Do Colleges Have Guilty Conscience

If you are a college graduate in the US, you might fear two things. The first one is unemployment, and the other one is a student loan debt. The tuition cost is too high for some to deal with, and the chances to get a job that will compensate the education expenses are not that big. Take Steve Jobs for example. The founder of Apple didn’t finish Reed College because his adoptive parents did not have the means to pay the tuition cost. He dropped out in his sophomore year to start working. He managed to succeed with no college degree. Examples like this are extremely rare. If you’ve decided you don’t need it, then you ought to really know what you are going to do in life (and have a mind of a visionair). For most young people, a college degree is a gateway to better employment opportunities. But it is not so simple to gain it. Since the end of the 1970s, the tuition costs increased by more than 1,000%. With no money on hand, young people take loans. But here is the problem: the total US student loan debt is $1.2 trillion, and the average US graduate owes banks around $30,000. And that’s not all. There are 17 million underemployed college graduates whose income is not enough to pay the loan debt. This is often called the â€Å"college bubble.† Whose fault is it? Is it the government with too little regulation in the educational area, or is it colleges that demand too much money for their undergraduate and graduate programs? With high tuition costs, there should be some guarantees of employment. Isn’t that what colleges are responsible for? So, let’s see how colleges help students to solve the problem. They offer students job placement assistance or career services. There are departments at every college or university that provide employment help to those who need it, including consultation services and assistance in obtaining recommendations and references. Still, it is often questionable whether this helps in real world or not. Colleges have had these services for a long time, but the underemployment rate among the graduates is still high. However, Brooklyn Law School has come up with another solution. It is among the pioneers that are willing to refund a part of the tuition sum for students who cannot find employment. They are giving back 15% of the tuition cost to graduates who meet the following criteria: they have used college’s career services; they have been unemployed for at least 9 months after graduating; they plan on taking the bar exam. So, if the tuition cost is $130,000 (the highest sum), Brooklyn Law School will return $19,000 to its unemployed graduates. The program called â€Å"Bridge to Success† launches in the 2015/2016 academic year. The school representatives agree that the main purpose of their college is further employment of its students. If the university cannot ensure this, then it’s their responsibility to provide at least some compensation. The Law School has managed to draw a lot of attention from people interested in education and the â€Å"college bubble† problem in the US. It’s true that their 15% compensation is rather small. However, it is a good sign that the higher education institutions are starting to take responsibility for their graduates. If other colleges follow Brooklyn Law School, the average student’s quality of life will improve and the loan bubble crisis might be successfully avoided.

Asian Americans in the Classroom Essay - 4678 Words

Asian Americans in the Classroom Asians are one of fastest growing minority groups in America today. During this century, various factors at home and abroad have caused people from Asia to immigrate to the United States for better or for worse. Due to these factors, Americans and American teachers, in particular, need to educate themselves and become aware of the Asian American students’ needs in terms of success and happiness. Before beginning my research, I felt I had an easy subject: studying Asian Americans in relation to their education in public schools. How simple! Everyone knows they are smart, hard working, driven to succeed in spite of their nerdish, geeky, non-athletic, broken-English stereotype. Of course they are†¦show more content†¦Also I am including recent immigrants from Asia in defining the terms Asian American Japanese American, for the sake of simplicity due to resource and time constraints. Among the stereotypes of Asian Americans, the myth of the Model Minority and Panethnic Identity are among the easiest to attribute to Asian Americans. What exactly are these stereotypes? How did they come about? Whose responsible for perpetuating these terms? And what harm are they are they doing to Asian Americans anyway? Where to Begin: A Brief History of Japanese Immigration The Issei (first generation) Japanese came to the United States during the first years of the Meiji era after the Tokugawa system of economics and politics collapsed in the 1850s and 1860s. One contributing factor was the visit of an American fleet commanded by Commodore Matthew Perry whose fleet of â€Å"tall ships† demanded Japan open its doors to trade and contract with the outside world. Merchants, students and the lower economic strata of tenant farmers, agricultural labourers and owners of very small plots of land were among the first to emigrate to the U.S., mostly through Hawi’i. In 1910, Japanese are banned from marrying non-Orientals and the practice of arranging for picture brides began. During the first two decades of the 1900s, more than 20,000 Japanese women arrived, more often than not as picture brides (Mei T. Nakano, p. 24). These women only knew their futureShow MoreRelatedAs A Teacher, I Believe It Is So Very Important That Each1470 Words   |  6 Pageseach and every child feel welcomed, comfortable and included in my classroom. Incorporating the cultures of many different groups of people can be a daunting and difficult task, but one that can be very rewarding, as well. In chapter 14 of Not for ESOL Teachers: What Every Classroom Teacher Needs to Know About the Linguistically, Culturally, and Ethnically Diverse Student, Eileen N. Whelan Ariza discusses Native American or American Indian students. There are over 500 indigenous tribal groups withRead MoreAsian Americans And Asian American Students Essay999 Words   |  4 Pages Asian-American students are often assumed to be the ones who finish on top academically. Due to the amount of high-ranking Asian-American students in schools throughout the United States, a clichà © stereotype has been developed claiming all Asian students are â€Å"whiz kids.† The culture which Asian individuals practice differs by region however, majority of Asian individuals celebrate a different culture than mainstream Americans. I interviewed Susan, an Asian-American female who was born to an AsianRead MoreLate United States Case Study702 Words   |  3 PagesNative American tribes most of whom were later killed when Europeans arrived from England, settled in, and colonized American territory. Those Native Americans who survived were forced to relocate and often assimilate to European culture and its effects continue to live on today. Later, other Europeans including the French, Dutch, Spanish, Irish, Swedish, and German brought their language, religion, and political s tructures with them to America which created the foundation for modern American cultureRead MoreRace, Class, And Gender Roles Essay1645 Words   |  7 Pagesability to play a central role in one’s schooling experience and in return, affect the way they perceive the world around them. Growing up in an Asian household located in a predominately Asian American neighborhood located in the San Gabriel Valley, I always identified myself strongly to my race and took pride in being a first generation Asian American child. Race has definitely affected my schooling experience in many different ways, both positively and negatively. In addition, there were a varietyRead MoreImpact Of Technology On Asian Students And United States Students985 Words   |  4 PagesTechnology is also very important with a student’ education. There are so many uses for technology that can show beneficial for both Asian students and United States students. Throughout the United States there is a wide variety of technology available for teachers. Mathematics Analysis Software, like scientific calculators, function graphers, and geometry packages are made available for students. Since the 1990’s a change in mathematics education has taken place because of the implementation ofRead MoreAsian American Students : Combating The Effects Stereotypes And Cultural Differences1701 Words   |  7 PagesDevin Hong 75827376 Asian American Politics - ASAM 131 O Brien 11/13/14 Midterm - Research Dossier Asian American Students: Combating the Effects Stereotypes and Cultural Differences Introduction The population of Asian Americans and Asian immigrants in America doubled between 1980 and 1990, with the expectation to double again between 1990 and 2020. As such, Asian-Americans are one of the fastest growing ethnic groups in this country; yet their particular educational needs at the early childhoodRead MoreEll Increase Year After Year1721 Words   |  7 Pagesprovided a funds of knowledge going into each new lesson. Coupled with the readings, hands on activities such as the mini lessons and designing lesson plans provided each student with experience that will reflect on their teaching abilities in the classroom. In my paper, I will be provided a step by step synthesis of what was learned and accomplished every week along with a brief summary of the readings. I will probe deeper into the modules and lessons that piqued my interest the most and that alsoRead MoreHow The Strategies Implemented Within The Classroom1607 Words   |  7 Pageshow the strategies implemented within the classroom are set in place to increase young adult literature engagement towards African-American males in middle through high school classrooms living in an inner city sector of North Texas. Inspecting the progression through the spectacles of critical race theory (CRT), this study examines how to review cultural response to adjust teaching to responding to the cultural needs and learning styles of African American male students, as a result of institutionalRead MoreAsian, Female, and the Middle Class1385 Words   |  6 Pagesbecause people’s identities determine what kind of people they are. For me, I am an Asian, I am a female, and I am a member of the middle class. Although people sometimes share categories of identity, their perceptions of their identities are formed in different ways. My life and education have shaped my understanding of my identities which, at same time, influences the way I perceive my life and education. 　　　My race as Asian is one big factor that composes who I am. Since I spent my school years priorRead MoreCultural Competency Improves the Quality of Health Care627 Words   |  3 Pagesorder to get what you want in the classroom. Planning poorly in the classroom, planning that is ignorant to principles of cultural competence may yield false and biased results. As for the continuum, I am an immigrant here in the United States myself. I attended one of the most diverse elementary schools as a child. At McKinley Elementary there were equal students of all ethnicities and races. I shared classrooms with Caucasians, Hispanics, African Americans, Asians, Arabs, and we even had Indians

