Silla Buddhism and Hwarang by Richard Essay Example | Topics and Well Written Essays - 1000 words

Silla Buddhism and Hwarang by Richard - Essay Example Korea Kingdom recognized the instituted hwarang that embraced Sinitic Mahayana Buddhism as the state religion. There was massive changes in the kingdom in the 6th century where Sinitic-style kingship was embraced and formation of strong government (54). This has kicked out huge debate as to whether the Korean Kingdom was founded on   the Sinitic Mahayana Buddhism dynasty or otherwise: the debate and research are still on.Richard argued added that Hwarang was got from information stored in Kim Pusik’s. The Confucian approach indicated that there was close relationship among theBuddhist monks and hwarang in the Silla kingdom.   Buddhist monks comprised of Haedong kosung, chon and Samguk yusa who demonstrated a link between Buddhist beliefs and the hwarang practices. Hwarang is demostrated as sketchy, laconic and suggestive, it was considered to bear different differentiation. Scholars also found that it was likely that hwarang were modelled by King Chinhung. Buddhism religio n was significant to the hwarang (55). The author presents the fact that Hwarang offered wilderness training in miltary to the youths where they also leant their culture. We can therefore argue that the Hwarang   was a very important tool that propagated the cultural practices throughout gernerations. They were interested in information regarding where they came from and the meaning of hwarang. Hwarang was understood as flower of youths even though many scholars do not agree.Hwarang is believed to originate from Samguk Sagi (56).

Human Health and Environment Assignment Example | Topics and Well Written Essays - 1500 words

Human Health and Environment - Assignment Example & Wicander, R., 2009) However, it has been discovered to be dangerous to humans. The British Rail in 1967 made it public that it would cease to use asbestos insulation because of the danger to workmen. (Tweedale, G. & et. al., 2000) Asbestos, which is made up of six different fibrous materials that mainly affect the lungs, causes cancer. Because exposure to asbestos could slowly kill humans, â€Å"the U.S. Environmental Protection Agency (EPA) banned the use of various asbestos-containing products during 1970s and 1980s. In 1989 the EPA announced a ban on all asbestos products by 1996.† (Alters & Schiff, 2006) Dichloro-diphenyl-trichloro-ethane or DDT, as it is most commonly called, is a synthetic pesticide. Renowned author and environmentalist Rachel Carson refers to DDT as a toxic chemical in her book, Silent Spring. As Carson (2002) states, â€Å"one of the most sinister features of DDT and related chemicals is the way they are passed on from one organism to another through all the links of the food chains.† Although there are no definite examples of human fatality due to ingestion of DDT, illness has been manifested with a dosage of 10mg/kg. (Assembly of Life Sciences, 1977) DDT has not always been a threat. Initially, DDT was of great importance As a matter of fact, it was considered â€Å"a great importance to all, both in helping to win the war and improving the country’s health after the war is over.† (Simmons, J., 2008) Discovered to cause paralysis in insects, DDT was used to treat lice in military men. After Geigy Colour Company, Ltd. of Switzerland introduced its effective DDT-based insecticide, Gesarol, American investigators brought it to the USA to be developed and distributed for use against insect-borne disease during World War II. (McCallum, J.E., 2008) Continued use of DDT-based pesticides, however have resulted to health problems for people and danger to the

