Take Home Questions Essay Research Paper Sociology free essay sample

Bring Home Questions Essay, Research Paper Human science 103 Take Home Questions 1.Ethnic delineation is a position request of gatherings, each comprised of individuals with assumed basic social or physical highlights associating in types of laterality also, subjection. To get down with, all frameworks of social delineation are stocks of the contact of prior isolated gatherings. Beginning contact might be in the signifier of overcoming, allocation, deliberate in-movement, or nonvoluntary in-relocation. Following contact, gatherings take part in rivalry, position each other ethnocentrically, and, at last, one forces its better control over the others, developing as the prevailing gathering. Social delineation frameworks are made by the movement of individuals across national limits, ordinarily passing on with them diverse semantic correspondences and social frameworks, or by the constitution of new political limits. Multiethnic social orders are shaped through one or a blend of a few contact structures. The primary factor basic to the outgrowth of social definition or imbalance is Conquest. We will compose a custom exposition test on Bring Home Questions Essay Research Paper Sociology or then again any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Triumph is a signifier of contact where individuals of one society stifle all or segment of another general public and assume the capacity of the predominant gathering. European expansionism of the eighteenth and nineteenth hundreds of years best embodies this structure. The accompanying variable to the outgrowth of social separation is Annexation. It is a political occurring in which a part or perchance every one of one society is consolidated into another. In the event that a gathered society has a prevailing gathering, so the social gatherings inside that society go auxiliary at the point that sway is moved. Such assignment may occur in a serene or a fierce mode. Following appointment, the most well-known frames by which social gatherings come into contact include in-movement. The in-relocation of people groups starting with one society then onto the next might be either deliberate or nonvoluntary. The head start of social heterogeneousness in the United States, Canada, Australia, and New Zealand has been willful in-movement. The principle point of individuals who emigrate from their place society is ordinarily monetary improvement however here and there political or otherworldly contemplations play an of import work. Demographers who study movement structures allude to variables of? push and draw? that rouse individuals to go forward their unique society and move to one that guarantees improved states of life. The? pull? occurs in the midst of financial difficulty, individuals will be urged to emigrate in the event that they see progressively ideal financial possibilities in another general public. Discouraged monetary conditions, influencing least occupation possibilities and low rewards, alongside a low standpoint of progress of such conditions, speak to the? push? . Additional push factors were the option in expulsions via proprietors and the unrealisticness of any major political adjustments that would hold improved the financial situation. On the force side, the most engaging social orders were those popular of untalented work, similar to the United States and Canada, which were so in the essential periods of industrialisation. At last, Involuntary in-relocation includes the constrained transportation of people groups starting with one society then onto the next. Such constrained movements are ideal exemplified by the slave exchange of the seventeenth, eighteenth, and nineteenth hundreds of years, which brought 1000000s of inkinesss from Africa to work the cotton and sugar ranches of the United States, Brazil, and the West Indies. Lieberson? s hypothesis is that the nature by which differing ethnic gatherings abdominal muscle initio run into has been demonstrated to be a basic factor in elucidating the outgrowth of social imbalance and the specific examples it later takes. He recognizes two significant sorts of contact condition of affairss. The principal type, transient hypernymy, is delineated by arranged pilgrim conquerings in which a mechanically and hierarchically increasingly ground-breaking transitory gathering stifles the local populace. The second, autochthonal hypernymy, is trademark of generally deliberate and nonvoluntary in-movements, for example, those to North America ; in these examples, the showing up bunches are abdominal muscle initio made auxiliary to an inhabitant predominant gathering. Lieberson keeps up that since quite a while ago run battle is almost certain in social orders where the autochthonal populace at beginning contact is low-level. Local gatherings less ground-breaking than the showing up colonials are left with barely any alternatives other than resistance to the new cultural request forced on them. This malevolence is additionally reinforced when the triumph gathering, over clasp, becomes itself an autochthonal gathering. It is the relative intensity of the migrator and autochthonal bunches that decides the inevitable idea of social definition in each of these condition of affairss. Where an attacking gathering is fruitful in administering the local populace, the political and financial frameworks of the new gathering are forced, and fighting and general battle are probably going to follow quickly. Circumstances in which the indigen bunch employs more prominent force and outsider gatherings enter as auxiliaries produce less open battle abdominal muscle initio. The autochthonal gathering holds authority over the size and character of in-movement and may empower quick osmosis, as in the occasion of most European workers to the United States. Moreover, battle is lessened by the way that if the in-movement is intentional, displeased workers may come back to their general public of starting. In spite of the fact that the idea of starting gathering come to my be of import in offering ascend to and deciding the possible arrangement of social separation, Donald Noel has pointed three additional components in 1968. They are ethnocentrism, rivalry for scant cultural assets, and an inconsistent conveyance of intensity. On starting contact, disparate gatherings will equity each other in footings of their ain progress, ethnocentrically. Given the idea of ethnocentrism, these appraisals will regularly be negative. The negative decisions will rely upon the evaluation of distinction between the gatherings: The more unique they are, the increasingly negative the judgment. At the point when socially unique gatherings meet, in this way, ethnocentrism can be relied upon to exemplify intergroup mentalities. In any case, ethnocentrism completely is non adequate to deliver social separation. Gatherings may see each other adversely without the fundamental outgrowth of predominant subordinate dealingss among them. An additional necessity is rivalry, organized along social lines. Noel represents that the progressively extreme the opposition, the more prominent the likeliness of the outgrowth of social separation. At the point when gatherings take a stab at the equivalent scant assets, their interrelatednesss take on the highlights of rivalry and battle. Inside the competitory circle, those bunches with the best ability to oblige to the cultural and physical condition will stop up higher in the social progressive system. Differential force among the varying gatherings is the finishing up prerequisite for the improvement of social definition. Except if one can overmaster another, there is no balance for a steady position request of social gatherings, regardless of whether there is rivalry and ethnocentrism among them. When there is a curiously wide force spread among viing and ethnocentric gatherings, the new delineation framework is probably going to be fairly enduring. Force strains more force and one time built up, the predominant gathering utilizes its capacity to bar the opposition of different gatherings and to set laterality. In the terminal, differential force among the varying gatherings is the most condemning of the requests for the outgrowth of social delineation. Noel? s hypothesis hypothesizes that rivalry for scant assets gives the thought process to separation, ethnocentrism channels this opposition along social lines, and differential force decides if one gathering will have the option to subordinate others. 32d

Produce an Interactive Multimedia Application Essay Example

Produce an Interactive Multimedia Application Essay Example Produce an Interactive Multimedia Application Essay Produce an Interactive Multimedia Application Essay The task will show the diverse specialized issues associated with the advancement of the intuitive mixed media application. This report will discuss the various media resources that have been utilized and how well they include incorporated inside the earth. This report will likewise evaluate the specialized prerequisites of utilizing media resources in the application. 3.0 Operation Instruction Presentation Page Open the Movie.exe from the CD drive, which will right off the bat show the accompanying screen: This page shows a prologue to the task. There is likewise a choice where the client can skirt the presentation by tapping on the enter button straight away while the presentation page is playing a short tune will be played in the back ground and continually circled the tune will play for 30seconds after the finish of the vivified message in the presentation. Figure 1 Introduction Page Fundamental Menu Page Subsequent to tapping on the enter button the client will arrive at the primary menu. This page contains four enlivened sharp edges turning around just as two graphical pictures (fig-2). A little tune at 30% of unique volume will be played out of sight and continually circled while on the menu page. The turning sharp edges are the catches on the page, the client can find what these catches are by drifting over the catch with the mouse, the job over impact shows the client which page that catch is going to lead them to (see fig-3). From the primary menu page the client can visit the accompanying pages: * Story page * Image page * Sound page * Video page (Figure-2 primary page) (Figure-3 job over catch) Story Page When the client clicks onto the story button enlivened content shows up on the screen portraying the tale of cutting edge, a similar tune will continue playing out of sight, until a realistic of sharp edge shows up starting there the sound will change. The client will then just have one alternative which is to return to the fundamental menu (fig-4) . (Figure-4 screen shot of the story pages) Picture page The picture page will give the client the choice of survey three pictures the picture menu will contain the equivalent back ground pictures as the menu page. All the turning cutting edges at that point blur into the back ground and are replaces with three enlivened images which continue evolving shape (fig-5). At the point when the client jobs over the image with his curser he can tell which picture the vivified image speaks to (fig-6). When the client picks a picture the enlivened image will stay solidified on the predetermined page with the goal that the client realizes which picture they are seeing. Sound page The sound page has three example sounds on it one is from the edge subject tune and different sounds will be sounds that have been utilized in the application, one is from the presentation menu and the other sound is a similar music which is continually being played out of sight (Figure-7). The sound page is like the picture page the client needs to job over and click on to one of the three enlivened images to play the sound document, the job over impact will show which sound number they are going to tune in to. Once tapped on the ideal sound number, the activity will freeze with the goal that the client realizes that it is without a doubt the sound that they have picked. Pictures have likewise been remembered for this area, when the sound document begins playing an alternate picture will stacks up onto the screen for each solid record. A volume control and a stop button have likewise been included onto each unique sound document. The volume can be constrained by hauling the realisti c from right to left(Figure-8). Video Page Two recordings have been remembered for this application the two of them run in the snappy time group. When the client clicks onto the video alternative. The choice to play the two recordings is give on the video screen (Figure-8). Two indistinguishable pictures spread the segment where the recordings will play. At that point the client snaps to play the principal video, the video plays and the subsequent picture continues as before and the other way around (Figure-9). Connection Diagram Connection Diagram Story Connection graph pictures Connection graph Sound Connection graph Video The issues experienced I experienced numerous issues while doing this task. Despite the fact that I completely appreciated this module. In this module I have taken in a lot about Director and Flash. There were numerous things I found that were not permissible in executive. For instance I had a motion pictures, which I truly needed to play in my Director film, yet couldn't do as such, as Director didn't acknowledge the configuration of the recordings (.smash position). I didn't anticipate any coding in Director, anyway the Lingo was not hard to get. Additionally when I needed to import an AVI film in the Director the Play and Stop catches were playing fine, anyway the Fast Forward and Rewind catches were playing rather moderate, in any event, when I attempted to change the numbers in the scripting to play at various paces. Doing additionally inquired about I found that the AVI records are profoundly compacted and because of this they delayed down once they are brought into Director. I at that point returned to my unique thought of utilizing speedy time recordings. I have attempted to apply number of various capacities to the Director film, simply in light of the fact that I needed some type of understanding of making an equivalent impact, however in an alternate arrangement. For instance by turning a cursor over the turning sharp edges in the principle menu, the job over changes to, story, pictures, sound and Video. Pictures All through the entirety of this task I have utilized jpeg pictures. The explanation behind this that the picture size can be kept little and you can even now hold a similar picture quality. Coming up next is an examination of two pictures one is a jpeg and the external is a .. Movement One of the issues that I had when structuring my menu page was that I needed the activity to move to the upper right had corner when tapped on. I had extraordinary trouble in accomplishing this from the outset as I imagined that I would need to do it in blaze and I may need to re-try every one of my catches. I found that inside chief I could get a picture or realistic to move towards a sprite. I did this by making a little straightforward spot and putting it onto sprite 7. I at that point made which ever button was tapped on to move towards this spot. Sound Concerning sound I experienced issues finding the sound track from the BLADE film. When I had figured out how to discover the soundtrack of the web. The sound document was extremely huge. I needed to take enormous segments of the sound track out so I was left with the sound that I needed. I likewise understood that on the off chance that I changed over the sound into mp3, the sound document was generously littler yet still a similar quality. So there for I have utilized the mp3 design for sound all through the application. Video I have remembered two recordings for this application the two recordings are in the snappy time position, I have kept them in fast time since this is the arrangement, that I feel works best and the video size is littler. The primary serious issue that I have experienced was after the making of the application. As I have sound playing all through the application, the projector record was beginning to freeze up particularly when you clicked onto the enter page toward the start of the application and at whatever point you clicked onto the sound catch or video catches. I amended the issue by spilling. Time Management All through this task I invest a great deal of energy in getting the entirety of my activitys to work effectively, all the movements where done in streak. It was simply after I had brought them into chief, did I find that a portion of the activitys could have effectively been done in executive and in a fraction of the time taken in streak. For instance the turning cutting edges that are on the menu screen where done in streak, however these could have effectively been done in chief by utilizing the library bed and by picking the pivot Continuously button as appeared in figureX Figure X the video page; The fire on the content page; The turning scene on the principle menu; The pivoting ball on the sound page and the film. Innovation Analysis Interactive media Asset Wave record A Wave record is a sound document design, made by Microsoft, that has become a standard PC sound record group for everything from framework and game sounds to CD-quality sound. A Wave document is distinguished by a record name expansion of (.wav). Utilized fundamentally in PCs, the Wave record position has been acknowledged as a feasible trade mechanism for other PC stages, for example, Macintosh. This permits content designers to uninhibitedly move sound documents between stages for preparing. For instance notwithstanding the uncompressed crude sound information, the Wave record positions stores data about the documents, number of tracks, test rate, and bit profundity. Illustrations Interchange Format A GIF (the first and favored articulation is DJIF) is one of the two most regular document positions for realistic pictures on the World Wide Web. The other is the JPEG. On the Web and somewhere else on the Internet, the GIF has become a standard type of picture. In fact, a GIF utilizes the 2D-raster (arrangement of even lines that are checked quickly with an electron shaft from left to right and through and through) information type. An enlivened GIF is a realistic picture on a Web page that moves for instance, a whirling symbol or a flag with a hand that waves or letters that mysteriously get bigger. Specifically, an energized GIF is a document in the Graphics Interchange Format indicated as GIF89a that contains inside the single record a lot of pictures that are introduced in a predefined request. An energized GIF can circle interminably (and it seems like your report never gets done with showing up) or it can introduce one or a couple of arrangements and afterward stop the movement. JPEG A JPEG (articulated JAY-peg) is a realistic picture made by looking over a scope of Compression (decrease in size of information) characteristics. At the point when you make a JPEG or convert a picture from another arrangement to a JPE

