My Hobby Playing Basketball Essay Example

My Hobby: Playing Basketball Essay Through life everyone has found something of interest or something they enjoy doing while passing the time. Its an escape from work and more. That is what a hobby is. Hobbies gives us time to unwind and just enjoy ourselves. For me, my hobby is basketball. Basketball is mine because, Ive been doing it ever since I was a kid and its the one activity I can do and lose myself in. I have grown to love it and it has taught me a lot in the process. I have grown a true passion for it now. Playing has made a major impact in my life and has helped me mature as a young adult. I started playing basketball when I was 9. At the time my brother played it and I would always go to his games with my family to support him. Being my older brother, I always wanted to be around him. I wanted to be just like him and I really looked up to him. He really enjoyed sports and it took up most of his time over the years. I tried doing anything he did. Whether it be a certain way he dressed or and hobby he would do, I was trying to do it. I would draw like he did and try to play the same video games he played. I finally decided I wanted to play sports like him as well. Throughout my child hood I played baseball, soccer, football, and basketball. I was pretty good at all of my sports, but basketball was my most favored.Since then, Ive been playing it and it’s been my main sport and the only one I stuck with. My brother was the reason basketball was my favorite, because that was the one sport he loved the most. This became my hobby and soon it started to become more th an that. We will write a custom essay sample on My Hobby: Playing Basketball specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on My Hobby: Playing Basketball specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on My Hobby: Playing Basketball specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The more I played basketball, the moreI interest and excitement I had towards it. I started workingharder in it and put tremendous amounts of time in it. Playing it just brought joy to me. I felt I could lose myself in it. Anytime something was stress full in life I could just escape with basketball. Whether it be school, relationships, or anything, basketball was just my solution. I

The Killer Angels of Gettysburg essays

The Killer Angels of Gettysburg essays The Killer Angels is a book about the battle at Gettysburg, a battle of the Civil War that changed it's very direction. The book is told from several points of views, going through each day and telling the stories of several officers present at the Battle of Gettysburg in the summer of 1863. The book describes their thoughts and actions in high detail and showing the reaction by the opposite confederate or union side. Before the book begins Michael gives background information on each character that shares a portion of each day. The Book begins with Bufords advancement to the hill top which soon becomes a defensive line when General Lee gets word that there are forces at Gettysburg he sends troops as leaders of northern Virginia supported by the Army of Potomac to attack creating the begging of the critical battle. The first day took place in three waves as troops from all around got word and headed to Gettysburg. It went back and forth on the first day as troops would arrive at different time the union was under a lot of pressure but maintained ground. On the second day, the Union maintained their position as the Confederate army attacked the defensive formations. Throughout the town of Gettysburg assaults where performed at Little Round Top, Devil's Den, Wheatfield(Bloody Wheatfield), Peach Orchard, Culp's Hill and Cemetery Hill. Both sides lost many men that caused significant changes. However, the Union was still persistent and held their positions. On July 3, the battle began again at Culp's Hill. The fronts had moved just outside of the town and were now to the east and south of the town. A critical event of this day was an Assault ordered by the confederates on the Union at Cemetery Ridge containing over 12,000 infantrymen. The Confederate army couldnt handle the pressure forced back and retreated to Virginia with several casualties. After an artillery attack, Lee raided the Union center on Cemetery Ridge. Th...

Sustainable Management Futures Assignment Example | Topics and Well Written Essays - 1500 words

Sustainable Management Futures - Assignment Example â€Å"Let Capitalism Rip†, in the speech of British Prime Minister David Cameron signifies the dominance of capitalism in the society which concentrates on demolishing the free market. According to Prime Minister David Cameron, the popular capitalism should allow everyone to share in the success of the market. The Prime Minister also includes in his speech the social responsibilities of the firms and to prevent the abuse of the policies that have been conducted by the organisations to gain larger profitability as well as competency (BBC, 2012). To be precise, Prime Minister David Cameron, by making counterarguments over chronic capitalism practiced in UK documented the need for free market considerations not only on profit maximization but also toward Corporate Social Responsibilities (CSR). With due consideration to the aspect of capitalism and market labours, the government intends to enforce the policies toward the determined poverty level, ecological demolition, fundamenta l inequalities of wealth, and concentrated power in the hands of corporation, and property-owner among others (Charter & Johnson, 2011). The labour economics from a free market perspective signifies that the labours in the economy are based upon the three crucial factors of production which are recognised as land, labour and capital that generates the massive part of the annual GDP of the country. Therefore, the traders as well as the government in the United Kingdom provide significant consideration towards these issues of labours in the economic stature of the country (Block, 2008). In this regards, the speech of Prime Minister Cameron indicates to build a better and structured economy, so that the country along with its citizens can be benefitted in the free market, in terms of avoidance towards economic crisis and other similar challenges including poverty as well as power and wealth distribution (BBC, 2012). The proposal put forward by Prime Minister David Cameron in this speec h elaborates on the proper utilization of the human resources (labours) and other natural resources signifying a free rein perception within the market moving ahead against the traditional approach and â€Å"Let Capitalism Rip†. In the context of his speech about the dominance of capitalism in the entire business society of UK and its impact on the economic structure of the country, the moral highlighted was to apply the basic fair market approach in the business environment (Charter & Johnson, 2011). Prime Minister David Cameron, in this regard, stated that capitalism can be one of the strongest tools for development of the country’s financial structure, involving wealth creation as well as social responsibilities that was ever recognized. An effective capitalism insists the proprietors of intellectual property rights along with the economic property rights facilitating them to earn a profit as a reward for investing the capital at risk in a suitable form of free mark et financial activity (Norman, 2011). Capitalism is not only concerned about the economic and social conditions, it also be acquainted with its morals. The notion of capitalism involves morality as it considers a few auspicious demands, such the individual freedom based on personal principles, the assets of hard work and creativity, the social exchange regarding effectiveness of the traditions and intellectual practices along with government’