Trompenaars vs. Hofstede Free Essays

string(67) " certain number of members make decisions and take responsibility\." Trompenaars vs. Hofstede 1. 2. We will write a custom essay sample on Trompenaars vs. Hofstede or any similar topic only for you Order Now Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 Cultural Dimensions of Hofstede and Trompenaars †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3 3. 4. 5. 6. 7. Analogies or identities of the cultural dimensions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 Differences of the dimensions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 Advantages and Risks seeing the world and cultures with dimensions â € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Effects on practice operation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 Personal meaning and consequences of the dimensions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 2. 1. 2. 2. Hofstedes’ Dimensions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 Trompenaars’ Dimensions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4 1. Introduction Nowadays a lot of companies operate in a multitude of distinct countries. However, if we do a double take, it is evident that multinational enterprises and their strategies differ from country to country. If not, it might be the case that those companies will fail. For example Wal-Mart opted for entering the Japanese market. Unfortunately, they tried implement the American strategy in Japan. Americans were keen on bargain buys in huge amounts 24 hours a day. Whereas the discount strategy in the USA has been very successful, it had adverse effects in Japan. Japanese people equated low prices to low quality and thus didn’t want to buy at Wal-Mart. Moreover, Japanese weren’t used to the fact that a store was open 24 hours per day. Such misunderstandings cause huge trouble. For some situations we cannot prepare. However, it would have been important for WalMart to analyze the Japanese culture in depth before starting business there. If we look at everyday life it is safe to say that all people have the problem how to cope with people’s relationship to time, nature and other human beings. The solutions how to get a grip on these problems differ from culture to culture. Consequently, it is important to be aware of the cultural differences of each country. Trompenaars and Hofstede give some propositions how to classify cultures. 2 2. Cultural Dimensions of Hofstede and Trompenaars 2. 1. Hofstedes’ Dimensions Geert Hofstede filtered out 5 dimensions which indicate how people are influenced by their culture especially in the workplace. The first dimension refers to identity. The dimension Collectivism vs. individualism reflects the relationship between an individual and the group. In more individualistic societies the emphasis is put on freedom, personal achievement and individual identity. Consequently, ties in a group (e. g. he family, workgroup) are loose. People manifest a higher incentive for self-initiative and try to take care of themselves. In contrast, collectivistic cultures place great value on the common interest of a group, harmony between members and taking care of each other. There is a clear distinction between inand outsiders. If an outsider takes face of one group member the entire group feels offended and avoids contact with the troublemaker. Secondly, Power Distance deals with hierarchy and the degree of inequality between members of a society which is adopted as a natural state of affairs. In high power distance countries inequality in physical and intellectual capabilities is considered to be normal. Subordinates are in for displaying obedience to the boss. There is a pronounced sense of hierarchy and people enjoying a high status reveal their power. Whereas societies that rank low on power distance play down hierarchy and stress equality. There is no focus on titles and positions and leaders do not exhibit their skills obviously. Masculinity vs. Femininity is about relationship between gender and work roles. In male-dominated cultures sex roles are sharply differentiated. There is a clear role distribution which suggests itself in the fact that men are superior to women and men normally occupy management positions. Hence, the focus is on achievement, competition and ‘fighting’. However, in female oriented cultures genders are less distinguished and both genders play the same role. These cultures stress care, compromise and harmony. The fourth dimension called Uncertainty Avoidance aims at the way people try to get a grip on unpredictable and ambiguous situations. People living in a culture with strong uncertainty avoidance have fear of the unknown. Therefore elaborate rules, regulations, and clear orders exist. Cultures with a low uncertainty avoidance tolerate differences, unanticipated situations and are more open toward change. People make decisions which are subject to individual discretion and which are based on more universal rules. Long-Term Orientation vs. Short-Term Orientation relate to the choice between future and present virtue. In other words, Hofstede’s last dimension can be seen as an indicator for a society’s attitude toward time and tradition. Values associated with Long-Term Orientation are thrift, filial piety and perseverance. Young people should sacrifice their pleasures of their life at their young age for the sake of the benefit of their future. Values associated with Short Term Orientation are respect for tradition, fulfilling social obligations, and protecting one’s ‘face’. Consequently, this orientation is more oriented toward the past and the present. 3 2. 2. Trompenaars’ Dimensions Trompenaars explored how people relate in private, business life and moral conflicts. Afterwards he extracted seven dimensions. The first dimension Universalism vs. Particularism can be prescribed with key words as rules vs. elationships. In universalistic cultures people are supposed to strictly adhere to standards and rules. Consequently, infringing the right (regardless of the reason) is equivalent to undermining morals and should be punished. There are no exceptions. In particularistic societies obligations to the closer surrounding enjoy highest priority. Protecting your members (e. g. fam ily, friends) is more important than observing law. In case of Collectivism vs. Individualism the question arises if people attribute more importance to oneself or to the group. In individualistic cultures there is a clear distinction of individuals within a group. It is common that personal achievement is rewarded and people are motivated to improve their individual performance in order to be promoted. Representatives of a group or a company are allowed to make binding decisions on their own. In collectivistic cultures people identify themselves with the group. High achievement of one person is put down to the good performance of the entire group and thus success is shared within the group. Only the whole team or at least a certain number of members make decisions and take responsibility. You read "Trompenaars vs. Hofstede" in category "Essay examples" The dimension Neutral vs. Affective deals with the range of expressed feelings. Neutral societies avoid to demonstrate feelings and strong gestures and hence try to display controlled behavior. If someone reveals anger or aggression this behavior is tantamount to unprofessionalism. Discussions are lead on a factual level. However, in affective cultures expression of feelings either verbally or nonverbally is normal. People expect direct emotional answers and appreciate vital and animated expressions. In the fourth place, Diffuse vs. Specific relates to the strategies and approaches for getting to know each other. People living in a specific/low context culture pursue a purpose in relating with another person, thus prefer direct and to the point communication. People clearly distinguish between private and business life e. g. titles are used in the job world not in private life. As the private sphere is relatively small only few people take part in one’s private life. In diffuse/high context cultures every life space permeates all others which means that everything is connected to everything. Even employers can take an active part of the worker’s private life. Achievement vs. Ascription refers to the accord of status. Achieved status is equivalent to success because of taking action. Managers are of different age and gender as they have reached the position due to performance, knowledge and skills. Ascribed status represents the opposite side. High status does not have to be justified. It is rather independent of task or specific function. Often external factors like age, gender, connections, education and family background decide on the status. The sixth dimension Sequential vs. Synchronic deals with time management. In synchronic cultures the emphasis is on the number of activities taking place in parallel. People place great value on the targets and not on the way and sequence an objective will be reached. Consequently, deadlines are untypical as the schedule is open for unplanned incidents. In general, relationship is more important than tight schedules. In sequential societies events which are often slated in a plan pass step by step. Tight order, punctuality and deadlines are of paramount importance. As a result, people are unable to act in turbulent environments and dislike unanticipated situations. Relationships serve as instruments and thus are inferior to schedules. 4 Last but not least the dimension Internal Control vs. External Control is about human’s relation to nature. This can be transcended to human’s relation to an organization, government and the market. In internal controlled cultures people have the conviction to be able to control their environment even if they have to use aggressiveness. Nature is equivalent to a complex machine which can be controlled if someone could develop an expertise. Therefore success and failure should be put down to the individual endeavors rather than to environment and general-set up. However, in external controlled societies environment is taken more into account because people consider themselves to be a part of nature. As external forces can strongly influence one’s life people try to be in harmony with their environment. They adapt to their surroundings, e. g. to customers, to their colleagues or they react flexibly to market forces. Afterwards they try to react in an appropriate way. 3. Analogies or identities of the cultural dimensions Trompenaars and Hofstede filtered out the same dimension Individualism vs. Collectivism. These ideologies are the platform for political and economic systems. China is a textbook example for a collectivistic country whereas the United States represent an individualistic country. In China ‘we’ occupies center stage and members of a group experience improvement of their life by taking care of each other and by maintaining harmony. Consequently, pay-for-performance of a single person is rejected in collectivistic cultures. Bonus payment to one person does not reflect the fact that the whole group contributes to success of each single group member. Reward of a single person would only destroy harmony within the group and would demotivate essential teamwork. However, in the US people rather concentrate on their own life. Each person takes the responsibility to improve one’s situation by working hard on one’s own. Bonus payment stimulates the propensity to perform better and to stand out against workmates. Trompenaars dimension Universalism vs. Particularism goes hand in hand with Individualism vs. Collectivism. Americans being universalists and individualists emphasize equal treatment of everyone according to the law. E. g. If the best friend killed someone the universalist giving testimony would tell the truth in order to adhere to the law. The relationship to the friend would be neglected just to restore order as killing someone is immoral. As opposed to this, in China relationship is superior to law. The Chinese friend would lie to protect the friend who is in real trouble. The dimension Specific vs. Diffuse reveals some analogies with regard to the dimension Individualism vs. Collectivism. In specific countries or low context countries, e. g. America, business is done even if both parties haven’t established a relationship. Long communication is not necessary as the contract contains every little detail. This demonstrates that the emphasis is put on the task and on the achievement of the individual representing the company rather than on the relationship. Whereas in China companies would only strike a deal if a relationship was established successfully. In diffuse/high context cultures privacy sphere is only marginal and confidence decides on business operation. In other words, relationship and group orientedness is superior to task. 5 Individualism vs. Collectivism also correlates with