Denial as a Symptom of Alcoholism

Denial as a Symptom of Alcoholism Addiction Alcohol Use Print Denial as a Symptom of Alcoholism As alcoholism progresses, so does the denial By Buddy T facebook twitter Buddy T is an anonymous writer and founding member of the Online Al-Anon Outreach Committee with decades of experience writing about alcoholism. Learn about our editorial policy Buddy T Updated on September 19, 2019 Westend61 / Getty Images More in Addiction Alcohol Use Binge Drinking Withdrawal and Relapse Children of Alcoholics Drunk Driving Addictive Behaviors Drug Use Nicotine Use Coping and Recovery One of the most frustrating factors in dealing with alcoholism is it is almost always accompanied by a phenomenon known as denialâ€"a refusal to admit the truth or reality of the condition. With denial, a person with alcohol use disorder has impaired insight into their condition. Denial?? is a common symptom of alcohol use disorder?? and it can keep the person from seeking treatment. Friends and family members can also become involved in denial. Signs of Denial in Alcoholism Honesty is often the first thing to go in the course of alcohol use disorder.?? The drinker simply lies about his drinkingâ€"to himself and others. These lies take several forms of denial behavior. Rationalization: The alcoholic explains his excessive drinking in a way that makes it more acceptable. I only had two. I havent had a drink in a week.Dismissing:  The alcoholic refuses to talk about his drinking or dismisses it as not a real problem.  Lets not talk about this now, okay? Stop nagging me about drinking.?Blame: The alcoholic blames his drinking on other people, situations, or bad luck. She makes me so mad I have to have a drink. If my job wasnt so frustrating, I wouldnt need a drink. Its just bad luck that the cop stopped me after I left the bar.Concealing: The alcoholic begins to hide his drinking from others and deny that he is drinking when they ask him about it.  No, thats just breath freshener you smell. Yes, I stopped at the bar, but just to say hi to the guys.Making comparisons: The alcoholic may excuse his drinking to himself or others as being a normal pattern or not as excessive as another persons. I dont drink as much as Charlie, and hes not having any probl ems. At least Im not drunk all day like my dad was.False agreement: The alcoholic agrees that he has a problem and to take action, but never does. Yeah, I need to cut back. This is my last drink.Defensiveness: The alcoholic defends his drinking as a choice. Its my body and my life, its nobody elses business. Development of Denial The alcoholic covers up and denies his drinking out of his own feelings that there is something different or wrong about it. Somewhere inside he realizes that his drinking means more to him that he is willing to admit. Alcohol use disorders damage the brain, resulting in worsening denial and compromising insight regarding the illness. A Defense Mechanism As the disease progresses and his drinking begins to cause real problems in his life, remarkably the denial likewise increases. Drinking sprees can create problems at work, relationship losses, or even arrest for driving while impaired, but the alcoholic denies these problems have anything to do with drinking. Some say this is purely a defense mechanism. How is this possible? Usually, by the time the disease has gotten to the crisis point, a person with alcoholism has developed a support system of family and friends who unwittingly enable him to continue in his denial. They can display secondary denial, making similar excuses for the drinking and its consequences. How Does Denial Affect Addiction? Protecting the Alcoholic Family and friends often protect their loved one by covering for him, doing the work that he doesnt get done, paying the bills that he doesnt pay, rescuing him from his scrapes with the law, and generally taking up the responsibilities he has abandoned. He cant come to work today, hes got a virus.Weve got to get him out of jail; hell lose his jobâ€"then what will we do?It was my fault, officer. I said some things I should not have said. Rescued From the Consequences By doing these things, family and friends are protecting the alcoholic from the consequences of his actions. The alcoholic never experiences the pain caused by his drinking. Its as if they are putting pillows under him and he is never hurt by his fall. How to Know if Youre Enabling an Addict Although drinking has placed him in a helpless and dependent position, the alcoholic can continue to believe he is still independent because he has been rescued from his troubles by his well-meaning family, friends, co-workers, employers, and sometimes clergymen and counselors. Secondary Denial Keeps the Alcoholic From Hitting Bottom The roles these enablers play to help the alcoholic can be just as obsessive and harmful as the alcoholics drinking, which many times is a subject of denial for the alcoholics loved ones. With these enabling devices in place, an alcoholic is free to continue in the progression of his disease, with his denial intact, until he hits bottom, at which point even the most dedicated drinker must finally admit there is a problem. But there is no way for him to ever hit bottom when its always covered with pillows. There are  self-assessments  that can help you determine if you have been enabling an alcoholic. How to Stop Enabling an Alcoholic or Addict

Standardized testing - Crazy and Stressful Time for students, teachers, and parents - Free Essay Example

Sample details Pages: 2 Words: 611 Downloads: 7 Date added: 2019/06/24 Category Management Essay Level High school Tags: Standardized Testing Essay Did you like this example? Did you know that about 16-20% of students have high test anxiety and another 18% are troubled by mildly-high test anxiety (American Test Anxieties Association)? From a young age, most students have taken standardized tests. Though they are not enjoyed by all, students are forced to take them. They may test knowledge, but they can also affect students brains with anxiety and stress. Don’t waste time! Our writers will create an original "Standardized testing Crazy and Stressful Time for students, teachers, and parents" essay for you Create order Standardized testing should be limited in schools because teacher instruction is focused on testing, standardized tests only show strengths and weaknesses of groups of students, and standardized tests can positively and negatively affect many families and school corporations. While students are testing, its not just the student that is affected, but the students family and, possibly, the entire school corporation. Vogt agrees when he writes about an interview with an English professor who wont allow her son to take the Pennsylvania System of School Assessment (PSSA) because high stake tests are negatively affecting her son, his family, his teachers, his school and, ultimately, the entire educational system (Vogt). Some parents are not big fans of standardized tests, and those parents often choose to opt-out. Opting-out means for a parent or guardian to not permit their child to take the standardized test.This is a way for parents to protest to the school corporations and the state. While there are bad sides to standardized testing, there are also very positive things that have come out of these tests. Standardized tests have had many goals, but this goal is important: to help students to learn. Standardized tests have been able to show groups of students strengths and weaknesses in various school subjects. Records have shown that students at eighth grade level seem to be closer to basic level than proficient level (Nations Report Card). This can show teachers that they need to teach their students better, so that all the students would be able to understand all the material. While the tests definitely show the strengths and weaknesses of groups of students, they dont show individual strengths and weaknesses. For example, on the Indiana Statewide Testing For Educational Progress Plus (ISTEP+), when the results come back, students see how well they did compared to the rest of the state. It doesnt show individual strengths and weaknesses, but statewide comparisons, which isnt extremely helpful. Issitt agrees when he writes that while standardized tests offer information about a population, they do not provide data that addresses the achievement of specific individuals (Issitt). This is one of the problems that some parents and students have with standardized tests. The purpose of teachers is to teach students to help them remember important information about specific subjects. While this is the goal of all teachers, they dont do it. Many teachers focus their teaching on improving students test scores, which is known as teaching the test (Standardized Testing). While it may partially help to improve test scores, it doesnt help students retain the information. This is something that many parents are trying to get school corporations to fix. If someone has issues with standardized testing, tell them to go to their superintendent or state representative to try and change standardized testing rules. If they change standardized testing, it may help students not to worry as much. It will help their brains to be released from huge amounts of anxiety and stress from standardized tests. One day, teachers might teach for the students benefit, standardized tests could positively impact everyone, and the tests could show individual student improvement, instead of statewide student comparisons. Hopefully, one day standardized testing will be restricted for the good of the students, the parents, the school corporation, and, possibly, the entire world.

