? I’m part of you,† (Golding 143) says the Lord of the Flies to Simon. The Lord of Flies says that the beast is not a physical manifestation that is in the form of an animal that can be hunted and killed, but resides inside the souls of the boys on the island. The Lord of the Flies even says that the Beast is part of Simon, the symbol of goodness, suggesting that all human beings are born with both some evil and goodness. Later on while Ralph is fleeing from Jack and his tribe, he stumbles upon the Lord of the Flies. â€Å"Little prickles of sensation ran up and down his back. The teeth grinned, the empty sockets seemed to hold his gaze masterfully and without effort† (Golding 185). Soon after, Ralph hits the pig’s head and smashes it into pieces. By destroying the Lord of the Flies, Ralph denies his internal evil and primitive instincts. The difference between Ralph’s and Simon’s encounter with the Lord of the Flies is that Simon accepts The Lord of the Flies and listens intently to what it is saying to him. However, Ralph destroys it and then walks away from it. Both Ralph’s and Simon’s experience with the Lord of the Flies states that â€Å"all men are capable of evil, and evil is inherent in all human beings, without exception. † (Ridley 107) The Lord of the Flies illustrates the capabilities of evil in all things. All of the boys on the island are tempted by evil, but not all of them give in to the craving. However, along with the evil that lies within all people, there is also a tinge of goodness, suggesting that all people have the free will to choose their destiny. The boys’ struggle between their anarchic driving force, and Ego, their sense and rationale, represent the ongoing feud between good and evil and is both exciting and emotional. The Lord of the Flies is a superbly written novel that will remain in the hearts of all who read it, and affect all who encounter it, much like the evil which it describes. Work Cited Garbarino, Ph. D, James. Lost Boys Why Our Sonds Turn Violent and How We Can Save Them. New York, NY: The Free Press, 1999. Ridley, Matt. Nature Via Nurture. Great Britain: Harper Collins Publishers Inc. , 2003. Neubauer, M. D. , Peter B,, and Alexander Neubauer. Nature’s Thumbprint. New Tork: Addison-Wesley Publishing Company, Inc. , 1990. Burnham, Terry, and Jay Phelan. Mean Genes. Cambridge, MA: Perseus Publishing, 2000. Golding, William. Lord of the Flies. The Berkley Publishing Group.