Short-Term-orientation/Long-Termorientation. In East-Asian countries, e. g. China, Hong Kong, Taiwan the relationship between workers and management in a company is vital. This fact can be put down to Confucianism and the concept of reciprocal obligation. Bosses protect their workers and offer them a life-time employment. In return, their subordinates are loyal and respectful. Everyone (the whole group) is responsible to contribute to the long-lasting success in the company. In Western countries, e. g. the United States people are not keen on life-time employment. They want to change their job if they have an opportunity for a better career. Managers siphon off high bonus (short term) payments if the company’s profits and numbers in the last business year are excellent. As a result, managers are not interested in sustainability but in short-term profit. Individualism vs. Collectivism influences Trompenaars dimension Internal Control/External Control. The political system collectivism goes hand in hand with the economic system command economy. Even if China is a mixed economy government controls life of its citizens and of each individual e. g. via censorship. Consequently, Chinese people are externalistic as government (metaphor for environment) actively shapes their lives and people haven’t had control over government. Contrary to this, Germans living in individualism and market economy are internalistic. Companies can function as lobbyists and can actively influence governmental activities. Another two dimensions which have similarities are Hofstede’s Power Distance and Trompenaars Achievement vs. Ascription. The Indian Caste system reflects High Power Distance. If someone was born into the lowest group (Shudra) of the caste system (let alone the Untouchables) this person will always belong to this caste. Shudras have to accept the fact that they will always be inferior to people belonging to the upper castes. The caste determines the quality of life including the profession. A Brahmin, belonging to the highest caste, will always be respected and occupies the most powerful standing in society. This fact equates with Ascription as the Indian cadre originates from a renowned family background and has normally reached a decent age. Subordinates are loyal and respectful as they can only survive with the help of the upper castes and thus are highly dependent on them. Hence, superiors dictate the conditions and take responsibility for everything. The hierarchy within the caste system is reflected in a steep hierarchy in companies and institutions. Germany being a Low Power Distance country can be considered as the opposite. Family background could help to find a job but doesn’t decide on the career track of a person. If someone distinguishes oneself from the mass because of excellent performance and great talent this person will probably climb up the career ladder. This example can be clearly associated with Trompenaars dimension achievement. It is also very important to remark that both staff and bosses should be treated almost equally as the roles and positions can be changed very fast due to achievement. Even if some analogies match with my example this doesn’t mean that the two dimensions compared have similarities in all areas and situations. I extracted some points of intersection. 6 4. Differences of the dimensions The other dimensions not mentioned in the prior passage may sometimes have minor similarities which are notwithstanding outweighed by the differences of their meanings. I deliberately turned my back on the analogies between the dimensions of the same author. Geert Hofstede concentrated on the subject how cultural differences influence organization, management and relationship between people whereas Trompenaars shed some light on people’s relationship to time, nature and other human beings. Trompenaars neglected the topic gender which deals with a substantial question how the roles in the family are defined. This also manifests itself in the management structure of a company. In female oriented cultures, e. g. n Scandinavian countries men go on parental leave and women equally occupy leading positions. Whereas in a male- oriented culture like Germany a dog-eats-dog society has been generated, in Norway a woman striving for her own benefit and thus threatening cooperation and harmony will be looked down upon. Trompenaars did not deal with search for Truth. Hofstede’s Uncertainty Avoidance indicates how people try to grapple with unstruct ured situations. United States e. g. ranking low on Uncertainty Avoidance are not risk averse. The current financial crisis was triggered by hazardous behavior. American banks granted credits to people who couldn’t afford them. Germany ranking high on the uncertainty avoidance is often criticized for its bureaucracy. Elaborate rules and regulations should avoid uncertainty, can however cause a lot of paper work. One can also find some topics Hofstede did not have a focus on. Firstly, Hofstede did not consider the range of feelings expressed (neutral vs. emotional) which of course determine communication and behavior of people. Secondly, Hofstede did not describe the dimension dealing with range of involvement (diffuse vs. specific). Last but not least Hofstede did not mention explicitly time management (sequential vs. synchronic). 5. Advantages and Risks seeing the world and cultures with dimensions It is safe to say that dimensions can help people (that have never been to a certain country) to become more sensitive for intercultural understanding. Not until people are aware of idiosyncrasies of their own culture they can easier get to know other cultures. If someone (e. g. an expatriate) is undetermined in which country to go dimensions can help to get a first impression and contain the number of possible destinations depending on the criteria. After having chosen a country the expatriate should acquire theoretical knowledge about important symbols, rituals and common manners. Being abroad he/she can try to apply dimensions practically especially during the first days in the new surrounding as the person does not know how to behave properly. Most notably at the first meeting people need a first point of orientation to avoid big no go’s. 7 However, getting to know other cultures means learning by doing and trial by error. According to the iceberg model visible and expected occurrences account for only 10%. Consequently, 90% of our experiences with other cultures happen unsuspectedly. That’s why we should not overestimate and read too much into dimensions. A risk which arises when applying dimensions is to misunderstand and misuse them. The peculiarity of a dimension is highly dependent on the situation and on the counterpart’s personality. Dimensions do not reflect individual cultural preferences but convey an average and general behavior of the population living in a culture. An adverse effect is also that stereotypes are created and reinforced. Another problem point is that Hofstede carried out his studies (which serve as basis for the dimensions) at the end of the 60s. These studies are only a snapshot and did not take into consideration that culture evolves over time. Especially changes in economic or political environment, e. g. the demise of Communism in Eastern Europe or globalization, heavily affect transformation of cultures. Apart from that, both authors assumed that there is a one-to-one correspondence between culture and nation state which is sometimes not the case. In some countries, e. g. Canada, more than one culture can be found. There are even major differences of behavior between regions of a country. 6. Effects on practice operation Before going abroad expatriates should grasp how much preparation is required to cope with the difference between the own and the foreign culture. Even if an expatriate cannot prepare for the unexpected situations abroad preparation should lead to willingness of flexibility and adaption while interacting with foreigners. However, an expatriate should know the future task in the foreign country which indicates the role and needed appearance of the expatriate. This depends on the target and the way of the company how to expand internationally. If a company opts for setting-up a new subsidiary abroad, the so called greenfield start, optimally a group of expatriates is sent to a foreign country. The task of the expatriates is to find out whether the strategy and the culture of the company can be reconciled with the foreign culture. They experience intensively foreign norms and values and try to recruit suitable locals in order to build up the new plant together. The difficulty is to decide if it is worthwile to establish a company in this country. It is evident that this decision should not be made on the basis of the dimensions. Secondly, the foreign members should be conscious of the fact that national values and norms have to be brought in line with the native corporate culture. This will only happen if the expatriates and the foreign workers could successfully build confidence so that the foreigners feel also loyal to a foreign company. My initial example with Wal-Mart showed that the company failed to apply a right strategy. If a company plans an acquisition with a foreign country expatriates should first analyze the business culture of the own and the future company. Moreover, expatriates should consider also the foreign culture! There is a high potential of conflicts as normally the managers of the foreign company are made redundant and are superseded by expatriates. The question is if those expatriates will be accepted by the national workers and if they are capable of doing successfully business in the foreign surrounding. 8 Irrespective of the distinct possibilities to enter a foreign market intercultural sensitivity (both of the own and the foreign country) is the be-all and end-all. Therefore it is of paramount importance to go abroad as prepared and unprejudiced as possible. If expatriates succeed internalizing these facts they can close the distance gap between two companies operating in distinct countries. 7. Personal meaning and consequences of the dimensions My next job abroad will be as an intern not as an expatriate. That’s why I will refer to my internship in China. Generally speaking it would be easier for me to do my internship in countries where I can speak the language (German, English, French, Polish, Spanish). It is obvious that mainly Western countries are involved (e. g. America, European countries). All of them embrace democracy and in large part stress individualism. The frame’ would be alike and I could concentrate on concept of time, privacy, and way of life. However, in countries were political and economic systems are at odds with democracy almost everything is different like in China. Dimensions confirm this statement. I deliberately chose a country which is unfamiliar to me as this poses a considerable challenge. The problem point is that I am permanently influenced by Western media. This leads to the fact that my subconsciousness would like to dictate that the opposite culture is different and thus ‘wrong’. I personally do not think that the other culture is ‘wrong’. I am more afraid of putting my foot in it in momentous situations. Firstly, I am used to sharing my experiences with others and of being in a group, but in a smaller one. The size of the group (especially the quantity of people on the street) will be a change. Secondly, I am used to voicing my opinion freely and saying ‘yes or no’ even in team work. This will not be possible anymore as I should not take someone’s face and indirectly the face of the group. I should get used to going around in circles particularly during discussions. Apart from that it is normal for me to solve problems when they arise. However, I have to adapt the fact that I should circumvent it. Ignoring these factors could lead to tensions which would have detrimental effects on the relationship between the staff and me. I am dependent on their explanation! Even if I think that in a special case the ‘German’ way of doing it would be more appropriate and efficient these thoughts should not prevail! My individual target and opinion should not be on top anymore! In general, I am a optimistic person and I like it to smile. In China people smile even if they are angry. It will be a challenge for me to estimate the feelings correctly and to deal with it. Also the perception of time and structure pose risks to me as I will certainly be confused if deadlines are not met and order is neglected. These are only few situations and points which could cause trouble and uncertainty. My examples reflect some of the dimensions, e. g. individualism vs. collectivism, diffuse vs. specific, uncertainty avoidance,†¦ Despite everything I look forward to my experience abroad and consider this seminar paper as a minor part of my preparation. 9 How to cite Trompenaars vs. Hofstede, Essay examples