4dep - 1770 Words

4DEP Assessment 1.1 - Explain the knowledge, skills and behaviours required to be effective in an identified HR role. The CIPD professional map determines what HR professionals should know and understand to make a difference to their organisation. The map can be used in its form or in part or be incorporated into organisation’s existing competency structure. The map highlights ten professional areas with the centre of the map focusing on the two core areas which sit at the heart of the HR function and can be applied to all HR professionals regardless of role, location or stage of career. These are: 1. Insights, Strategy and Solutions: o This area deals with the professionals understanding and insight into an organisation,†¦show more content†¦It may not be easy for the employee to make a record of what is being said and might forgot or mis-interpret you. Email You can send the same message to a number of people quickly, efficiently and can be sent anytime of the day or night and employees can pick up emails from wherever they are. You can request proof of delivery and proof of receipt if the email has been opened. Email message may go into the junk/spam folder and recipient may not see it. Not everyone checks their emails regularly so there may be a delay in responding or acknowledging email. Face to Face Meeting You get to see people, hear them and judge their body language to see if they have understood what is being said. Ideas, knowledge and queries can be communicated between all at the meeting quickly and responses gathered. Arranging meetings can be very difficult as people have to travel and can be time consuming. Not everyone is available due to working unsociable hours. 2.3 - Describe how to build and maintain effective service delivery. I have most of my work diarised on outlook ensuring that I am meeting objectives, deadlines and service level agreements. I set myself time limits of when to complete tasks by to ensure prompt and effective delivery of service. At the start of my shift I usually got through my emails and try to action things as soon as theyShow MoreRelated4dep601 Words   |  3 PagesTitle Developing yourself as an Effective Human Resources or Learning and Development Practitioner Introduction ------------------------------------------------- Word count from here. Approx 600 words. 1.1 HR Profession Map (HRPM) CIPD Profession Map identifies different professional areas within HR, different behaviour types associated with professions, and bands which determine the level an individual is at (e.g, Admin, Manager, Director etc). Members of the CIPD website canRead MoreAssessment 4Dep1178 Words   |  5 Pagesï » ¿CIPD Foundation CERTIFICATE in human resource LEVEL 3 4DEP ASSESSMENT 01 Activities 1 The Human Resource Professional Map (HPRM) Activity 01 Introduction: The Human Resource Map (HRPM) was developed by the CIPD it was created by generalists and specialists within the CIPD/HR environments to explain how HR add value to any organisation within the UK and around the world. The (HRMP) is a guideline/benchmarked on line tool which can help individuals and organisations identify immediate andRead More4dep1708 Words   |  7 PagesHR PROFESSION MAP HR Profession Map is an online self-assessment tool for CIPD members. It can be used to assess your capability against the activities, knowledge and behaviours in the CIPD Profession Map and access recommendations for development. HRPM describes knowledge, activities, skills and behaviours that any HR professional needs to posses to be successful in their HR role. It consists of ten professional areas including two core areas which are Strategy, Insights and Solutions and LeadingRead More4dep747 Words   |  3 PagesActivity One This report intends to help in the understanding of the CIPD Human Resource Professional Map (HRPM). The HRPM was designed by the CIPD with the intention of helping the individual develop themselves as a successful Human Resource Practitioner, whilst providing a guideline to businesses, big and small. It highlights the professions and behaviours needed in order to progress successfully up the career ladder. It is broken down in to two central cores. * The first core is InsightRead More4dep912 Words   |  4 PagesWrite a report in which you: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   briefly summarise the CIPD professional Map (i.e. the core areas, the professional areas, the bands and the behaviours) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   comment on the activities and knowledge specified within any 1 professional area, at either band 1 or band 2, identifying those you consider most essential to your own (or other identified) HR role. The HR Professional Map is designed to identify the skills and behaviours all HR practioners should portray within their roleRead More4DEP Activity 1894 Words   |  4 Pagesï » ¿ Unit 4DEP (HR) Activity 1.1 Summary of the CIPD HR Profession Map The HRPM is a visual illustration of the activities, skills and behaviours required to be effective in an HR role. It based on information and best practice shared globally by HR professionals. Many organisations around the world now use it to benchmark their HR capability. The map is designed as follows: At the core of the HRPM are two crucial areas: Strategy, Insights Solutions Develop an understandingRead MoreCIPD 4DEP3320 Words   |  14 PagesActivity 1 The HR Profession Map shows in few steps how professionals could become a value within the organisation in which they work. It has been created by the CIPD for anyone who wants to upgrade and develop own career or for any other who wants to start working in the HR field. It describes what people need to do and to know and how they need to do it. For this reason the map covers all the professional areas within the HR field, giving the knowledge to become an effective and successful HRRead More4DEP Assignment 2389 Words   |  10 Pagesï » ¿4DEP Activity 1 1.1 HR Profession Map It is created by the profession for the profession, as a development tool to decipher the HR capabilities of individuals, teams and organisations. It can show areas that you need to improve or identify achievements to assist with development in your career path. It can identify skills needed, capabilities in the team and show where progress is needed. Core: Insights, Strategy and Solutions The heart of the map, is having the knowledge and understandingRead MoreCipd - 4dep-a Essay686 Words   |  3 PagesAssessment 4DEP – Activity A CPD stands for Continuing Professional Development and is a means of supporting people in the workplace to understand more about the environment in which they work, the job they do and how to do it better. As an initiative, CPD was largely unknown until at least the 1960s. Professional bodies only started to take systematic steps to ensure their members continue their development on an ongoing basis within the last ten to fifteen years of the twentieth century. RecognitionRead MoreCIPD 4DEP1461 Words   |  6 Pages1.1 The Human Resources Profession Map (HRPM) was created to explain how HR adds value; it was designed by a collaboration of both specialist and generalists working in the UK and globally across private and public sectors. The HRPM was developed by the CIPD. The design of the HRPM is to be relevant and applicable to HR professionals operating anywhere in the world, all sectors and in organisations of any shape or size. It captures what skills are required for effective and successful HR. There