Organizational Behavior - Interpersonal skills and manegerial roles Term Paper

Organizational Behavior - Interpersonal skills and manegerial roles - Term Paper Example For transformational leadership to take place, leaders must elevate and broaden interests for their employees. It may also occur after acceptance and awareness of purpose and mission for the specific group has been generated. The leaders may also stir his or her employees and look beyond self interests to cater for the group. Mutual capacity and commitment help in leading greater productivity and additional efforts (Lawrence, 2010). The major components of transformational leadership include intellectual stimulation, individualized consideration, inspirational motivation and idealized influence. All of these components play an important part in the work place which is ridden by problems such as employee dissatisfaction, poor performance and low morale. In this case, as the honorable committee is aware of the problems facing the organization. Therefore, it is recommendable that the manager should use his leadership style which can have beneficial impact on the workers by helping them to feel encouraged as they work (Hedrick, 2007). Transformational leadership allows the people in charge to challenge the status quo and allow subordinates to innovate new ideas. This style of leadership does not only identify the problem, but also provides the alternatives which are useful in solving the problem. This is summed under the intellectual stimulation component. This type of leadership is really necessary for an organization as employees express their discomfort with their current supervisor without fear. The major complaint against the supervisor may be that he is too rigid and not ready to change. In fact, such leaders do not like people innovating and even if their effort yielded good results, he wants them to go by the rules of the book. These leads to boredom and employees start to openly criticize the way their immediate supervisor is leading them. In order to

Einstein for Aspergers Essay Example for Free

Einstein for Aspergers Essay Einstein a Case Study for Aspergers Christina Parker PSY 410 February 6, 2012 Dr. Melda Jones Einstein a Case Study for Aspergers Mental illness has existed as long as humans have, but only in the last hundred years or so have psychologist started to truly understand mental illness. There is still much, that is unknown about mental illness and human behavior. One mental disorder that was added to the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) in 1994 is Asperger’s Disorder. This disorder is usually diagnosed in early childhood, but in Albert Einstein’s time Asperger’s Disorder was unknown. Einstein had many of the diagnostic criteria for Asperger’s Disorder but was not diagnosed. Einstein was quiet and withdrawn, but had an amazing mind for mathematics. In comparison, Temple Grandin was diagnosed with Asperger’s Disorder and has many of the same mannerisms as Einstein. Overview of Asperger’s Disorder’s History Dr. Hans Asperger studied children that acted differently from others in the 1940s. Dr. Asperger called these children â€Å"Little Professors† because they were so interesting. In 1980s Dr. Lorna Wing called children with Asperger’s (AS) high-functioning autism individuals. In 1994, the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) added AS. Asperger’s Syndrome (ASD) is a distinct group of neurological conditions characterized by greater or lesser degrees of impairment in language and communication skills with repetitive or restrictive patterns of thoughts and behaviors. There is no known cause or treatment for AS. The parents of children with AS often by or before the child’s third birthday sense that something is amiss in his or her child’s behavior or developmental skills. Two out of 10,000 children statistically diagnosed with AS or ASD. Boys are three to four times more likely than girls to have AS or ASD. The children exhibit delayed psychomotor skills (crawling and walking), and have problems with communicating and socializing with other children. AS children have an obsession with one topic or interests excluding other topics and interests. AS children have a formal speech that lacks rhythm and modulation. AS children appear clumsy when they walk and may have delayed motor skills (catching a ball, pedaling a bike, and other skills). The cause of AS or ASD is unknown but is thought to be genetic because AS tends to run in families. The part of the brain that controls social behavior functions differently or develops differently from other children without AS. The part of the brain that controls body movements and balance are also different in AS children than other children. ASD is a high-functioning autism disorder. Autism and Asperger’s Syndrome Explained There is no known cause of autism. Research today is using MRI imaging to determine how the Autism brain is structured. Dr. Grandin explains her condition like this: The brain is an office; the frontal lobe is the office manager. The other compartments of the brain are like the many departments in an office. The office departments do not communicate well between the other offices such as sales, product development, management, and so on. The autistic brain has to be understood and trained in a way that works best for the individual. No one treatment works for every autistic individual. Finding what motivates the individual’s fear and helping the individual to overcome or change the environment to a less chaotic one will help the individual to learn and progress. Autistic individuals do not understand facial expressions or tone changes in voices. Behavioral issues such as defecation and twitching are common with Asperger’s and Autism. Individuals with Asperger’s Syndrome are high-end functioning Autistic individuals. To understand Autism and Asperger’s Syndrome, Dr. Grandin suggests that people move away from language. The nonverbal child does not understand language. The nonverbal child is sensory-based and has a complex disorder that is based on sights, sounds, smells, and touch. Cultivating the way the individual’s method of thinking will prevent fear that causes anxieties will help the individual progress. Autistic individuals have high IQs and the ability to concentrate on one subject for a long time. Most autistic individuals are gifted in math, sciences, computers, tables, astrology, and other nonsocial areas that rely on thinking skills. A Look at Einstein and Grandin Albert Einstein Albert Einstein was born in 1879 to Hermann and Pauline Einstein (a middle-class German-Jewish family). Einstein scarcely spoke and was quiet more than backward as a young child. His sister remembers his concentration and ability to build tall houses and multiple storied levels of playing card houses. At age 4 or 5 Einstein marveled at how a magnetic compass needle invariably swung northward. This caused Einstein to conclude that something invisible was behind everything sparking his interest in Physics at a young age. As late as age nine Einstein was hesitant to speak, and did so pausing to select his words carefully. His parents feared that he was below average in intelligence. At the age of 12 Einstein’s love for mathematics and physics was sparked by a booklet on Euclidian Plane Geometry. This booklet proved to Einstein that there was a lucidity and certainty in theory and made an impression on him permanently. School depended on memorization and arbitrary authority of the teachers and faculty and was not conducive to Einstein’s way of learning. At 15 Einstein quit school and moved to Italy with his family where his family was trying to start a business. He studied Mathematics, Physics, and Philosophy at home. His uncle, an engineer, and a medical student who ate with his family once a week are credited with stimulating Einstein’s young mind. Was Einstein’s brain different? Einstein died in 1955 and gave his brain to science. A pathologist named Thomas Harvey quickly preserved his brain, and made samples, and sections. Pathologists Harvey concluded that other than Einstein’s brain seeming smaller than most brains, his was not unusual. Sandra F. Witelson and colleagues studied Einstein’s brain again in 1999, and discovered that it lacked a wrinkle found in other brains (the parietal operculum), and other regions on each side of Einstein’s brain appeared to be larger and unusual features in the inferior parietal lobes thought to be the area of visual imagery and mathematical thinking. This concludes that Einstein’s brain was more equipped by this region than most individuals. Does this prove or disprove that Einstein had Asperger’s? There is no conclusive historical evidence to determine if Einstein had Asperger’s. What we do know is Einstein was capable of deep concentration, and had perseverance. He graduated without distinction, his learning style and the school learning system of his time did not get along. He sought physics because he could seek out paths that led to the depths. In other words Einstein preferred to be free to think on the invisible things behind things. It was Einstein’s ability to think deeply on physics that put him first in the race to the theory in relativity. Einstein made friends with colleagues like Marcel Grossman, Michele Besso, Paul Ehrenfest, and Freidrich Adler. His wife Mileva Maric was the only female in his physics class. Even though Einstein renounced his German citizenship when he left Germany for Italy, he could not resist the invitation to Berlin’s Prussian Academy of Sciences, he had no teaching duties and access to the greatest scientific minds of his day. Fame in physics starved and destroyed his marriage to his wife Mileva, and then divorced in 1919. The same year of his divorce Einstein married his cousin whom he had an affair with since 1914 and settled with Elsa Lowenthal and her two daughters until his death in 1955. Einstein as a young boy, a young teen, a young man, and an older man (Image  © The Albert Einstein Archives, The Jewish National ; University Library, The Hebrew University of Jerusalem, Israel. ) Temple Grandin Dr. Temple Grandin was thought to be different by her Mother from a very early age. At two Dr. Grandin could not speak and exhibited behavioral issues. Her Father and consulted doctors wanted to put Dr. Grandin in an institution. Dr. Grandin’s Mother would not have her daughter put in an institution. Instead, Dr. Grandin’s Mother sent her daughter to private schools and to private speech therapy. Dr. Grandin was teased as a child in school. Dr. Temple states that early intervention is vital to best outcomes in autistic children. According to Dr. Grandin there are three types of Autism thinkers: Visual, Pattern, and Word. Visual thinkers are terrible at algebra and good at geometry. Pattern thinkers have difficulty with reading. Word thinkers are good with facts in favorite subjects. Dr. Grandin thinks in pictures, sees a series of slides like a search engine. During her lecture Dr. Grandin was tired from air travel and this caused her to lose train of thought if movement or noises were made by audience. Dr. Grandin explained that she cannot screen out the sensory issues that trigger her distractions. Dr. Grandin admits to having panic attacks, and anxiety. Anti-depressants help autistic individuals overcome anxiety, panic attacks, and OCD issues. Dr. Grandin correlates animal behaviors and fears with autism and how people handle animals also can be used to handle autistic individuals. When Dr. Grandin was born her parents were told she had infantile schizophrenia. Since her birth two Doctors one in the United States named Dr. Leo Canner and one in Canada named Dr. Asperger began studying children who displayed certain characteristics: no facial expression, lack of social skills, the ability to concentrate on one subject, and certain other emotional, cognitive, and behavioral components. Dr. Grandin was born in Boston, Mass. on August 29, 1947. Dr. Grandin has earned degrees from Franklin Pierce College, Arizona State University, University of Illinois, and has earned Honorary Doctorates from McGill University, University of Illinois, and Duke University. The United States and Canada Meat Plants use Dr. Grandin’s equipment designs developed for Animal Welfare Guidelines. Dr. Grandin’s focus of study is in alleviating anxiety of intense fear and hypersensitivities to sound in Human and Animal populations. Dr. Grandin wrote autobiographies of her life with autism, which amazed the autistic community (Thinking in Pictures and Other Reports from My Life with Autism- 1995, and Emergence: Labeled Autistic – 1986). Dr. Grandin, has acquired many awards, lectures all over the United States, was inducted into the Cowgirl Hall of Fame and is a member of the board of directors Autism Society of America. Dr. Grandin has developed her own website: www. grandin. com to communicate with people on the subject of autism, and animal handling. Humane groups recognize Dr. Grandin’s work to alleviate animal fears, and her biography featured on HBO has won several Emmy Awards, a Golden Globe, and Peabody Award in 2011. Dr. Grandin has written several books, chapter books, journals, and other publications proving that people with Asperger’s and Autism can succeed. Conclusion There is so much that humanity does not know about human behavior and mental illness, but psychology continues to make advancements in the area. Asperger’s Disorder is just one example of how psychology has advanced. In Einstein’s time there was not a name for his â€Å"weird quirks†, but by the time Temple Grandin was born these similar â€Å"quirks† were known as Asperger’s Disorder. Einstein was brilliant in mathematics and similar fields of study, but could not form true intimate bonds with other people. Dr. Grandin was also brilliant but in another area of study and she also cannot form true intimate bonds with people.

