As a person who has experienced both your own and American culture Essay

As a person who has experienced both your own and American culture - Essay Example On the other hand, other scholars disagree that American fast food brands are that good for China if they increase health problems and promote conformist and materialistic values (O’Connor 162; Zhang, der Lans, and Dagevos 88). The positive effects of the American fast food industry on Chinese society are the promotion of aspirations for success, freedom, equality, and humanity in general and a successful global business model for Chinese businesses in specific, although the American fast food industry also poses the negative effects of poor health and the spreading potentially harmful cultural practices of conformity and superficiality. One of the positive effects of American fast food brands on Chinese culture is the promotion of positive ideals of success. Many Chinese go to Western fast food outlets to experience the American lifestyle, which is largely connected to material success. Chinese consumers want the â€Å"slice of America† that Dan Roberts writes about (168). Lynn Guenette agrees with Roberts because of examples of Chinese consumers do not want to eat rice and congee in McDonald’s because they want to taste American brands and feel emotionally connected to the success of these brands (8). She cites China Daily, where Jeffrey Schwartz, McDonald’s China CEO explains that, in their focus group studies of Chinese consumers, many of them say that they come to McDonald’s â€Å"because [it is] a Western brand, if [they] want to eat rice or congee [they] can eat it at home†¦[they] want to sample the Western brand† (Guenette 8). Guenette says that the Chinese see America n brands and American success as one: â€Å"Being  Ã¢â‚¬Ëœwestern’  is  a  prerequisite  for  success† (4).   The Chinese want American brands because America stands for success and those who consume its brands access status symbols of success. Roberts notes that, though some groups are falling out of love of American brands because of U.S. foreign

Geologic History Assignment Example | Topics and Well Written Essays - 500 words

Geologic History - Assignment Example Movement of ice during the ice age pushed away huge rocks on its path while the action of volcanicity eroded several sedimentary material that later formed the Colorado river. The Colorado river with its massive water volume led to severe corrosion of the valley below to set up patterns that in turn became the Grand Canyon. The activity has since been slowed down due to absence of vast ice movement and also reduced human activities around the area since it had been declared a national park(Act of congress,1919). Some of the most predominant rocks within the Grand Canyon can be classified as Metamorphic-igneous basement rocks, Grand canyon supergroup,Tonto group, Surprise canyon,Supai group, Coconino and Mesozoic deposition. The Metamorphic and igneous basement rocks are believed to have been formed 1.8 billion years ago. They mainly contain volcanic deposits like ash, mud and lava- silt. It is also interesting to note that the Grand canyon super group contains about nine rock formations of small plates. This group was formed about 1.3 billion years ago and covers up flooded sections such as the Inner gorge. The Tonto group rock structure was formed due to explosion dating 500 million years back from conglomerates and sand deposited off shore. These group of rocks might have been carried vastly by the ice movement. Another rock structure within the Grand Canyon is the Surprise canyon. The Supai group was deposited about 300 million ago in Mississippian era too. It contains fossils of reptiles, amphibians and plant material deposit. The penultimate rock composition in the Grand Canyon is the Coconino group. It has fossils of species such as insects, plants and the vertebrates too. These rocks were created about 275 million years ago and are about 600 feet high. Finally, the Mesozoic rock deposition completes the rock composition in the grand canyon. These group of rocks were formed as a result of

Human Resource Is the Most Important Assest in an Organization Essay Example for Free