Lexis Treatment in Language Teaching

Lexis Treatment in Language Teaching Part 1. Examine the treatment of lexis in two course-books. How are the items introduced, practised and tested? Take into account the authors intentions and illustrate your account by close reference to one unit/chapter from each book â€Å"we need to see English language teaching as located in the domain of popular culture as much as in the domain of applied linguistics.† (Pennycock, 1998, p162 cited in Harmer, 2001, p94) For the purpose of this essay, lexis is defined simply as the words that make up a language. It includes all levels from morphemes to lexical phrases (Nattinger, 1988 cited in Harmer, 2001. It also includes the manner in which we ‘recast’ and reframe words with those that are similar, equivalent or alternative in order to fix, or negotiate (McCarthy, 1990), our understanding of the meaning. The two selected course texts, Cutting Edge (Cunningham Moor, 2004) and Matters (Bell, Gower Cunninham, 1998) both integrate elements of a lexical syllabus into their approach. In the following two sections – Module 8 of Cutting Edge and Unit 6 of Matters (see Appendix 1) – lexis is introduced and expanded through a number of methods. Whilst Cutting Edge expounds an engage- practise activate style (Harmer, 2001) of learning cycle (see Walmsley, 1979 cited in Els et al for a exploration of unit based teaching cycles), both combine a discovery learning style with more traditional grammatical constructs. For example, Unit 6 of Matters is entitled Are You Green?. The subject area is the natural world and the subheading is the environment. The language focus of the unit is: â€Å"†¦sentence structure, in particular defining relative clauses (sometimes known as identifying or restrictive clauses); clauses of purpose and clauses of result and  reason.† (Matters, Bell Gower, 1998, Unit 6) This unit introduces a range of vocabulary and contextualises both its language style and content initially through a magazine article. These are then expanded through an intentionally inflammatory ‘interview’. The exercises, although sometimes appearing initially divorced from the previous exercise, conform to a learning cycle approach. They relate to earlier learning as well as serving to re-enforce the meaning of the vocabulary and its contexts. The focus on relative clauses, as with lexical phrases, aims at acquiring a familiarity that enables the students to specific forms more naturally and correctly. In both texts, the material is introduced through oral presentation, discussion, reading and written work. Brainstorming serves t is similar to Greens (1993) word wall in that it provides the vocabulary and offers the opportunity for visual and oral re-enforcement. Cutting Edge has a Language Focus Section. This follows the same practise of building language familiarity through building ‘comparisons and talking about similarities’ (Cunningham Moor, 2004). Both use individual pictorial comparison followed by group discussion to re-enforce vocabulary and make connections to specific situations. As with Matters the same language is used in several formats – a listening and a reading activity. It is worth nothing that both texts recognise how age and culture affects the contexts of a lexicon. Matters warns that: ‘ In multinational classes, be careful: not all countries have the same level of sympathy for and awareness of environmental issues and scientific jargon’ (Bell Gower, 1998, Introduction). They acknowledge that, as Bowerman (1978) states, ‘Lexical rules are language – and culture – specific.’ (cited in Larsen-Freeman Long, 1991). However, both programs aim to move a student away from lexical over-generalisations (Backhouse, 1994) and increase depth of knowledge and breadth of vocabulary. Backhouse (1994) relates lexical development to intra and extra – lingual processes ie the â€Å"semantic relations which hold between lexical items in a given language.† (p.19) and the â€Å"paradigmatic relations† or the specific fields that define meaning within that context. Assessment of student understanding looks at how individuals develop vocabulary around a subject area through discussion, class response and exercises. In essence, it appears that both texts use a ‘field theory’ approach that allows for lexical compartmentalisation and a hyponomic (see McCarthy, 1990, p19) focus on developing associated meanings (Carter McCarthy, 1988). However, they do not limit themselves to associating specific vocabularly within specific fields. â€Å"Lexical phrases or ‘language chunks’ are like prefrabricated building units.† (Lewis, cited in Harmer, 2001, p.21) Part 2. How effective is the treatment of lexis in the two chosen units for a group of learners with whom you are familiar? What changes would you make in using these units with the learners you have identified? Class Profile This class consists of seventeen males and five females, all L1 Arabic speakers. They come from six countries throughout the Middle East and North Africa. It is an intermediate level class. 