Hero Honda Marketing Mix Free Essays

string(1262) " the chain Benchmark against best global practices Product Innovation keeping in mind the sensitivities of the target market Strong culture of performance 13CONSEQUENTLY THE VALUE PROPOSITION BY HERO TO MARKETS WAS BASED ON Thorough understanding of fast-changing consumer behaviour, new market segments and product opportunities through customer interaction ; feedback Investments in Technology upgradation Using Foreign collaboration to assist in new design and production processes Focus on â€Å"Quality† Productivity and Profitability 14 TODAY HERO GROUP EXPORTS PRODUCTS ; SERVICES ACROSS CONTINENTS Exports bicycles, cycle components, motorcycles, mopeds and castings to more than 70 countries The â€Å"IT initiative† of the Group exports services to US, UK ; Australia The Group encourages Vendors to be part of the Global supply chain 15TO PROVIDE QUALITY PRODUCTS AND SERVICES, THE GROUP HAS TO PROVIDE QUALITY PRODUCTS AND SERVICES, THE GROUP HAS JOINT VENTU RES AND BUSINESS ALLIANCES WITH MANY WORLD JOINT VENTURES AND BUSINESS ALLIANCES WITH MANY WORLD CLASS COMPANIES CLASS COMPANIES EralMetall, Germany Universal Cycles Plc, UK StyerDaimlerPuch, Austria FienTools, Switzerland Aprilia, Italy National Bicycle, Japan Honda Motors , Japan Showa Mfg\." â€Å"We, at the Hero Group are continuously striving for synergy between technology, systems, and human resources to provide products and services that meet the quality, performance, and price aspirations of the customers. While doing so, we maintain the highest standards of ethics and societal responsibilities, constantly innovate products and processes, and develop teams that keeps the momentum going to take the company to excellence in the new millennium† 2TODAY, THE HERO GROUP IS INTEGRATED BACKWARDS AND HAS 18 COMPANIES IN ITS FOLD COMPANY Hero Honda Motors Limited Hero Cycles Limited Munjal Showa Limited Sunbeam Auto Limited Majestic Auto Hero Exports Munjal Auto Industries Ltd Rockman Cycle Industries Highway Cycles Hero Honda Finlease Ltd Hero Auto Limited Munjal Castings Satyam Auto Components Ltd Hero Financial Services Ltd Hero Corporate Service Ltd Hero Global Design Munjal Sales Corporation Easy Bill Limited PRODUCT/ SERVICE Motorcycles Cycles, Auto Components, a nd Cold Rolled Steel Shock Absorbers Aluminium Castings Mopeds, Scooterette, and Health Care Equipment International Trading Arm Auto Components Cycle and Auto Components Cycle Components, Auto Components and Machine tools Financial Services Two-Wheelers Non Ferrous Castings Sheet Metals and Fabricated Auto Components Financial Services BPO Services, IT, Training Education Product Engineering Design Distribution Payment services 3 THE GROUP HAS BUILT AN IMPRESSIVE PORTFOLIO OF BUSINESSES THE GROUP HAS BUILT AN IMPRESSIVE PORTFOLIO OF BUSINESSES Hero position in India by sales* Company Segment Market leader Top 3 †¢ †¢ †¢ †¢ †¢ †¢ †¢ Hero Honda Motors Hero Cycles Munjal Showa Highway Cycles Rockman Cycles Munjal Auto Industries Ltd. SunBeam Auto †¢ †¢ †¢ †¢ †¢ †¢ †¢ Motor Cycles Cycles Shock absorbers Cycle components Cycle components Auto components Castings * For a specific segment 4 SNAPSHOT OF HERO GROUP†™S ACHIEVEMENTS SNAPSHOT OF HERO GROUP’S ACHIEVEMENTS Figures in USD millionWorld’s largest two-wheeler manufacturer Owns world’s biggest selling motorcycle brand – Hero Honda Splendor World’s largest bicycle manufacturer Hero Honda amongst top 3 Indian companies by Far Eastern Economic Review, 2002 Deep market penetration with 5000 outlets 22,000 plus employees Over 55 million bicycles and 7 million motorcycles on Indian roads Ranked No. We will write a custom essay sample on Hero Honda Marketing Mix or any similar topic only for you Order Now 1 amongst Indian automobile companies by Businessworld (Jan. ‘03) â€Å"Entrepreneur of the Year† award to the Group Chairman by Ernst Young Hero Group Financials Gross Revenues CAGR = 29% 1810 510 1998 Net Profits CAGR = 40% 2003 137 25 1998 Networth CAGR = 26% 2003 315 99 1998 2003 5 THE GROUP HAS WON SIGNIFICANT ACCLAIM AND RECOGNITION WITHIN THE GROUP HAS WON SIGNIFICANT ACCLAIM AND RECOGNITION WITHIN THE BUSINESS COMMUNITY THE BUSINESS COMMUNITY â€Å"One of top 30 brands in India† â€Å"Hero Honda among top 3 Indian companies† Indian Businessman of the Year award for Group ChairmanEntrepreneur of the Year award for Group Chairman from Ernst Young Economic Times – Harvard Business School award for Excellent Corporate Performance Group’s management style acclaimed by †¢ INSEAD, France †¢ London Business School, UK †¢ World Bank Two of the group companies are the world’s largest manufacturers Hero Honda – two wheelers and Hero Cycles Bicycles 6 HERO GROUP’S TRACK RECORD HAS ALSO BEEN ACCLAIMED BY HERO GROUP’S TRACK RECORD HAS ALSO BEEN ACCLAIMED BY Boston Consulting Group has ranked Hero Group as one of the top ten Business Houses on Economic Value Added (EVA), in India Over Drive Magazine, May 2002 Hero Honda Is World Production Numero Uno!Hero Honda Is World Leader Net Profit CAGR of 50% in last five years The Hero Group is recognized as a long term partner and an ideal employer: Hero Group’s partnership with Honda Motors, Japan is nearly 20 years old Hero Cycles Limited has not lost a single man-day of production since 1956 7 HERO HONDA MOTORS IS ONE OF INDIA’S MOST SUCCESSFUL COMPANIES HERO HONDA MOTORS IS ONE OF INDIA’S MOST SUCCESSFUL COMPANIES USD million Revenues Net Profits Market share 1,093 CAGR: 35% CAGR: 50% 100% = (mn units) Others 1. 4 3. 66 55 122 63 244 16 97-98 02-03 97-98 02-03 Hero Honda 37 97-98 45 02-03 â€Å"The HHML scrip has found favor with investors as it has given consistently high returns† – Economic Times 8HERO HONDA WAS RANKED AT NUMBER 3 AMONGST THE TOP TEN INDIAN HERO HONDA WAS RANKED AT NUMBER 3 AMONGST THE TOP TEN INDIAN COMPANIES BY FAR EASTERN ECONOMIC REVIEW – 2002 REPORT COMPANIES BY FAR EASTERN ECONOMIC REVIEW – 2002 REPORT 9 FACTORS WHICH MADE HONDA, JAPAN PARTNER WITH HERO GROUP* Honda selected the Hero Group for a variety of reasons, which included: Its engineering capability Relevance and salience of HERO brand Distribution network Commitment to Quality Know-how and experience in handling large volume production and distribution Tight focus on financial and raw material processes Low employee turnover Cordial Industrial Relations * Source:London Business School Case study, 2000 10 HERO CYCLES IS THE LARGEST PLAYER IN THE BICYCLE SEGMENT Sales: FY 2002-03* USD m illion †¢ 132 (Cycles Business) 94 Sales of Hero Cycles is about 1. times its biggest competitor even though Hero was not the first to set up cycles business in India Hero Cycles has now maintained its market leadership position over the last 2 decades †¢ 56 HERO Cycles Limited is a Guinness Book Record holder since 1986 as the world’s largest manufacturer of bicycles. Engineering Exports Promotion Council has awarded HERO Cycles with the Best Exporter Award for the last 28 years in succession. Source: Prowess 11 THE HERO CYCLES GROWTH HAS BEEN THROUGH A TIGHT FOCUS ON FOUR KEY FACTORS: Vision Aspiration of providing â€Å"cheapest† transportation to the poorest of India’s poor Action Introduce â€Å"Value for Money† product Sturdier product to meet rural demand Ancillarisation and backward integration Continuously improve productivity OutcomeProduct well accepted Production expanded from 25 cycles a day (1956) to 19,500 cycles a day (2003) Comp etition shrank across India from 100 manufacturers to 4 major players Maintaining Growth Expand markets Rural Focus Product Innovation Technical Alliances Integrated Backwards to remain costcompetitive and thus expand market share 12 HERO’S STRATEGY THAT MADE HERO CYCLES AND HERO HONDA GLOBAL LEADERS, REVOLVED AROUND 5 THEMES Hero Group NOT only as a â€Å"low cost provider† but also as â€Å"VALUE FOR MONEY† provider Build strong alliances and relationships with all stakeholders in the chain Benchmark against best global practices Product Innovation keeping in mind the sensitivities of the target market Strong culture of performance 13CONSEQUENTLY THE VALUE PROPOSITION BY HERO TO MARKETS WAS BASED ON Thorough understanding of fast-changing consumer behaviour, new market segments and product opportunities through customer interaction ; feedback Investments in Technology upgradation Using Foreign collaboration to assist in new design and production processes Focu s on â€Å"Quality† Productivity and Profitability 14 TODAY HERO GROUP EXPORTS PRODUCTS ; SERVICES ACROSS CONTINENTS Exports bicycles, cycle components, motorcycles, mopeds and castings to more than 70 countries The â€Å"IT initiative† of the Group exports services to US, UK ; Australia The Group encourages Vendors to be part of the Global supply chain 15TO PROVIDE QUALITY PRODUCTS AND SERVICES, THE GROUP HAS TO PROVIDE QUALITY PRODUCTS AND SERVICES, THE GROUP HAS JOINT VENTURES AND BUSINESS ALLIANCES WITH MANY WORLD JOINT VENTURES AND BUSINESS ALLIANCES WITH MANY WORLD CLASS COMPANIES CLASS COMPANIES EralMetall, Germany Universal Cycles Plc, UK StyerDaimlerPuch, Austria FienTools, Switzerland Aprilia, Italy National Bicycle, Japan Honda Motors , Japan Showa Mfg. You read "Hero Honda Marketing Mix" in category "Papers" Co. , Japan Siemens Info. Systems , India SAP, India Navision (Microsoft),India LiveBridge, USA â€Å"Hero Honda motors is the most successful Honda j oint venture worldwide† – K. Suzuki, Senior Managing Director, Honda Motor, Japan 16 HERO GROUP HAS ALWAYS BELIEVED IN GROWTH THROUGH HERO GROUP HAS ALWAYS BELIEVED IN GROWTH THROUGH PARTNERSHIPS AND SHARING THE FRUITS OF GROWTH PARTNERSHIPS AND SHARING THE FRUITS OF GROWTH International PartnershipsHero Honda Motors is the most successful Honda joint venture worldwide, functioning for nearly two decades The relationship with Showa Mfg. Co. , Japan is over 17 years old and Munjal Showa is the largest manufacturer of shock absorbers in India Partnership with Other Stakeholders A large number of the 5,000 dealers have had a successful partnership with the Group for over four decades The Group has helped develop a large number of vendors who have grown along with the companies and therefore have a strong commitment in the success of the business The Group enjoys a very healthy respect amongst institutions including Banks, Central and State Governments 17HERO GROUP’S SUCCESS HAS ALSO BEEN THROUGH ITS SIGNIFI CANT HERO GROUP’S SUCCESS HAS ALSO BEEN THROUGH ITS SIGNIFICANT INVESTMENT IN HUMAN CAPITAL INVESTMENT IN HUMAN CAPITAL Group’s Values †¢ Human capital is the key â€Å"asset† †¢ Continuously invest in this asset People Productivity †¢ Enhancing people performance and productivity by – Training – Retraining – Incentivisation Multiskilling †¢ To aid in employability †¢ Ensures horizontal mobility across trades 18 RECOGNISING SOCIAL RESPONSIBILITY, THE GROUP CONTRIBUTES RECOGNISING SOCIAL RESPONSIBILITY, THE GROUP CONTRIBUTES ACTIVELY TOWARDS WELFARE OF THE SOCIETY THROUGH ITS ACTIVELY TOWARDS WELFARE OF THE SOCIETY THROUGH ITS NUMEROUS SOCIAL INITIATIVES NUMEROUS SOCIAL INITIATIVES The Group has set up and is involved with: Schools †¢ Colleges †¢ Hospitals †¢ Vocational Training Centres †¢ Promotion of Sports and Sports persons †¢ Various community development activities and in improving rural and urban infrastructure 19 THE GROUP HAS DIVERSIFIED INTO THE SERVICES BUSINESS FOR THE GROUP HAS DIVERSIFIED INTO THE SERVICES BUSINESS FOR GLOBAL CUSTOMERS AND ASPIRES TO BE A SIGNIFICANT PLAYER OVER GLOBAL CUSTOMERS AND ASPIRES TO BE A SIGNIFICANT PLAYER OVER TIME TIME †¢ Hero’s distinctive edge in all its businesses has been – World-class project management Superior service orientation Company Hero Corporate Service Division Activity BPO/ Call centre services Training and Education IT Services – †¢After attaining market leadership in motorcycles, Hero decided to enter into customer interaction services and software services because it can best leverage its distinctive skills/capabilities in these sectors Hero Global Design Product Design ; Engineering 20 RATIONALE FOR DIVERSIFICATION INTO SERVICES BUSINESS FOR RATIONALE FOR DIVERSIFICATION INTO SERVICES BUSINESS FOR GLOBAL CUSTOMERS GLOBAL CUSTOMERS Hero Group’s Ability to Compete †¢ The Group has a proven track record of managing long term relationships with its domestic as well as global partners †¢ The Group has demonstrated capabilities to manage a large pool of people (22,000 employees) which is a pre-requisite for success in this business †¢ The Group has consistently exceeded customer expectations by understanding their needs both expressed nd implied †¢ The Group’ s value proposition is based on providing value for money by managing cost (without compromising on quality) and efficient use of resources †¢ The Group has attained leadership position through its service orientation Given the India advantage and the Hero Group’s attributes, BPO Services business is a compelling case for diversification with a fairly high likelihood of success 21 HERO GROUP FINANCIALS – Over the years 22 HERO GROUP: GROWTH IN REVENUES HERO GROUP: GROWTH IN REVENUES 2000 1800 1600 1400 CAGR = 29% over the last 5 years 1455 1810 US$ Mn. 1 200 1000 800 600 400 200 0 1997-98 1998-99 1999-00 510 618 829 1110 2000-01 2001-02 2002-03 23HERO GROUP: GROWTH IN NET PROFITS HERO GROUP: GROWTH IN NET PROFITS 160 140 120 CAGR = 40% over the last 5 years 120 137 US$ Mn. 100 80 60 40 20 0 70 55 39 25 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 24 HERO GROUP: MOVEMENT OF RETURN ON EQUITY HERO GROUP: MOVEMENT OF RETURN ON EQUITY 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 1997-98 1998-99 1999-00 2000-01 29. 3% 32. 3% 33. 50% 45. 80% 45. 90% 34. 2% Year 2001-2002 2002-03 25 SUMMARISING 26 HERO GROUP HAS BUILT LEADERSHIP POSITIONS PRIMARILY DUE TO ITS HERO GROUP HAS BUILT LEADERSHIP POSITIONS PRIMARILY DUE TO ITS BELIEF IN THE FOLLOWING PRINCIPLES BELIEF IN THE FOLLOWING PRINCIPLES Understanding stakeholder (incl. nternational partners and customers) expectations and delivering value for money Managing relationships Creating a Performance culture â€Å"Partnership Approach† with ancillaries Efficient Current Asset Management Accepting and using ever changing technology as a facilitator Strong quality and process orientation 27 RESULTS OF GROUP INITIATIVES The Group’s philosophy of empowering and training human capital, use of appropriate technologies, constantly being close to the customer and maintaining a healthy work environment with the highest standards of ethics and corporate governance has resulted in the Group companies excelling in their chosen field through a service attitude y ear after year, leading to impressive financials and healthy returns to all stakeholders 28 THANK YOU 29 How to cite Hero Honda Marketing Mix, Papers

Macbeth Essays (1002 words) - Characters In Macbeth,

Macbeth 1) Early in Macbeth we see Lady Macbeth as the strong, rational, determined, ambitious, even ruthless woman ; on the other hand we see a more vacillating , fearful Macbeth. As the play progresses, we see both characters change. Discuss. In the play Macbeth we can see a change occur in both the charaters, I think that most of the change in the characters occurs when they decide to actualy go ahead with the murder of Duncan. After this murder takes place both Macbeth and Lady Macbeth seem to become in a way blood thirsty. Not for their enjoyment but for the sake of Macbeth to to become the ruler. The seem to get carried away with all the murders that they have made take place. And go on a killing war path, killing anyone who gets in the way of Macbeth recieving the throne. It is just before the scene where Macbeth kills Duncan where the first sign of Macbeth changing occurs, he becomes all agitated and hesitant towards whether he should kill King Duncan or not, but finally Lady Macbet persuades Macbeth into commiting the murder of Duncan. But before the murder you could somehow already see the stress building up on top of him. It was the forceful words of his wife Lady Macbeth that I think made him do it. Lady Macbeth before the murder was quite calm as her ussual self giving orders to Macbeth. After the murder of Duncan this is when you see most of the changes begin, first of all it all started with Macbeth he started to become nervous and began to see things that wernt really there like the ghost of Duncan. I think this was the whole beginning of the couples problems when Macbeth started seeing things, I think this was what started Lady Macbeth off. This I think got her a bit paranoid about ghosts and other spirits comming to get her this was when you could start to notice a difference in Lady Macbeth's attitude. I think it was partly because she was a bit worried about Macbeth and his problems with his seeing things. What caused more problems for the Macbeth couple I think was that they killed more people to give his crown so called fruits for the rest of his life realy just to keep it secure. After all the killings that Macbeth had done both Macbeth anf Lady Macbeth realy lost it they ssaught of went of the rails and become realy sick in the mind. Lady Macbeth realy changed in her personality side of things her whole attitude to life had changed after all the murders that took place. So in coclution I think that both Macbeth and Lady Macbeth realy changed towards the end of the play. There whole personality changed. Instead of Lady Macbeth being strong, determined and ruthless she has become frail minded and scared of what was to come of her life, and instead of Macbeth being fearless he had also become scared and had fallen of the rails his whole life had become fearful. So I would have to say in the end they had definatly chaged there ways since the begining of the play. 1) Early in Macbeth we see Lady Macbeth as the strong, rational, determined, ambitious, even ruthless woman ; on the other hand we see a more vacillating , fearful Macbeth. As the play progresses, we see both characters change. Discuss. In the play Macbeth we can see a change occur in both the charaters, I think that most of the change in the characters occurs when they decide to actualy go ahead with the murder of Duncan. After this murder takes place both Macbeth and Lady Macbeth seem to become in a way blood thirsty. Not for their enjoyment but for the sake of Macbeth to to become the ruler. The seem to get carried away with all the murders that they have made take place. And go on a killing war path, killing anyone who gets in the way of Macbeth recieving the throne. It is just before the scene where Macbeth kills Duncan where the first sign of Macbeth changing occurs, he becomes all agitated and hesitant towards whether he should kill King Duncan or not, but finally Lady Macbet persuades Macbeth into commiting the murder of Duncan. But before the murder you could somehow already see the stress building up on top of him. It was the forceful words of his wife