Human Resource Is the Most Important Assest in an Organization Essay Human resources are the set of individuals who makes up the workforce of an organization, business sector or an economy. This resource resides in the skill, knowledge and motivation of people and under the right condition it improves in age and experience which no other resources can do. It is therefore considered the most productive resources that can create the longest advantages for an organization. For an organization to sustain and grow they do not only rely on advanced technology, good marketing strategy and other factors etc. In fact, they have to rely on their employee performance, contribution and image. As in most organization, they are mainly human orientated. Thus, without their support and contribution to the business operation, the organization daily business operation will not be functioning well. Christina. P (2009) mentioned that organizational psychology holds that successful organizations do not owe their success solely to market realities and sustainable competitive advantages. Actually, there is a lot more. Successful companies are those that consider their human capital as their most important asset. Facts and figures are the quantitative elements of successful management, yet the qualitative, i.e. the cognitive aspects, are those that actually make or break an organization Here are a few factors that explain how human resource can contribute to an organization to help them meet their future goals and expectations. Firstly, having strategic human resource planning. It is a process that identifies current and future human resources needs for an organization to achieve its goals. Reilly (2003) define human resource planning as: ‘A process in which an organization attempts to estimate the demand for labour and evaluate the size, nature and sources of supply which will be required to meet the demand.’ Without human resource planning, an organization may not be ready and well prepared for the future challenges ahead. Secondly, by having a positive working environment. In order to allow employees to contribute to the organization it is important to create a positive environment for the employees so as to ensure the smooth running of business of an organization. For instance, encouraging employee to go for lunch break on time, taking short breaks in between during working hours if there is too much stress, minimal overtime work. Such work practice will actually motivates employees to contributes more to the organization as they are not overwork or over stress. As mentioned by David.I (2009), â€Å"work environment, employee satisfaction and employee turnover are three distinct concepts that are inseparably linked; workplace environments greatly influence employee satisfaction, which in turn directly affects employee turnover rates. Knowing how to use a positive work environment to increase employee satisfaction and reduce turnover is a key to developing a high-performance workforce.† Thirdly, continuous learning within an organization. It is important for an organization to promote and send their employees of different level to attend workshops and courses. This is to allow employees to have an opportunity to learn new skills and to continue to upgrade themselves regardless of their age. Without the right knowledge or skill in a certain organization, employees may not be able to contribute to the organization more effectively. As mentioned by Robert J.V (2006), â€Å"a learning organization embraces a culture of lifelong learning, enabling all employees to continually acquire and share knowledge. Improvements in product or service quality do not stop when proper training is provided to the employees. Employees need to have the financial, time and content resources available to increase their knowledge.â€Å" Lastly, by having attractive benefits and compensation. Pay and benefits are the most important incentives that organization can offer to employees in exchange for a more productivity and quality contribution to the organization. Employees should also be rewarded when they have accomplished a big assignment for their hard work and efforts to the organization as this attractive benefits and compensation will also help booze the employee morale. At the same time, they will feel appreciated by the organization where they may contribute more to the organization in future. If employees are not satisfied with the level of compensation or benefit, they may not be motivated to work and the level of standard for quality and productivity will definitely be low. As mentioned by Rebecca. L (2012),† when your workers feel you’re looking out for them, they’ll look out for you, too, by producing higher quality work and staying in their jobs longer. Providing good benefits packages—which might include retirement, health care or dental plans—is a tangible way to show employees that you value them and their quality of life. Sure, the rising cost of benefits has made offering an attractive package more difficult for small businesses, but there are still ways to offer competitive packages to recruit and retain the best workers while staying within your budget.† In conclusion, â€Å"Human Resource† is the most important asset of an organization as it plays an important role in every aspect .It is the backbone of an organization, without human resource the organization will not be able to function well and may not succeed in the future challenges.

Gregory Efimovich Rasputin Essay -- Papers

Gregory Efimovich Rasputin No other figure in recent Russian history has received the amount of vilification and contempt heaped upon Gregory Rasputin. The self-styled monk, who received practically little education in the intricacies of the Russian Orthodox faith, came from the rural areas of Russiaand achieved great recognition as a "staretz," or holy man in the highest circles of St. Petersburgsociety. From rags to social prominence the life of Gregory Rasputin holds many of the events leading to the eventual overthrow of the Russian imperial system, the dethronement of the House of Romanov and the assassination of the Imperial Family. Gregory Efimovich Rasputin came from solid peasant stock. Gregory Efimovich was born on January 10, 1869, in Prokovskoe, a small village in Siberiaon the banks of the TuraRiver. As a young lad, Rasputin shocked his village by constantly finding ways to get into trouble with the authorities. Drunkenness, stealing and womanizing were activities particularly enjoyed by the dissolute young man. Rasputin in fact was developing into a rake, a man with a debauched, and endless, sexual appetite. It was while on one of his escapades that Rasputin was first impacted by the mystical powers of the Russian Orthodox religion. At Verkhoturye Monastery Rasputin was fascinated by a renegade sect within the Orthodox faith, the Skopsty. Followers of the Skopsty firmly believed that the only way to reach God was through sinful actions. Once the sin was committed and confessed, the penitent could achieve forgiveness. In reality, what the S... ...iks during the revolution. Within three months of Rasputin's death, Nicholas lost his throne, the imperial family were imprisoned and many of the Romanov cousins arrested. In then end almost twenty members of the Romanov family were massacred by Bolshevik firing squads. No other epitaph to Rasputin's death better exemplifies the repercussions of the monk's death than that written by Grand Duchess Maria Pavlova, sister, in her Memoirs: "His death came to late to change the course of events. His dreadful name had become too thoroughly a symbol of disaster. The daring of those who killed him to save their country was miscalculated. All of the participants in the plot, with the exception of Prince Youssoupov later understood that in raising their hands to preserve the old regime they struck it, in reality, its final blow."

