Reading Written Works And Watching TV Essay

Books are known as the primary medium bearing the capacity of passing on data to individuals; they were created around 5000 years prior. In the event that books can be considered as the conventional medium, TV is the cutting edge one. Indeed, it was first presented in broad daylight in the late 1920s and before long turned into a critical piece of the every day life. Both of these media give individuals data, news just as information, however every sort has some unmistakable highlights. The likenesses just as the contrasts between understanding books and sitting in front of the TV change, however they can be partitioned into three fundamental angles: the action factor, diversion and social cooperation. The main basic viewpoint separating perusing composed works and sitting in front of the TV is the movement factor. The animation of mental action among perusing and staring at the TV is altogether unique. While understanding book, one can promptly envision the location of the book in t heir mind and interpret what the writer implies, which can assist one with improving their creative mind. see more:tv is superior to books Interestingly, staring at the TV causes one to get pictures latently, which implies their creative mind is constrained by others. Ordway (2010) states that contrasted with understanding books, sitting in front of the TV is recognizably less arduous. Moreover, when perusing, one can control their time and enacted more adequately than sitting in front of the TV. For example, one can either increment or decrease their understanding discourse, re-read pages or sections the individual in question enjoys, all of which one can't do while sitting in front of the TV. Be that as it may, both perusing printed works and sitting in front of the TV are engaged with minimal physical exercises. Besides, the likenesses and contrasts among perusing and sitting in front of the TV can be exhibited through the amusement. By and large, the objective that both perusing and sitting in front of the TV focus on is to engage individuals. Individuals frequently either read books or stare at the TV when they hav e leisure time or need to unwind following a persevering day. Be that as it may, the degrees of diversion are not the equivalent. Perusing books requires one more force and time to move words into pictures; in this manner, one is bound to keep in their brain the substance of the books. Subsequently, it very well may be said that perusing a more profound degree of amusement. Be that as it may, each stick has two finishes; particular sorts of diversion may not be accessible in books, for example, live games, news, and so forth. In the mean time, one can watch a live football walk or a presentation on TV. Through staring at the TV, one can unwind and appreciate numerous sorts of amusement with less endeavors (Rubenoff, 2012). To put it plainly, staring at the TV has more noteworthy assortment of amusement. The last viewpoint showing the similitudes and contrasts among perusing and sitting in front of the TV is: social communication. Them two can be utilized as friendly exchanges. The data appeared on TV or books can be a most loved subject for everybody to examine with one another. In addition, understanding book and staring at the TV are exercises that can facilitate the feeling of confinement. When being home alone, one can lie in bed and sit in front of the TV or read books. The sound and pictures on the screen or books can divert one’s consideration from the depression and the negative reasoning. Be that as it may, one is bound to get dependent on staring at the TV; the individual may invest a lot of energy sitting in front of the TV, become a habitual slouch and not want to speak with others. Then again, perusing books is extraordinary. One can likewise appreciate a book oneself so much that the individual in question â€Å"gets lost† in it. â€Å"In different words, his mind reenacts genuine encounters, similarly as though he were living them himself† (Hilary, 2012). Be that as it may, not at all like the individuals who stare at the TV, perusers are less inclined to get dependent; when their eyes get worn out, they can put the books down and go out for a walk or talk with companions. Accordingly, perusers may associate with society superior to watchers. To summarize, perusing composed works and sitting in front of the TV have the two likenesses and contrasts in the movement factor, diversion and social cooperation. Through perusing, one can broaden the limit of their creative mind and unwind without fearing getting dependent on it. In examination, sitting in front of the TV requires less reasoning and is simpler to get dependent on, however it can gracefully one with different sorts of diversion. Considering, we can say that both perusing and staring at the TV have upsides and downsides; the fact of the matter is that we have to realize how to adjust among them and advantage from them the most. References Hilary, F. (2012, August 25). Losing all sense of direction in a decent book can assist you with keeping sound. Recovered August 19, 2014, from http://www.dailymail.co.uk/wellbeing/article-2193496/Getting-lost-great book-help-healthy.html Ordway, H. (2010, Jan 17). Perusing Versus Television: Which is better? Recovered August 18, 2014 from http://www.hieropraxis.com/2010/01/perusing versus-TV which-is-better/ Rubenoff, T. (2012, October 23). TV versus Book? Recovered August 16, 2014 from http://tomrubenoff.hubpages.com/center point/Television-or-Book

The Chatbot Revolution Why Resistance Is Futile With Larry Kim