30% are students, 40% are supervisory/managerial levels of employees in Government departments or from private businesses. 20% are self-employed private businessmen and the remaining 10% are homemakers. The age range is 20-58 years. They are currently about half way through a twenty week English course. Whilst the treatment of lexis in the two chosen units is efficient and effective, it does benefit from some individual tailoring towards the above class. For example with some of the students I would perhaps encourage a move towards a more self directed learning plan (Pemberton et al, 2001). Others need more scaffolding. I have also tried to cater for learning styles so that a variety of exercises are supported by a variety of materials and presented in more than one way. I have not simply repeated specifics, but changed the way they are communicated. Clearly, cognitive tools vary according to each individual and the situation so no assumptions should be made (see Papademetre Scarino, 2000 for an exploration of class and culture) based on ones own parameters. However, the attached are two lesson plans that I have adapted to suit this class. These are adapted to work on this classes particular understanding of certain collocations. Common patters are re-iterated: verb + noun (fly a kite) adjective + noun (a light snowfall) adverb + verb (to boldly go) adverb + adjective (totally different) adjective + preposition (similar to) noun + noun (a collocation dictionary) (adapted from http://www.eli.ubc.ca/teachers/lexicon.html) However, as Schmitt 2000) and Thornbury (1999) both stress, idioms, idiomatic phrases and expressions – especially those with different meanings are further developed. The aim is to provide the students with an all round lexical confidence supported by a good knowledge of vocabulary as well as lexical phrases. Where specific lexical approaches have been used, they are mentioned in the lesson plans and sequences. Class of 22. Level Intermediate 02 TITLE: ARE YOU GREEN? Adapted from Matters- Intermediate (Bell Gower, 1998) Unit 6 Date 31st January 2006 Lesson duration 60 minutes Resources: handouts, cassettes, audio-player, white-board, OHP and transparencies Course text books Lesson Aims: Reading skills: magazine article on the ‘ungreen’ Moore family Comprehension check. Vocabulary and pronounciation skills Develop familiarity with colloquial and informal spoken and written English. Develop language for use both in and out of classroom. Develop language around a major current topic – environmentalism – that is widely relevant Awareness of word fields Contribute to discussion Contribute to brainstorming sessions Work independently with confidence Work confidently with lexical variations eg the ‘schwa /?/ Familiarisation with colloquial English publications (newspaper, magazines, journal excerpts etc) Contact with everyday English Teacher modelling Raise student awareness eg of pronounciation and meaning changes through stress syllabuls. Phrasal words Language ‘chunking’. Awareness of expression and collocations, their usefulness and frequency Develop OHP transparencies or posters of mind maps and word fields Anticipated Problems problems with reading new vocabulary technical problems eg OHP, audio-player timetable fit have a ‘hit list’ of potential problem words and definitions ready elicit and drill (time allowing) problem words where possible encourage students to develop a ‘power word’ list (Cary, 2000) of their own. Have English/Arabic dictionaries ready but use to note and refer to later Stand-by handouts if OHP fails Stand-by audio player Ensure good time keeping 19.00 19.05 19.05 19.15 19.25 19.30 19.35 19.45 19.50 20.00 Introduction and warm up. Small talk, humour or anecdotes etc Elicit the word green and discuss culturally specific colour associations eg in the UK blue can mean sad, yellow cowardice, red danger and green innocence, jealousy or environmental issues. Discuss and support with modelling and writing on white board. Lexically this exploration of meanings associated with colour will help students understand language extension, engage through subject matter, encourage higher order thinking and build vocabulary necessary for the lesson. Pairwork. Set the theme: two environmental problems facing the world presently ie global warming, loss of wildlife and habitiat etc. Elicit words and write on board. Set students to work together on this. The connotations associated with environmental issues eg wildlife, habitat loss, global warming are real and relevant to most students. This exercise requires students to develop a lexical framework to support both facts and opinions and know which areas they wish to find more language to fill. Ask students if in their countries they have an equivalent of the Green/Environmental Party? Explain what the Greens are and stand for. Set a discussion of this again in pairs. This has the same lexical aim as the previous section. Display a picture or poster of the Green Party on the white