Short Story the Most Dangerous Game

Sanger Rainsford is an American hunter (p. 68) and book-writer(p. 71) in the short story â€Å"The Most Dangerous Game†. Rainsford was stranded on the island â€Å"Ship-Trap Island† due to his yacht falling into pieces from hitting the unknown, unseen crags in the water(p. 69). Rainsford was the only survivor of the shipwreck. When Rainsford was on foot on the island, he followed footsteps leading up to an irregular house. Little did he know that he was walking into the home of General Zaroff, a Russian aristocratic(p. 2) big game hunter, who soon became uninterested in hunting animals anymore, he would much rather hunt humans because of their intellect(p. 74-75). Ivan was a deaf; highly uneducated, deaf, Russian man who was an assistant to General Zaroff(p. 72). The story â€Å"The Most Dangerous Game† takes place on a small island named â€Å"Ship-Trap Island†(p. 67). The island is called â€Å"Ship-Trap Island† because it had no warnings of crags that ships often sink/crash their boats on.The Most Dangerous Game† was in the time era of about the early 1920s(p. 66). Rainsford was given three days to survive against Ivan and General Zaroff in a deadly hunt(p. 76). Zaroff was extraordinarily excited to hunt Rainsford because he knew that Rainsford had knowledge and tactics on the subject matter hunting, and General Zaroff loved a challange. On the first night of the hunt, General Zaroff catches Sanger Rainsford by catching him in a tree, but Zaroff decided to spare his life, for he wanted a more challenging game(p. 9). Sparing Rainsford's life was a deadly mistake for Zaroff, because in the end, Rainsford snuck up on Zaroff and killed him(p. 83). â€Å"The Most Dangerous Game† was told by the narrator in third person perspective. The narrator was limited omniscient, he described the character's actions, but he did not describe their thoughts and ideas. The theme that I learned from this story was that the hunter b ecame the hunted, meaning it's not very easy to know how someone feels without taking a walk in their shoes.At the beginning of the story before the yacht crashed into the crags, Rainsford stated that hunting is the best sport in the world, but Whitney replied that it is for the hunter, but not the jaguar (p. 68). The mood that I felt most in this story was suspense. One event happened after another, for instance, as soon as the yacht crashed (p. 69), Rainsford heard three gun shots from a what seemed like an island with complete vacancy (p. 69). This story always had you anticipating for the next thrilling event.