The Chatbot Revolution Why Resistance Is Futile With Larry Kim When somebody says, â€Å"chatbot,† do shudders go down your spine? Or then again, does a major smile spread your face? On the off chance that chatbots are irritating and an intrusion of protection, for what reason are such huge numbers of individuals drawing in with this innovation? Over 25% of the world’s populace is utilizing message applications, and 71% of individuals use informing applications for client help. Individuals need their issues fathomed rapidly by means of individual experience. Enter chatbots. Exit conventional, single direction promoting, for example, email, points of arrival for Web structures, and blog entries. At any rate that’s what today’s visitor accepts. Larry Kim is the CEO of MobileMonkey, an emissary promoting stage. He depicts chatbots, their advantages to advertisers, and approaches to use them. He shares how such innovation will change how we consider content creation, suggestions to take action, and client encounters. Chatbot Definition: Forget Siri or Alexa; consider chatbots as the highest point of the pipe, advertising, lead obtaining, supporting, and change innovation Talk showcasing lets you pop-up messages to gather messages delivers to send bulletins and other substance; get individuals to buy in to your channel Messages versus Messages: Differences incorporate absence of reaction and communication Average open rate for messages is 5-10%, so 90-95% of individuals aren’t connecting with; open rates for talk showcasing are 70-80%, and click rates are 10-20% Use promoting to get individuals to tap on an advertisement that brings them into a talk meeting, not to your Website Advertisers should change how they draw in with clients; make customized encounters where chatbots come in to help with to and fro collaborations Traditional promoting depends on presumptions made about the crowd; talk expels suppositions by posing inquiries Organizations doing web based promoting should utilize Click-to-Messenger Ads; client taps the catch to buy in to informing with your organization Site visit where a case in the corner springs up to offer assistance isn't new; most organizations bomb utilizing it in light of the fact that it’s difficult to have somebody accessible if the need arises to talk Chatbots offer Tier 1 help to deal with specific inquiries and react with client gave content; make visit content and dole out catchphrase triggers Complementary Concessions: If aâ customer accepts you’re being useful to them, they’re bound to purchase from you Distinguish data clients need; post stories or revelatory substance, at that point present a friendly exchange on flash them to impart their insights and contemplations Connections: MobileMonkey Larry Kim on Twitter Larry Kim on Inc.com BI Intelligence HubSpot WordStream MailChimp Marketo Autopilot AdWords WhatsApp Errand person Instagram Compose an audit on iTunes and send a screen capture of it to get a cool loot sack! In the event that you preferred today’s appear, it would be ideal if you buy in on iTunes to The Actionable Content Marketing Podcast! The web recording is likewise accessible on SoundCloud, Stitcher, and Google Play. Statements by Larry Kim: â€Å"I genuinely accept that informing is what's to come. Individuals as of now overwhelmingly lean toward informing for correspondence, yet organizations haven’t figured this out.† â€Å"What you ought to consider when you think chatbots is it’s the highest point of the channel, advertising, lead procurement, sustaining, and transformation technology.† â€Å"But the messages aren’t just messages. Messages are idiotic. You can’t react to them. They’re not very interactive.† â€Å"Users approve of and really desire interchanges with the organizations and brands that they care about through messaging.†

Messages of Hope from Asher’s Thirteen Reasons Why - Literature Essay Samples

Suicide is a persistent enemy that affects thousands of young people across the country every year. Bullying is one of the main reasons young people decide to commit suicide. Many young adult authors are writing books that address these hard topics to help readers learn how to better deal with them. In Jay Asher’s Thirteen Reasons Why, the unique structure, double narrative technique, and multi-sided conflict contribute to the theme that a person’s actions can hurt others. Schools can use the book’s theme and message to promote healthy behaviors, discourage bullying, and raise suicide awareness. Hannah Baker, one of the main characters in Thirteen Reasons Why, is a high school student who commits suicide. Classmates and relatives are left in the dark until a mysterious box begins circulating through the mail. It contains cassette tapes that hold thirteen recorded stories. Each tape is addressed to a person who Hannah believes plays a part in her suicide. Hannah requires each person to listen to her tapes and pass them on. In her first tape, she threatens that the tapes will be released to the public if the listeners do not comply. Clay Jensen, the ninth person on the list, gives his own commentary while listening to the tapes. The book ends with Clay passing the tapes on to the next person and reaching out to another bullied student. Thirteen Reasons Why contains thirteen chapters. Each chapter represents one of Hannah’s tapes. Asher also includes a short introduction and conclusion, which narrates when Clay Jensen receives the tapes and mails them to the next person on the list. Hannah firmly believes that â€Å"everything affects everything† (Asher 