Analysing Mearsheimers Critique Of Structural Realism Politics Essay

Analysing Mearsheimers Critique Of Structural Realism Politics Essay As discussed in the last section the Waltzian model of realism has had profound effects on international relations theory. However, even fellow realists have found problems and inconsistencies with Waltzs structural realism. John Mearsheimer is one of these theorists. He uses and adapts on Waltzs theory to paint a much more pessimistic and altogether darker picture of International relations theory. He expands on Waltzs idea of structure causing behaviour, but he rejects the status quo bias in Waltzs theory. (Mearsheimer, 2001, p. 20) Instead he favours a more aggressive form of state interaction forced by anarchic systems which lead states to become hegemonies. Mearsheimer still refers to himself as a structural realist because his assumptions are based on states acting in an anarchic system. While he uses Waltzs theory of structure he does have serious reservations about defensive realisms theoretical usefulness: Realist theories are invariably simple or parsimonious, which has an upside and a downside. Any simple theory, as we all know, can only explain so much about the world, because by definition it omits a variety of factors from its explanatory apparatus, and sometimes those factors matter a lot. (Mearsheimer, Booth, Wheeler, Williams, 2006, p. 107) He goes further to explain why this is a problem for Waltzs theory: My main problem with defensive realism is that it does not do a good job of explaining how the world actually works. It may be a good normative theory but it is not a good descriptive theory. (ibid., p. 111) Mearsheimer has attempted to rectify this problem by creating a new theory, or more accurately, amending the pre-existing theory. To do this he state the five key assumptions realism is based upon. The bulk of this section will attempt to critique his amendments to Waltzs structural realism and will attempt to show how they are also logically dubious. As stated in the previous section Waltz erred on the side of parsimony rather than providing a descriptive theory. (SÃ ¸rensen, 2011, p. 112) Mearsheimer starts his book with his five key assumptions, which he restates throughout his work. While he never explicitly ranks them, it is fair to say, based on his theory, that the following order is most important to least important. States are the key actors in World Politics and they operate in an anarchic system. Great powers invariably have some offensive military capability. States can never be certain whether other states have hostile intentions towards them. Great powers place a high premium on survival. States are rational actors who are reasonably effective at designing strategies that maximise their chances of survival. (ibid., pp. 362-363) Mearsheimer seems to add an addendum to his own work, that maximising chances for survival necessarily dictates that states are power-hungry. That they will attempt to gain power and try to achieve regional and perhaps global hegemony. He creates a set of mutually exclusive conditions tries to make them operate in concert to explain state behaviour. He claims in his book The Tragedy of Great Power Politics that the structure of the international system, not the particular characteristics of individual powers, causes them to think and act offensively and to seek hegemony. (ibid., p. 53) He argues that Waltzs self-help behaviour, created by security dilemmas within the international system, was not taken far enough. In anarchy the desire to survive encourages states to behave aggressively. (ibid., p. 54) He assumes that such behaviour does not accurately explain states primary motivation and that when given the opportunity that states will act to create superiority or hegemony. He make s very little effort to explain why an anarchic system forces these actions. He assumes that through a series of, arguably flawed, case studies that his reader will accept his assumption as an epistemological fact. This is counterintuitive when his first assumption of world politics tells that states act in anarchy. Mearsheimer explains that anarchy means that states have no higher authority above them. (2005, p. 2005) Hegemony is defined by Mearsheimer as a state that is so powerful that it dominates all the other states in the system. (2001, p. 40) This would then prioritize the hegemon and it would act as a higher authority in the international system. This could conceivably create a hierarchic international system. Mearsheimer rejects this, and contradicts the logical extension of his theoretical assumptions in the process, when describing the present international system; we are not moving towards a hierarchic international system, which would effectively mean some kind of world government. In fact, anarchy looks like it will be with us for a long time. (2001, p. 365) Mearsheimer seems to be suggesting throughout his work that the hegemon would not be an authority above the states but more of a primus inter pares. His reasoning for hegemonic growth is based in the security dilemma international relations presents. The ultimate goal being survival states will attempt to gain enough relative power that they cannot be threatened. (Wang, 2004, pp. 176-177) Nevertheless, there is still no compelling argument given to show how anarchy relates to hegemonic stability theory. This apparent contradiction between theoretical assumptions warrants further consideration. To provide a critique that is both succinct and effective it is reasonable to use a few fundamental shortcuts in the following examination. The first of these is that this critique will assume that Mearsheimers underlying theoretical assumptions are correct (within the reaches of his own theory). In particular his first assumption that the structure of world politics is anarchical and the underlying premise of his work that states seek power to enhance security and that hegemony is the ultimate goal are the two theoretical assumptions that will be focused on. The second is to assume that he is correct when he labels America as a regional hegemony. It is important to note that neither of these conditions are as clear cut or simple as Mearsheimer would seem to believe, indeed the first will be challenged throughout this section. The critique will be examining the relationship between the Europea n Union and America. It will question whether the primus inter pares relationship described above is real or if hegemonic stability theory is anathema to anarchic structures. To begin it should be noted that it is very hard to make the case that Europe is one homogenous entity subject to the same rules and responsibilities of a state. This argument is largely born as a hypothetical situation. The following situation is being used to demonstrate a logical inconsistency and contradiction within Mearsheimers theory. I intend to question Mearsheimers conception of state actions and anarchy. Without considering other influencing factors (given that almost all realists assume that states are the main actors) the main actor that will be discussed is Germany. The situation will use Mearsheimers own arguments regarding potential hegemonies and the actions existing hegemonies take to prevent their rise. Mearsheimer argues that economic and political interdependence