Benjamin O. Davis and the- Tuskegee Airmen in World War II

General Benjamin O. Davis was the first four-star general in the US Air Force and earned fame as the leader of the Tuskegee Airman during World War II. The son of the US Armys first African-American general, Davis commanded the 99th Fighter Squadron and 332nd Fighter Group in Europe and demonstrated that African-American pilots were as skilled as their white counterparts. Davis later led the 51st Fighter-Interceptor Wing during the Korean War. Retiring in 1970, he later held positions with the US Department of Transportation. Early Years Benjamin O. Davis, Jr. was the son of Benjamin O. Davis, Sr. and his wife Elnora.  A career US Army officer, the elder Davis later became the services first African-American general in 1941. Losing his mother at age four, the younger Davis was raised on various military posts and watched as his fathers career was hampered by the US Armys segregationist policies. In 1926, Davis had his first experience with aviation when he was able to fly with a pilot from Bolling Field. After briefly attending the University of Chicago, he elected to pursue a military career with the hope of learning to fly. Seeking admission to West Point, Davis received an appointment from Congressmen Oscar DePriest, the only African-American member of the House of Representatives, in 1932. West Point Though Davis hoped that his classmates would judge him on his character and performance rather than his race, he was quickly shunned by the other cadets. In an effort to force him from the academy, the cadets subjected him to the silent treatment. Living and dining alone, Davis endured and graduated in 1936. Only the academys fourth African-American graduate, he ranked 35th in a class of 278. Though Davis had applied for admission to the Army Air Corps and possessed the requisite qualifications, he was denied as there were no all-black aviation units. As a result, he was posted to the all-black 24th Infantry Regiment. Based at Fort Benning, he commanded a service company until attending the Infantry School. Completing the course, he received orders to move to Tuskegee Institute as a Reserve Officers Training Corps instructor. General Benjamin O. Davis, Jr. Rank: GeneralService: US Army, US Army Air Forces, US Air ForceBorn: December 18, 1912 in Washington, D.C.Died: July 4, 2002 in Washington, D.C.Parents: Brigadier General Benjamin O. Davis and Elnora DavisSpouse: Agatha ScottConflicts: World War II, Korean War Learning to Fly As Tuskegee was a traditionally African-American college, the position allowed the US Army to assign Davis somewhere where he could not command white troops. In 1941, with World War II raging overseas, President Franklin Roosevelt and Congress directed the War Department to form an all-black flying unit within the Army Air Corps. Admitted to the first training class at nearby Tuskegee Army Air Field, Davis became the first African-American pilot to solo in an Army Air Corps aircraft. Winning his wings on March 7, 1942, he was one of the first five African-American officers to graduate from the program. He would be followed by nearly 1,000 more Tuskegee Airmen. 99th Pursuit Squadron Having been promoted to lieutenant colonel in May, Davis was given command of the first all-black combat unit, the 99th Pursuit Squadron. Working up through the fall of 1942, the 99th was originally scheduled to provide air defense over Liberia but later was directed to the Mediterranean to support the campaign in North Africa. Equipped with Curtiss P-40 Warhawks, Davis command began operating from Tunis, Tunisia in June 1943 as part of the 33rd Fighter Group. Arriving, their operations were hampered by segregationist and racist actions on the part of 33rds commander, Colonel William Momyer. Ordered to a ground attack role, Davis led his squadron on its first combat mission on June 2. This saw the 99th attack the island of Pantelleria in preparation for the invasion of Sicily. Leading the 99th through the summer, Davis men performed well, though Momyer reported otherwise to the War Department and stated that African-American pilots were inferior. Colonel Benjamin O. Davis, Jr. during World War II. US Air Force As the US Army Air Forces were assessing the creation of additional all-black units, US Army Chief of Staff General George C. Marshall ordered the issue studied. As a result, Davis received orders to return to Washington in September to testify before the Advisory Committee on Negro Troop Policies. Delivering impassioned testimony, he successfully defended the 99ths combat record and paved the way for the formation of new units. Given command of the new 332nd Fighter Group, Davis prepared the unit for service overseas. 332nd Fighter Group Consisting of four all-black squadrons, including the 99th, Davis new unit began operating from Ramitelli, Italy in late spring 1944. Consistent with his new command, Davis was promoted to colonel on May 29. Initially equipped with Bell P-39 Airacobras, the 332nd transitioned to the Republic P-47 Thunderbolt in June. Commanding from the front, Davis personally led the 332nd on several occasions including an escort mission which saw Consolidated B-24 Liberators strike Munich. Switching to the North American P-51 Mustang in July, the 332nd began to earn a reputation as one of the best fighter units in the theater. Known as the Red Tails due to the distinctive markings on their aircraft, Davis men compiled an impressive record through the end of the war in Europe and excelled as bomber escorts. During his time in Europe, Davis flew sixty combat missions and won the Silver Star and Distinguished Flying Cross. Postwar On July 1, 1945, Davis received orders to take command of the 477th Composite Group. Consisting of the 99th Fighter Squadron and the all-black 617th and 618th Bombardment Squadrons, Davis was tasked with preparing the group for combat. Beginning work, the war ended before the unit was ready to deploy. Remaining with the unit after the war, Davis shifted to the newly formed US Air Force in 1947. Col. Benjamin O. Davis Jr., commander of the 51st Fighter Interceptor Wing, leads a three-ship F-86F Sabre formation during the Korean War. US Air Force Following President Harry S. Trumans executive order, which desegregated the US military in 1948, Davis aided in integrating the US Air Force. The next summer, he attended the Air War College becoming the first African-American to graduate from an American war college. After completing his studies in 1950, he served as chief of the Air Defense Branch of Air Force operations. In 1953, with the Korean War raging, Davis received command of the 51st Fighter-Interceptor Wing. Based in Suwon, South Korea, he flew the North American F-86 Sabre. In 1954, he shifted to Japan for service with the Thirteenth Air Force (13 AF). Promoted to brigadier general that October, Davis became vice commander of 13 AF the following year. In this role, he aided in rebuilding the Nationalist Chinese air force on Taiwan. Ordered to Europe in 1957, Davis became chief of staff for the Twelfth Air Force at Ramstein Air Base in Germany. That December, he began service as chief of staff for operations, Headquarters US Air Forces in Europe. General Benjamin O. Davis, Jr. Photograph Courtesy of the US Air Force Promoted to major general in 1959, Davis returned home in 1961 and assumed the office of Director of Manpower and Organization. In April 1965, after several years of Pentagon service, Davis was promoted to lieutenant general and assigned as chief of staff for the United Nations Command and US Forces in Korea. Two years later, he moved south to take command of the Thirteenth Air Force, which was then based in the Philippines. Remaining there for twelve months, Davis became deputy commander in chief, US Strike Command in August 1968, and also served as commander-in-chief, Middle-East, Southern Asia, and Africa. On February 1, 1970, Davis ended his thirty-eight-year career and retired from active duty. Later Life Accepting a position with the US Department of Transportation, Davis became Assistant Secretary of Transportation for Environment, Safety, and Consumer Affairs in 1971. Serving for four years, he retired in 1975. In 1998, President Bill Clinton promoted Davis to general in recognition of his achievements. Suffering from Alzheimers disease, Davis died at Walter Reed Army Medical Center on July 4, 2002. Thirteen days later, he was buried at Arlington National Cemetery as a red-tailed P-51 Mustang flew overhead.