202). Therefore, her tapes are consecutively linked to when people negatively affected her life. For example, the person Hannah believes starts the â€Å"snowball effect† is the person to whom the first tape is addressed (Asher 31). Tape two is addressed to the next person who contributes to the snowball effect and this structure continues throughout the book. Even though the stories are ordered consecutively, each one seems worse than the previous, which further aligns with the idea of the snowball effect. As a snowball rolls, it gets bigger and the damage it can do (or does do) becomes worse. Ironically, the book’s structure is both pred ictable and suspenseful. Readers know that each chapter will be a story of another individual who has wronged Hannah. However, readers do not know when Clay’s name will pop up on the tapes or even what he did wrong. In this way, Asher’s book is brilliant, leaving readers constantly anticipating and asking for more, yet knowing exactly what to expect next (another story). Despite the predictable structure and heavy tone, Tazanfal Tehseem argues that the novel’s style is completely laid-back and conversational (343). This is because the book is written as a double narrative. Hannah knows that Clay Jensen loves her, so she puts him on the list to receive the tapes. Hannah wants â€Å"to explain [and] say I’m sorry† (Asher 206). As Clay listens, Hannah’s tapes offer one narration and Clay’s interjectory comments offer another. Miller comments that there is a â€Å"notion of multiple truths† and that â€Å"sometimes we need all five stories to determine what really happened† (34). By using this double narrative technique, Asher challenges readers to listen to the multiple truths and consider which character has the reliable perspective. Hannah defends her perspective in the first tape when she asks, â€Å"Why would a dead girl lie?† (Asher 8). However, Hannah’s perspective â€Å"lacks objecti vity† because she records the tapes â€Å"at a time of total despair† (Tazanfal Tehseem 342). She is emotionally unstable but believes that she has every right to feel the way she does. Clay realizes that this is a problem and even points out when Hannah is not being fair (Asher 166). Although Clay sympathizes with Hannah’s perspective, he sees things more clearly and objectively. Readers benefit from reading the perspectives of both characters. The double narrative technique also proves that coping with suicide seriously affects an individual physically and emotionally. For example, after Clay listens to some of the tapes, his high stress level begins to weaken him physically. Clay explains his relentless stress-induced headache, saying that â€Å"the pounding is back again† (Asher 195). On the eighth tape, Hannah asks listeners, â€Å"What if other people could hear your thoughts?† (Asher 174). Clay’s narrative response shows his emotional pain, â€Å"They’d hear confusion. Frustration. Even some anger† (Asher 174). Clay is devastated by Hannah’s suicide and even more hurt when he hears her tapes. Hannah does not blame Clay for her suicide. However, he gets angry at the other people on the tapes and feels compelled to observe their same physical and emotional decline. Hannah puts intense pressure on all the people listening to her tapes with a tone that is a â€Å"mix of guilt and blame† (Tazanfal Tehseem 340). She blames the people on the tapes for her suicide because she is â€Å"trying to make sense out of a chaotic situation† (Tazanfal Tehseem 340). The listeners would be even more affected by the tapes because they would know Hannah is already dead and there is no way to change that. Although the book only shows Clay’s adverse reaction to the tapes, it is implied that everyone who listens to them suffers. Readers can see these effects in a more personal way through Asher’s double narrative technique. Because of Asher’s use of the double narrative technique, Thirteen Reasons Why also has a unique, multi-sided conflict. Hannah, one of the two main characters, is dead. Therefore, Hannah’s conflict takes place before she commits suicide. However, Clay’s conflict – man vs. self – takes place during the course of the novel. Throughout the book, Clay is trying to cope with Hannah’s suicide. Until he hears his tape, he is constantly blaming himself, terrified of what he might have done to cause Hannah’s death. When he receives closure from listening to his tape, his internal conflict begins to weaken. Clay’s internal conflict is finally resolved when he finishes all the tapes. At this point, his health improves and he begins to feel more hopeful about his life. He then takes it upon himself to reach out to a lonely, distant girl. The book ends with Clay as he runs after her and calls out her name, â€Å"Skye† (Asher 288). Hannah’s conflict, however, is more difficult to pin down. From one perspective, Hannah’s conflict is man vs. man. She gives twelve examples of other people harming her well-being through rumors, accusations, invasion of privacy, sexual assault, and more. In a man vs. man conflict, Hannah â€Å"wins† when she commits suicide because she finally saves herself from her enemies. Another perspective is that Hannah’s conflict is man vs. self. As Hannah stands face to face with her enemies, it’s likely that she begins to believe what they say about her, which lowers her self-esteem. Instead of correctly dealing with her pain, Hannah hurts people on her tapes in a similar way that they have hurt her. This upsets many readers who believe Hannah is suggesting that suicide is a rational choice when trying to escape