would not be enough to secure the rise of Germany within Europe. (1994-1995, pp. 6-8) America is the deciding factor when it comes to preventing war in Europe. (ibid. 6-8, 47-49) This is the action of a hegemonic entity he argues. States that achieve regional Hegemony seek to prevent great powers in other regions from duplicating their feat. Thus the United States, for example, played a key role in preventing imperial Japan, Wilhelmine Germany, Nazi Germany and the Soviet Union from gaining regional supremacy. (Mearsheimer J. J., 2001, p. 41) He goes on to explain how this is relevant to the example: If a potential hegemon emerges among them, the other great powers in that region might be able to contain it by themselves, allowing the distant hegemon to remain safely on the sidelines. Of course, if the local great powers were unable to do the job, the distant hegemon would take the appropriate measures. (ibid., p. 41) Mearsheimer states that this form of state (it is worthwhile to point out that a hegemon is substantially different to a state this point will be expanded upon later in the section) behaviour is more about balancing power and preventing a potential threat becoming an actual threat. This is broadly in keeping with realist assumptions of state action. However, if the term balancing is replaced with policing, which is equally applicable, the action becomes problematic if the system is meant to remain anarchic. He does in fact explicitly state that the peace in Europe today, is the result of the American pacifier, not the establishment of a security community. (Mearsheimer, Booth, Wheeler, Williams, 2006, p. 116) This is not the role of a hegemonic balancing act. It is the imposition of order by the hegemon on other states. There is an argument to be made that it does balance a perceived future threat, that argument is, however, unconvincing. The security dilemma does not stipulate that a state respond to an implied threat, the only response warranted is when there is a de facto threat. The degree of economic integration and interdependence in Europe necessarily precludes Germany from seeking power as it would lead to negative gain. Mearsheimer oddly goes further than this when discussing this problem I think you have peace in western Europe because there is a higher authority that maintains order. There is a 911 to call: the United States. (2006, p. 121) The contradiction becomes apparent; anarchy is the absence of a higher authority, hegemony is the imposition of it. There is little doubt that Mearsheimer would disagree with this interpretation of hegemony as he would regard America acting as a global policeman (absent the need to balance an aggressively growing potential hegemon) as ill advised and contrary to the underlying assumptions of his theory. (2001, pp. 50-51) The reason this example is so confused is also born out of a contradiction implicit within Mearsheimers work. Germany could never be a potential hegemon, irrespective of historical imperatives. The reasons for this are apparent in Mearsheimers own work the rational actor assumption would seem to stop a state from taking an action where the costs outweigh the potential gains. (ibid. p.37) This means, largely due to the level of economic interdependence that Germany is not likely to become an expansionistic power. The contradiction that comes out is that while the buffer that America provides (which Mearsheimer disagrees with profoundly (2006, pp. 118-121)) is not a response to a potential hegemon it is the imposition of hegemonic strength. However, this contradiction does not detract from the problem of hegemonic dominance necessarily translating the anarchic system into a hierarchical one. Quite aside from that particular theoretical inconsistency, there is a problem with Mearsheimers power lust vs. balancing theory. He has three conditions that control this form of state action: Great powers try to expand only when opportunities arise. They do so when the benefits clearly exceed the risks and costs. They will desist from expansion when blocked and wait for a more propitious moment (Snyder, 2002, p. 153) The causal root of this competitive balancing is deeply rooted in the structure (or so we are lead to believe) anarchy forces each state to assume a security dilemma. This is argument is never truly pursued in his work, it is assumed that the self-help nature that Ken Waltz puts forward and this security problem is the driver for the state action. When examined this explanation of state action is completely unsatisfactory. Richard Rosecrance explains the problem of this form of state action. At the turn of the century, the United States passed Great Britain without war. In economic terms, Japan moved ahead of the Soviet Union in 1983 but neither country was tempted to fight over the transition. The German rise vis-a-vis Britain at the end of the nineteenth century would not have been a problem had it not been that the Kaiser decided to build a great navy and challenge Britain both at home and overseas. If Germany had remained a land power as it opted to do under Bismarck it would not have caused British opposition or provoked an arms race. (2006, p. 32) Britain, from the mid 19th century to the start of the First World War was the regional hegemony. It had almost complete control of the sea and a huge empire to support itself. Both America and Wilhelmine Germany were potential regional hegemonies. Britain did not in any way try to challenge their growth. Similarly the Soviet Union did not balance the growing hegemony of Japan. This seems to ignore both the rational actor model and hegemonic stability theory, both of which are key parts Mearsheimers theory. Mearsheimers work on offensive realism is riddled with mutual exclusions and contradictions. It does still remain an interesting theory; it attempts to add broader explanatory assumptions to a set of normative principles. The problem is that the theory attempts to do too much. It tries to explain state motivations and actions as well as the outcomes produced. It, however, uses very narrow ontological assumptions to provide explanation. We are presented with the idea that states have a will to power driven by a security threat which is in turn driven by the anarchical system. Mearsheimer does not explain coherently why an anarchic structure forces states into such an aggressive competition, he serves it up as an epistemological fact and an eternal truth. With these problems in mind, it is also important to remember that Mearsheimer theory does cover some aspects of international relations. The addition of the rational actor model is likely a positive change in realist perspective, wit h the caveat that states can act irrationally at times. This section has provided a critique of Mearsheimers work using his own theories and examples. I have tried to remain as constant to Mearsheimers own theoretical assumptions as possible. While by no means conclusive it does serve to illustrate some severe problems with the theory that need to be rectified. The validity of his core assumptions are not what I have questioned, it is the underlying addition to these assumptions of hegemonic stability theory that I strongly disagree with. While Mearsheimer does give empirical evidence to support his claims, the validity of this evidence is up for debate.