World War 2 essays

World War 2 essays In America in the Twentieth Century, George Donelson Moss describes the change in American society as a result of World War II. He argues that during the Second World War the United States went from a nation suffering the effects of a Great Depression while dealing with a world occupied by war and controversy regarding President Roosevelts foreign policy, to a unified, proud, and powerful nation. Moss claims [The United States] armed forces and industrial might had played decisive roles in destroying Fascism, militarism, and imperialism around the globe. The rise of Nazism in Germany and Fascism in Italy were two main factors contributing to the outbreak of the war. Many feared Fascism, a political ideology condoning the recreation of a populist ultranationalist state, along with Communism . A common belief in many modern societies including the United States was that radical ideas such as Fascism and Communism were too extreme. Militarism existed mainly in Japan and Germany, as both nations were trying to build an empire. Through aggression and appeasement, Hitler gained Austria, Sudetenland, a section of Czechoslovakia, and other European territories. Meanwhile, in Japan, Emperor Hirohito seized Manchuria, an area of Northern China, with hopes to gain control of Southeast Asia. While the United States attempted to stay out of the conflict, the last straw came on D ecember 7, 1941. Japans surprise attack on Pearl Harbor left almost 2,400 Americans dead and an overwhelming sense of patriotism. The United States then entered the War, with hopes of destroying fascism, militarism and imperialism. ...

Pell Grant Chart (Most Recent) Eligibility and Payments

Pell Grant Chart (Most Recent) Eligibility and Payments SAT / ACT Prep Online Guides and Tips If you're looking for a quick and simple way to estimate your Pell Grant eligibility, you've come to the right place. I've included a couple of different charts that you mayfind helpful: one to check off federal eligibilitycriteria, and one to to estimate Pell Grant award amounts. Read on to learn more! Federal Aid Pell Grant Eligibility Chart The Pell Grant is a federally funded award that's primarily meant to help low-income students pay for college (you can learn more about the Pell Grant here). If you want to be considered for the grant, you have to meet all federal eligibility requirements. There are some other requirements you should be aware of - you can get more information by checking out our eligibilityguide. This next chart is a checklist ofall federal aid criteria. These requirements apply not just for the Pell Grant, but for all types of federal aid. You may find it helpful to print these charts for your own reference. In order to qualify, you must do all of the following: Eligibility Requirement Do you meet this criterion? Have a high school diploma, GED, or approved homeschool education Be enrolled or accepted to enroll in an eligible degree/certificate program You can check with your school/program’s financial aid office if you want to confirm eligibility Be registered with Selective Service, if you are male and between 18-25 years old If applicable,register with the SS website Have a valid Social Security Number (unless you’re from the Marshall Islands, Federal States of Micronesia, or the Republic of Palau) Sign statements on the FAFSA stating that (1) you’re not in default, and do not owe refund money, on a federal student loan, and (2) you’ll only use federal aid money to help pay for your education Access the FAFSA Maintain â€Å"satisfactory† progress in school If you’re concerned about your academic performance, or have questions about what is considered â€Å"satisfactory,† set up a meeting with your dean or other school administrator. In addition to the requirements listed in the chart above, you must be able to check one of the following: Be a US citizen or US national Have a green card Have an arrival-departure record Have battered immigrant status Have a T-Visa Pell Grant Payment Schedule Chart If you've locked down all the Pell Grant eligibility requirements, the next thing you'll want to consider is how much Pell Grant money you could receive. For more detailed information, you could check out our post on Pell Grant limits. Our Pell Grant Calculator guide will walk you through estimating your award amount. If you already have an idea of yourExpected Family Contribution (EFC) andenrollment status (full-time versus part-time), this chart will help you estimate your award amount very efficiently. Keep in mind that the award amounts in this chart are per semester, not per year; just double the appropriate amount to get an estimate of your annual grant eligibility. Expected Family Contribution (EFC) Full-Time 3/4-Time 1/2-Time Less than 1/2-Time 0 $2,887.50 $2,165.50 $1,444.00 $722.00 1 to 100 $2,862.50 $2,147.50 $1,431.50 $715.50 101 to 200 $2,812.50 $2,109.50 $1,406.50 $703.00 201 to 300 $2,762.50 $2,072.00 $1,381.50 $690.50 301 to 400 $2,712.50 $2,034.50 $1,356.50 $678.00 401 to 500 $2,662.50 $1,997.00 $1,331.50 $665.50 501 to 600 $2,612.50 $1,959.00 $1,306.50 $653.00 601 to 700 $2,562.50 $1,922.00 $1,281.50 $640.50 701 to 800 $2,512.50 $1,884.50 $1,256.50 $628.00 801 to 900 $2,462.50 $1,847.00 $1,231.50 $615.50 901 to 1000 $2,412.50 $1,809.50 $1,206.50 $603.00 1001 to 1100 $2,362.50 $1,772.00 $1,181.50 $590.50 1101 to 1200 $2,312.50 $1,734.50 $1,156.50 $578.00 1201 to 1300 $2,262.50 $1,697.00 $1,131.50 $565.50 1301 to 1400 $2,212.50 $1,659.50 $1,106.50 $553.00 1401 to 1500 $2,162.50 $1,622.00 $1,081.50 $540.50 1501 to 1600 $2,112.50 $1,584.50 $1,056.50 $528.00 1601 to 1700 $2,062.50 $1,547.00 $1,031.50 $515.50 1701 to 1800 $2,012.50 $1,509.50 $1,006.50 $503.00 1801 to 1900 $1,962.50 $1,472.00 $981.50 $490.50 1901 to 2000 $1,912.50 $1,434.50 $956.50 $478.00 2001 to 2100 $1,862.50 $1,397.00 $931.50 $465.50 2101 to 2200 $1,812.50 $1,359.50 $906.50 $453.00 2201 to 2300 $1,762.50 $1,322.00 $881.50 $440.50 2301 to 2400 $1,712.50 $1,284.50 $856.50 $428.00 2401 to 2500 $1,662.50 $1,247.00 $831.50 $415.50 2501 to 2600 $1,612.50 $1,209.50 $806.50 $403.00 2601 to 2700 $1,562.50 $1,172.00 $781.50 $390.50 2701 to 2800 $1,512.50 $1,134.50 $756.50 $378.00 2801 to 2900 $1,462.50 $1,097.00 $731.50 $365.50 2901 to 3000 $1,412.50 $1,059.50 $706.50 $353.00 3001 to 3100 $1,362.50 $1,022.00 $681.50 $340.50 3101 to 3200 $1,312.50 $984.50 $656.50 $328.00 3201 to 3300 $1,262.50 $947.00 $631.50 $315.50 3301 to 3400 $1,212.50 $909.50 $606.50 $303.00 3401 to 3500 $1,162.50 $872.00 $581.50 $290.50 3501 to 3600 $1,112.50 $834.50 $556.50 $0.00 3601 to 3700 $1,062.50 $797.00 $531.50 $0.00 3701 to 3800 $1,012.50 $759.50 $506.50 $0.00 3801 to 3900 $962.00 $722.00 $481.50 $0.00 3901 to 4000 $912.50 $684.50 $456.50 $0.00 4001 to 4100 $862.50 $647.00 $431.50 $0.00 4101 to 4200 $812.50 $609.50 $406.50 $0.00 4201 to 4300 $762.50 $572.00 $381.50 $0.00 4301 to 4400 $712.50 $534.50 $356.50 $0.00 4401 to 4500 $662.50 $497.00 $331.50 $0.00 4501 to 4600 $612.50 $459.50 $306.50 $0.00 4601 to 4700 $562.50 $422.00 $0.00 $0.00 4701 to 4800 $512.50 $384.50 $0.00 $0.00 4801 to 4900 $462.00 $347.00 $0.00 $0.00 4901 to 5000 $412.50 $309.50 $0.00 $0.00 5001 to 5100 $362.50 $0.00 $0.00 $0.00 5101 to 5198 $313.00 $0.00 $0.00 $0.00 5199 and up $0.00 $0.00 $0.00 $0.00 What's Next? Now that you know about Pell Grant eligibility requirements and award amounts, you'll want to take that next step: actually submitting a Pell Grant application. Check out our submission guide here. If you're interested in learning more about financial aid opportunities, you may want to look at our guides on merit scholarships and SAT scholarships. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Final Essay Example | Topics and Well Written Essays - 500 words

Final - Essay Example There is very little explanation for the reader in this story, but the dialogue shows a failure to communicate between Frances and Michael. When Frances says â€Å"Some day †¦ you’re going to make a move†¦ aren’t you† (lines 245-249) and Michael answers first with silence and then with evasive words like â€Å"Maybe†¦How the hell do I know?† (lines 250-251) it is obvious that he does not love her in the exclusive and committed way that one would expect within a marriage. He seems ready to move on. Frances is upset, and crying, which shows that she is still learning to come to terms with the differences that are driving her and her husband apart. Frances, on the other hand, wants to have a romantic relationship like the ones we see in American films and novels. Her tears are evidence that she is sad and disappointed, and that she had wished for something better. This story illustrates how relationships often look happy and stable on the surfa ce, while underneath there may be big problems. Knowing how to face up to problems, and being able to state clearly what each person is looking for, is a key element in relationships. In Half and Half, Rose understands her predicament more clearly.