pain or get revenge on others (Jacobson 8). However, readers must understand that Hannah is dealing with depression and is not thinking clearly. C lay, as the other narrator, helps guide readers to see the objective truth and Hannah deals with her conflict. These three elements – structure, narrative technique, and conflict – all contribute to the novel’s theme that one person’s actions can hurt others. Hannah’s cassette tapes are a symbol of the finality of treating people poorly or bullying them. The past cannot be erased. Once something is â€Å"caught on tape,† there is no denying it or turning back. Hannah’s tapes prove this theme that people’s actions affect others, for good or bad. Chisholm and Trent argue that the purpose of Hannah’s tapes were to reveal how her suicide â€Å"was shaped by previous and subsequent negative events in her life† – these events being bullying (78). Hannah’s stance against bullying was grounded in her idea that â€Å"everything affects everything† (Asher 202). One little thing can affect every part of a person’s life. This theme applies to everyone – the bully, the victim, and the onlooker. This th eme especially hits home for Clay, who as a past onlooker of Hannah’s bullying, feels regretful for â€Å"pretending not to notice† (Asher 50). Clay’s tiny decision to not stand up for Hannah hugely affected her well-being. This is just like Hannah says, â€Å"everything affects everything† (Asher 202). The theme of Thirteen Reasons Why ties closely with its message: treat others better. Although Hannah does not explicitly state this in her tapes, Clay figures the message out on his own. In the final chapter, he decides to reach out to someone in his school who has â€Å"learned how to avoid people† (Asher 287). In the Thirteen Reasons Why Netflix series, Clay even gives a passionate speech in the final episode, â€Å"It has got to get better. . .the way we treat each other and look out for each other† (Swanbrow 18). Young people who are reading Thirteen Reasons Why are also taking Clay’s new outlook to heart. After reading the book, one student said, â€Å"This book opens up people’s eyes. It opened up my eyes† (Chisholm and Keller 31). Teachers are also benefiting from the book’s message, â€Å"This book reminded me to recognize, to pay attention to even the smallest interaction that might seem like a student needs help† (Pytash 476 ). When readers catch the theme and message of Thirteen Reasons Why, they are more likely to appreciate the story and develop empathy for those being bullied, a skill Chisholm and Keller identify as a â€Å"necessary capacity for life in the 21st century† (25). In her tapes, Hannah talks about the topic of bullying and how it can affect people. Hannah personally deals with depression and thoughts of suicide that are brought on by bullying. Her privacy is invaded, she is in a drunk-driving accident, she loses all her friends, and she is stood up on a date. To make matters worse, she witnesses a rape and then is raped by the same person at a later date. Hannah’s experiences are not exclusive. According to Pytash, about 3.2 million students in grades 6-10 are bullied every year, making this type of â€Å"persecution the most prevalent form of school violence† (470). Rybakova has found that bullying and sexual harassment are the most prominent contributing factors to suicide (41). In Thirteen Reasons Why, this holds true. Most of Hannah’s feelings of inadequacy and hopelessness stem from her bullying and sexual harassment. These feelings lead to Hannah’s desire to commit suicide. Suicide is the third leading cause of young adult death in America, which makes it a haunting part of a youth’s reality (Rybakova 41-42). Similar to Hannah’s experiences, most bullying takes place outside of school, â€Å"in social contexts in which teachers and parents are generally unaware or absent† (Miller 30). Hannah was bullied in severe and dangerous ways when school administration and parents were unable to see what was happening or provide help. Hannah does go searching for help one time, but this is her problem. Hannah waits until she has already created the first twelve tapes and made preparations to commit suicide before backtracking and considering that someone might be able to help her. She immediately gets angry when Mr. Porter, the school counselor, does not understand that she is in severe crisis. Swanbrow suggests that suicidal young people like Hannah are afraid to ask for help because they â€Å"believe no one will help them if they do acknowledge how they are feeling† (18). Hannah enters Mr. Porter’s office with this mindset and refuses to give him a second chance to help her. She adds Mr. Porter to tape thirteen and then commits suicide the next day. This is alarming to many adult readers who claim that the book does not give information about mental illness, and instead undermines the help schools can give (Jacobson 8). However, one must again take into consideration that Hannah’s perspecti ve is shattered by pain and confusion. In Clay’s narration, he supports the idea of getting help for mental illness when he says, â€Å"Maybe a therapist would have helped, Hannah† (Asher 176). When looking at the bigger picture, readers will understand that Asher is not undermining the support that school staff can give. He is simply providing the perspectives of two different students who are in two different emotional states. Hannah’s perspective may seem offensive and dangerous, but Clay’s healthier view makes up for it. While some adult readers argue that Thirteen Reasons Why â€Å"does not make a difference,† many