board. In pairs of threes read Are these people criminals? When finished reading, complete the exercise matching the paragraph number with the figure or object on the right of the page (see appendix 1) Read through the answers with the students. Matters, p42/43. Set exercise 2 p.43. to do individually or in pairs. Lexical rationale – aim for students to use and apply new language. Go through answers a to e with the students, giving a verbal explanation of each and support on the white board. Ask students to work in pairs and make a list of verbs on handouts eg: save, recycle, buy, ban, use, prevent. Show the students how these can be used in collocations and phrasal words from the text. Lexical rationale – starting to extend vocabulary into actions associated with environmentalism and using a discursive exercise to encourage their recognition and usage. Handouts Set exercise 3, a practise in relative clauses, and give out handouts. Students read through the test and complete it. Go through the answers with students answering one by one. Lexical rationale – aims towards students developing referencing skills by looking up words either individually or in pairs. Listening and speaking skills: pronounciation focus on the schwa. Students listen to the recording and take notes. Go through the exercise marking the syllables and stress in word pronounciation. Go through the answers on the white board. Lexical rationale – as part 1 explored, pronounciation and stress hightens student awareness of how intonation affects meaning. Second tape recording. Listen to the second recording and go through the rubric with the students. Students give answers back around the class and then practice in pairs the sentences in exercise 2. Matters p.45. Lexical rationale – extension of pronounciation focus. Wordspot focus. A lexical exercise to recap, re-iterate and re-enforce. FINISH. Issue handouts of target text. Put a transparency of the â€Å"Something† word-field flow chart on the OHP. Divide the students into A’s and B’s. A reads the instructions on p.135 and B on p138. (answering each others questions.) Issue handouts f the word-field for homeword and ask students to add at 4-5 new phrases with ‘something’ in them. Follow up first thing next lesson. Develops autonomous lexical growth at students own rate of learning ie with no time pressure Class of 22. Level Intermediate 02 TITLE: Adapted from Cutting Edge – Intermediate (Cunningham Moor, 2004) Module 8 Date 04th February 2006 Lesson duration 60 minutes Resources: handouts, cassettes, audio-player, white-board, OHP and transparencies, Course text books Lesson Aims: To reinforce reading and listening skills To reinforce comprehension. Vocabulary and pronounciation skills Develop familiarity with colloquial and informal spoken and written English. Develop language for use both in and out of classroom. Awareness of word fields Contribute to discussion Contribute to brainstorming sessions Work independently with confidence Establish preparation for next class Reading and listening exercises Vocabulary building exercises Excerpts taken from Cutting Edge follow on from previous reading and listening exercises but focusing on how to use words (nouns, verbs, adjectives) in phrases and collocations used in everyday English Teacher modelling Phrasal words Language ‘chunking’. Awareness of expression and collocations, their usefulness and frequency Develop OHP transparencies or posters of mind maps and word fields Set grammar/language points, p44 (Matters), for home work reading (using scanning and familiarisation) in readiness for the next class Anticipated Problems Some problems with reading and pronounciation problems with reading new vocabulary technical problems eg OHP, audio-player timetable fit have a ‘hit list’ of potential problem words and definitions ready elicit and drill (time allowing) problem words where possible encourage students to develop a ‘power word’ list (Cary, 2000) of their own. Have English/Arabic dictionaries ready but use to note and refer to later Stand-by handouts if OHP fails Stand-by audio player Ensure good time keeping Rationale for lesson focus Students need to practice their reading, listening and speaking skills more. They need to further their informal vocabulary In the previouse lesson (Are you Green?) issues were featured and discussed at some length. This lesson aims to restore a balance and put into perspective the alternative view featuring some of the benefits of the modern world so it is not always perceived as a wholly negative experience as can be construed by ‘Green/Environmentalist’ action groups. This could be important to avoid confusion in some students minds. (The fact that alternative opinions exist regarding the controversy surrounding this subject across the world. Timing 19.00 19.05 19.10 19.15 19.20 19.25 19.30 19.40 19.55 20.00 Introduction and warm up. Go over points from previous lesson. Small talk, humour or anecdotes etc (if time permits!) Review homework exercises concerning phrases and collocations from ‘Something.’ Appoint one student to write the answers on to the chart of white board. Go around the class an dget their answers and their explanations from each student. Tell students to note down answers. Brief review of work then move on. Flip chart of ‘somethings’ word-filed attached to white board. Focus and elicit upon the words inventor and successful. Get associated words too – invent, invention, succeed from the students. Ask students to predict/guess what kind of advice/information will be found in the text from comparing pictures on the left to those on the right. Handouts. Issue reading excerpts ‘How to be a successful inventor.’ Tell students to scan through the reading in 2-3 minutes. Read text individually. (Cutting Edge Teaching notes and coursebook.) Check for understanding especially words and phrases like light bulb, to be patient, purpose, to understand the porential of something, a dot, a s screen, a button, a know. Lexical rationale – re-enforcement of vocabulary plus the added re-pronounciation of read words, explanation of phrases indicates a development allowing for lexical phrases as well and comparative meanings. Put the answers on the OHP and go through these one by one. Handouts and transparency. Group work. Set students to discuss this task in groups of four or five. Apoint one from each group and get their feedback in turns. Listening and vocabulary skills (Cutting Edge, p.81) Handouts. Pronounciation and pair work. Emphasise with the students beforehand that they only have to identify which machines are being discussed in the tape. Do one example for the students in A. Press tehbutton down then play cassette 1 stopping after each phrase is used to check answers. Discuss the answers to B in pairs. Pair work. Set task 3, p81. Give students a few moments to think it over, preferably ones their partner is unfamiliar with students can draw it to explain it to the, Use examples each student is familiar with personally. Go around the class helping and prompting as needed. Explain using examples what a compound noun is. Go through the two rules – noun + gerund and gerund/noun + asdjective on the whiteboard. Repeat a couple of examples showing where the stress is to be found in both words ie laptop computer. Etc Lexical rationale – as covered in part 1, stress is extremely important for realisation of language variability and meaning. In this case the lexicon is integrated with a grammatical function. Pair work and individual response help to focus students on the task in reinforce the lanaguage learning. Give the students a little time to work this out then play cassette 2. Listen and practise pronouncing the words before giving out the answers to the pronounciation task. Set home work task (reading to familiarise only) Cutting Edge p81 handout. FINISH read ahead of time p44, Unit 6, Matter’s Intermediate Unit 6. Go over again also the reading and pronounciation work taught in class today in preparations for the next lesson’s review of this. Check students again for clarification and understanding of these. References Backhouse, A.E. (1994) The Lexical Field of Taste: a semantic study of Japanese taste terms. Cambridge, UK: Cambridge University Press Bell, J., Gower, R. Cunningham, G. (1998) Intermediate Matters. Harlow, Essex: Longman. Carter, R., McCarthy, M. (1988) Vocabulary and Language Teaching. Harlow, Essex: Longman. Cary, S. (2000) Working with Second Language Learners: answers to teachers top ten questions. Portsmouth, USA: Heinemann Cunningham , S. Moor , P. (2005) Cutting Edge – Intermediate (14th Impression) Harlow, Essex: Pearson English Language Teaching, Longman. Green, J. (1993) The Word Wall: teaching vocabulary through immersion. Ontario, Canada: Pippin Publishing Ltd. Harmer, J. (2001). The Practise of English Language Teaching. Harlow, Essex: Longman Krause, K., Bochner, S., Duchesne, S. (2003) Educational Psychology for learning and teaching. Southbank, Victoria: Thomson. Lewis, M. (1993) Implementing the Lexical Approach. UK: Language Teaching Publictions Larsen-Freeman. D., Long, M (1991) An Introduction to Second Language Acquisition Research. Harlow, Essex: Longman McCarthy, M. (1990). Vocabulary. Oxford, UK: Oxford University Press. Papademetre, L. Scarino, A. (2000) Integrating Culture Learning in the Languages Classroom: a Multi-perspecitive Conceptual Journey for Teachers. Melbourne, Australia: Language Australia Pemberton, R., Toogood, S., Ho, S. Lam, J. (2001) Approaches to advising for self-directed language learning. In Learner Autonomy (Leni Dam, Editor) The AILA Review 15, pp. 16-26 Schmitt,N (2000) Vocabulary in Language Teaching. Cambridge, UK: Cambridge University Press Thornbury, S (1999). How to Teach Vocabulary Harlow, UK: Longman Websites Parallel Processing. JamesL.McClelland TimothyT.Rogers. Accessed 7 February 2006. http://www.nature.com/nrn/journal/v4/n4/abs/nrn1076_fs.html;jsessionid=98854A4BE16819AEB3B2C4220B9A470D Lexicon http://www.eli.ubc.ca/teachers/lexicon.html accessed 9 February 2006