Personal Story Moldy Bread and Funky Cheese Essay Example For Students

Personal Story Moldy Bread and Funky Cheese Essay â€Å"It’s not what’s on the outside that matters, it’s what’s on the inside, is something I would hear a lot from my mother growing up. I wasnt the prettiest duckling in the nest; my legs were lanky and I looked like one of those anorexic children on TV, I also had a birthmark on my lip which brought about the nickname â€Å"burn lip. As I grew older my legs only grew longer and my â€Å"melon† which I called my head was excessive. Puberty took its toll and I was starting to get acne and my chest was starting to develop. I was becoming a young woman so my mother told me it was time to learn more about my body and the beauty within me. During childhood, my family and I were very religious and would get together on Friday nights for something we called devotion. In devotion we did many things and it would last up to two hours, including telling each other secrets. We sang songs from the hymnal and read a verse of choice from the Bible. We would each pray out loud to hear what we were thankful for and we would talk about what went on in our day. We would also learn lessons such as â€Å"the Golden Rule† and other principled values in life. Since I wasn’t the only child, devotion didn’t go without a little bit of â€Å"monkey business† so my mom called it. These types of monkey businesses ranged from giggling when we were praying to tapping each other when our eyes were supposed to be closed. We went from sitting still to pinching wars when mother wasn’t looking. Because we were monkeying around my mom decided to tell us a story. It was either listen to the story or go to bed, and as an eleven year old going to bed early was not the option. Mother said â€Å"pay close attention to this story girls you don’t want to miss it. Being a young woman with hair looking like a bird’s nest and legs longer than a giraffes’ neck, this story was more than a story it was my holy grail. Here’s how the story went: Agley was not the most appealing girl in town. She was gangly like I was, her hair wasn’t straight and it had a funny smell to it. The kids would change the A in her name to the letter U so her name would be â€Å"Ugley†. Everybody figured she would never get chosen by anyone to be married. Bright and early one day, a man named Jerome came along and set his eyes on Agley who he saw as a gorgeous woman. Back in the day the men had to offer a gift to prove his worthiness and to receive the blessing from the parents. He gave Agley’s father moldy bread and funky cheese. Everyone in town was jealous because nobody ever offered fancy cheese and bread for an unsightly girl. After a few years, Agley’s father went to visit her and was astounded by how she looked. Her hair was smooth and smelled elegant, she was wearing nice clothing. He noticed that she had a lot of confidence and poise. Jerome told the father that she was always beautiful; she just had to believe that she was. At the end of the story my mom said, â€Å"So you see girls, every moldy bread has its own funky cheese†. My older sisters laughed but, at my young age I didn’t understand what it meant and I laughed anyways because I didn’t want to feel left out. A couple years later when I started reminiscing about the story my mom had told me that night; I apprehended the importance of what she was trying to teach me. Growing older I started to notice the little things that made me feel unattractive. .u3240736a49793fad80a5d8468e7c6f35 , .u3240736a49793fad80a5d8468e7c6f35 .postImageUrl , .u3240736a49793fad80a5d8468e7c6f35 .centered-text-area { min-height: 80px; position: relative; } .u3240736a49793fad80a5d8468e7c6f35 , .u3240736a49793fad80a5d8468e7c6f35:hover , .u3240736a49793fad80a5d8468e7c6f35:visited , .u3240736a49793fad80a5d8468e7c6f35:active { border:0!important; } .u3240736a49793fad80a5d8468e7c6f35 .clearfix:after { content: ""; display: table; clear: both; } .u3240736a49793fad80a5d8468e7c6f35 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3240736a49793fad80a5d8468e7c6f35:active , .u3240736a49793fad80a5d8468e7c6f35:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3240736a49793fad80a5d8468e7c6f35 .centered-text-area { width: 100%; position: relative ; } .u3240736a49793fad80a5d8468e7c6f35 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3240736a49793fad80a5d8468e7c6f35 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3240736a49793fad80a5d8468e7c6f35 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3240736a49793fad80a5d8468e7c6f35:hover .ctaButton { background-color: #34495E!important; } .u3240736a49793fad80a5d8468e7c6f35 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3240736a49793fad80a5d8468e7c6f35 .u3240736a49793fad80a5d8468e7c6f35-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3240736a49793fad80a5d8468e7c6f35:after { content: ""; display: block; clear: both; } READ: Endangered Species EssayThe pimples on my face spread like wildfire and hair grew on my legs uncontrollably. I turned seventeen in my senior year of high school still without a boyfriend. I never considered myself ugly until that very same day. I found out what my mom was trying to tell me at the age of eleven. I still remember that bittersweet day. It was a regular Tuesday morning, the sun, just about to wake up from a long nap. I was getting ready for school switching outfits by the minute, a routine I did for four years now. The sky was bright and clear, there was nothing that could make today a bad day. The kids at school smelled like different perfumes and colognes all blending together to create a toxic waste zone. I then noticed an unattractive girl who was alone at the time and I felt bad for her because I know she would never get a boyfriend but I was wrong. Along came her prince who picked her up and carry her off into the sunset and boy was I astonished. I was upset because I didn’t have a boyfriend and I was decent looking. I started to wonder if I was a big troll terrorizing the students at school. When I went home I asked my mom if I was ugly. Her response was more than I expected. My mother said, â€Å"Never say you’re not beautiful, God made you in his own image†. She told me not to worry about a boyfriend and try not to grow up so quickly because I was still young and reminded me of the story in which every moldy bread has its own funky cheese. She said, â€Å"darling don’t you worry you’ll find you the best moldy bread someday because you are unique†. It was that day that I felt the love for myself and saw the love in my mother’s eyes. I am a funky cheese, a beautiful, one of a kind woman.