Discussion About Genetically Modified Foods Essay

Genetically modified foods: Beneficial views & Adverse views a. What is the possible risk for genetically modified crops considering nutrition and health? b. Whether the economic effects are the most important? c. Will it bring severe environment problems? III. Arguments for beneficial effects of GM foods a. Firstly, transgenic technology has made considerable progress in food applications. b. Transgenic food has successfully lowered food prices and ensured food safety. c. GM foods significantly reduce the environmental impact of agriculture. Introduction The author, Magana-Gomez, critically analyzed the risk assessment methods of transgenic food for human nutrition and health in the paper, â€Å"Risk assessment of genetically modified crops for nutrition and health†. Magana reviewed various modes including different feeding period, animal modes and parameters in the paper published in 2011 by Nutrition Reviews (Magana G, 2009). In consistent with his studies, negative effects of GM food were identified â€Å"at molecular and microscopic levels†. However, with our entry into the 21st century, genetically modified foods have undergone even faster development. However, there are also many doubts about the safety of genetically modified foods. Therefore, genetically modified foods have become a hot topic issue. Personally, although there are many controversies about GM food, I still insist on the research and promotion of transgenic food due to its diverse benefits. Views According to Curieux-Belfond CL, he could identify the factors that deserve consideration before â€Å"commercialization and promotion of transgenic food† (182). In this paper, â€Å"Factors to condider before production and commercialization of aquatic genetically modified organisms: the case of transgenic salmon†, the author took transgenic salmon as an example, in which Curieux-Belfond examined the corresponding impacts in terms of aquaculture, wildlife, ecosystem and human health. The paper published in 2011 by Evironmental Science & Policy suggested that GM food undoubtedly contributed to economic benefits without exerting too much extra burden (Curieux B, 2009). In the end, the author believed that the benefits of genetically modified foods far outweigh the disadvantages. Analysis of the benefits of genetically modified foods Magana’s argument is persuasive when he assessed the risks about GM food. However, since genetic engineering techniques have successfully transferred anti-viral, insect resistance, cold resistance and other genes to cotton, wheat, tomatoes and other plants, we can get stable new varieties of genetically modified, with low production cost and high-yield food, which will ease the world food shortage and reduce the use of pesticides to a large extent. Based on the above reasons, I will provide a critical analysis with the following specific examples which show his argument is partially wrong. Firstly, transgenic technology has also made considerable progress in animal food applications. At present, a variety of mammal and bird genes are successfully integrated into the genome of fish, which can significantly enhance transgenic fish muscle protein content and improve growth speed. With the development of genetic engineering technology, people have been freed from natural enzymes to a large extent. Especially when the enzyme obtained from natural protein material encounters difficulties, genetic engineering has the unique advantages of natural gene cloning (Seralini GE, 2011). Thus, it can be highly expressed in microorganisms with mass production by fermentation. At present, the transgenic enzymes are widely used in the food industry, such as maltose enzymes amylase, pectinase and the juice protease. The food nutritional quality modified by genetic engineering has also made remarkable achievements. For instance, the genetic engineering technology has been applied for seed protein improvement, which renders it possible to change the plant composition and amino acid content. Secondly, transgenic food has successfully lowered food prices and ensured food safety, which helps increase production and food supply while reducing the farm labor and pesticide applications, agricultural inputs and production costs (Weasel LH, 2009). In the future, GM crops have great potential in solving the food crisis. For instance, by applying transgenic technology to the human staple foods of rice and wheat, people can increase food production and improve nutritional quality, which will provide mankind with higher-quality food. Furthermore, GM foods have also proved effective in alleviating poverty and hunger. The world’s poorest 50% of the population are small and resource-poor farmers, while 20% living in rural areas without their own land actually depend on agriculture. Therefore, the increase in small-scale and resource-poor farmers’ income will directly assist 70% of the world’s poorest people (Curieux-Belfond O, 2009). So far, genetically modified cotton in India, China and South Africa have already made a significant contribution to more than 1. 2 million poor farmers’ income. The benefits of genetically modified corn in the Philippines and South Africa will be much clearer in the future. In addition, genetically modified rice has great potential to benefit 250 million poor families in Asia, whose benefits will reach 10 million people (Curieux-Belfond O, 2009). Transgenic food also helps to reduce land development. Transgenic technology has been developed to improve the current 1. billion hectares of arable land productivity through conservation of biological resources, thereby reducing land development and deforestation. Thirdly, I will demonstrate such improvement since they significantly reduce the environmental impact of agriculture. Traditional agriculture has a significant impact on the environment, and transgenic biotechnology can help reduce this impact. In the first decade of appli cation of genetically modified crops, by planting herbicide and insect-resistant characteristics, transgenic technologies have greatly reduced the use of pesticides, saved fossil fuels and reduced carbon dioxide emissions. Undoubtedly, genetically modified crops with drought-tolerant genes will improve water-use efficiency and maintain sustainable agricultural development, which will play an important role in easing the crisis of population growth and global food shortage (Artemis D, 2009). GM crops have also contributed to reduce carbon dioxide emissions in two main ways, reducing greenhouse gas emissions and helping slow climate change. First, by reducing fuel use, the spraying of insecticides and herbicides, GM crops continue to reduce carbon dioxide emissions. In 2007, genetic engineering has been stated to reduce 1. billion kilograms of carbon dioxide emissions, which is equivalent to a decrease of 50 million cars from the road. Secondly, herbicide-resistant GM crops help reduce tillage applications, which protects the land and enhances soil carbon sequestration. Conclusions Despite the many advantages of GM food, we cannot ignore the risks. After genetically modified foods have been taken into th e human body, they may cause harm to human health. Moreover, after a large number of transgenic crops come into nature, they may be biologically harmful to ecosystems. Since the risks of GM food is serous, it is important for us to reflect on it first. Any of the scientific and technological developments should be comprehensive and provide well-being for human life. If genetically modified foods can only increase our economic interests and improved material life without the moral, social and environmental harmony, they cannot be defined as making great contribution to social development. Therefore, whether GM food is a benefit or a disadvantage really depends on what kind of human values people hold (Qaim M. 2009). That is the question we reflect on deeply. In contemporary society, with the rapid development of science and technology, the economic situation of the human and the material standard of living has been soaring. It seems that mankind is taking great proud for the advanced technology. However, we should look back to what the living environment we rely on is subjected to. Therefore, genetically modified foods are seen as the savior of mankind, which is actually human self-centered ideology. Of course, with the continuous development of biotechnology and genetic engineering, human beings have the ability to create more genetically modified food.