Business ethics Essay Example | Topics and Well Written Essays - 1500 words - 6

Business ethics - Essay Example If many patients working under the old plant have already been diagnosed with Cancer, the firm cannot risk continuing with the operations knowing the health implications involved. Even if a cleanup occurs, it is not a guarantee that the scenario will occur again due to the plant being old. Option B, on the contrary, is also unethical because it will expose the workers from Liberia at a serious health risk, not to mention the negative effects on the community. Paying employees’ low wages because of the country they come from is unethical. Employees should not be shown favoritism due to their nationality or ethnicity. The strategy by the firm to cut on labor costs at an expense of the workers in Liberia is very unethical. The firm opting to use Low-tech methods that would cause a health risk to the workers and the community because of toxic hazards released to the Environment is against the Environmental principle of managing toxic wastes. , From an Ethical point of view Option C, can work as the best option among the three options that TK Company has now. Now the Government is offering low interest rates on their financial facilities, thus the firm could resort to take a loan at a low interest rate and use it to improve their new facilities. Facing out the old facilities is ethical on TK’s part because it will reduce the chances of more employees being exposed to cancer infections. In addition, the mechanism they are using to reduce the workforce is very ethical, because no employee will be laid off in an inhumane manner, but has a chance to receive their pension, in addition to all the other retirement benefits. Even though the debt liabilities will rise, the firm can manage it well in the future after the operation at the new facility picks up (Vincent, 2011). Vincent asserts that, every organization, including TK has ethical rules and guidelines, which they refer to as ‘code of ethics’ that they have to

An Analysis of Homais as an instrument of satire in Flauberts, Madame B

An analysis of Homais as an instrument of satire In Flaubert’s satiric novel, the story’s apothecary is used to convey Flaubert’s views of the bourgeois. As a vehicle for Flaubert’s satire, Homais is portrayed as opportunistic and self-serving, attributes that Flaubert associated with the middle class. Homais’ obsession with social mobility leads him to commit despicable acts. His character and values are also detestable. He is self-serving, hypocritical, opportunistic, egotistical, and crooked. All these negative characteristics are used by Flaubert to represent and satirize specific aspects of middle class society. More specific issues that are addressed include Homais’ superficial knowledge, religious hypocrisy, and pretentiousness. Furthermore, his status as a secondary character suggests his significance to the satire. If Emma is meant to portray the feminine aspect of the bourgeois then Homais is undoubtedly meant to represent the masculine aspect. Flaubert wanted to ridicule and crit icize the bourgeois class. By including Homais, Flaubert is able to satirize all the negative aspects of middle class society within a single novel. In adolescence and throughout much of his life, Gustave Flaubert regarded the bourgeois existence as an â€Å"immense, indistinct, unmitigated state of mindlessness† (Wall 29-31). He vented his contempt for the bourgeois in many of his works. In his Dictionary of Received Ideas he proclaims:   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Each bourgeois phrase, each bourgeois feeling, each bourgeois opinion is touched by the hilarious dismaying suspicion of fakery. Solemnly and energetically proclaiming their clichà ©s to each other, perhaps the bourgeois are indeed simply machines. They are stuck, like busy automata, in their perpetual false consciousness† (Wall 29-31). In Madam Bovary, Gustave Flaubert uses Homais as one of the central figures of his satire. Homais, Yonville’s apothecary and the Bovarys’ neighbor, is used as a vehicle to ridicule the values and principles of the French middle class. True to this, Homais is depicted as an overly ambitious, self-important fool. For example, Flaubert creatively stages arguments between Homais and the village priest in order to mock the bourgeois’s lack of spirituality. One encounter of note occurs on Emma’s deathbed soon after she has passed away. The Priest declares that there is nothing left but t... ...ften those who are selfish and opportunistic that are rewarded rather than the humble and honest. Homais is essentially a compilation of all the negative aspects of the bourgeois class that Flaubert detested so much; he is a crafty hypocrite, a medical charlatan, a self-important know-it-all, and a quack. â€Å"He serves to expose the ideological decay of an erstwhile revolutionary class† (Wall 28). Certainly, Flaubert’s attack on 19th-century French middle class society is both complete and thorough, but at the same time subtle and smooth. Primary Sources Flaubert, Gustave. Intimate Notebook 1840 – 1841. Trans. Francis Steegmuller. New York: Doubleday & Company, 167. Flaubert, Gustave. Madame Bovary. Trans. Geoffrey Wall. London: Penguin, 1992. Secondary Sources Thody, Philip. Reference Guide to World Literature. 2nd ed. New York: St. James Press,   Ã‚  Ã‚  Ã‚  Ã‚  1995. Wall, Geoffrey. Introduction. Madame Bovary. By Flaubert, Gustave. London: Penguin, 1992. Bibliography Brombert, Victor. The Novels of Flaubert: A study of themes and techniques. Princeton: Princeton University Press, 1966. Kenner, Hugh. The Stoic Comedians. Boston: Beacon Press, 1962