classrooms are proving these readers wrong (Jacobson 8). The book is an exceptional resource for secondary teachers to use in their classroom. For one, the book’s content is relevant to young adults. Statistics show that â€Å"68% of those who have seriously considered suicide first thought about it in high school, or even earlier† (Swanbrow 18). As surprising as this may be, shying away from the discussion of suicide is not the way to make these numbers go down. Rybakova says that â€Å"Literature is a way to learn about and understand important, even disturbing events† (40). Suicide is disturbing, but even so, it should be talked about in secondary classrooms because it is an important decision that young adults across the nation face daily. Facing this relevant topic head on in the classroom could mean the difference between life or death for some students. Secondly, in reading about Hannah’s experiences, students learn to emphasize with the characters and other people. Not all students have gone through what Hannah has, but many will know students who have. By studying this book, students learn to â€Å"develop the tools they would need† in considering the perspectives of others (Chisholm and Trent 76). According to Miller, everyone tends to see the world through a certain lense that shapes their beliefs and behaviors, whether it be socioeconomic class, age, ethnicity, race, religion, gender, etc (33). Asher’s dual narrative already gives students two different perspectives to consider. When students link events from their lives with Hannah and Clay, they â€Å"empathize with characters and classmates by relating to and collaborating with others (Chisholm and Keller 25). These skills are important in this ever-growing global society. Finally, in reading about Hannah’s experiences, students learn to consider the consequences of their actions. Chisholm and Keller did a study of high school students as they read Thirteen Reasons Why. The scholars found that as students empathized with Hannah Baker and Clay Jensen, they often developed insights into their own lives, such as â€Å"understanding the consequences of their own behavior† (30). Students who read Thirteen Reasons Why will quickly pick up on the book’s theme and message. Teachers then challenge their students to consider their own actions and â€Å"reflect on their own roles in protecting the feelings of others and preventing bullying in their own lives† (Chisholm and Trent 78). When students hold a magnifying glass up to their own lives and reflect it against Hannah’s story, change is likely to occur. On a broader scale, the book is a valuable resource that schools can use to promote healthy behaviors, discourage bullying, and raise suicide awareness. According to Swanbrow, many schools are beginning to â€Å"create a more positive environment that supports and promotes the well-being of students† (18). Some of these aspects are as simple as encouraging students to talk to a trusted staff member when they are in crisis or training staff and select students to identify those who are in crisis. To discourage in-school bullying, Miller suggests that â€Å"locker rooms, hallways, and other school locales not populated by teachers† should be the places that teachers monitor on a regular basis (30). Although teachers cannot help what happens outside of school, by monitoring the school more closely, fewer students will have to go through in-school bullying experiences like Hannah does. Neither Clay or Hannah make any mention of their school having anti-bullying and suicide programs. Until Hannah talks to Mr. Porter, no one encourages her to talk with other students or school staff members about how she is feeling. Starting with the influence of Thirteen Reasons Why, schools are beginning to recognize the importance of â€Å"anti-bullying and suicide programs that encourage adolescents to turn to teachers if they are bullied or contemplating suicide† (Pytash 470). Schools cannot completely prevent bullying and suicide but can make a change when putting in an effort to do so. It is worthwhile for young people to read Jay Asher’s Thirteen Reasons Why because the story examines the serious topics of bullying and suicide in a realistic manner. Despite some serious backlash from older readers, teachers are finding that the book can be used in their classrooms in a positive way. Hannah Baker’s story is a painful, but powerful one. Young people who see the serious consequences of suicide may be encouraged to talk with a trusted individual. Jay Asher created a masterpiece that will continue to change the lives of young people with the message to treat others better. Works Cited Asher, Jay. Thirteen Reasons Why. Penguin Group, 2007. Chisholm, James S. and Bethany L. Keller. Making Connections during Transactional Discussions: Adolescents Empathic Responses to Thirteen Reasons Why. ALAN Review, vol. 42, no. 1, p. 24-34. EBSCOhost, search.ebscohost.com/login.aspx?direct=trueAuthType=ip,cpid,urlcustid=s4338230db=edoAN=98997658. Chisholm, James S. and Brandie Trent. Everything †¦ Affects Everything: Promoting Critical Perspectives toward Bullying with Thirteen Reasons Why. English Journal, vol. 101, no. 6, July 2012, pp. 75-80. EBSCOhost, search.ebscohost.com/login.aspx?direct=trueAuthType=ip,cpid,urlcustid=s4338230db=edsjsrAN=edsjsr.23269414. Jacobson, Sansea L. Thirteen Reasons to Be Concerned about 13 Reasons Why. Brown University Child Adolescent Behavior Letter, vol. 33, no. 6, June 2017, p. 8. EBSCOhost, doi:10.1002/cbl.30220. Miller, Donna. â€Å"Tough Talk as an Antidote to Bullying.