Disadvantages of video games Essay

Video games have been available to consumers for the last 30 years. They are a unique form of entertainment, because they encourage players to become a part of the game’s script. Today’s sophisticated video games require players to pay constant attention to the game, rather than passively watching a movie. This has both positive and negative impacts on players. Several studies have been published that explore these impacts on today’s children. Sections: What impact does playing video games have on children or adolescents? Tips on managing your child’s media consumption. The Entertainment Software Rating Board (ESRB) References What impact does playing video games have on children or adolescents? The most widely used â€Å"positive† impact video games are said to have on children is that they may improve a player’s manual dexterity and computer literacy. Ever-improving technology also provides players with better graphics that give a more â€Å"realistic† virtual playing experience. This quality makes the video game industry a powerful force in many adolescent lives. However, numerous studies show that video games, especially ones with violent content, make teens more aggressive. Part of the increase in aggressive behavior is linked to the amount of time children are allowed to play video games. In one study by Walsh (2000), a majority of teens admitted that their parents do not impose a time limit on the number of hours they are allowed to play video games. The study also showed that most parents are unaware of the content or the Entertainment Software Rating Board (ESRB) rating (see below) of the video games their children play. In another study conducted by Gentile, Lynch, Linder & Walsh (2004, p.6) â€Å"adolescent girls played video games for an average of 5 hours a week, whereas boys averaged 13 hours a week†. The authors also stated that teens who play violent video games for extended periods of time: Tend to be more aggressive Are more prone to confrontation with their teachers May engage in fights with their peers See a decline in school achievements. (Gentile et al, 2004). The interactive quality of video games differs from passively viewing television or movies because it allows players to become active participants in the game’s script. Players benefit from engaging in acts of violence and are then able to move to the game’s next level. Gentile & Anderson (2003) state that playing video games may increase aggressive behavior because violent acts are continually repeated throughout the video game. This method of repetition has long been considered an effective teaching method in reinforcing learning patterns. Video games also encourage players to identify with and role play their favorite characters. This is referred to as a â€Å"first-person† video game (Anderson & Dill, 2000, p. 788) because players are able to make decisions affecting the actions of the character they are imitating. After a limited amount of time playing a violent video game, a player can â€Å"automatically prime aggressive thoughts† (Bushman & Anderson, 2002, p. 1680). The researchers concluded that players who had prior experience playing violent video games responded with an increased level of aggression when they encountered confrontation (Bushman & Anderson, 2002). In a Joint Statement (2000) before the Congressional Public Health Summit, a number of American medical associations — the American Medical Association, American Academy of Pediatrics, American Psychological Association, American Academy of Family Physicians and American Academy of Child & Adolescent Psychiatry — caution parents about violence in the media and its negative effect on children. Their report states that exposure to violent media can elevate aggressive feelings and thoughts, especially in children. These effects on aggressive behavior can be long-term. Although fewer studies have been conducted on interactive video games, evidence suggests that playing violent video games may have a more dramatic influence on the behavior of children and adolescents (Joint Statement, 2000). Back to top Tips on managing your child’s media consumption Because of the popularity of video games, completely eliminating them from your child’s life might be difficult. But you can decrease the negative impact that they have on your child. Here are a few tips: Know the rating of the video games your child plays (see below). Do not install video game equipment in your child’s bedroom. Set limits on how often and how long your child is allowed to play video games. Monitor all of your child’s media consumption — video games, television, movies and Internet. Supervise your child’s Internet use — there are now many â€Å"video games† available for playing online. Take the time to discuss with your children the games they are playing or other media they are watching. Ask your children how they feel about what they observe in these video games, television programs or movies. This is an opportunity to share your feelings and grow closer with your child. Share with other parents information about certain games or ideas for helping each other in parenting. Back to top The Entertainment Software Rating Board (ESRB) The ESRB is a self-regulatory body established in 1994 by the Interactive Digital Software Association (IDSA). The major video game manufacturers created this board after concerned groups applied pressure over the content of video games. Similar to the movie industry’s rating system, all major game companies now submit their new products for rating to specially trained raters at the ESRB. The ESRB rates over 1,000 games per year. The ESRB looks at a number of factors when rating games. In particular, it considers the amount of violence, sex, controversial language and substance abuse found in a game. Based on its developed guidelines, the ESRB then gives an age recommendation and content descriptor to each game submitted. The following are the rating symbols currently in use, according to the ESRB Web site. Early Childhood (EC): Content should be suitable for children 3 years and older and contain no objectionable material. Everyone (E): Content suitable for persons ages 6 and older. The game may contain minimal violence and some â€Å"comic mischief. † Teen (T): Content suitable for persons ages 13 and older. Content is more violent than (E) rating and contains mild or strong language, and/or suggestive themes. Mature (M): Content suitable for persons ages 17 and older. Content definitely has more mature sexual themes, intense violence and stronger language. Adults Only (AO): Content suitable only for adults and may contain graphic sex and/or violence. Adult Only products are not intended for persons under the age of 18. Rating Pending (RP): Game has been submitted to the ESRB and is awaiting a final rating. The ESRB Web site has more details about this rating system, as well as the â€Å"content descriptors† that are used in conjunction with the ratings on game packaging. The site is also useful for parents who want to search for the rating of a particular game. Back to top References Bushman, B. & Anderson, C. (2002). Violent Video Games and Hostile Expectations: A Test of the General Aggression Model. Personality and Social Psychology Bulletin, 28, 1679-1686. Gentile, D. A. & Anderson, C. A. (2003). Violent video games: The newest media violence hazard. In D. A. Gentile (Ed. ), Media violence and children. Westport, CT: Praeger Publishing. Gentile, D. A. , Lynch, P. , Linder, J. & Walsh, D. (2004). The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance. Journal of Adolescence, 27, 5-22. Joint Statement on the Impact of Entertainment Violence on Children: Congressional Public Health Summit. (July 26, 2000. ) Available: http://www. aap. org/advocacy/ releases/jstmtevc. htm. Walsh, D. (2000). Interactive violence and children: Testimony submitted to the Committee on Commerce, Science, and Transportation, United States Senate. (March 21, 2000.). Back to top Source: http://www. pamf. org/preteen/parents/videogames. html By Andrea Norcia, college student writer Reviewed by the Web Content Committee of PAMF Additional articles: Violent Video Games and Aggressive Behaviors, By Andrea Norcia, college student writer Join the conversation: Website Feedback Site Map  © 2012 Palo Alto Medical Foundation. All rights reserved. Sutter Health is a registered trademark of Sutter Health ®, Reg. U. S. Patent. & Trademark office. 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How does the respiratory syste essays