Starting with Basic Essay - 1017 Words

University of Phoenix Material Student’s Name: Starting with the Basics Log on to the student website. Explore the resources available on the site and use them to answer the following questions. Academic Help 1. WHAT ARE THE SIX MATH LABS AVAILABLE FOR STUDY IN THE CENTER FOR MATHEMATICS EXCELLENCE? HINT. CLICK RUNNING START BY ALEKS AND LOOK ABOVE OTHER MATH CONTENT. a. Self Assessment b. ALEKS Math Refresher c. Pre-Algebra Review d. Algebra 1 e. Algebra 2 f. Introduction to Statistics 2. Which three reviewing services are available to students through the Center for Writing Excellence? a. WritePoint b. CWE Review c. Plagiarism Checker 3. Which formatting tool does University of Phoenix offer you to†¦show more content†¦Course # d. Email Address e. Country f. Comment Course Information 9. HOW DO YOU ACCESS THE READING ASSIGNMENTS FOR THIS COURSE FROM THE STUDENT WEBSITE? Materials 10. In which forum would you post your discussion question responses? How would you respond to a classmate’s discussion question answer? a. Main Forum b. By clicking on ‘reply’ to their thread Learning Teams 11. WHAT SIX DOCUMENTS ARE CONTAINED IN THE TOOLKIT ESSENTIALS SECTION OF THE LEARNING TEAM TOOLKIT FOUND IN THE UNIVERSITY LIBRARY? a. Learning Team Handbook b. Online Campus Learning Team Handbook c. Guide To Completing the University of Phoenix Learning Team Charter d. Learning Team Log e. Learning Team Evaluation f. Learning Team Charter †¢ †¢ 17. After reading the â€Å"Decision/Conflict Resolution† section of the Learning Team Toolkit, how would you attempt to resolve a conflict within your team when opposing viewpoints exist? Explain your answer in 50 to 100 words. After reading the â€Å"Decision/Conflict Resolution† section of the Learning Team Toolkit, I would attempt to resolve a conflict within my team when opposing viewpoints exist by effectively communicating using the 4Rs Method: reasons, reactions, results, and resolution. In order to understand what is going on, we as a group, need to focus on the reasons of the conflict. What are we arguing about? Are we focusing at what is on hand and yet being respectful towards each other? HowShow MoreRelatedstarting with the basics1043 Words   |  5 Pages Starting With the Basics Complete the worksheet, and submit to the facilitator for grading. This assignment will help you become familiar with the resources available on the University of Phoenix student website. You will also be reviewing the parts of the writing process, rules of writing, APA guidelines, plagiarism, and critical thinking. Each question is worth 1 point. To answer questions 1–18, log on to your student website, and explore the resources available. 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