Essay 2

The Changes of Life Love, relationship, and sacrifice are very common in a relationship between two people. In the short stories of â€Å"Tommy† by Kelly Ruth Winter and â€Å"The Night of Oranges† by Flavius Stan shows these themes that the characters go through. However, there are also differences between the two stories and how they interact with their loved ones. For instances, Winter continued in love with Tommy throughout her life and Stan shows his love for his brother by buying a gift for him on Christmas.It shows their sacrifice they made to prove their love for them. Winter and Stan both expresses their love and sacrifice yet they displayed it in a different way. The stories â€Å"Tommy† and â€Å"The Night of Oranges† are about love and relationships. However, in both stories the characters have a different relationship. In â€Å"Tommy† the relationship between the characters are a boy and a girl love. When Tommy was eight years old, he e xpresses his feelings toward Winter by tapping his shoes to make the sound â€Å"I love you† (Winter 27).In â€Å"The Night of Oranges† the relationship between the characters are fraternal. Stan shows his love for his brother by buying oranges for him as a gift for Christmas. When Stan hears that there were oranges that are selling at the market he thought he wanted to do something important and give his brother a big surprise (Stan 31). The characters in both stories are very loving towards their loved ones and would do anything to make them happy.

The Tried and True Method for I Search Essay Topics in Step by Step Detail

The Tried and True Method for I Search Essay Topics in Step by Step Detail The Downside Risk of I Search Essay Topics Which topic you decide on could help determine the entire writing process, the research, in addition to the grad you are going to get. As the teacher, you might decide to demonstrate the method by which the student will document her research. You must write a minumum of one research paper in a semester for many the subjects. Writing a college argumentative research paper isn't as simple as it might seem at first. The True Meaning of I Search Essay Topics Thus, it's always important to locate a topic that interests you. What's more, you'll also should be certain that the topic is extremely streamlined towards a specific research issue. Again search the info through keywords or your topic and you won't ever be let down. Quite frequently, the ideal topic is one which you truly care about, but you also will need to get well prepared to research it. It is an impossible task to compose an abstract research paper since this kind of article always touches on a particular topic and gives an actual search for optimal methods of solving a specific matter. Below are a couple of ideas for really superior research paper topics and the way you may be in a position to argue your position on the subject. If you're still somewhat stuck or confused about how to pick the ideal research paper topic, I've produced a list of 50 topic ideas that will help you out. You've got freedom to select your own topic now! The Appeal of I Search Essay Topics The company world is changing all of the time. Obviously, the area of business is quite wide. If you're confused with a selection of interesting topics to research on the web, it's much better to choose what interests you the most. Sports research paper topics cover a wide selection of fields. I Search Essay Topics Can Be Fun for Everyone There are lots of on-line essay writing services to aid you with your writing tasks. Apart from you could discover absolutely free examples on writing services too. If you still feel you need help, even if you've managed to select a topic, you may always seek the services of a custom writing service that will help you produce a fabulous research paper of which you'll be proud and will guarantee you a nice mark. If your topic is too broad, you won't have the ability to focus your paper since there is simply too much info to cover. Writing a research paper requires a lot of time, therefore it is vital to decide on a research paper topic you will really delight in working with. You must understand completely that you're not writing a descriptive essay. Scientific documents appear to be an extremely dull job. Argumentative research paper topics are a whole lot simpler to find than to produce. I Search Essay Topics Options You may discuss food or impact of the internet on the life. The thing is that the majority of the topics ment ioned above as well as several other considerations on animals and humans living together can prove to be quite controversial. The primary aim of a diet is to extend the body with essential nutrients. The suggestion is that factors like the muscular forces needed to manage an object could also play a part in perceptions of weight. The Debate Over I Search Essay Topics Well, if you believe the aforementioned discussion, you know where to have essay writing help. It's too hard to select just one idea. A superb paper topic ought to be interesting and ought to incorporate an original idea or position try to prevent cliche topics which will likely bore your reader. When you're given the chance to choose the topic for your paper, you can delight in the benefit of writing about something you find interesting. What is Truly Going on with I Search Essay Topics When you opt to get assistance from our cheap paper writing service, you ought not be concerned about the individual who wi ll work on your task. Some offer writing help while some center on editing. You are searching for a topic that has lots of available material for you to use. If you select the incorrect subject, you might get stuck with your writing and have a difficult time moving forward. Top Choices of I Search Essay Topics By way of example, in college, you might be requested to compose a paper from the opposing standpoint. If you're looking for college essay examples, be little careful concerning the quality. To approach the paper with at least anxiety, you should select a topic that you're feeling comfortable writing about, and one which you're confident that you may grasp the appropriate scholarship on. Without doubt, it would be a lot easier that you learn more about the topic that's related to the area of your interest. The readers should realize that you have in-depth understanding of the area. There is an excellent way to oversee your research work effectively and find the best results from it. You can both utilize personal experience and cover new nuances for you, dependent on the research of different authors and drawing your own personal conclusions. Therefore, you can observe how impressive the selection of topics for such kind of research can be.