Intellectual Standards

Becoming a Fair-Minded Thinker Weak versus Strong Critical Thinking Critical thinking involves basic intellectual skills, but these skills can be used to serve two incompatible ends: self-centeredness or fair-mindedness. As we are learning the basic intellectual skills that critical thinking entails, we can begin to use those skills in a selfish or in a fair-minded way. For example, when students are taught how to recognize mistakes in reasoning (commonly called fallacies), most students see those mistakes principally in the reasoning they already disapprove of rather than in their own reasoning.They develop some proficiency in making their opponent’s thinking look bad. Liberals see mistakes in the arguments of conservatives; conservatives see mistakes in the arguments of liberals. Believers see mistakes in the thinking of nonbelievers; nonbelievers see mistakes in the thinking of believers. Those who oppose abortion readily see mistakes in the arguments for abortion; those wh o favor abortion readily see mistakes in the arguments against it. We call these thinkers weak-sense critical thinkers.We call the thinking â€Å"weak† because, though it is working well for the thinker in some respects, it is missing certain important higher-level skills and values of critical thinking. Most significantly, it fails to consider, in good faith, viewpoints that contradict its own viewpoint. It lacks fair-mindedness. Another traditional name for the weak-sense thinker is found in the word sophist. Sophistry is the art of winning arguments regardless of whether there are obvious problems in the thinking being used.There is a set of lower-level skills of rhetoric, or argumentation, by which one can make poor thinking look good and good thinking look bad. We see this often in unethical lawyers and politicians who are more concerned with winning than with anything else. They use emotionalism and trickery in an intellectually skilled way. Sophistic thinkers succeed o nly if they do not come up against what we call strong-sense critical thinkers. Strong-sense critical thinkers are not easily tricked by slick argumentation.As William Graham Sumner (1906) said almost a century ago, they cannot be stampeded . . . are slow to believe . . can hold things as possible or probable in all degrees, without certainty and without pain . . . can wait for evidence and weigh evidence . . . can resist appeals to their dearest prejudices†¦ Perhaps even more important, strong-sense critical thinkers strive to be fair- minded. They use thinking in an ethically responsible manner. They work to empathize with the viewpoints of others. They are willing to listen to arguments they do not necessarily hold.They change their views when faced with better reasoning. Rather than using their thinking to manipulate others and to hide from the truth (in a weak-sense way), they use thinking in an ethical, reasonable manner. We believe that the world already has too many ski lled selfish thinkers, too many sophists and intellectual con artists, too many unscrupulous lawyers and politicians who specialize in twisting information and evidence to support their selfish interests and the vested interests of those who pay them.We hope that you, the reader, will develop as a highly skilled, fair-minded thinker, one capable of exposing those who are masters at playing intellectual games at the expense of the well-being of innocent people. We hope as well that you develop the intellectual courage to argue publicly against what is unethical in human thinking. We write this book with the assumption that you will take seriously the fair-mindedness implied by strong-sense critical thinking.To think critically in the strong sense requires that we develop fair-mindedness at the same time that we learn basic critical thinking skills, and thus begin to â€Å"practice† fair-mindedness in our thinking. If we do, we avoid using our skills to gain advantage over othe rs. We treat all thinking by the same high standards. We expect good reasoning from those who support us as well as those who oppose us. We subject our own reasoning to the same criteria we apply to reasoning to which we are unsympathetic.We question our own purposes, evidence, conclusions, implications, and point of view with the same vigor as we question those of others. Developing fair-minded thinkers try to see the actual strengths and weaknesses of any reasoning they assess. This is the kind of thinker we hope this book will help you become. So, right from the beginning, we are going to explore the characteristics that are required for the strongest, most fair-minded thinking. As you read through the rest of the book, we hope you will notice how we are attempting to foster â€Å"strong-sense† critical thinking.Indeed, unless we indicate otherwise, every time we now use the words critical thinking, from this point forward, we will mean critical thinking in the strong sens e. In the remainder of this chapter, we will explore the various intellectual â€Å"virtues† that fair-minded thinking requires. There is much more to fair-mindedness than most people realize. Fair-mindedness requires a family of interrelated and interdependent states of mind. One final point: In addition to fair-mindedness, strong-sense critical thinking implies higher-order thinking.As you develop as a thinker and internalize the traits of mind that we shall soon discuss, you will develop a variety of skills and insights that are absent in the weak-sense critical thinker. As we examine how the various traits of mind are conducive to fair-mindedness, we will also look at the manner in which the traits contribute to quality of thought (in general). In addition to the fairness that strong-sense critical thinking implies, depth of thinking and high quality of thinking are also implied.Weak-sense critical thinkers develop a range of intellectual skills (for example, skills of ar gumentation) and may achieve some success in getting what they want, but they do not develop any of the traits that are highlighted in this chapter. For example, some students are able to use their intelligence and thinking skills to get high grades without taking seriously the subjects they are studying. They become masters, if you will, of â€Å"beating the system. † They develop test- taking and note-taking skills. They develop their short-term memory.They learn to appeal to the prejudices of their teachers. They become academic sophists— skilled only when functioning on the surface of things. They may even transfer these abilities to other domains of their lives. But such skill development does not entail those skills that presuppose the traits we shall now examine. [pic] Figure 1. 1 Critical thinkers strive to develop essential traits or characteristics of mind. These are interrelated intellectual habits that enable one to open, discipline, and improve mental func tioning. [pic] Figure 1. 2 These are the opposites of the intellectual virtues.Our natural disposition to develop them is an important reason why new need to develop countervailing traits.. Let us turn to the component traits of the strong-sense critical thinker. After we take up each individual trait as that trait stands in relation to fair-mindedness, we will highlight the significance of the trait as a contributor to the general development of high levels of thinking. What Does Fair-Mindedness Require? First, the basic concept: To be fair-minded is to strive to treat every viewpoint relevant to a situation in an unbiased, unprejudiced way.It entails a consciousness of the fact that we, by nature, tend to prejudge the views of others, placing them into â€Å"favorable† (agrees with us) and â€Å"unfavorable† (disagrees with us) categories. We tend to give less weight to contrary views than to our own. This is especially true when we have selfish reasons for opposing views. If, for example, we can ignore the viewpoint of the millions of people in the world who live in extreme poverty, we can avoid having to give up something to help them.Thus fair-mindedness is especially important when the situation calls on us to consider views that we don’t want to consider. Fair-mindedness entails a consciousness of the need to treat all viewpoints alike, without reference to one’s own feelings or selfish interests, or the feelings or selfish interests of one’s friends, community, or nation. It implies adherence to intellectual standards (such as accuracy and sound logic), uninfluenced by one’s own advantage or the advantage of one’s group. The opposite of fair-mindedness is intellectual unfairness.It is demonstrated by the failure of thinkers to feel any responsibility to treat points of view or ways of thinking significantly different from their own by the same standards that they treat their own. Achieving a truly fair-m inded state of mind is challenging. It requires us to simultaneously become intellectually humble, intellectually courageous, intellectually empathetic, intellectually honest, intellectually perseverant, confident in reason (as a tool of discovery and learning), and intellectually autonomous.Without this family of traits in an integrated constellation, there is no true fair-mindedness. But these traits, singly and in combination, are not commonly discussed in everyday life, and are rarely taught. They are not discussed on television. They are not part of the school curriculum. They are not tested in standardized testing. Your friends will not ask you questions about them. In truth, because they are largely unrecognized, these traits are not commonly valued. Yet each of them is essential in fair-mindedness and for development of critical thinking.Let us see how and why this is so. Intellectual Humility: Having Know1edge of Ignorance We will begin with the fair-minded trait of intelle ctual humility. Intellectual humility may be defined as having a consciousness of the limits of one’s knowledge, including a sensitivity to circumstances in which one’s native egocentrism is likely to function self-deceptively. This entails being aware of one’s biases, one’s prejudices, the limitations of one’s viewpoint, and the extent of one’s ignorance. Intellectual humility depends on recognizing that one should not claim more than one actually knows.It does not imply spinelessness or submissiveness. It implies the lack of intellectual pretentiousness, boastfulness, or conceit, combined with insight into the logical foundations, or lack of such foundations, of one’s beliefs. The opposite of intellectual humility is intellectual arrogance, a lack of consciousness of the limits of one’s knowledge, with little or no insight into self-deception or into the limitations of one’s point of view. Intellectually arrogant peopl e often fall prey to their own bias and prejudice, and frequently claim to know more than they actually know.When we think of intellectual arrogance, we are not necessarily implying a person who is outwardly smug, haughty, insolent, or pompous. Outwardly, the person may appear humble. For example, a person who uncritically believes in a cult leader may be outwardly self-effacing (â€Å"I am nothing. You are everything†), but intellectually he or she is making a sweeping generalization that is not well- founded, and has complete faith in that generalization. Unfortunately, in human life people of the full range of personality types are capable of believing they know what they don’t know.Our own false beliefs, misconceptions, prejudices, illusions, myths, propaganda, and ignorance appear to us as the plain, unvarnished truth. What is more, when challenged, we often resist admitting that our thinking is â€Å"defective. † We then are intellectually arrogant, even t hough we might feel humble. Rather than recognizing the limits of our knowledge, we ignore and obscure those limits. From such arrogance, much suffering and waste result. For example, when Columbus â€Å"discovered† North America, he believed that enslaving the Indians was compatible with God’s will.He did not inwardly—as far as we know—recognize that it was only through his intellectual arrogance that he could believe he knew â€Å"God’s will. † Intellectual arrogance is incompatible with fair-mindedness because we cannot judge fairly when we are in a state of ignorance about the object of our judgment. If we are ignorant about a religion (say, Buddhism), we cannot be fair in judging it. And if we have misconceptions, prejudices, or illusions about it, we will distort it (unfairly) in our judgment. We will misrepresent it—make it appear to be other than it is.Our false knowledge, misconceptions, prejudices, and illusions stand in the way of the possibility of our being fair. Or if we are intellectually arrogant, we will be inclined to judge too quickly and be overly confident in our judgment. Clearly, these tendencies are incompatible with being fair (to that which we are judging). Why is intellectual humility essential to higher-level thinking? In addition to helping us become fair-minded thinkers, knowledge of our ignorance can improve our thinking in a variety of ways.It can enable us to recognize the prejudices, false beliefs, and habits of mind that lead to flawed learning. Consider, for example, our tendency to accept superficial learning. Much human learning is superficial. We learn a little and think we know a lot. We get limited information and generalize hastily from it. We confuse memorized definitions with concrete knowledge. We uncritically accept much that we hear and read—especially when what we hear or read agrees with our intensely held beliefs or the beliefs of groups to which we belong .The discussion in the chapters that follow encourages intellectual humility and will help to raise your awareness of intellectual arrogance. See if you, from this moment, can begin to develop in yourself a growing awareness of the limitations of your knowledge and an increasing sensitivity to instances of your inadvertent intellectual arrogance. When you do, celebrate that sensitivity. Reward yourself for finding weaknesses in your thinking. Consider recognition of weakness an important strength, not a weakness. As a starter, answer the following questions: ? Can you construct a list of your most significant prejudices? Think of what you believe about your country, your religion, your friends, your family, simply because others—parents, friends, peer group, media—conveyed these to you. ) ? Do you ever argue for or against views when you have little evidence upon which to base your judgment? ? Do you ever assume that your group (your family, your religion, your nation, your friends) is correct (when it is in conflict with others) even though you have not looked at the situation from the point of view of the others with which you disagree? Intellectual Courage: Being Willing to Challenge BeliefsNow let’s consider intellectual courage. Intellectual courage may be defined as having a consciousness of the need to face and fairly address ideas, beliefs, or viewpoints toward which one has strong negative emotions and to which one has not given a serious hearing. Intellectual courage is connected to the recognition that ideas that society considers dangerous or absurd are sometimes rationally justified (in whole or in part). Conclusions and beliefs inculcated in people are sometimes false or misleading. To determine for oneself what makes sense, one must not passively and uncritically accept what one has learned.Intellectual courage comes into play here because there is some truth in some ideas considered dangerous and absurd, and distortion or f alsity in some ideas strongly held by social groups to which we belong. People need courage to be fair-minded thinkers in these circumstances. The penalties for nonconformity can be severe. The opposite of intellectual courage, intellectual cowardice, is the fear of ideas that do not conform to one’s own. If we lack intellectual courage, we are afraid of giving serious consideration to ideas, beliefs, or viewpoints that we perceive as dangerous.We feel personally threatened by some ideas when they conflict significantly with our personal identity—when we feel that an attack on the ideas is an attack on us as a person. All of the following ideas are â€Å"sacred† in the minds of some people: being a conservative, being a liberal; believing in God, disbelieving in God; believing in capitalism, believing in socialism; believing in abortion, disbelieving in abortion; believing in capital punishment, disbelieving in capital punishment. No matter what side we are on, we often say of ourselves: â€Å"I am a(an) [insert sacred belief here; for example, I am a Christian.I am a conservative. I am a socialist. I am an atheist]. † Once we define who we are in relation to an emotional commitment to a belief, we are likely to experience inner fear when that idea or belief is questioned. Questioning the belief seems to be questioning us. The intensely personal fear that we feel operates as a barrier in our minds to being fair (to the opposing belief). When we do seem to consider the opposing idea, we subconsciously undermine it, presenting it in its weakest form, in order to reject it. This is one form of intellectual cowardice.Sometimes, then, we need intellectual courage to overcome our self-created inner fear—the fear we ourselves have created by linking our identity to a specific set of beliefs. Another important reason to acquire intellectual courage is to overcome the fear of rejection by others because they hold certain beliefs and a re likely to reject us if we challenge those beliefs. This is where we invest the group with the power to intimidate us, and such power is destructive. Many people live their lives in the eyes of others and cannot approve of themselves unless others approve of them.Fear of rejection is often lurking in the back of their minds. Few people challenge the ideologies or belief systems of the groups to which they belong. This is the second form of intellectual cowardice. Both make it impossible to be fair to the ideas that are contrary to our, or our group’s, identity. You might note in passing an alternative way to form your personal identity. This is not in terms of the content of any given idea (what you actually believe) but, instead, in terms of the process by which you came to it. This is what it means to take on the identity of a critical thinker.Consider the following resolution. I will not identify with the content of any belief. I will identify only with the way I come to my beliefs. I am a critical thinker and, as such, am ready to abandon any belief that cannot be supported by evidence and rational considerations. I am ready to follow evidence and reason wherever they lead. My true identity is that of being a critical thinker, a lifelong learner, a person always looking to improve my thinking by becoming more reasonable in my beliefs. With such an identity, intellectual courage becomes more meaningful to us, and fair-mindedness more essential.We are no longer afraid to consider beliefs that are contrary to our present beliefs. We are not afraid of being proven wrong. We freely admit to having made mistakes in the past. We are happy to correct any mistakes we are still making: Tell me what you believe and why you believe it, and maybe I can learn from your thinking. I have cast off many early beliefs. I am ready to abandon as many of the present beliefs as are not consistent with the way things are. Intellectual Empathy: Entering Opposing Views Nex t let’s consider intellectual empathy, another trait of mind necessary to fair- mindedness.Intellectual empathy is an awareness of the need to imaginatively put oneself in the place of others so as to genuinely understand them. To have intellectual empathy is to be able to accurately reconstruct the viewpoints and reasoning of others and to reason from