My Lai :: essays research papers

The My Lai Massacre: And It's Psychological Effects The objective of the American military mission in March of 1968 was clear, search and destroy My Lai. Throughout human history, millions of people have been exterminated at the hands of their fellow man. It would be great to imagine that the perpetrators behind these crimes are crazy, sadistic, and terrible people, but to the contrary these people are usually normal men and women. The question we must then ask ourselves is, how can we, as a race, commit such vulgar crimes against our own kind? The story of the My Lai incident portrays the insanity and the psychological effects that a given situation had on once normal men. It wasn't clear what to do with any civilians who might be encountered at My Lai, on March 16, 1968. On this day Captain Ernest Medina ordered Charlie Company, a unit of the US Eleventh Light Infantry Brigade, into combat. After Medina's orders 150 men led by Lt. William Calley raided the village and four hours later over 500 civilians were dead. These civilians consisted of elderly people, children, and women. Almost all of these people were unarmed, three weapons were confiscated in all. In addition, no enemy soldiers were found in the village. Only one U.S. soldier was a casualty in the incident, as a result of a self-inflicted gunshot wound to the foot. The scenes from this tragic event were unimaginable. Limbs were amputated, men were crying, people not fully dead were scattered all over, two little girls were shot in the face and Calley was screaming "kill nam, kill nam...". What could actually make men behave this way? What kind of mentality were these men in? Not only did these men murder women and children and babies, but it was also thought that some were looking for women to rape. We can first look at the interesting and sometimes appalling consequences of obedience. The men making up Charlie Company performed the vile acts they did as a result of their duties and obligations to the military. There are several identifiable explanations as to why individuals are more often than not inclined to obey authority. First, when acts are authorized it normally relieves the perpetrator from feeling guilty for his offensive actions. By shoving the responsibility away and placing it on the authorizer of the command, a person does not feel as compelled to reject the command, and can therefor fulfill his or her orders.

Lesson Plan for P.E. Essay

This is a great activity that my kids loved after a solid review of what is in a First Aid Kit. Once your students have been introduced to these contents and understand their uses, have them apply their knowledge to real life situations with this activity. 1. Have students break into groups of 3-5. 2. I assigned students roles in their groups. (Time Keeper, Writer, Speaker, etc.) They all need to help discuss however. 2. Each group will receive an index card with a scenario on it. 3. Based on the scenario, students must decide which item(s) from their First Aid Kit they would use. They should write down the items they could use on the back of the note card. I have a spelling list on the board for younger grades. If supplies allow it, give each group a first aid kit so that they may simply grab the item for their scenario. Example of a Scenario: One of your friends cuts their leg and it begins to bleed. You need to help them clean the wound. What do you need to use from the First Aid Kit? Answer: Rubber Gloves, Cleansing Pads, Gauze, Antibacterial Ointment, etc. 4. Have each group go through their list and discuss with the class why it’s important to have each certain item. How does it help both the helper and whoever is injured? Make sure that you stress the importance to always find an adult first before performing first aid. Assessment Ideas: Perform assessment and evaluation throughout the entire lesson by having the students interact with thoughtful discussion based lecture and apply what they have learned by putting the index cards into the correct spots and answering why it’s important to know first aid safety. Tuesday Name of Activity: Counting on Groceries | Purpose of Activity: The purpose of the activity is for the students to comprehend concepts related to health promotion by moving in the gymnasium and learning about healthy food choices as well as doing a little basic math. Prerequisites: Counting to 6. Have some basic ideas of what good foods look like. Student will demonstrate healthy practice and behaviors to maintain or improve personal health. Suggested Grade Level: 2 Materials Needed: Enough foam dice so that each child has one Lots of plastic foods Two reusable shopping bags 4 green baskets (depending on how much â€Å"go food† you have) 2 red baskets (depending on how much â€Å"whoa food† you have) Description of Idea Place on shopping bag with lots of food choices in it toward one end of the play space. Place the other shopping bag also with lots of food choices in it toward the other end of the play space. This allows for more movement and less traffic jams. Place the color baskets in the center of the play space. The green baskets represent the â€Å"Go Foods – healthy food choices† and the red baskets represent â€Å"Whoa Foods – foods we can only eat every once in a while†. Each child will get 1 die. They will take the die to a self-space and roll the die one time. After rolling the die they need to count the spots. Each spot represents a piece of food they can get at the grocery store (shopping bags). Once they collect the correct amount of food from the bag to match the roll of the die they bring the food back to the baskets. Once at the baskets they sort the food into the green basket for go foods and red basket for whoa foods. After sorting the foods they go ba ck to their die and roll again. They continue to do this until the shopping bags are empty and the food is all sorted. After all food is sorted bring the children back to the center of the play area. Have them sit in a circle so they can all see the baskets. As the children to identify the foods in the basket and evaluate to see if they placed the foods in the correct baskets. Assessment Ideas: I was able to assess if the students could count to six by watching their die roll and seeing how many pieces of food they took when going to the shopping bag. I was able to watch the children sort the food and see if they were sorting correctly for the food choices they had. As a group I was able to assess the overall