† The English Journal, vol. 101, no. 6, 2012, pp. 30-36. EBSCOhost, search.ebscohost.com/login.aspx?direct=trueAuthType=ip,cpid,urlcustid=s4338230db=edsjsrAN=edsjsr.23269404. Pytash, Kristine E. â€Å"Using YA Literature to Help Preservice Teachers Deal With Bullying and Suicide.† Journal of Adolescent Adult Literacy, vol. 56, no. 6, 2013, pp. 470–479. EBSCOhost, doi:10.1002/JAAL.168. Rybakova, Katie, et al. â€Å"Teaching Controversial Young Adult Literature with the Common Core.† Wisconsin English Journal, vol. 55, no. 1, 2013, pp. 37-45. University ofWisconsin Digital Collections Center, http://journals.sfu.ca/uwmadison/index.php/wej/article/view/570/612r. Tazanfal Tehseem, Ifrah Ali. â€Å"The Structural Analysis of ‘Thirteen Reasons Why’ A Novel by Jay Asher.† Academic Research International, vol. 6, no. 1, 2015, pp. 334-344. Proquest,http://www.savap.org.pk/journals/ARInt./Vol.6(1)/2015(6.1-35).pdf. Swanbrow Becker, Marty. Why Schools Need to Step up Suicide Prevention Efforts. Education Digest, vol. 83, no. 2, Oct. 2017, pp. 17-20. EBSCOhost, search.ebscohost.com/login.aspx?direct=trueAuthType=ip,cpid,urlcustid=s4338230db=f5hAN=124788422.

Homelessness Is A Serious Social Problem - 2538 Words

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Power, wealth, and prestige seem to be the only things that many people want to live for, and those people do not attempt to put themselves in other peoples shoes, especially not the shoes of a homeless person. This is a terrible habit that has been such a huge part of our society for so long that a lot of people do not even see the problem with it. They may not even realize how wrong and terrible it is to label someone just by their looks or their life situation. But since we have done it for hundreds of years, we all continue to do it and see no problem with it. Many people in our society label homeless people as lazy, unmotivated, and even less intelligent than themselves justShow MoreRelatedHomelessness : A Serious Social Problem1464 Words   |  6 PagesHomelessness is a serious social problem in most American cities. 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The Movie Of A Baseball Game - 996 Words

The movie started out with the two main characters at a baseball game. He was with a friend and she was on a date. They didn’t know each others names or anything about the each, but the man went ahead and started to initiate a conversation with her from a few seats away. This is the brief stage of initiating that is experienced in every relationship. They moved right along into the experimental stage when the game was over and he was trying to take her out on a date. She wasn’t sure if she should give up the potential relationship with the guy she originally there with. She also noticed how funny and forward he was from the beginning. This must have won her over because she ended up going on the date with him. The movie flashes through what seems like a few years of their relationship. You can identify the intensifying, integrating, and bonding stages through the pictures. When the movie starts back up with them in their own condo is when you see the final stages of the ir relationship. She wants him to listen more carefully, help without being asked, and appreciate her and all she does for him. He wants her to see he is tired from work where he gets the money to help support the both of them. They are noticing the differences in each other that they do not like. The couple continues to go about their lives in the same condo in the stagnate stage. Neither of them wants to leave their house after a fight that caused their break up. They walk around acting as if the other isShow MoreRelatedTheme Of Psychology In The Movie The Sandlot1187 Words   |  5 Pages â€Å"The Sandlot† is a classic baseball movie in which incorporates a significant amount of sport psychology. Digging deeper down into the details of the movie, you will notice various levels of motivation, leadership, goal-setting, and teamwork. 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Immigration and Integration Policy Generation

Question: Discuss about the Immigration and Integration Policy Generation. Answer: Introduction: The traditional package is set with the policy to hire all the talented employees who will be able to handle the projects overseas. This is also for the enhancement of the transfer of the knowledge along with focusing on the temporary basis of 3 years. The package includes the benefits like the care of the health, facilities of the medical, cost to travel as well as the housing allowance. The reason for the better benefits to the employees is mainly to: Ensure that there is a proper and a smooth transition of the system which will be helpful for the employees. (Angrave et al., 2016). This also focuses on the support that could be provided to the people with a better standard of the living in the overseas area or country. The employees will also be able to provide a better package with the talented customers. This includes the motivation of the employees as well as the secure promotional benefits that could be given. There are certain limitations which include: The points to focus on the organizational point of view with the increased costs of the package where there have been no major recruitments. Mrs. Akiko wants to stay in Singapore and spend her life with her husband. The analysis is that Akiko point of view is set with remuneration that has been decreased at the receiving time. (Choudhary, 2016). Strength: a. The case focuses on the international policy as well as the employees who can provide