premises, assumptions, and ideas other than one’s own. This trait also correlates with the willingness to remember occasions when one was wrong in the past despite an intense conviction of being right, and with the ability to imagine being similarly deceived in a case at hand. The opposite of intellectual empathy is intellectual self-centeredness. It is thinking centered on self.When we think from a self-centered perspective, we are unable to understand others’ thoughts, feelings, and emotions. From this natural perspective, we are the recipients of most of our attention. Our pain, our desires, our hopes are most pressing. The needs of others pale into insignificance before the domination of our own needs and desires. We are unable to consider issues, problems, and questions from a viewpoint that differs from our own and that, when considered, would force us to change our perspective. How can we be fair to the thinking of others if we have not learned to put ourselves in their intellectual shoes?Fair-minded judgment requires a good-faith effort to acquire accurate knowledge. Human thinking emerges from the conditions of human life, from very different contexts and situations. If we do not learn how to take on the perspectives of others and to accurately think as they think, we will not be able to fairly judge their ideas and beliefs. Actually trying to think within the viewpoint of others is not easy, though. It is one of the most difficult skills to acquire. Intellectual Integrity: Holding Ourselves to the Same Standards to Which We Hold Ourselves Let us now consider intellectual integrity. Intellectual integrity is defined as recognition of the need to be true to one’s own thinking and to hold oneself to the same standards one expects others to meet. It means to hold oneself to the same rigorous standards of evidence and proof to which one holds one’s antagonists—to practice what one advocates for others. It also means to honestly admit discrepancies and inconsistencies in one’s own thought and action, and to be able to identify inconsistencies in one’s own thinking. The opposite of intellectual integrity is intellectual hypocrisy, a state of mind unconcerned with genuine integrity.It is often marked by deep-seated contradictions and inconsistencies. The appearance of integrity means a lot because it affects our image with others. Therefore, hypocrisy is often implicit in the thinking and action behind human behavior as a function of natural egocentric thinking. Our hypocrisy is hidden from us. Though we expect others to adhere to st andards to which we refuse to adhere, we see ourselves as fair. Though we profess certain beliefs, we often fail to behave in accordance with those beliefs. To the extent to which we have intellectual integrity, our beliefs and actions are consistent.We practice what we preach, so to speak. We don’t say one thing and do another. Suppose I were to say to you that our relationship is really important to me, but you find out that I have lied to you about something important to you. My behavior lacks integrity. I have acted hypocritically. Clearly, we cannot be fair to others if we are justified in thinking and acting in contradictory ways. Hypocrisy by its very nature is a form of injustice. In addition, if we are not sensitive to contradictions and inconsistencies in our own thinking and behavior, we cannot think well about ethical questions involving ourselves.Consider this political example. From time to time the media discloses highly questionable practices by the CIA. These practices run anywhere from documentation of attempted assassinations of foreign political leaders (say, attempts to assassinate President Castro of Cuba) to the practice of teaching police or military representatives in other countries (say, Central America or South America) how to torture prisoners to get them to disclose information about their associates.To appreciate how such disclosures reveal a lack of intellectual integrity, we only have to imagine how we would respond if another nation were to attempt to assassinate our president or trained American police or military in methods of torture. Once we imagine this, we recognize a basic inconsistency in our behavior and a lack of intellectual integrity on the part of those who plan, engage in, or approve of, that behavior. All humans sometimes fail to act with intellectual integrity.When we do, we reveal a lack of fair-mindedness on our part, and a failure to think well enough as to grasp the internal contradictions in our tho ught or life. Intellectual Perseverance: Working Through Complexity and Frustration Let us now consider intellectual perseverance. Intellectual perseverance can be defined as the disposition to work one’s way through intellectual complexities despite the frustration inherent in the task. Some intellectual problems are complex and cannot be easily solved. One has intellectual perseverance when one does not give up in the face of intellectual complexity or frustration.The intellectually perseverant person displays firm adherence to rational principles despite the irrational opposition of others, and has a realistic sense of the need to struggle with confusion and unsettled questions over an extended time to achieve understanding or insight. The opposite of intellectual perseverance is intellectual laziness, demonstrated in the tendency to give up quickly when faced with an intellectually challenging task. The intellectually indolent, or lazy, person has a low tolerance for inte llectual pain or frustration.How does a lack of intellectual perseverance impede fair-mindedness? Understanding the views of others requires that we do the intellectual work to achieve that understanding. That takes intellectual perseverance—insofar as those views are very different from ours or are complex in nature. For example, suppose we are a Christian wanting to be fair to the views of an atheist. Unless we read and understand the reasoning of intelligent and insightful atheists, we are not being fair to those views. Some intelligent and insightful atheists have written books to explain how and why they think as they do.Some of their reasoning is complicated or deals with issues of some complexity. It follows that only those Christians who have the intellectual perseverance to read and understand atheists can be fair to atheist views. Of course, a parallel case could be developed with respect to atheists’ understanding the views of intelligent and insightful Chri stians. Finally, it should be clear how intellectual perseverance is essential to almost all areas of higher-level thinking. Virtually all higher-level thinking involves some intellectual challenges that take intellectual perseverance to overcome.It takes intellectual perseverance to learn how to reason well in math, chemistry, physics, literature, art, and indeed any domain. Many give up during early stages of learning a subject. Lacking intellectual perseverance, they cut themselves off from all the insights that thinking through a subject provides. They avoid intellectual frustration, no doubt, but they end up with the everyday frustrations of not being able to solve the complex problems in their daily life. Confidence In Reason: Recognizing that Good Reasoning Has Proven Its Worth Let us now consider the trait of confidence in reason.Confidence in reason, in the long run, is based on the belief that one’s own higher interests and those of humankind at large will be best s erved by giving the freest play to reason, by encouraging people to come to their own conclusions by developing their own rational faculties; faith that, with proper encouragement and cultivation, people can learn to think for themselves, form insightful viewpoints, draw reasonable conclusions, think clearly, accurately, relevantly, and logically, persuade each other by appeal to good reason and sound evidence, and become reasonable persons, despite the deep-seated obstacles in human nature and social life. When one has confidence in reason, one is â€Å"moved† by reason in appropriate ways. The very idea of reasonability becomes one of the most important values and a focal point in one’s life. In short, to have confidence in reason is to use good reasoning as the fundamental criterion by which to judge whether to accept or reject any belief or position. The opposite of confidence in reason is intellectual distrust of reason, given by the threat that reasoning and rati onal analysis pose to the undisciplined thinker. Being prone toward emotional reactions that validate resent thinking, egocentric thinkers often express little confidence in reason. They do not understand what it means to have faith in reason. Instead, they have confidence in the truth of their own belief systems, however flawed they might be. In many ways we live in an irrational world surrounded by many forms of irrational beliefs and behaviors. For example, despite the success of science in providing plausible explanations based on careful study of evidence gathered through careful and disciplined observations, many people still believe in unsubstantiated systems such as astrology. Many people, when faced with a problem, follow their â€Å"gut† impulses.Many follow leaders whose only claim to credibility is that they are skilled in manipulating a crowd and whipping up enthusiasm. Few people seem to recognize the power of sound thinking in helping us to solves our problems and live a fulfilling life. Few people, in short, have genuine confidence in reason. In the place of faith in reason, people tend to have uncritical or â€Å"blind† faith in one or more of the following. They often— but not always—have this faith as a result of irrational drives and emotions: 1. Faith in charismatic national leaders (think of leaders such as Hitler, able to excite millions of people and manipulate them into supporting genocide of an entire religious group). 2.Faith in charismatic cult leaders. 3. Faith in the father as the traditional head of the family (as defined by religious or social tradition). 4. Faith in institutional authorities (police, social workers, judges, priests, evangelical preachers, and so forth). 5. Faith in spiritual powers (such as a â€Å"holy spirit,† as defined by various religious belief systems). 6. Faith in some social group, official or unofficial (faith in a gang, in the business community, in a church, in a p olitical party, and so on). 7. Faith in a political ideology (such as communism, capitalism, Fascism). 8. Faith in intuition. 9. Faith in one s unanalyzed emotions. 10.Faith in one’s gut impulses. 11. Faith in fate (some unnamed force that supposedly guides the destiny of all of us). 12. Faith in social institutions (the courts, schools, business community, government). 13. Faith in the folkways or mores of a social group or culture. 14. Faith in one’s own unanalyzed experience. 15. Faith in people who have social status or position (the rich, the famous, the powerful). Some of the above are compatible under some conditions, with faith in reason. The key factor is the extent to which some form of faith is based on sound reasoning and evidence. The acid test, then, is: Are there good grounds for having that faith?For example, it makes sense to have faith in a friend if that friend has consistently acted as a friend over an extended time. On the other hand, it does not m ake sense to have faith in a new acquaintance, even if one finds oneself emotionally attracted to that individual and that person professes his or her friendship. As you think about your own thinking on the nature of different kinds of faith, and the extent to which you have appropriate confidence in reason and evidence, ask yourself to what extent you can be moved by well-reasoned appeals. Suppose you meet someone who shows so much of an interest in your boyfriend or girlfriend that you feel intensely jealous and negative toward that person.Would you shift your view if you receive evidence by a dependable friend that the person you are negative about is actually exceptionally kind, thoughtful, and generous? Do you think you could shift your view, even when, deep-down, you want your boyfriend or girlfriend to reject this person in favor of you? Have you ever given up a belief you held dear because, through your reading, experience, and reflection, you became persuaded that it was no t reasonable to believe as you did? Are you ready and willing to admit that some of your most passionate beliefs (for example, your religious or political beliefs) may in fact be â€Å"wrong†? Intellectual Autonomy: Being an Independent Thinker The final intellectual trait we will consider here is intellectual autonomy.Intellectual autonomy may be defined as internal motivation based on the ideal of thinking for oneself: having rational self-authorship of one’s beliefs, values, and way of thinking; not being dependent on others for the direction and control of one’s thinking. In forming beliefs, critical thinkers do not passively accept the beliefs of others. Rather, they think through situations and issues for themselves and reject unjustified authorities while recognizing the contributions of reasonable authority. They thoughtfully form principles of thought and action and do not mindlessly accept those presented to them. They are not limited by accepted ways of doing things. They evaluate the traditions and practices that others often accept unquestioningly.Independent thinkers strive to incorporate knowledge and insight into their thinking, independent of the social status of the source. They are not willful, stubborn, or unresponsive to the reasonable suggestions of others. They are self-monitoring thinkers who strive to amend their own mistakes. They function from values they themselves have freely chosen. Of course, intellectual autonomy must be understood not as a thing-in-itself. Instead, we must recognize it as a dimension of our minds working in conjunction with, and tempered by, the other intellectual virtues. The opposite of intellectual autonomy is intellectual conformity, or intellectual dependence.Intellectual autonomy is difficult to develop because social institutions, as they now stand, depend heavily on passive acceptance of the status quo, whether intellectual, political, or economic. Thinking for oneself almost certai nly leads to unpopular conclusions not sanctioned by the powers that be. There are always many rewards for those who simply conform in thought and action to social expectations. Consequently, the large masses of people are unknowing conformists in thought and deed. They are like mirrors reflecting the belief systems and values of those who surround them. They lack the intellectual skills and the incentive to think for themselves. They are intellectually conforming thinkers. Even those who spend years getting a Ph. D. in a field may be intellectually dependent, both academically and personally.They may uncritically accept faulty practices in the discipline as it stands, uncritically defending the discipline against legitimate critics. The result often is unwarranted human harm and suffering. One cannot be fair-minded and lack intellectual autonomy, for independent thinking is a prerequisite to thinking within multiple perspectives. When we intellectually conform, we are only able to think within â€Å"accepted† viewpoints. But to be fair-minded is to refuse to uncritically accept beliefs without thinking through the merits (and demerits) of those beliefs for oneself. Recognizing the Interdependence of Intellectual Virtues The traits of mind essential for critical thinking are interdependent. Consider intellectual humility.To become aware of the limits of our knowledge, we need the intellectual courage to face our own prejudices and ignorance. To discover our own prejudices in turn, we often must intellectually empathize with and reason within points of view with which we fundamentally disagree. To achieve this end, we typically must engage in intellectual perseverance, as learning to empathically enter a point of view against which we are biased takes time and significant effort. That effort will not seem justified unless we have the necessary confidence in reason to believe we will not be tainted or â€Å"taken in† by whatever is false or mislead ing in the opposing viewpoint.Furthermore, merely believing we won’t be harmed by considering â€Å"alien† viewpoints is not enough to motivate most of us to consider them seriously. We also must be motivated by an intellectual sense of justice. We must recognize an intellectual responsibility to be fair to views we oppose. We must feel obliged to hear them in their strongest form to ensure that we are not condemning them out of ignorance or bias on our part. At this point, we come full circle to where we began: the need for intellectual humility. To begin at another point, consider intellectual integrity or good faith. Intellectual integrity is clearly a difficult trait to develop. We are often motivated—generally without admitting to or being aware of this motivation— to set up inconsistent standards in thinking.Our egocentric or sociocentric tendencies, for example, make us ready to believe positive information about those we like and negative informat ion about those we dislike. We likewise are strongly inclined to believe what serves to justify our selfish interests or validate our strongest desires. Hence, all humans have some innate mental tendencies to operate with double standards, which is typical of intellectual bad faith. These modes of thinking often correlate quite well with getting ahead in the world, maximizing our power or advantage, and getting more of what we want. Nevertheless, it is difficult to operate explicitly or overtly with a double standard. We therefore need to avoid looking at the evidence too closely.We need to avoid scrutinizing our own inferences and interpretations too carefully. At this point, a certain amount of intellectual arrogance is quite useful. I may assume, for example, that I know just what you’re going to say (before you say it), precisely what you are really after (before the evidence demonstrates it), and what actually is going on (before I have studied the situation carefully). My intellectual arrogance makes it easier for me to avoid noticing the unjustifiable discrepancy between the standards I apply to you and the standards I apply to myself. Not having to empathize with you makes it easier to avoid seeing my self-deception.I also am better positioned if I lack a need to be fair to your point view. A little background fear of what I might discover if I seriously consider the consistency of my own judgments can be quite useful as well. In this case, my lack of intellectual integrity is supported by my lack of intellectual humility, empathy, and fair-mindedness. Going in the other direction, it will be difficult to use a double standard if I feel a responsibility to be fair to your point of view, to see that this responsibility requires me to view things from your perspective empathically, and to do so with some humility, recognizing that I could be wrong, and you, right. The more I dislike you personally, or feel wronged in he past by you or by others wh o share your way of thinking, the more pronounced in my character the trait of intellectual integrity and good faith must be to compel me to be fair. Conclusion True excellence in thinking is not simple the result of isolated intellectual skills. There are inevitable problems in the thinking of persons who, without knowing it, lack the intellectual virtues. Instead, they frequently display the traits of the undisciplined mind. To the extent one is unconsciously motivated to believe what one wants to believe, what is most comfortable to believe, what puts one in a good light, what serves one’s selfish interest, one is unable to function as a rational person.