outcome by how successful they were overall with the sorting activity. Adaptations for Students with Disabilities: Kids with mobility problems could have an adult bring a basket to them so they could sort easier. Kids with visual difficulties could have the food identified for them and then have them tell another child or adult what basket to place to the food in. Kids could work in pairs if a child has trouble counting the spots on the die. Wednesday Name of Activity: Learning the food guide pyramid | Purpose of Activity: The learner will apply knowledge and behavior self-management skills to areas of nutrition and physical activity for healthy growth, development, and maintenance. Prerequisites: The student will choose habits that prevent hearth disease. : Students should have knowledge of the five food groups, how much of each food group they should be getting every day, and what makes up a â€Å"serving† of food. 115.2 Health Edu. (b)(1) (A) Suggested Grade Level: 2 Materials needed: -white board, -white board markers. -Class set of food calendar worksheets, -multiple sets of pyramid go fish game, -deck of cards Description of Idea Focus: What is everyone’s favorite food? (Make a chart on the white board, placing student’s favorite foods under the category of the food pyramid in which it belongs) Explain which category the student’s favorite foods fall under, which category we should have the most of (grains) and which the least of (fats and oils)? Statement of Objectives: To learn about the food guide pyramid and what foods are best for our bodies! Teacher Input: Can anyone name all the categories of the food guide pyramid? (Grains, vegetables, fruits, milk/dairy, meats & beans, and fats/sugars) Tell your neighbor what your favorite food is and which category it fell under? Now how much of all the other categories, as well as the one your favorite food falls under, do you think you should be eating each day? Grains- 6 ounces Vegetables- 2  ½ ounces Fruits- 1 ½ cups Milk/dairy- 3 cups Meats & beans- 5 ounces Fats/sugars- know your limits Oils (although not a good group, they are needed in small amounts for good health) We eat these foods because they provide our bodies with the nutrients we need to do things. To run, walk, talk, think, smile, and GROW big and strong! All the categories of the food guide pyramid are like a puzzle, and if our body doesn’t have all the pieces, it isn’t complete! Guided Practice: Can we discuss as a class, what are some healthy choices that we could eat from each of these categories. Examples: Grains (pasta, bread, rice), Vegetables (lettuce, spinach, broccoli, cucumbers, peppers), Fruits (bananas, strawberries, oranges, apples), Milk/dairy (milk, yogurt, cheese) Meats & beans (chicken, fish, lean beef, soybeans, dried beans). One important thing to know when deciding what you are going to eat for your each food guide pyramid portion size. We need six ounces of grains per day, and five ounces of meat/bean. What does this mean? Well three ounces can be described as the same width and size of a deck of cards (show example of a deck of cards). So remember that when eating. Now, let’s fill in this chart all together (the same food calendar worksheet passed out to class already) to help us think about what kinds of foods we would all eat throughout our meals to ensure we are eating all of the correct foods and serving amounts that the food guide pyramid tells us to. Who would like to raise their hand first, to tell me, what is a food we could eat with breakfast, which would help us reach our goal of meeting the food guide pyramid daily servings? Independent Practice: With three of your neighbors, take a few minutes to play â€Å"Pyramid Go Fish!† The dealer of your group shuffles the cards, then gives each player four cards, and puts the remaining cards in a stack in middle of everyone. Each player takes a turn asking another player if he/she has the pair to one of the four cards that they currently have in their hands. If two of the same cards are obtained, then the pair is laid down and counted as one point. When asking another player if he/she has a card and is answered â€Å"no, go fish† then the player who was denied must draw another card from the deck in the middle. If answered â€Å"Yes†, then the player is given the card, lays down his/her pair, and gets to ask again if a fellow player has a card he/she needs. Whoever ends up with the most pairs wins? Closure: Raise your hand to tell me a food that may not be your favorite, but you like a lot, that falls into the food guide pyramids’ categories. How much of this food do you usually eat when you have it? What are some fats/sugars that would be better to choose, rather than candy, ice cream and items like that? Make sure to go home tonight and talk to your family about what should be on your plate in order to have a well-balanced, healthy dinner tonight! Assessment Ideas: Psychomotor: The student will be able to play games related to the food guide pyramid. Cognitive: The student will be able to remember what the food guide pyramid categories are, what types of foods belong to each, how many servings pertain to each category, and why we should eat these foods. Affective: The student will be able to discuss good choices to eat from the food guide pyramid, determine how much of each pyramid category they should eat daily, and also be able to teach others about what they learned from the food guide pyramid. Thursday Name of Activity: Creating a First Aid Kit | Purpose of Activity: The student should know how to work in groups while making the first aid kit. They should also be able to list five items that should in a first aid kit and explain how they are used, as well as, go home and make a first aid kit. Prerequisites: Student should have had prior practice. The students should know the name of the items in the box and how to use all content in the box, also where it should be kept. And be skilled in common first aid procedures. 