Arthur Schopenhauer s Suicide As An Experiment - 1719 Words

Arthur Schopenhauer describes suicide as an experiment, a question that man puts to nature and demands an answer. The majority of those who commit suicide don’t have Schopenhauer s idea of experimentation in mind, but rather their mind is clouded by depression and stress. Suicide is not a danger that disproportionately affects the expected teen and young adults, but it has sunk its teeth into an unlikely demographic, and the way to combat this beast is still unclear. The most classically expected group to commit suicide in numbers much higher than the rest of the population are those that are teenagers and young adults. Suicide rates in middle aged men have witnessed a sharp increase, the baby boomers have become the surprising group to be affected by suicide most, even outnumbering teenagers and the elderly (Parker-Pope). The group of baby boomers who is now most prone to suicide has actually had higher rates of suicide across their entire lives (Phillips). The newest discovery that the group who is now most likely to commit suicide should logically be the happiest and some of the most mature, but for various reasons the middle aged have become the most at risk for suicide. With about 30 out of 100,000 middle aged men committing suicide compared to about 11 in 100,000 teens and young adults committing suicide, experts have been analyzing why such a sharp increase has occurred amongst those in midlife, and why it is so much larger than the group of young people who are

Business Planning And Decision Making - 879 Words

People are constantly making plans or making decisions. In morden business world, a plan has to be made if a new project been assigned, or there is going to have a major change in the direction of where the business will be reroute. A good plan will parepare us better for uncertainty, which can help to ensure the success in the future. Meanwhile, business decisions are constantly being made by managers at each management level. A good decision determines the fail or success of a business operation. No doubt that business planning and decision making are mututal important in a business operation, many factors can contrubute to quality planning and decision making. Among all the factors, personal factors and environment factors are the two major topic in today’s business world. The purpose of this article is to take a deep look at what are the major personal and environmental facors in today’s business world that will positively influence the business planning and decisio n making. To answer above questions, we should first take a deep look at what are the steps involved in basic business planning process. Business planning are understand widely as the the quantative works that the founders of a entrepreneur carried out to collect business information and research for new opportunities. The basic activities are gathering and analyzing information, evaluating objetives, identifying risks and strategy, preparing or enlarging funding, and compiling paper plan (Cox, 2014).Show MoreRelatedManagerial Accounting1152 Words   |  5 PagesAccounting Accounting is a crucial part in running a business. There are various forms of accounting that can be used, it is very important to know which technique is best to use for what companies. Once you figure out a particular technique to use, it is important to keep an open mind if there are any changes that need to take place in the business. By keeping an open mind helps the business adjust and be able to make the right decisions. 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The strategic planning process is usually step-based, in order to ensure that the organization takes a proactive approach to planning, rather than a reactive approach. The strategic planning process begins with setting the corporate mission and objectives as the first step. Most corporations will have a broad vision for the company and a mission that are expressedRead MoreAn Explanation Of The Strategic Management Process1655 Words   |  7 Pages 1. An explanation of the strategic management process Defining the current business, establishing strategic objectives, formulating strategy, strategy implementation and execution. Definition of Strategic Management Strategic management is the process where leaders establish an organization’s long-term direction, set the speciï ¬ c performance objectives, develop strategies to achieve these objectives in the light of all external and internal changes, and undertake effective strategies