ACT vs. TOEFL What to Know About Each Test

ACT vs. TOEFL What to Know About Each Test SAT / ACT Prep Online Guides and Tips If you’re an international student or non-native English speaker applying to college in the United States, then this guide is for you! To get into college, you’ll likely have to take two admissions tests: the TOEFL and the ACT. This guide is specifically geared toward students interested in taking the TOEFL and ACT (if you’re taking the SAT, then check out this guide instead!). Read on to learn what colleges require, how the TOEFL and ACT compare, and what you can do to prepare for both. What Tests Do Colleges Require? U.S. colleges require two tests for admission from non-native English speakers. One is the TOEFL, which demonstrates your English language skills. The other is the ACT, which demonstrates your reasoning and problem-solving skills. It’s important to note that you always have options. Instead of the TOEFL, you could take the IELTS, and instead of the ACT, you could take the SAT. This guide, as mentioned above, is focused on the TOEFL and ACT. Colleges vary in their policies, and some will waive the TOEFL if you’ve taken English classes throughout high school or achieved a certain score on the English and Reading sections of the ACT. Before you take any unnecessary tests, make sure you understand college requirements. Read on for advice on where to find admission test requirements. How to Find Colleges’ Testing Requirements If you’re a non-native English speaker applying to college, chances are that you’ll take both the TOEFL and the ACT. Colleges vary in their policies, though, so you should do your research before registering for any tests. Typically, you’ll find the information you need on the admissions section of a college’s official website. More specifically, you should go to the section for international applicants. Even if you’re a U.S. citizen, this international applicant section is usually where colleges publicize their TOEFL policies. To give you one example, let’s say you go to Boston University’s page for â€Å"Freshman Applicants - International.† There you’ll find this message: â€Å"BU requires the SAT or ACT with writing. The TOEFL or IELTS is also required if your first language or the primary language spoken in your home is not English.† On BU’s website, you see that you’ll need to take both the ACT and the TOEFL. If you go to a college’s website and can’t find these details, you should definitely contact the admissions office via phone or email. Whether you’re researching a college’s website or talking to its admissions office directly, you should askthree main questions. 1. Which Tests Are Required? First, you need to research the admissions testing requirements of your school. What tests do they want to see from non-native English speakers? Do they require the ACT, or are they a test-optional or test-flexible school that will let you send AP scores instead? Don’t assume that all colleges are the same. They might all have different policies! Check the requirements of each college that you’re interested in individually. 2. DoYouRequire a Minimum TOEFL Score? Many schools require a minimum TOEFL score from applicants. ATOEFL cutoff is an essential piece of information. Even if the rest of your application’s great, it won’t matter if you don’t have the requisite TOEFL score. To give a few examples, Northeastern and UMass Boston want to see at least a 79 to 80 on the TOEFL iBT. More selective schools, like NYU, American University, and Harvard, want to see at least 100. As you research colleges of interest, find out if they post a TOEFL cutoff, again by visiting the website or calling up the admissions office. Then set your target TOEFL score at least ten points higher than the minimum to present yourself as a competitive candidate. 3. Will You Waive the TOEFL If I Get High VerbalScores on the ACT? Finally, the last piece of information you should seek is whether there are any circumstances when a college waives its TOEFL requirement. There are some schools that will consider a high score on the ACT English and Reading sections sufficient evidence of your English language skills. Since these sections test your reading comprehension and grammar skills, they can sometimes act as a stand-in for TOEFL scores. Columbia, for example, will waive the TOEFL requirement if you score a 29 on the verbal sections of the ACT. Johns Hopkins eliminates its TOEFL requirement if you score a 30 on ACT English and Reading. You might notice that some schools publicize an SAT minimum, but not an ACT minimum in relation to the TOEFL. This doesn’t necessarily mean that they won’t waive the TOEFL with a certain ACT score; it just reflects the fact that the SAT was a more popular test with international applicants in past years (and that colleges don’t update their websites often enough!). If you see that a college of interest posted an SAT cutoff but not an ACT one, definitely give the admissions office a call to ask about this. Since colleges accept the SAT and ACT equally, they should have a similar policy for both tests. Once you’ve figured out all the answers to all of these questions (whether or not a school requires the TOEFL, if it calls for a minimum score, and if it waives the TOEFL in the case of high ACT verbal scores), then you can go on to plan your test dates and prep schedule. Read on to learn more about both admissions tests, starting with the TOEFL. Throw on your thinkingcap. It's time to learn about both tests. TOEFL and ACT: Learn About Both Tests If you’re taking the TOEFL and ACT to apply to college, then your first step in preparing should be learning about both tests. Below you’ll find an overview of each in terms of its structure and skills tested. While the two tests have some overlap, they’re largely unique exams that require their own individual approach. Let’s start with the TOEFL and go over its structure and content, along with tips onhow to prepare. TOEFL: Structure, Content, and Prep The TOEFL is a test of your English language skills. Most students will take the TOEFL iBT, or internet-based test, on the computer. The score range for the TOEFL iBT is from 0 to 120. A few countries offer it on paper. The TOEFL PBT, or paper-based test, has a score range from 310 to 677. Regardless of the test type, it will contain four main sections: Reading, Listening, Speaking, and Writing. Below is the full structure of the test. TOEFL Structure The TOEFL tests the four main skill areas of English language: Reading, Listening, Speaking, and Writing, in that order. The length of the first two sections, Reading and Listening, actually varies depending on whether or not you get extra experimental questions. These extra questions won’t be scored, but you won’t know which ones they are, so you’ll have to treat every question equally. This chart shows the length of the TOEFL sections, along with a brief description of the tasks in each. Order Section Time Limit Questions Tasks 1 Reading 60–80 minutes 36–56 questions Read 3 or 4 passages from academic texts and answer questions. 2 Listening 60–90 minutes 34–51 questions Listen to lectures, classroom discussions and conversations, then answer questions. Break 10 minutes - - 3 Speaking 20 minutes 6 tasks Express an opinion on a familiar topic; speak based on reading and listening tasks. 4 Writing 50 minutes 2 tasks Write essay responses based on reading and listening tasks; support an opinion in writing. Total: 3 hours, 20 min - 4 hours, 10 min (break included) Each section is scored between 0 and 30 points. Your total score is the sum of your section scores, so the maximum possible score is 120. While the chart has a brief description of tasks in each section, let’s take a closer look at the content in each, along with a few official sample questions! TOEFL Content As you read above, the TOEFL tests your English language across four main skill areas. You’ll find that some sections integrate more than one skill. For instance, the Speaking section features a reading and a listening task. Let’s delve into each section in the same order that they appear on the test, starting with Reading. TOEFL Reading The Reading section of the TOEFL features three to four short passages, most of which are taken from college-level textbooks. The passages may be expository, argument-based, or historical; you won’t find any fictional prose. Each passage is followed by questions about elements like the main point, key details, relationships between ideas, and vocabulary. The questions fall into three types: multiple choice, sentence insertions, and Reading to Learn questions. The multiple choice tend to be straightforward reading comprehension questions, about you about the meaning of a passage or details or vocabulary words within it. Here are two examples that refer to a preceding passage (not pictured here). The first example question asks about a vocabulary word, while the second asks you to make an inference. The word â€Å"perspective† on line 46 is closest in meaning to sense of values point of view calculation complication Which of the following can be inferred from paragraph 3 about the location of the meteorite impact in Mexico? The location of the impact site in Mexico was kept secret by geologists from 1980 to 1990. It was a well-known fact that the impact had occurred in the Yucatn region. Geologists knew that there had been an impact before they knew where it had occurred. The Yucatn region was chosen by geologists as the most probable impact site because of its climate. The second question type, sentence insertions, ask you to add a sentence to a paragraph and indicate where it would fit best. Your goal is to clarify the meaning or organization of the selected passage. Reading to Learn questions are the most involved of the three types. They ask you to sort given information into a chart. You might place it into certain categories or put it in chronological order. Since these questions are multi-part, they may grant partial credit. Once you learn about the ACT, you’ll notice some similarities between the TOEFL Reading and ACT Reading and English. Reading comprehension questions are similar, and the sentence insertions resemble similar questions on the ACT English section. The next section on the TOEFL, though, is completely unique, as you’ll see below. Listening's next, you say? I'm all ears. TOEFL Listening As its name indicates, this section is meant to measure your listening comprehension of the English language. You’ll listen to selections from academic lectures or conversations. The conversations usually take place between students or between a professor or coach and a student. You can take notes throughout listening to the recordings. Then you’ll answer questions about what you heard. Multiple choice questions, like those in the Reading section, ask about main points, key details, vocabulary words, and cause and effect. You’ll also get a few questions that ask you to list events in order. Here are a couple examples of Listening section questions that are based on a conversation between a player and a coach. Who is buying new jackets for the team? The coach The captain of the team A former player A group of basketball fans There are two answers for the next question. Mark two answers. Why is the woman surprised to learn that she has been chosen as the new team captain? She is not the best player on the team. Her teammates did not tell her about the decision. She does not have many friends on the team. She has missed a lot of practices. Note that the second example asks you to mark two answers, meaning you need to pay attention to directions when answering each question type. After the Reading and Listening sections, you’ll get a ten-minute break to stretch and reenergize. Then it’s on to the Speaking section. TOEFL Speaking This section will get you talking. While the other sections are focused on your receptive skills, this one’s aimed at your productive skills. You’ll record your oral responses onthe computer. This section contains two independent speaking tasks and four integrated speaking tasks. Independent speaking tasks ask you to speak for 45 seconds on a familiar topic. Here, you can talk about your own ideas, opinions, observations, or experiences. You’ll have 15 seconds to prepare your answer. The following is an example of an independent speaking task: Independent speaking task: Some people think it is more fun to spend time with friends in restaurants or cafà ©s. Others think it is more fun to spend time with friends at home. Which do you think is better? Explain why. Integrated speaking tasks are based on a passage and/or a recording. You’ll read and/or listen and then answer a question. The question might ask you to summarize the selection or suggest solutions to a featured problem. For your first two integrated speaking tasks, you’ll have 45 seconds to speak and 30 seconds to prepare. For your next two integrated speaking tasks, you’ll get 60 seconds to speak and just 20 seconds to prepare. The following example is based on both a short passage and a listening task about a student association and its purchase of a new sound system. Integrated speaking task: The man expresses his opinion of the Student Association’s recent purchase. State his opinion and explain the reasons he gives for holding that opinion. Your responses should be structured and thoughtful, almost like giving an oral essay. As for written essays, they’ll be your task in the next and final section of the TOEFL, the Writing section. The TOEFL Writing section ties several skills together, including writing, reading, and listening. TOEFL Writing This last section on the TOEFL shares some similarities with the Speaking section, in that it presents you with an integrated writing task and an independent writing task. The integrated task asks you to read a passage and listen to a lecture or conversation. Then you’ll get 20 minutes to summarize the two selections and perhaps compare and contrast them. Here’s an example of an integrated task that refers to a lecture and a reading passage. Integrated writing task: Summarize the points made in the lecture, being sure to explain how they oppose specific points made in the reading passage. The independent task asks you to present your opinion and support it with examples. You’ll get 30 minutes to write your response. Here’s a typical example of an independent task in the Writing section. Independent writing task: Do you agree or disagree with the following statement? A teacher’s ability to relate well with students is more important than excellent knowledge of the subject being taught. Use specific reasons and examples to support your answer. You’ll seea word counter beneath each text box that tells you how many words you’ve written. Your responses will be graded on organization, grammar, usage, and accuracy. This section, along with the others, is challenging, even for students with an advanced grasp of or even fluency in English. Like the ACT and any other college admissions test, the TOEFL calls for a lot of preparation to do well. To help you start planning your approach, let’s go over some strategies for prepping for the TOEFL. Prepping for the TOEFL First and foremost, the TOEFL requires a certain level of English. Testmakers suggest that you’ve studied English for at least two years before taking the test. Even if you’re fluent, you should still take time to prep for this unusual test. You can use TOEFL books, as well as online sample questions from the test-makers. To improve your reading comprehension skills, try reading passages from college-level textbooks. A lot of students particularly have a tough time with the Speaking section, which asks