115.2 Health Edu (b) (1) (A) Suggested Grade Level: 2 Materials Needed: first-aid manual, sterile gauze, adhesive tape, adhesive bandages in several sizes, elastic bandage, antiseptic wipes, soap, antibiotic cream (triple-antibiotic ointment), antiseptic solution (like hydrogen peroxide), hydrocortisone cream (1%), acetaminophen and ibuprofen, extra prescription medications (if the family is going on vacation), tweezers, sharp scissors, safety pins, disposable instant cold packs, calamine lotion, alcohol wipes or ethyl alcohol, thermometer, plastic gloves (at least 2 pairs), flashlight and extra batteries, mouthpiece for administering CPR (can be obtained from your local Red Cross), your list of emergency phone numbers blanket (stored nearby), Plastic box, construction paper cut to 3Ãâ€"5 in., markers, sandwich bags, take home handouts with the list of items for kit and how to make a kit, First aid assessment sheet, the in class worksheet for with blank spaces for students to fill in descriptions Description of Idea Statement of Objectives: Once we have finished creating our classroom first aid kit you will be able to go home and make your own first aid kit with your parents and identify all the parts that are found in the kit. Teacher Input: Ask students, â€Å"Have you ever seen a first aid kit?† ask them to raise their hand. â€Å"Where do you usually see first aid kits?† call on a few, give positive feedback. Tell the students that a first aid kit is a good thing to have anywhere. Give examples: in the car, at home, at the playground. Tell the children how you never know when you may have a emergency that will require immediate action. Put up a slide showing the standard list of items, with their descriptions, found in a kit. Point to each item say the name and have the class repeat the name. Guided Practice: After going through the list once give each student the handout that matches the slide telling them to follow along and take notes of the descriptions of use as you move down the list. Tell the classroom that this information was provided to them by the White Lake Fire Department. This time instead of pointing only to the slide use the items you have already sat on the desk that will go in your kit to show the students a visual of the item as you describe it while they take notes. After going over an item start passing it through the class giving each student an opportunity to look closely at each item. Once you reach the end have them fill in the last three spaces with things they think would be nice to have in a first aid kit. This can be something serious like glow sticks, matches or fun such as a coloring book or small stuffed animal. Independent Practice: Assign children into groups of no more than five. Give each group a sandwich bag and the construction paper squares. Tell the students to make their own first aid kit by writing the name of each item on the paper provided. Tell the groups to switch bags and empty the contents checking to make sure each piece is there. Before they check the new bags explain to the students the importance of going through the first aid kit every few months to make sure all the items are still there and that none of the items are out of date or damaged. Closure: Give positive feedback on what a wonderful job they have done so far. Go back to the table with all the items for the first aid kit and have each child come up and pick and item to go in the class box. Ask the student, â€Å"Can you tell everyone what this item is and what we would use this item for?† Let each child have a turn if possible. Pass out the First Aid Lesson assessment and have the children complete and hand in. After the box is complete encourage the children to go home and talk to their parents about making their own kit Friday Name of Activity: Nutrition Scooter Relay | Purpose of Activity: The students will be able to demonstrate safe scooter travel and will be able to correctly identify foods from the six food pyramid groups. Prerequisites: Students should have knowledge of the five food groups, how much of each food group they should be getting every day, and what makes up a â€Å"serving† of food. Suggested Grade Level: 2 Materials Needed: 1. four wheeled scooters (enough for half your class) 2. Pictures of foods from the six food groups (around 100-150 pictures) Description of Idea I like to use this relay as a culminating activity for learning about the six food groups. Divide the students into pairs and have them spread out along one side of the gym with one scooter per pair. Spread out pictures of food from the six food groups along the opposite side of the gym. I like to use food group pictures that I ordered from a Dairy Council catalog that allots free monies to teachers every year, but any assortment of pictures will work. It is also nice to tack up a picture of the food pyramid on the same side of the gym that you spread out the pictures for struggling students to use as a resource. Once the gym is set up, give the signal to begin. One student from each group must travel on the scooter down to the opposite end of the gym while the other student runs/skips/gallops/etc. beside his/her partner on the scooter. The partner on the scooter must travel on his/her bottom or knees. Once they have made it to the opposite side each group must pick six different foods pictures of food that fit into the six food group categories before returning. Partners can check with each other and the food pyramid poster to make sure they have all six before returning. They must go back the same way they came, with the same partner on the scooter and the same partner moving alongside the scooter. Once the first group has returned, begin counting down from 30 seconds, signaling to the other groups that they need to get back to the other side of the gym before time runs out with whatever pictures they have. Once everyone is back, they can take 30 seconds to show their items to another group to double check their choices. Once the 30 seconds are up, collect all the food from the students, have them switch places and go again! While they race down, replace the food you have collected so that they can use those pictures again for the following round. The kids LOVE this game, and it gives the students multiple opportunities to check their knowledge with other students while giving me many opportunities to walk around and assess student learning levels. Assessment Ideas: I have assessed student learning and comprehension levels in different ways for this game. Sometimes I use a check-sheet to mark that can correctly identify and place foods within the correct food groups, and sometimes (with the second graders) I use self-assessment charts where students can mark their own levels of understanding. Since this activity takes place at the end of my nutrition unit I usually already have a pretty good idea of who can and can’t identify foods and correctly place them within the six food groups, so this just gives me one more opportunity to check for understanding.