How does the respiratory syste essays How does the respiratory system achieve the movement of air in to and out of the lungs? Discuss the physical factors involved in quiet breathing. The respiratory system in humans consists of the lungs, series of tubes leading to the lungs and the chest structures responsible for moving air into and out of lungs. The lungs are found in a closed compartment bounded by the neck muscles and the diaphragm called the thorax. The thoracic wall contains large amounts of elastic connective tissue, which assists in the stretching of the lungs. Each lung is completely surrounded by a closed sac called the pleural sac. In between the 2 plural sacs of each lung there is an extremely thin layer of intrapleural fluid. Changes in the hydrostatic pressure of this fluid, the intrapleural pressure, cause the lung and thoracic wall move in and out during normal breathing. The exchange of air between the atmosphere and the alveoli is called ventilation. During ventilation air moves into and out of the lungs because the alveoli pressure decreases and becomes greater than atmospheric pressure. These pressure changes are caused by changes in dimensions of the lungs. Boyles law states that at a constant temperature an increase in the volume of a container decreases the pressure of a gas whereas a decrease in container volume increases the pressure. This law can be applied to the lungs. As the lungs change in volume this causes a change in alveoli pressure, which drives air into and out of the lungs. The volume of the lung depends on 2 factors: - 1. Transpulmonary pressure the difference in pressure between the inside of the lung (alveoli pressure- Palv) and the outside of the lungs (intrapleural fluid pressure- Pip) Transpulmonary pressure = (Palv) - (Pip) 2. Compliance- the ability of lung tissues to stretch. change in pressure There are no muscles attached to lung surf ...

Using Spanish Direct and Indirect Object Pronouns

Using Spanish Direct and Indirect Object Pronouns Perhaps the most difficult aspect of grammar for most Spanish students when learning how to use pronouns is learning how to use and distinguish between direct-object and indirect-object pronouns. Direct-object and indirect-object pronouns have similar functions, and the pronouns themselves are the same in the first-person and second-person familiar forms. Direct vs. Indirect Objects First of all, some definition of terms is in order. Direct-object pronouns are those pronouns that represent the nouns directly acted upon by the verb. Indirect-object pronouns stand for the noun that is the recipient of the verbs action. In both English and Spanish, a verb may have no object (e.g., I live, vivo), a direct object only (e.g., I killed the fly, matà © la mosca), or both direct and indirect objects (e.g., I gave her the ring, le di el anillo). The construction of an indirect object without a direct object isnt used in English, but it can be done in Spanish (e.g., le es difà ­cil, it is difficult for him.) In the third example, the direct object of the verb is the ring (el anillo), because it is what was given. The indirect object is her, (or le) because the person is the recipient of the giving. Another way of looking at indirect objects in Spanish is that they could be replaced by a prepositional pronoun or sometimes para prepositional pronoun. In the example sentence, we could say di el anillo a ella and mean the same thing (just as we could say in English, I gave the ring to her). In Spanish, unlike English, a noun cant be an indirect object; it must be used as the object of a preposition. For example, we could say I gave Sally the ring in English, but in Spanish the preposition a is needed, le di el anillo a Sally. As in this example, it is common, although not strictly required, to include both the pronoun le and the named indirect object.) Similarly, note also that in Spanish the indirect object pronoun must refer to a person or animal. In English, we use the same pronouns for both direct and indirect objects. In Spanish, both types of object pronouns are the same except in the third person. The third-person singular direct object pronouns are lo (masculine) and la (feminine), while in the plural, they are los and las. But the indirect object pronouns are le and les in the singular and the plural, respectively. No distinction is made according to gender. The other object pronouns in Spanish are me (first-person singular), te (second-person familiar singular), nos (first-person plural) and os (second-person familiar plural). Following in chart form are the object pronouns in Spanish. The direct objects are shown in the second and third columns, the indirect objects in the fourth and fifth columns. me me Ella me ve (she sees me). me Ella me dio el dinero (she gave me the money). you (familiar) te Ella te ve. te Ella te dio el dinero. him, her, it, you (formal) lo (masculine)la (feminine) Ella lo/la ve. le Ella le dio el dinero. us nos Ella nos ve. nos Ella nos dio el dinero. you (familiar plural) os Ella os ve. os Ella os dio el dinero. them, you (plural formal) los (masculine)las (feminine) Ella los/las ve. les Ella les dio el dinero. More About Using Object Pronouns Here are some other details of using these pronouns you should know: El leà ­smo: In some parts of Spain, le and les are used as direct-object pronouns to refer to masculine human beings instead of lo and los, respectively. Youre not likely to run into this usage, known as el leà ­smo, in Latin America. Se: To avoid alliteration, when le or les as an indirect-object pronoun precedes the direct-object pronoun lo, los, la or las, se is used instead of le or les. Quiero drselo, I want to give it to him (or her or you). Se lo darà ©, I will give it to him (or her or you). Placement of object pronouns after verbs: Object pronouns are placed after infinitives (the unconjugated form of the verb that ends in -ar, -er or -ir), gerunds (the form of the verb that ends in -ando or -endo, generally equivalent to the -ing ending in English), and the affirmative imperative. Quiero abrirla, I want to open it. No estoy abrià ©ndola, I am not opening it. brela, open it. Note that where the pronunciation requires it, a written accent needs to be added to the verb. Placement of object pronouns before verbs: Object pronouns are placed before verb forms except those listed above, in other words, before nearly all the conjugated forms. Quiero que la abras, I want you to open it. No la abro, I am not opening it. No la abras, dont open it. Order of object pronouns: When both direct-object and indirect-object pronouns are objects of the same verb, the indirect object comes before the direct object. Me lo dar, he will give it to me. Quiero drtelo, I want to give it to you. Obviously, there are quite a few rules to learn! But youll find as you read and listen to Spanish that the rules will become a natural part of your understanding of the language.