you to give structured responses in 45 to 60 seconds. As you practice for this section, check out the rubric and evaluate your efforts. You should give yourself plenty of time to prepare, starting perhaps at least three months before your test date. You might start even earlier to give yourself additional test dates in case you want to retake the TOEFL to improve your scores. As you prep, take timed practice tests under simulated testing conditions to measure your progress. Analyze your results to figure out your strong points and weak areas and learn how to improve. At the same time as you prep for the TOEFL, you may also be studying for the ACT. While there’s some overlap between the TOEFL and the verbal sections of the ACT, the two tests still require their own approach, as you’ll see below. Before discussing some ACT study strategies, let’s go over the structure and content of the test. While the TOEFL tests your English language skills, the ACT brings other subjects into play, like math and science. ACT: Structure, Content, and Prep While the TOEFL is a test of your English language skills, the ACT is more geared toward academic skills and college readiness. It has two verbal sections, the Reading and English, but it additionally has a math and a science section. The ACT has had increasing popularity with international students in recent years largely because of its Science section. The SAT tends to be more verbal, so many non-native English speakers appreciate the ACT’s emphasis on math and science. Below you’ll find the full structure of the ACT. ACT Structure The ACT has four main sections, English, Math, Reading, and Science, in that order. It also features an optional fifth section, Writing, that asks students to write an essay. Each section is scored between 1 and 36, and your total score that takes into account all the sections will also range between 1 and 36. The chart below shows the structure of the entire test and number of questions in each section: Order Section Time in Minutes # of Questions 1 Reading 65 52 2 Writing and Language 35 44 3 Math No Calculator 25 20 4 Math Calculator 55 38 5 Essay (optional) 50 1 Total: 3 hours, 50 minutes (3 hours without essay) 154 (+ 1 essay prompt) Now that you know the overall format of the ACT, let’s take a closer look at each section of the test. ACT Content The test has four or five main sections, depending on whether or not you take the ACT with Writing. Your decision about whether to include the Writing section should mainly be based on colleges’ requirements. If you’re not sure what colleges you’re applying to, you might as well include the Writing section so you don’t prematurely limit your options. Unlike the TOEFL, the ACT is a paper-based test. There aren’t any options to take it on the computer. Your first section will be English, so let’s take a closer look at the skills it tests and question types. ACT English The ACT English section will give you five passages alongside multiple choice questions. These questions test your understanding of English grammar and usage. They might test grammar rules like parallel structure or verb tense, along with your understanding of punctuation, word choice, paragraph structure, or rearranging sentences and paragraphs for the best organization. All of the questions are passage-based and in context. You won’t be asked explicitly about a grammar rule, but rather asked to demonstrate your understanding by fixing an error in the passage. Here’s an example taken from an official ACT practice test. The questions above ask about word choice, usage, commas, and verb tense. Note that questions give you the option of No Change, as not all of the selections will actually contain an error. After showing your grammar skills, you’ll move onto math. Hopefully, you've been paying attention in math class! The ACT tests geometry, algebra, and trigonometry. ACT Math ACT Math is a time-intensive section, asking you 60 questions in 60 minutes. Math questions ask about pre-algebra, algebra, geometry, trigonometry, complex numbers, and data analysis. You won’t get any formulas, so you’ll have to show up with a working knowledge of any formulas you might need. Here are a few examples of ACT math problems: As you can see, some of these questions are word problems, meaning that your English reading comprehension skills will need to come into play. It’s a good warm-up for the next section, which is all about your reading comprehension. ACT Reading The ACT Reading section will give you four passages, one of which may involve a set of paired passages, followed by ten questions each. The passages will be taken from prose fiction, social science, humanities, and natural science. The prose fiction passage, by the way, is unique to the ACT; you won’t get any prose on the TOEFL. The multiple choice questions might ask about main idea, details, vocabulary, function, development, or inferences. Here are a few example questions that are based on a preceding passage. This section requires you to comprehend the passage in a detailed way while also reading quickly under time constraints. After Reading, you’ll move onto ACT Science. The Science section is actually more similar to the Reading section than you might think. Read on to learn about their similarities. ACT Science You don’t have to show up to the ACT with a lot of scientific knowledge. This section is more about testing your scientific skills. Rather than demonstrating preexisting knowledge, you’ll have to show that you can read scientific passages, interpret data from graphics, and evaluate experimental designs. So how is this Science section similar to Reading? It will give you seven passages, and you’ll be asked to interpret them and make predictions. Three of the passages involve data representation, three are research summaries, and one presents conflicting viewpoints. You’ll interpret graphs and data trends, compare scientific opinions, and evaluate the design of experiments. In the example below, the questions ask you to read selections, interpret hypotheses, and represent information in a graph. The various excerpts and graphs in the ACT Science section may be related to biology, earth science, chemistry, physics, or basic math. After the Science section, you might be all done with the ACT. If you registered for the ACT with Writing, though, then you have one last section to complete. The optional ACT Writing section asks you to write an essay in 40 minutes. ACT Writing (Optional) As you read above, the TOEFL Writing section asks you to complete two writing tasks. In ACT Writing, you’ll just write one essay, and you’ll have 40 minutes to do so. Your writing prompt will ask you to evaluate multiple perspectives on an issue and present your own stance. You’ll support your opinion with examples. Here’s an example of an ACT Writing prompt that’s based on a short passage and three different perspectives about public health. Essay task:Write a unified, coherent essay in which you evaluate multiple perspectives on the conflict between public health and individual freedom. In your essay, be sure to Analyze and evaluate the perspectives given State and develop your own perspective on the issue Explain the relationship between your perspective and those given Your perspective may be in full agreement with any of the others, in partial agreement, or wholly different. Whatever the case, support your ideas with logical reasoning and detailed, persuasive examples. As with your TOEFL Speaking and Writing tasks, you can study the rubric that graders use to score your ACT essay. Read on for a few other strategies for preparing for the ACT. Prepping for the ACT As with the TOEFL, you should start prepping at least threemonths before the ACT. If you take it early, then you’ll have extra test dates in case you want to improve your scores. Your first step in preparing for the ACT should be learning all about the structure and content of the test in detail.Then you might takea diagnostic practice test to measure your starting level. Analyze your results and figure out which sections, question types, and concepts you should study most to improve. Like the TOEFL, the ACT requires a strong working knowledge of English. It also tests your math and science skills. Make sure that you use high-quality, ACT-specific materials that break down each and every concept you need to know. In addition to setting your own personal goals, you should also research colleges to figure out what scores they expect from applicants. While colleges don’t usually have a cutoff ACT score, the way they do with the TOEFL, they do publicize the average ACT scores of accepted students. In closing, let’s review the main similarities and differences of these two admission tests, the TOEFL and the ACT. TOEFL and ACT: Similarities and Differences The TOEFL and ACT are largely different tests, with the TOEFL meant to test your English language level and the ACT focused on reasoning and problem-solving skills. One especially big difference is that the ACT has a math and science section, while the TOEFL is completely focused on English language. The tests do have some overlap, especially between the TOEFL Reading section and ACT Reading and English section. Because the ACT verbal sections require a strong level of English, some colleges will waive the TOEFL requirement with high ACT verbal scores. Unlike the TOEFL, the ACT has a math and science section that requires you to manipulate numbers and interpret data. Both tests require you to have a strong grasp of the English language, whether you’re recording an oral essay during the TOEFL Speaking section or interpreting a scientific passage on the ACT Science. As timed tests, both also require you to practice time management strategies and your ability to work efficiently under pressure. Before you start exploring prep materials to learn more about both tests, let’s review the main points you should remember about the ACT and the TOEFL. If your sights are set on a U.S. college, then you'll need to take the TOEFL and ACT to get there. ACT and TOEFL: Key Points Most U.S. colleges require the ACT (or SAT) from all applicants. Non-native English speakers must additionally take the TOEFL (or IELTS) to demonstrate their English language skills. These tests are meant to show that the applicant has the language and academic skills to succeed in college-level classes. Before you start signing up for any tests, make sure to research college requirements. Every college sets its own policy, and there are some that will waive the TOEFL with a high ACT verbal score. At the same time, your college planning might not line up exactly with your test prep. You should start prepping early, like in 10th grade, to leave yourself plenty of time to improve and take the test again if necessary. At this point, you might not know exactly what colleges you want to apply to. If you’re set on studying in the US, then it’s a good idea to take these admissions tests so you don’t limit your options. For the most part, it’s safe to assume that colleges want you to send TOEFL and ACT scores with your application. Start early, study smart, and work toward achieving your target TOEFL and ACT scores. Then you’ll be able to apply to any college you want! What’s Next? Are you an international student preparing for the ACT or SAT? Check out our guide for international students taking either of these admissions tests. You can also find the full list of international test dates here! Is the ACT your admissions test of choice? To help you prepare, we’ve put together comprehensive study guides for each section of the ACT. Check out our study guides for ACT English, ACT Math, ACT Reading, ACT Science, and ACT Writing! Are you figuring out where to apply? This in-depth guide will help you choose colleges for your college list. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Rebecca Safier About the Author Rebecca graduated with her Master's in Adolescent Counseling from the Harvard Graduate School of Education. She has years of teaching and college counseling experience and is passionate about helping students achieve their goals and improve their well-being. She graduated magna cum laude from Tufts University and scored in the 99th percentile on the SAT. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. No spam ever. hbspt.forms.create({ portalId: '360031', formId: '2167ba30-e68e-4777-b88d-8bf3c84579af', formInstanceId: '2', submitButtonClass: 'btn-red-light btn', target: '#hubspot-container2', redirectUrl: 'http://ww2.prepscholar.com/blog-subscribe-thank-you', css: '.post-bottom .hs-form.stacked label {display:none;} .post-bottom .hs-form.stacked .field div.input {padding-top: 55px; padding-left: 300px;} .post-bottom .hs-input {width: 220px} .post-bottom .btn-primary, .hs-button.primary {margin-top:0px; padding-left:350px} .post-bottom .hs-form-field {margin-bottom:5px}' }); $(function(){ $(".exclusive-tip-form #hubspot-container2 label").hide(); }); function replace_tag(a, b){ $(a).each(function(index) { var thisTD = this; var newElement = $(""); $.each(this.attributes, function(index) { $(newElement).attr(thisTD.attributes[index].name, thisTD.attributes[index].value); }); $(this).after(newElement).remove(); }); } $(function(){ replace_tag($(".posts-by-topic h3"), "h2"); }) Ask a Question BelowHave any questions about this article or other topics? Ask below and we'll reply! Search the Blog Search jQuery(function(){ var $ = jQuery; var url = 'http://google.com/search?q=site:' + location.protocol + '//' + location.hostname + ' '; var $searchModule = $('.hs-search-module.2b04ac95-b6bc-44b6-b507-d898d60ebedc'); var $input = $searchModule.find('input'); var $button = $searchModule.find('.hs-button.primary'); if (false) { $input.val(decodeURIComponent(location.pathname.split('/').join(' ').split('.').join(' ').split('-').join(' ').split('_').join(''))); } $button.click(function(){ var newUrl = url + $input.val(); var win = window.open(newUrl, '_blank'); if (win) { //Browser has allowed it to be opened win.focus(); } else { //Browser has blocked it location.href = newUrl; } }); $input.keypress(function(e){ if (e.keyCode !== 13) return; e.preventDefault(); $button.click(); }); }); Improve With Our Famous Guides SATPrep ACTPrep For All Students The 5 Strategies You Must Be Using to Improve 160+ SAT Points How to Get a Perfect 1600, by a Perfect Scorer Series: How to Get 800 on Each SAT Section: Score 800 on SAT Math Score 800 on SAT Reading Score 800 on SAT Writing Series: How to Get to 600 on Each SAT Section: Score 600 on SAT Math Score 600 on SAT Reading Score 600 on SAT Writing Free Complete Official SAT Practice Tests What SAT Target Score Should You Be Aiming For? 15 Strategies to Improve Your SAT Essay The 5 Strategies You Must Be Using to Improve 4+ ACT Points How to Get a Perfect 36 ACT, by a Perfect Scorer Series: How to Get 36 on Each ACT Section: 36 on ACT English 36 on ACT Math 36 on ACT Reading 36 on ACT Science Series: How to Get to 24 on Each ACT Section: 24 on ACT English 24 on ACT Math 24 on ACT Reading 24 on ACT Science What ACT target score should you be aiming for? ACT Vocabulary You Must Know ACT Writing: 15 Tips to Raise Your Essay Score How to Get Into Harvard and the Ivy League How to Get a Perfect 4.0 GPA How to Write an Amazing College Essay What Exactly Are Colleges Looking For? Is the ACT easier than the SAT? A Comprehensive Guide Should you retake your SAT or ACT? When should you take the SAT or ACT? Michael improved by 370 POINTS! Find Out How Stay Informed Get the latest articles and test prep tips! Looking for Graduate School Test Prep? Check out our top-rated graduate blogs here: GRE Online Prep Blog GMAT Online Prep Blog TOEFL Online Prep Blog