Immigration Facts and Resources

Can Christians Believe in Dinosaurs

Plenty of animals make cameo appearances in the Old and New Testaments—snakes, sheep, and frogs, to name just three—but there isnt a single mention of dinosaurs. (Yes, some Christians maintain that the serpents of the Bible were really dinosaurs, as were the fearsomely named monsters Behemoth and Leviathan, but this isnt a widely accepted interpretation.) This lack of inclusion, combined with scientists assertion that dinosaurs lived over 65 million years ago, makes many Christians skeptical about the existence of dinosaurs, and of prehistoric life in general. The question is, can a devout Christian believe in creatures like Apatosaurus and Tyrannosaurus Rex without running afoul of the articles of his faith? In order to answer this question, we first have to define what we mean by the word Christian. The fact is that there are over two billion self-identified Christians in the world, and most of them practice a very moderate form of their religion (just as the majority of Muslims, Jews, and Hindus practice moderate forms of their religions). Of this number, about 300 million identify themselves as fundamentalist Christians, an inflexible subset of which believes in the inerrancy of the Bible concerning all things (ranging from morality to paleontology) and therefore have the most difficulty accepting the idea of dinosaurs and deep geological time. Still, some types of fundamentalists are more fundamental than others, meaning its difficult to establish exactly how many of these Christians genuinely disbelieve in dinosaurs, evolution, and an earth thats older than a few thousand years. Even taking the most generous estimate of the number of die-hard fundamentalists, that still leaves about 1.9 billion Christians who have no trouble reconciling scientific discoveries with their belief system. No less an authority than Pope Pius XII said, in 1950, that there was nothing wrong with believing in evolution, with the proviso that the individual human soul is still created by God (an issue about which science has nothing to say), and in 2014 Pope Francis actively endorsed evolutionary theory (as well as other scientific ideas, like global warming, that some people disbelieve). Can Fundamentalist Christians Believe in Dinosaurs? The main thing that distinguishes fundamentalists from other types of Christians is their belief that the Old and New Testaments are literally true—and thus the first and last word in any debate concerning morality, geology, and biology. While most Christian authorities have no trouble interpreting the six days of creation in the Bible as figurative rather than literal—for all we know, each day may have been 500 million years long! Fundamentalists insist that a biblical day is exactly as long as a modern day. Combined with a close reading of the age of the patriarchs, and a reconstruction of the timeline of biblical events, this leads fundamentalists to deduce an age for the earth of about 6,000 years. Needless to say, its extremely difficult to fit creation and dinosaurs (not to mention most of geology, astronomy and evolutionary biology) into that brief a time frame. Fundamentalists propose the following solutions to this dilemma: Dinosaurs were real, but they lived only a few thousand years ago. This is the most common solution to the dinosaur problem: Stegosaurus, Triceratops and their ilk roamed the earth during Biblical times, and were even led, two by two, onto Noahs Ark (or taken aboard as eggs). In this view, paleontologists are at best misinformed, and at worst perpetrating an outright fraud, when they date fossils to tens of millions of years ago, since this goes against the word of the Bible. Dinosaurs are real, and theyre still with us today. How can we say dinosaurs went extinct millions of years ago when there are still tyrannosaurs roaming the jungles of Africa and plesiosaurs shadowing the ocean floor? This line of reasoning is even more logically incoherent than the others since the discovery of a living, breathing Allosaurus wouldnt prove anything about a) the existence of dinosaurs during the Mesozoic Era or b) the viability of the theory of evolution. The fossils of dinosaurs and other prehistoric animals were planted by Satan. This is the ultimate conspiracy theory: the evidence for the existence of dinosaurs was planted by no less an arch-fiend than Lucifer, to lead Christians away from the one true path to salvation. Granted, not many fundamentalists subscribe to this belief, and its unclear how seriously its taken by its adherents (who may be more interested in scaring people onto the straight and narrow than stating the unadorned facts). How Can You Argue with a Fundamentalist About Dinosaurs? The short answer is: you cant. Today, most reputable scientists have a policy of not engaging in debates with fundamentalists about the fossil record or the theory of evolution, because the two parties are arguing from incompatible premises. Scientists gather empirical data, fit theories to discovered patterns, change their views when circumstances demand, and boldly go where the evidence leads them. Fundamentalist Christians are deeply distrustful of empirical science and insist that the Old and New Testaments are the only true source of all knowledge. These two world-views overlap exactly nowhere! In an ideal world, fundamentalist beliefs about dinosaurs and evolution would fade into obscurity, driven out of the sunlight by the overwhelming scientific evidence to the contrary. In the world we live in, though, school boards in conservative regions of the U.S. are still trying to either remove references to evolution in science textbooks, or add passages about intelligent design (a well-known smokescreen for fundamentalist views about evolution). Clearly, vis-a-vis the existence of dinosaurs, we still have a long way to go to convince fundamentalist Christians of the value of science.