with some advantages. It includes the medical check-ups along with the traveling costs that include the home trip for the other allowances. (Brewster et al., 2017). Weakness: a. This mainly lies with the fact that all the local international policy has been set in the provisions where the salary is equal to the country host and is also based on the norms or the standards where Akiko tend to receive a lesser amount of the salary. With this, it also includes the lower structure of the salary in Singapore. Opportunities: a. This is the allowance mainly for the housing standards, schooling as well as setting the power of retention. For this, Mrs. Akiko is also able to work on staying with her husband so that she does not have to leave the job as well. (Maamari et al., 2016). Threats: a. This is for the employees who have a better chance to change and comprise of the salary with the structural costs of the host country. The needs of the employers is mainly due to: The enhancement of the talent which is primarily because of the experience which is set for a better assignment of the career. The focus is also on the job assignment with the transferrable knowledge set primarily in between the boundaries. (Mathur, 2016). The contractual forms with the increased benefits holds the incentives with a better support and the financial development The ingredients are based on the human needs as well as the forms which include the self-achievement as well as the other form of the influence for the employees to mainly accept the offer. (Ugarte, 2017). It has been found to be common for accepting all the packages with the higher expectations as well as the performances. This includes the offers that could be mainly for the promotion as well as to handle the salary amount as soon as there is a depression. Apart from this, there are benefits for the packages which include that there is the increase in the basic salary percentage that will help in motivating the employees to accept the offers. The Expatriate contract: It is for the transfer of the talented employees to the abroad where the overseas project could easily be handled. It includes the transferring of the knowledge with the improvement in the equity theory standards. This includes the efforts that have been made mainly for the receiving of the packages as the recognition form. Local International Contract: This works for the foreigners who are working on staying for a long time in a particular region. This is set where the incentives are provided as well as the salary is depending upon the different standards of the country. (Rahman, 2017). Local Contract: This is for the structural development where the industry is based on the procedural standards. It implies to work on fairness factor as well as the processes that include the minimization of the disputes and the optimization of the resource allocation. The standards are also for the implementation of behavior intentions where the company can set the percentage of the basic salary with the local international contract. It will also help in motivating the employees for the acceptance of the offer. (Mathur, 2016). This includes the facts where the human needs are important for the employees. With this, the Maslow's needs theory is implemented to mainly focus on handling the different standards as well as working on accepting the local international policy with the recognition in the company. The performance and the talent management are critical where the change of getting the salary is lower which is also based on the host country standards. The case study includes how Mrs. Akiko is depressed. (Ugarte, 2017). Hence, the suggestion for her would be to focus on increasing the salary with a certain amount and reduction of the incentives. The satisfaction is important for the salary hike where the employer will also be able to manage with the different and the additional forms of the incentives to retain the talent of the employees. With this, the situation of the win-win could easily be implemented. The work also focuses on how to handle the SWOT analysis, where the local international policy is applied to the different elements as and when needed. Reference Angrave, D., Charlwood, A., Kirkpatrick, I., Lawrence, M., Stuart, M. (2016). HR and analytics: why HR is set to fail the big data challenge.Human Resource Management Journal,26(1), 1-11. Brewster, C., Cerdin, J. L., Sharma, K. (2017). Global Talent Management in the Not-for-Profit Sector. InCompetencies and (Global) Talent Management(pp. 1-24). Springer International Publishing. Choudhary, S. (2016). A Study on Retention Management: How to Keep Your Top Talent.International Journal of Advanced Research in Management and Social Sciences,5(3), 17-31. Devi, R. M. (2016). HR which LEADTO challenges and OPPORTUNITIESIN 2020.International Education and Research Journal,2(9). Maamari, B. E., Alameh, K. (2016). Talent Management Moderating the Relationship between Recruitment for the Highly Skilled and HR Policies.Contemporary Management Research,12(1), 121. Mathur, G. (2016). The art of retention, leveraging social media for generation Y retention.International Journal of Application or Innovation in Engineering Management,5(1), 99-108. Rahman, M. M. (2017). Immigration and Integration Policy in Singapore. InBangladeshi Migration to Singapore(pp. 27-52). Springer Singapore. Ugarte, S. M. (2017). The gender pay implications of institutional and organisational wage-setting practices in Bankinga case study of Argentina and Chile.The International Journal of Human Resource Management, 1-28.