Learning About German Dialects

Learning About German Dialects Youre not always going to hear  Hochdeutsch German-learners who step off the plane in Austria, Germany, or Switzerland for the first time are in for a shock if they know nothing about  German dialects. Although standard German (Hochdeutsch) is widespread and commonly used in typical business or tourist situations, there always comes a time when you suddenly cant understand a word, even if your German is pretty good. When that happens, it usually means you have encountered one of the many dialects of German. (Estimates on the number of German dialects vary, but range from about 50 to 250. The large discrepancy has to do with the difficulty in defining the term dialect.) This is a perfectly understandable phenomenon if you realize that in the early middle ages in what is now the German-speaking part of Europe there existed ONLY the many different dialects of the various Germanic tribes. There was no common German language until much later. In fact, the first common language, Latin, was introduced by the Roman incursions into the Germanic region, and one can see the result in German words like  Kaiser  (emperor, from Caesar) and  Student. This linguistic patchwork also has a political parallel: there was no country known as Germany until 1871, much later than most of the other European nation-states. However, the German-speaking part of Europe does not always coincide with current political borders. In parts of eastern France in the region known as Elsace-Lorraine (Elsaß) a German dialect known as Alsatian (Elsssisch) is still spoken today. Linguists divide the variations of German and other languages into three main categories:Dialekt/Mundart  (dialect),  Umgangssprache  (idiomatic language, local usage), and Hochsprache/Hochdeutsch  (standard German). But even linguists disagree about the precise borderlines between each category. Dialects exist almost exclusively in spoken form (despite transliteration for research and cultural reasons), making it difficult to pin down where one dialect ends and another begins. The Germanic word for dialect,  Mundart,  emphasizes the word of mouth quality of a dialect (Mund   mouth). Linguists may disagree on a precise definition of just what a dialect is, but anyone who has heard the  Plattdeutsch  spoken in the north or the  Bairisch  spoken in the south knows what a dialect is. Anyone who has spent more than a day in German Switzerland knows that the spoken language,Schwyzerdytsch,  is quite different from the  Hochdeutsch  seen in Swiss newspapers such as the  Neue Zà ¼rcher Zeitung  . All educated speakers of German learn  Hochdeutsch  or standard German. That standard German may come in various flavors or accents (which is not the same thing as a dialect).  Austrian German, Swiss (standard) German, or the  Hochdeutsch  heard in Hamburg versus that heard in Munich may have a slightly different sound, but everyone can understand each other. Newspapers, books, and other publications from Hamburg to Vienna all display the same language, despite minor regional variations. (There are fewer differences than those between British and American English.) One way to define dialects is to compare which words are used for the same thing. For example, the common word for mosquito in German may take any of the following forms in various German dialects/regions:  Gelse, Moskito, Mugge, Mà ¼cke, Schnake, Staunze.  Not only that, but the same word may take on a different meaning, depending on where you are.  Eine (Stech-) Mà ¼cke  in northern Germany is a mosquito. In parts of Austria the same word refers to a gnat or house fly, while  Gelsen  are mosquitos. In fact, there is no one universal term for some German words. A jelly-filled doughnut is called by three different German names, not counting other dialectical variations.Berliner, Krapfen  and  Pfannkuchen  all mean doughnut. But a  Pfannkuchen  in southern Germany is a pancake or crepe. In Berlin the same word refers to a doughnut, while in Hamburg a doughnut is a  Berliner. In the next part of this feature, well look more closely at the six major German dialect branches that extend from the German-Danish border south to Switzerland and  Austria, including a German dialect map. Youll also find some interesting related links for German dialects. German Dialects If you spend any time in almost any part of the German  Sprachraum  (language area) you will come into contact with a local dialect or idiom. In some cases, knowing the local form of German can be a matter of survival, while in others its more a matter of colorful fun. Below we briefly outline the six major German dialect branches-running generally from north to south. All are subdivided into more variations within each branch. Friesisch (Frisian) Frisian is spoken in the north of Germany along the North Sea coast. North Frisian is located just south of the border with Denmark. West Frisian extends into modern Holland, while East Frisian is spoken north of Bremen along the coast and, logically enough in the North and East Frisian islands just off the coast. Niederdeutsch (Low German/Plattdeutsch) Low German (also called Netherlandic or Plattdeutsch) gets its name from the geographic fact that the land is low (nether,  nieder; flat,  platt). It extends from the Dutch border eastward to the former German territories of Eastern Pommerania and East Prussia. It is divided into many variations including: Northern Lower Saxon, Westphalian, Eastphalian, Brandenburgian, East Pommeranian, Mecklenburgian, etc. This dialect often more closely resembles English (to which it is related) than standard German. Mitteldeutsch (Middle German) The Middle German region stretches across Germanys middle from Luxembourg (where the Letztebuergisch sub-dialect of  Mitteldeutsch  is spoken) eastward into present-day Poland and the region of Silesia (Schlesien). There are too many sub-dialects to list here, but the main division is between West Middle German and East Middle German. Frnkisch (Frankish) The East Frankish dialect is spoken along Germanys Main river pretty much in Germanys very center. Forms such as South Frankish and Rhine Frankish extend northwesterly towards the Moselle river. Alemannisch (Alemannic) Spoken in Switzerland north along the Rhine, extending farther north from Basel to Freiburg and almost to the city of Karlsruhe in Germany, this dialect is divided into Alsatian (west along the Rhine in todays France), Swabian, Low and High Alemannic. The Swiss form of Alemannic has become an important standard spoken language in that country, in addition to  Hochdeutsch, but it is also divided into two main forms (Bern and Zurich). Bairisch-Ãâ€"sterreichisch (Bavarian-Austrian) Because the Bavarian-Austrian region was more unified politically-for over a thousand years-it is also more linguistically uniform than the German north. There are some subdivisions (South, Middle, and North Bavarian, Tyrolian, Salzburgian), but the differences are not very significant.   Note: The word  Bairisch  refers to the language, while the adjective  bayrisch  or  bayerisch  refers to  Bayern  (Bavaria) the place, as in  der Bayerische Wald, the Bavarian Forest.

Management of Risk and Protection of Vulnerable Individuals in Health Essay

Management of Risk and Protection of Vulnerable Individuals in Health and Social Care - Essay Example The goal has shifted to creating frameworks for action upon which the responsible agencies are called to work in consultations to assure coherent policies in protecting vulnerable persons from risks of abuse as well as effective and consistent responses from circumstances ascertained from concerns of formal complaints and anxiety expressions (Heaslip and Ryden 65). The primary aim of agencies includes preventing abuse in areas possible and establishing preventive strategy progression. Agencies require an assurance that there are robust procedures in place to deal with any incident of abuse. Circumstances for which exploitation and harm occurs is popular for the extreme diversity and membership of at-risk groups. The problematic issue is the identification of subsequent steps in making responses to such diversity (Young 121). The healthcare policies ascertain that service availability and existence of illness symptoms is substantiated in explaining the application of services. Service s can be availed even without the use and may be utilized in a manner that is not established in the performance (Larkin 87). People can seek the help of various problems above others without seeking help from the reflection of intended services provision. Scoping reports identify mismatches between patients’ needs and professional expectations to the service uptake patterns. The description of problems for the delay, as well as non-uptake for health services, appears to have a link to the underlying social deprivation structures and specific membership for cultural groups (Leathard, Goodinson-McLaren and McLaren 87).

The Toxicity of Nanomaterials Dissertation Example | Topics and Well Written Essays - 1000 words

The Toxicity of Nanomaterials - Dissertation Example In this regard I would indicate that nanotechnology is an activity that involves manipulation measurement, modeling or manufacture of a sub-100 nanometer while nanomaterials are nanomaterials are materials identified to be of one dimension (Powell & Kanarek 2006, 16). Effects and Toxicity of Nanomaterials Nanotoxicology is an analysis of toxicity of nanomaterials. As a result of the many uses acquired from nanomaterials it has been argued that since nanomaterials are beneficial, the properties can be toxic and dangerous to the cell environment of an organism. This therefore proves that such behavior of properties can easily react with the body tissues which may cause harm and damage of body organs, such as the brain. When such substances are inhaled and enter the internal human organs such as the heart and the lungs, they are likely to cause breathing difficulties in an individual. This shows that nanomaterials have toxins that may be harmful to the life of an organism. The high leve l of surface to volume ratio of atoms to react with other available orgasms suggests that these nanomaterials can react ferociously with the body tissues which would lead to a wear and tear of the body. This would lead to several effects in the body that can make the body to stop functioning as a result of this technology. For example, apart from the damage identified in the brain, the fish had a change in their livers which signified a physiological difference as an influence of fullerenes. A similar study was conducted by the National Institute for Environmental Studies in Japan by a researcher Shosaku Kashiwada. The main objective of this study was to investigate the risks of nanomaterials on organisms. Fish was used as a specimen in this study which showed results that the fish had accumulated nanomaterials in their gills intestine and the bloodstream. This has raised worries with the increase of nanomaterials around the globe indicating the need of safety for workers and users. In addition, researchers in Swedish Karolinka institute conducted a study that gave an indication that iron oxide showed DNA damage on the human body. It has been identified that industries have taken much interest in this technology where they have used the nanomaterials in cosmetics. These cosmetics have been used by humans who apply them on their skins, but are thereafter is able to penetrate to the inner tissues of the body (Powell & Kanarek 2006, 17). Nano sized titanium dioxide is a good example because it has properties that enable it to sunscreen when exposed to sunbeams that lead to the activation of oxidation which causes much harm to the DNA in human beings. The above information indicates that nanomaterials have toxic properties that are dangerous to the health and surrounding of an organism. The paper indicates that titanium dioxide has been applied in several fields of human life such as the making of tooth paste, plastics and pharmaceutical products. This has been as a result of its property of being transparent which has contributed in making the factory and consumer items attractive and beautiful. This indicates that the nanoscale objects have posed much danger to