Adoption by Gay Couples Should Be Legal in All 50 States...

Within the last few years, homosexuality has become more socially acceptable. They are now coming out of the closet so to speak, ready to start having families and feeling a desire to adopt. However, only 15 states allow gay couples to adopt. Persons of the same sex are just as capable of nurturing, loving and supporting adopted children as a straight couple. Over the last year, researchers in Australia found that having gay or lesbian parents does not affect a child’s education, social development or emotional health. Evidence shows that gay men and lesbians make just as good parents †¦Ã¢â‚¬  The fact that the parents love someone who is of the same gender, does not hinder their ability to love and raise a child. Children need role models,†¦show more content†¦The US Census Bureau conducted scientific research on the children of thousands of homosexual parents and reported that those children were as healthy, psychologically in regards of social relationships, self-esteem and behavioral problems. It is the quality of the parenting that determines the wellbeing of a child, not the sexual preference of the parent. In Perry v. Brown, the District Court stated that â€Å"same-sex parents and opposite-sex parents are of equal quality. Studies of children raised by same-sex couples often compare them to children raised by single mothers. Others compare them to children raised by divorced heterosexual parents. Clearly neither comparison group does as well as children raised by their married biological parents, so on its face, these claims carry little weight even if they are true†. (George W. Dent Jr. Same-Sex Parenting Is Harmful.) People may argue that a child needs both a mom and a dad to have a healthy childhood, however, it is sufficient enough to have a single mom or a single dad, and it is considered acceptable for those people to adopt. In 2012, a lesbian couple petitioned Federal Judge, Judge Bernard Friedman, with the right for them to adopt a child. In his ruling he stated â€Å"†¦children are just as well off with a same-sex couple than they are with a differently sexed cou ple and that emotionally, cognitively, socially, in every way, shapeShow MoreRelatedShould Gay Marriage Be Legal?778 Words   |  3 PagesShould Gay Marriage Be Legal? â€Å"†¦I now pronounce you husband and wife†¦Ã¢â‚¬  One would normally hear this when attending a wedding. In tradition marriage has been between one male and one female who love each other. But how would one feel if they heard â€Å"I now pronounce you groom and groom† or how about â€Å"†¦bride and bride...†? In the last 50 years the number of same-sex couples has increased. The on-going argument between the government and the people is â€Å"Should gay marriage be legal?† Although some sayRead MoreShould Homosexuals Be Allowed? Adopt?1512 Words   |  7 Pages Documented Research Paper 18 November 2014 Should Homosexuals be allowed to Adopt Did you know that Florida absolutely bans homosexuals to adopt children? Over a million people in the United States disagree on same sex marriage. If they disagree with same sex marriage what about when homosexuals want to adopt children. In my opinion it is great that homosexuals want to adopt children, because it is not about who they are being raised by. It is all about if the children are being raised with twoRead MoreEssay on Pro Same-Sex Marriage and Pro Family1487 Words   |  6 Pagespopulation of gays in America’s communities growing closer to 10%, the topic of gay marriage comes up time and time again. 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Same-sex parenting should be commonly accepted because same-sex couples form relationships that are more stable than most heterosexual marriages, they are moreRead MoreGay Marriage Should Be Legal1159 Words   |  5 Pagessociety will say they support equal rights for all citizens. But as soon as the topic of equal rights for homosexuals, people become un comfortable and uneasy, not knowing which opinion is right and wrong and right. Surprisingly the majority of Americans voted for the Constitutional Amendment, which puts a ban on gay marriage. This amendment entitles to equal rights to the gay community, ending toleration of discrimination in jobs, rights protecting gays from hate crimes,rights allowing advancementRead MoreGay Marriage Should Be Legal Essay1666 Words   |  7 Pagessame-sex couples to marry in all 50 US states. Associate Justice Anthony Kennedy stated in the majority opinion: The court now holds that same-sex couples may exercise the fundamental right to marry. No longer may this liberty be denied to them. Marriage between same-sex couples continues to be a heated issue of debate in society today. Denying gay marriage affects gay and lesbian couples and lets people think that is acceptable to discriminate against them. Even though same-sex couples are notRead MoreGay Couples Should Be Legal1427 Words   |  6 P agesYour partner and you are finally getting the moment you have been dreamed of, a wedding. This day took months in advance to prepare, all in the name of love. Now imagine this dream being taken away from you. The lights, the flowers, the beautiful night sky, and the love that is ever so fluffy bouncing through the air. This is what our society is experiencing. Many gays believe that they deserve the rights they are granted by the government. They work extremely hard, day in and day out trying to findRead MoreGay Adoption Should Be Legal1203 Words   |  5 PagesGay adoption is a touchy subject to a lot of people. Even though gay adoption became legal in all 50 states on June 26, 2017 everyone still seems to have an opinion on the matter and a lot of the opinions lean toward not allowing gay couples to adopt. There are so many children in the foster care system that need loving and stable homes so why not let gay couples give that to them? There is a lot of evidence to show that gay couples can be just as good at parenting as a straight couple. Maybe evenRead MoreThe Catholic