The United States and World War II Essay Example | Topics and Well Written Essays - 750 words

The United States and World War II - Essay Example Hence she must be engaged in frequent controversies the causes of which are essentially foreign to our concerns. Hence, it must be unwise in us to implicate ourselves, by artificial ties, in the ordinary vicissitudes of her politics, or the ordinary combinations and collisions of her friendships or enmities† (Washington). When German submarines attacked American ships during World War I (WWI), the U.S. was forced to abandon its isolationist policy in order to defend its territories. After the war, however, the US was quick to repudiate the Treaty of Versailles and declined to become a member of the League of Nations and the article from the National Bureau of Economic Research (Lozada) provided the answer. The United States was in recession before the war and, since economic activities centered on providing war needs, the economy benefited. For one, unemployment declined from 7.9% to 1.4% because most unemployed men were recruited by the military (Lozada). Meanwhile, tax income increased from 1.5% in 1915 to 18% in 1918. The US was back on its feet again and it did not need assistance from other countries. And yet, because most production in the US at the time was directed towards the provision of war supplies, when the war ended, production led to a halt. Forced to face its own distress, the country turned inward and refused to be sucked into the war again, particularly because there have been claims that the U.S. involvement in WWI was due to the â€Å"machinations of arms merchants or Wall Street bankers† (â€Å"The return of U.S. isolationism†) aiming to recover their losses. Aside from this, Germany was funding isolationist statesmen in order to ensure US neutrality in World War II (WWII). To prevent the country from engaging in another war, the Neutrality Acts of 1935 and 1936 were passed which prohibited the â€Å"sale of war material to belligerents and forbade any exports to belligerents not paid for with cash and carried in their own ships† (â€Å"The return of U.S. isolationism†). To counter the Neutrality Acts, President Frank Delano Roosevelt urged Americans to become good neighbors and to lend their arms to the British. Through this new policy, the US did not need to send in troops, but they were allowed to aid the Allied forces by lending them the arms they needed to fight against the Axis forces. Hence, it meant that the US would only be loaning previously created armaments and no soldiers would be sent out. While U.S. position was isolationist, the Democrats knew that the country would be a target of attack because it had no real allies. True enough, in just a few months after the Lend-Lease Act was passed, the attack on Pearl Harbor happened, hence, pitching the United States into another battle. Because of the long regime of isolationism policy, many soldiers were unprepared for the war. Moreover, the country did not have adequate equipments it could use to launch large scale campaigns. To address its war-time needs, the President Roosevelt created the War Production Board in 1942 ( â€Å"United States†). Because of the increase in demand for war supplies, the United States found itself earning and recovering. Unemployment has dropped. Though many were employed in the military, civilian employment rose from 46,000,000 in 1940 to 53,000,000 in 1945 ( â€Å"

Process Analysis Paper Research Example | Topics and Well Written Essays - 750 words

Process Analysis - Research Paper Example Process thinking alerts managers to the pathway to be used in decision making. The inappropriate pathway may cause losses due to lack of understanding processing and informational biases. It helps to optimize the whole organization as it is seen as an entire rather than departments. For instance, the expedient pathway, which relies on, the manager’s level expertise without the benefit of information while the global perspective pathway assumes that available information influences an individual’s perception (Rodgers, 2006). Managers use process thinking as an aid in strategic thinking and organizational design resulting in flexibility in response to both internal and external changes. Ability to adapt to changes gives an organization a competitive edge against its competitors (Goetsch & Davis, 2009). For example, changes that happen outside the organization will require management to rely on a path that focuses more information not to be caught off guard. It is an accep table method to empower employees as well as hone their creative skills in decision making. As the organization embraces process thinking, it allows employees to take the initiative in the interest of the organization’s objectives (Goetsch & Davis, 2009). ... This implies that incase of problems, blame is directed at the process rather than the person. Process thinking, therefore, focuses on optimizing systems and fostering cooperative problem solving and decision making. For instance, it allows managers to examine the fitness of a pathway to organizations needs when a problem occurs as a result of following a laid down process (Goetsch & Davis, 2009). It allows sifting through information for relevance and where to begin because people are bombarded with information from different media coupled with limited processing ability. Quality Management Tools Quality management tools are used to improve activities as well as the decision making process and these tools can be used at all stages of production (Goetsch & Davis, 2009). Two of the tools that facilitate proper decision making are the Pareto chart and Cause and effect diagram. This is because they are clear visual representation of problems and their causes. The Pareto chart is used to focus on analysis process and solution finding. It positions problems and their causes in reference to their frequency and occurrences. It points out opportunities and their priorities for improvement and shows where to concentrate efforts and the biggest causes to the problem. It creates a common view, as success in quality management depends on sharing common views of problems and actions to be taken. Another advantage is that it used in comparison of the before and after situations after improvement action. Therefore, it is an effective tool in determining progress and effectiveness of action taken (Goetsch & Davis, 2009). For example it will show the president the necessary information without dwelling on the non issues saving time and resources