The Quest for Becoming a Star Essay Example | Topics and Well Written Essays - 750 words

The Quest for Becoming a Star - Essay Example We go out and it is a rat race, people briskly walking without saying hi to those they meet and they are not even looking at each other’s faces, somehow, we all have set our eyes on that bright star that we seem to see nothing else. We consider Mark Zuckerberg (Rusli) exceedingly brilliant and we want to be like him. We adore Steve Jobs and so we give our children all the latest gadgets we can afford hoping they will someday find out what made Gates extremely wealthy. We look with enthusiasm to Oprah Winfrey (Colander) like she is our very selves, knowing her well from head to toe and fighting with her critiques like they have hit us on the head. Who would not want to be like them? All that is said about them are complements and if there would be derogatory comments that slip one’s mouth or be published on print or the internet, they do not have the need to talk for themselves because they have unsolicited help that will surely be available for their rescue. That must b e a wonderful life. And so we go on with gusto, working hard for every penny we could save, putting ourselves in the best school hoping that is where we will find our gold. Whatever, it takes, we have to find our fuels that would propel us to the top, that which would bring us to our brightest star where along with it we could shine and gain the praises of men. But was it not one of them who said, â€Å"When you get to the top, there is nothing there†? Boris Becker, was at the very top of his tennis career when he considered all his achievements and fame are worth nothing because somehow he found out that his life as a star is not all exciting when you are living it (bible.org). Similar stories abound, yet we have the hope that we would be different. We argue that we know better, that we would know how to manage a star-like life therefore we still continue our journey and find out for ourselves what could be found there. In the end we will find out we are all the same. Rich o r poor, male or female, educated or uneducated, intelligent or dumb, we all are on a level that make us notice our neighbors again, smile and say hi to those we meet and perhaps try to walk against the mob and wake them in their dreamy quest. Should we get an ugly dog, bathe it, apply perfume on it and dress it up, would it become a better dog? We buy one that is worth much more expensive than the latest ipad and treat it more than we treat people. We consider it our best friend for we argue that they can save our lives, look after our security needs but we know that that is sad because humans need humans for their best friends and dogs need dogs for their company. What if Zuckerberg lived centuries ago, would he still been known as Mark Zuckerberg? What if we stripped off Steve Jobs of his wit and education, would he still be human? What if Oprah Winfrey was not famous and rich? Surely, she would still be Oprah Winfrey, a human being, capable of and in need of love, care, friendshi p, company and all that make us human. Oh sure, I am sounding so idealistic and so this is what is proposed. In a world where you use the computer to get in touch with other people through the internet or simply to search for information and, through the process you find a statement blinking at you that you have to prove you are human and not a computer by following some steps it requires, things are just absurd. But absurdity

Intracellular Bacteria Survival Strategies

Intracellular Bacteria Survival Strategies Survival strategies of intracellular bacteria to amoeba grazing Free living amoebae are unicellular protozoan that are ubiquitous in various environments. They mainly feed on bacteria through phagocytosis, and kill them in phagosome, which is a harsh acidic environment that contains different antimicrobial weapons. Amoebae grazing has been suggested to be one of the major forces that shaping bacterial abundance and diversity. However, some bacteria have developed strategies to survive phagocytosis by free-living amoebae and are able to exploit host cell resources. Below we try to summarize our current knowledge on the diverse mechanisms that are used by intracellular pathogens to overcome amoebae defenses. The most obvious strategy is to escape from the phagosome so that intracellular pathogens can avoid amoebae killing. Because phagosome is generally viewed as a harsh environment where ingested bacteria are confronted with acidification, oxidative burst, nutrient deprivation, and various antimicrobial small molecules. For instance, some members of the genus Mycobacterium, such as Mycobacterium marinum and M. tuberculosis, have evolved the ability to escape from phagosome into the host cytosol. This process requires the mycobaterial type VII secretion system ESX-1. In addition, both M. marinum and M. tuberculosis can be ejected from the cell through an F-actin structure ejectosome to spread cell to cell [1,2]. In general, cytosol is considered as permissive for bacterial growth, as it provides nutrients and is protected from host immune killing [3]. Therefore it is an ideal place for bacteria to thrive after escaping from phagosome. However, some intracellular pathogens can invade more unusual intracellular niches such as the eukaryotic nucleus. This includes in the free living amoebae Naegleria clarki [4] and more recently in another amoeba strain Hartmannella sp. [5]. These so called intranuclear bacteria are relatively rare and current studies suggest an independent evolutionary origin of an intranuclear life style. Taken together, after escaping intracellular bacteria can live in either cytosol or nucleus. The second strategy is to stay within the phagosomal vacuole, but subvert its antimicrobial mechanisms. These include preventing phagosome-lysosome fusion, modulating phagosomal pH, damaging phagosomal membranes, and/or quenching oxidative bursts [6]. Intracellular pathogens can utilize a combination of these approaches. For instance, Legionella pneumophila has evolved a complex system which allows the bacteria to hijack the phagocytic vacuole [7]. It can evade the endocytic pathway and the subsequent phagosome-lysosome fusion, delays its acidification and establishes a safe intracellular niche called Legionella containing vacuole (LCV), which allows intracellular replication [7,8]. Further studies suggest that L. pneumophila uses the Icm/Dot type IV secretion system (T4SS) and the Lsp type II secretion system (T2SS) to avoid killing and exploit host resources [7,9]. There are plenty of other bacteria using similar strategies [10]. However, a very special case is that some intracellu lar pathogens can exploit the complex cycle of the social amoeba. In the amoeba farming symbiosis, our lab group has found that some wild Dictyostelium discoideum clones stably associate with different bacterial partners and use them as food and weapons [11-14]. These clones are called farmers because they can seed and harvest their crops in new environments [14]. In addition, two clades of inedible Burkholderia bacteria have been found to induce farming, causing the amoeba host to carry them, along with edible crop bacteria [11]. Another recent case shows that Bordetella bronchiseptica can also exploit the complex life cycle of D. discoideum. Interestingly, B. bronchiseptica resides outside the D. discoideum spores, while the carried Burkholderia localize both inside and outside of spores, indicating these two bacteria have different exit strategies. Overall, the majority of intracellular pathogens occupy phagosomal vacuole, while only some are able to escape the phagosome [6]. This is possibly due to the fact that specialized mechanisms are needed to escape from phagosome [3,6]. There is no clear relationship between the type of survival strategies and whether the microbe is an obligate or facultative intracellular pathogen [6]. References 1. Hagedorn M, Rohde KH, Russell DG, Soldati T (2009) Infection by Tubercular Mycobacteria Is Spread by Nonlytic Ejection from Their Amoeba Hosts. Science 323: 1729-1733. 2. Gerstenmaier L, Pilla R, Herrmann L, Herrmann H, Prado M, et al. (2015) The autophagic machinery ensures nonlytic transmission of mycobacteria. Proceedings of the National Academy of Sciences of the United States of America 112: E687-E692. 3. Ray K, Marteyn B, Sansonetti PJ, Tang CM (2009) Life on the inside: the intracellular lifestyle of cytosolic bacteria. Nature Reviews Microbiology 7: 333-340. 4. Schulz F, Horn M (2015) Intranuclear bacteria: inside the cellular control center of eukaryotes. Trends in Cell Biology 25: 339-346. 5. Schulz F, Lagkouvardos I, Wascher F, Aistleitner K, Kostanjsek R, et al. (2014) Life in an unusual intracellular niche: a bacterial symbiont infecting the nucleus of amoebae. ISME Journal 8: 1634-1644. 6. Casadevall A (2008) Evolution of Intracellular Pathogens. Annual Review of Microbiology 62: 19-33. 7. Hoffmann C, Harrison CF, Hilbi H (2014) The natural alternative: protozoa as cellular models for Legionella infection. Cellular Microbiology 16: 15-26. 8. Escoll P, Rolando M, Gomez-Valero L, Buchrieser C (2013) From amoeba to macrophages: exploring the molecular mechanisms of Legionella pneumophila infection in both hosts. Curr Top Microbiol Immunol 376: 1-34. 9. Hubber A, Kubori T, Nagai H (2014) Modulation of the Ubiquitination Machinery by Legionella. Molecular Mechanisms in Legionella Pathogenesis 376: 227-247. 10. Steinert M (2011) Pathogen-host interactions in Dictyostelium, Legionella, Mycobacterium and other pathogens. Seminars in Cell Developmental Biology 22: 70-76. 11. DiSalvo S, Haselkorn TS, Bashir U, Jimenez D, Brock DA, et al. (2015) Burkholderia bacteria infectiously induce the proto-farming symbiosis of Dictyostelium amoebae and food bacteria. Proceedings of the National Academy of Sciences of the United States of America 112: E5029-E5037. 12. Stallforth P, Brock DA, Cantley AM, Tian XJ, Queller DC, et al. (2013) A bacterial symbiont is converted from an inedible producer of beneficial molecules into food by a single mutation in the gacA gene. Proceedings of the National Academy of Sciences of the United States of America 110: 14528-14533. 13. Brock DA, Read S, Bozhchenko A, Queller DC, Strassmann JE (2013) Social amoeba farmers carry defensive symbionts to protect and privatize their crops. Nature Communications 4. 14. Brock DA, Douglas TE, Queller DC, Strassmann JE (2011) Primitive agriculture in a social amoeba. Nature 469: 393-396.