Church Should Accept That Gay Marriage1526 Words   |  7 Pages The Catholic Church should accept that gay marriage is morally acceptable and doesn’t contradict their beliefs. Gay marriage has been a topic of controversy ever since the 1970’s. May of 1970 to be exact. Around This time two men named Richard John Jack Baker and James Michael McConnell in Minnesota applied to Hennepin County District Court clerk Gerald Nelson for a marriage license. They were denied because they both were men. This issue of two people of the same sex getting married isRead MoreGay Marriage Should Be Legal1205 Words   |  5 PagesSociology 1301-93431 Gay Marriage Getting married is something that most people do when they find love, which it is an important event in their life. The GLBT (gay, lesbian, bisexual and transgender) community now get the legal right of same-sex marriage, which they have fought for throughout the years; on the other hand, some opponents of same-sex marriage have called for a constitutional change towards it. Although there were some countries that allowed gay marriage before the United States, in June 26

Implications of Management Skills and Competencies

Question: Discuss about the Implications of Management Skills and Competencies. Answer: Introduction New Zealand, once the wealthiest and most advance country of the world is facing challenges in keeping up with the fast-faced global environment internationally and domestically. The case study of Netflix has brought an outcome of the reasons as to why New Zealand is facing such problems. It has emphasized on three points which include issues like brain drain, finances, the unwillingness of overseas investors, and employee retention (Zhu, 2014). The article also emphasises on the lack of managerial skills required by the leaders of the company to bring success to it. The third point emphasized by the case study is the requirement of a new business model or redesigning of the old one as per the new global changes. As per them the changing markets and technologies have led the stakeholders and funders more guarded regarding their investment and later the profit earned though it. This essay critically analyses the issues and view point on the actuality of the problems (Bagire and Namada , 2013). Thesis Statements The case study has concluded that there are a regular brain drain, financial issues and problem in retaining employees. The reason of these issues is the lack of opportunities in New Zealand. The economic growth of New Zealand has decreased since the global crisis of 2008-2009. Though New Zealand has come up with some primary industries to increase its economic growth but still the New Zealanders are emigrating in search of better career options. Managerial skills are required here to help the company in retaining its employees. These managerial skills are needed to be developed. Another issue is the low amount of wages that company offer to their employees, this make them go for a search of a better option outside the country. New Zealand has no or a few big industry players like manufacturing units, automobiles companies, semiconductors, or aerospace. People wanting a career in these fields have no opportunities in New Zealand so they emigrate (Tyson, 2012). Another author says tha t the reason for all the problems is the underperformance of the industries of New Zealand (NZIER, 2011). It is true that New Zealand is facing a lot of issues with all the sectors operating here, and measures are needed to be taken to solve these issues, or it will lead New Zealand to more economic disasters. It becomes very important for the business sector of New Zealand to work out measures that will help in bringing improvement in the current issues. As told before New Zealand does have primary industries which can be used to bring strength to the business sector of the country but they will not be sufficient to overcome the economic crises and remove all the financial issues that the country is facing. As per Yukl, it is necessary that the current situation of the countrys business sector need to be analysed and then an understanding of the managerial requirements and its development should be managed. According to him, the managerial qualities required to overcome these issue s are learning to advocate the change, encourage innovation, facilitate collective learning and envision change. These behavioural changes in managerial skills will help in improving the current conditions (Yukl, 2012). The second thesis statement emphasized by the case study is that the managers of New Zealand business sector lack effective managerial quality and to improve that the development of managerial skills in the leader becomes necessary. The case study has determined three managerial skills which can bring the maximum change in the situation of the New Zealands business structure. The three managerial skills are the capabilities of managing organisational renewal and uncertainty; to handle the relationship web with stakeholder a manager needs political and interpersonal skills and a skill of systematic approach in managing limited resources and people. A study conducted by Dayal Talukder, Brent Hawkins states that the managers of New Zealand believe that on the job experience is sufficient for them to perform successfully in the business and the improvement of managerial skills through coaching is not important (Talukder and Hawkins, 2014). This traditional approach of the managers needed to be changed, and they should be told that it is very much possible to develop a managerial skill in a person. The current issues of brain drain, finances, and retaining of employees and the required managerial skills are associated with each other as these are the major issues that the country is facing, and solution for removing these issues are in improving the suggested managerial skills. It is true that improving managerial skill will help in retaining employees as the manager with his skill of managing people able to retain the employee that will also decrease