Pakistan Essays - Provinces Of Pakistan, Poverty In Pakistan

Pakistan My topic deals with Pakistan, its relationship with the IMF and World Bank, and its internal problems that are causing unemployment, poverty, economic crisis and hunger. I shall be analyzing the situation using the neo-classical theory, as it is what the economists of the Pakistan government and the IMF are using to alleviate the economic instability of the country. Situated in the sub-continent, Pakistan is a low-income country, with great promise for growth. Unfortunately, it is held back from reaching middle-income status by chronic problems like a rapidly growing population, sizable government deficits, a heavy dependence on foreign aid, recurrent governmental instability and large military expenditures. It is to address these fundamental faults in Pakistan's economy that the IMF has initiated the Structural Adjustment Programs (SAPs) in the country. This is discussed in further detail later in the paper. Like all developing countries, Pakistan's population is largely employed in the agricultural sector, which accounts for about 48 percent of the labor force. In today's world the Industrial and Service sectors are the largest growing areas of a developed county's economy. Yet Pakistan only employs 39 percent of its population in Service, and a minute 13 percent in Industry. This is a paltry figure, compared to the employment statistics of a developed country. Pakistan is also heavily dependent on a single export crop, cotton. Hence the country's fortunes rise and fall with the cotton market. It is no wonder that there are so many poverty stricken people in Pakistan. When almost half the population is involved in a very volatile market, a lot of the time, a lot of people will be burnt by price fluctuations. The country is also subject to the mercy of the weather. Focussing on a major cash crop means very little diversification. This translates to mass hunger and hard times for the agricultural sector whenever the agrarian lands are ravaged by floods, or conversely, by droughts. Even more importantly, Pakistan's agricultural sector is marked by large landowners, controlling most of the production. Hence, only a minimal amount of the profit from exports goes to the poor people working for the large farmers. It is these people who constitute a large portion of Pakistan's population. It is also these people who are living in abject poverty in the rural regions of the country, devoid of the right to feed their families. This is a great illustration of a theme discussed in "World Hunger, Twelve Myths.' Lappe, Collins, Rosset and Esparza discuss the commonly believed myths about why hunger and poverty exist. In it they clarify this very important point: hunger does not exist due to a shortage of available food, but because of ?fear' and ?powerlessness,' resulting in the ?anguish, grief and humiliation' felt by the hungry and poverty stricken. Pakistan is a classic example of this theory. Based on a feudal system, especially in agriculture, Pakistani society is primarily controlled by feudal overlords, (a.k.a. the politicians or relatives of politicians), who own or oversee most of the agrarian land and industrial base. Being above the law, due to their political influence, these corrupt people can literally get away with murder. Thus, keeping their laborers subdued and underpaid is no hard task. Anyone who dares to complain is used as an ?example' for potential future unrest. As a result, the people in their ?elakhas', (controlled lands), remain destitute in the throes of poverty, unable to help themselves due to their lack of power and the fear of the ?thekedars', (large landowners). By a lack of power, I refer not to a dearth of physical prowess but to a scarcity of basic human rights. These are the same rights that people in developed countries take for granted. The right to vote for whomever one feels like is missing. Instead a lot of villagers are forced to vote for the local land owner due to a combination of fear and ignorance; a fear of the repercussions of a potential loss by the feudal lord and the ignorance of any means to escape this same overlord's wrath. Very often there is also no choice of candidates. There are very few people willing to risk their own and their families' safety by running against their subjugators. All this goes against the very nature of the free market economy that Pakistan is supposed to be running. While the IMF and World Bank are using Neo Classical theory to address the nation's problems in the capital, half the country is still being run under the feudal system. Till this system is broken, and