the problem of brain drain. Management of stakeholders and partners will handle the issue of financial problems and attract investors. The uncertainty in any business is a part that cannot be removed. Thus, the skill of managing the uncertainty is also proved to be a beneficial skill for a manager. The leadership and management skills substantially impact an organisational performance. The flourishing of innovation and skill development is only possible if the manager is skilled. They help in achieving the targets set by the company and enhance the productivity growth of it (Green, 2010). The case study has specified the few important managerial skills which majorly covers the currently identified issues. It is important that more studies take place, and all the managerial skills required for the improvement of the business sector of New Zealand are identified and added in the learning phase of the management. One such study emphasises on few keys that are necessary for a manager to have and they are integrity, honesty, trustworthiness, and creativity. This will help in enhancing the innovativeness of the business and the power to face competitions (Cumin, Talukder and Hawkins, 2012). The third statement emphasised in the case study is the requirement of the change of business model that New Zealand business sector is following presently. As per the case study, there is a requirement of solving issues like brain drain finances, and employee retention. These problems, when diagnosed, stated that improvement in managerial skills would help in solving the issues. But, the case study clarifies further that just by improving the managerial skills will not be able to overcome the issues that New Zealand business sector is facing (Zhu, 2014). It is necessary to introduce a new business model or redesign the current business model. Managers are asked to improve their managerial skill and manage within the limited resources that are available to them which ask the business model should also change which can make the limited resources sufficient to attain the target and its procedure. The business model required here should emphasise on the phrase trim the fat and without c reating employee redundancies enhance the quality of work. This business model will include quality management, working collaboratively; enhance personal performance, and lean production (de Menezes, Wood and Gelade, 2010). Although just based on the survey of 265 chief executives it is difficult to decide the exact business model that will act the most beneficial, but focusing on the three managerial skills required and the related problems need to be solved few changes can be determined and applied in the business model. A business model defines the manner in which an enterprise works. Which means the reflection of managements hypothesis on customer want, like how, when, and what. To meet them managerial skills are required, and therefore the proper business model is required (Teece, 2009). The new business will not only identify the managerial skills of the leader, but the ability of the entire management hierarchy will improve. Thus, the emphasis of the case study on the new bus iness model or redesigning of the old one is very important to achieve the other two statements give in the essay. The new business model may include strategies like training, job design, improved selection, and team-building. These strategies will not only help the managers to attain the target the company has set, but the overall development of the whole organisation will take place (Kaushik, Pennathur and Barnhart, 2010). Conclusion This article helps in clearing a current picture of New Zealands current business sector. As per the article, the survey conducted includes more about 265 chief executives, whereas there are more than thousand of companies operating in New Zealand. One could not determine the correct result with only one-fourth of the actual operating organisations. Also, there is no equal ratio in sectors those who have answered the survey. A clear picture can only be attained when most of the management answers the survey and then a diagnosis is done of the factors due to which the companies of New Zealand are facing so many problems. The article to determine the issues and problems that the country is facing in the recent times, but a proper solution to any of the problems are not being suggested anywhere in the article. The best part of the article is that it has divided the issues and problems into two parts and that helps in clarifying the issues and problems in details and its outcome is well- partitioned. Thus, to conclude the exact outcome of the issues in New Zealand and finding their solution a more detailed survey is required. References Bagire, V. and Namada, J. (2013). Managerial Skills, Financial Capability and Strategic Planning in Organizations.AJIBM, 03(05), pp.480-487. Cumin, D., Talukder, D. and Hawkins, B. (2012).Managerial skills and competencies in NZ o rganiz atio ns: a cause for concern. [online] www.worldbusinesscapabilitycongress.com. Available at: https://www.worldbusinesscapabilitycongress.com/wp-content/uploads/2013/01/Brent-Hawkins_ICL-Business-School_Paper_Managerial-skills-and-competencies-in-NZ-organizations-a-cause-for-concern-.pdf [Accessed 21 Sep. 2016]. de Menezes, L., Wood, S. and Gelade, G. (2010). The integration of human resource and operation management practices and its link with performance: A longitudinal latent class study.Journal of Operations Management, 28(6), pp.455-471. Green, R. (2010).Management Matter in New Zealand- How does manufacturing measure up?. [online] worldmanagementsurvey.org. Available at: https://worldmanagementsurvey.org/wp-content/images/2010/07/Report_Management-Matters-in-New-Zealand-How-does-manufacturing-measure-up.pdf [Accessed 21 Sep. 2016]. Kaushik, A., Pennathur, A. and Barnhart, S. (2010). Market timing and the determinants of performance of sector funds over the business cycle.Managerial Finance, 36(7), pp.583-602. NZIER, N. (2011).Working paper 2011/3 Industry productivity and the Australia - New Zealand income gap. [online] www.fedfarm.org.nz. Available at: https://www.fedfarm.org.nz/files/2011---NZIER-NZ-v-Aus-Productivity.pdf [Accessed 21 Sep. 2016]. Talukder, D. and Hawkins, B. (2014). Managerial skills and competencies in New Zealand organisations: a cause for concern: International Journal of Economics and Business Research: Vol 8, No 2.International Journal of Economics and Business Research. [online] Available at: https://www.inderscienceonline.com/doi/abs/10.1504/IJEBR.2014.064117 [Accessed 21 Sep. 2016]. Teece, D. (2009).Business Models, Business Strategy and Innovation. [online] www.businessmodelcommunity.com. Available at: https://www.businessmodelcommunity.com/fs/root/8jig8-businessmodelsbusinessstrategy.pdf [Accessed 21 Sep. 2016]. Tyson, S. (2012). The Handbook of Research on Comparative Human Resource Management20131Edited by Chris Brewster and Wolfgang Mayrhofer. The Handbook of Research on Comparative Human Resource Management . Cheltenham: Edward Elgar Publishing Limited 2012. 704 pp., ISBN: à ¢Ã¢â€š ¬Ã‚ 10: 184720726X; à ¢Ã¢â€š ¬Ã‚ 13: 978à ¢Ã¢â€š ¬Ã‚ 1847207265.Personnel Review, 42(1), pp.127-129. Yukl, G. (2012). Effective Leadership Behavior: What We Know and What Questions Need More Attention.Academy of Management Perspectives, 26(4), pp.66-85. Zhu, Y. (2014). The Mediating Effects of Managerial Skills on the Relationship Between Managerial Values, Ethical Leadership, and Organizational Reputation.Journal of Asia-Pacific Business, 15(4), pp.335-359.

The intrigue networks Review Essay Example

The intrigue networks Review Paper Essay on The intrigue networks A friend pulled Provincial Leroux from a small town in the Russian capital. However, come is half the battle, the main thing to be able to stay in the city, catch and at the same time to live in grand style. But how? Mind at a young blond beauty, quite frankly, a little bit. In this case, one thing remains to find a rich lover. Do you think it is a banal story? But not quite. Not for nothing because Oleg Roy called his new novel The networks of intrigue » . So, back to the story of Valeria. By working in a clothing store, accidentally meets certain Bogachkov Svetlana, and provincial life changing They are together for Lera rich lover, who soon dies the family terrible and mysterious tragedy, especially if we remember that once in a conversation in cafà © Svetlana Leray offered to marry his oligarch, assuming that his wife and children have an accident By the way, the conversation between two friends overheard in a cafe writer, screenwriter and producer Paul Saveltsev. He can not miss such a story and begins his investigation, which will lead to the most unexpected consequences. And first of all for himself. We will write a custom essay sample on The intrigue networks Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The intrigue networks Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The intrigue networks Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This is probably believable story. Very rarely, who had come from the provinces to the capital of the person manages to get absolutely honest way to earn really big money. The more often we want all at once. Despite the plot twist of intrigue seemed rather weak. Around the middle of the book, I began to guess who is really behind all events, did not know just why. And yet, it seemed to me, in the story there is a discrepancy. Just to share some thoughts I can only with those who have already read the book. Otherwise, Ill be the most important and interesting to read the book. In general, Oleg Roys novel turned out no worse and no better than most of his works. But more than any other I still like three of his novel: Barcelona gallery, Stolen Happiness and Smile black cat » . The intrigue networks Review Essay Example The intrigue networks Review Paper Essay on The intrigue networks -I believe we have made an important and necessary work, sounded from the screen a familiar voice. In the end, in such a situation may be, each of us, every person, even one whos all right, can at one moment be without a roof over your head. Agree to fate a capricious thing. Today, all you have but tomorrow you can lose everything, including the most expensive He looked up so that Ole fancied Vdovin looking directly at her. A chill ran chills. At these words does not end so long ago appeared on the shelves of bookstores Oleg Roys novel The intrigue networks. What is it? An occasion for reflection and guessing the plot the reader, or it may be a prelude cinematic screen TO BE CONTINED Such an ambiguous end only one element of a new literary credo Oleg Roy. In a network of intrigues a novel, radically different from previously published books of the writer We will write a custom essay sample on The intrigue networks Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The intrigue networks Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The intrigue networks Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer -. In your film wins the villain -.? A real father of the child Is this true -My movie is not about justice, but about real life, but I can not answer your question, and -.. yes, of course, true winner is the strongest, the one who turned out to be smarter, more inventive and visionary of others. says the protagonist of the novel. This short dialogue illustrates the new position of Oleg Roy, in relation to the whims of fate. In his most recent novels ( The script of their own mistakes, The networks of intrigue) is no more sentimentality, its place is a reality that today gives, alas, only a dramatic tone. Oleg Roy gives a chance to those who understand the law of modern life, understood if you want to achieve the goal to go on the corpses. As much as it may sound rude, but in his life that way the winner is the one who is stronger, wiser, smarter, more cunning, calculating, insolent .. And what could be more interesting book in which the game is played according to the rules OUR LIVES