Ethical Issues Of Business Are Common - 1285 Words

Ethical issues in business are common. However, some people believe that if they just follow the law, that business will be ethically robust. â€Å"No matter how important, the law cannot and should not solve all the difficult issues which currently confront business people† (Cracium, 2015, p.43). Following the law does not always ensure morally sound decisions. Companies and each of their employee’s make choices that can have ethical implications. Ethical standards play a specific and irreplaceable part in the decision-making process involved in a fair market economy† (Cracium, 2015, p.44). We will take a closer look into the details surrounding an ethical issue for the well-known company, Apple in this paper in detail. The issue defined In March of this year, it was reported that the U.S. Department of Justice and FBI have taken Apple to court in efforts to make the engineers to de-encrypt an iPhone (Brant, 2016). The reason behind the federal government needing the engineers to develop a backdoor through the encryption is because of the attacker in a mass shooting in San Bernadino, California last year (Brant, 2016). However, if Apple would create this encryption backdoor, the company’s resources would take a significant impact due to how long it would take for them to create this workaround and engineers threatening to leave the company rather than undermining the security software they created (Brant, 2016). The basis of the issue Some of the ethical issuesShow MoreRelatedEthical Issues in Relations Between Business and Customers.1562 Words   |  7 PagesEssay Ethical issues in relations between business and customers. Suleimenova Nazira. Management 11.852 Ethical issues in relations between business and customers. Nowadays, people the most part of their life spend at the work. At work, person has a contact with other employees, meets the requirements of management or personally gave orders to his subordinates. But also, the organization (enterprise, firm) in which employees work, constantly interacts with other organizations, the stateRead MoreEthics and Decision Making1334 Words   |  6 Pagesbehavior within a society. Ethical behavior conforms to generally accepted norms-many of which are almost universal. VIRTUES – are habits that incline people to do what is acceptable. VICES – a re habits if Unacceptable behavior. THE IMPORTANCE OF INTEGRITY: - Your moral principles are statements of what you believe to be rules of right conduct. - A person who acts with integrity acts in accordance with a personal code of principles. - One of the cornerstones of Ethical behavior- is to extendRead MoreEthics in the Workplace1201 Words   |  5 PagesClassical and Contemporary Ethical Philosophies Ethical philosophies served as guide for people in the workplace to make moral decisions in conducting business. There are classical normative ethical philosophies as well as contemporary ethical philosophies being used. They have been applied in the different levels or dimensions of the business organizations. People do know that there are business organizations that have disregarded ethical standards and encounters ethical issues inside their companyRead MoreEssay on Emerging Business Ethics Issues914 Words   |  4 PagesStakeholders play a major role in the business arena, they are charged with the responsibility of ensuring their organization is a safe environment not only for themselves but for their employees. In a seemingly competitive and morally flawed world, business people and entrepreneurs are often presented with grave ethical challenges. For this reason their personal values and beliefs play a pivotal role in the success of the organization. When concealing doubts about the ethics of others, more thanRead MoreEthical Issues Of Business Environment850 Words   |  4 PagesUnder present day business environment, companies can face a number of ethical issues that require making hard and often dissatisfying decisions. In this context, it is necessary to mind ethical norms as w ell as results of actions taken in order to keep the efficient communication across companies and keep the right balance in communication with colleagues, subordinates as well as mangers (Horton, 2015). Taking into consideration that there can be distinguished a range of ethical issues that pertain onlyRead MoreIndividual Rights and the Business Organization1543 Words   |  6 PagesIndividual Rights and the Business Organization Individual Rights and the Business Organization Introduction In todays highly uncertain business environment, businesses and individuals face a number of ethical issues which arise due to different internal and external environmental factors and impact the individuals within and outside the organizations. The ethical issues which negatively impact the privacy, morale, and societal values of individuals include fraudulent business practices and unethicalRead MoreThe Ethics Of The Business Brand1367 Words   |  6 Pagestopic for many years. Every business must encounter situations where they are required to find solutions to fix a problem. There must be standards set by a business and these standards are expected to be a symbol of representation from leadership straight to its employees. In marketing, problems will arise. It is up to the individuals or parties involved to decide how they will act or react when the problem faces them or the business. An individual with strong ethical background will sense when somethingRead MoreEthics Of The Financial World1056 Words   |  5 Pagesin the Financial World My form of business includes finances, mainly accounting and auditing. As I progress towards my accounting degree, I found out that there are many issues that I have to deal with in regards to the business itself. Eventually, finances also have to go through ethical issues. The ethics of financial business is determined mostly by the numbers, but it also recognizes the business environment, as well. As I realized, there are many ethical issues affiliated with finances; some financialRead MoreEthical Challenges Of International Business1147 Words   |  5 PagesIndividual Response to Ethical Challenges of International Business. The International Business as a whole has this debate on ethics and it is not a surprise, we are interacting with people with completely different views, morals, and values. Each business that is present in an international setting, will be conducting international operations and they have domestic, foreign, or global ethical practices that differ from others, resulting in ethical dilemmas. Being exposed to that, I will always putRead MoreThe Ethics Of Business Ethics1471 Words   |  6 PagesReview Nowadays, the concern for business ethics is growing rapidly in the business community around the world. Business ethics are focused on the judgment of decisions taken by managers and their behaviors. The issue regarding these judgments is the norms and cultures that shape these judgments. Business ethics are concerned about the issue, how will the issue be solved and how will it move ahead along the transition analysis as well (Carroll, 2014). Business ethics can be addressed at different

Piaget s Theory Of Cognitive Development - 850 Words

Cognition is a complex idea, making it difficult to describe. Hooper and Umansky (p. 307, 2014) define cognitive development as an individual’s ability to translate objects and events into a symbolic form that can be stored in the brain. Cognition can be measured with perceptual and conceptual skills. Perceptual skills are the connection between the senses and experiences. Conceptual skills are higher level processing, such as, making decisions and problem solving (Hooper and Umansky, 2014). Piaget’s Theory of Cognitive Development and Vygotsky’s Sociocultural Theory are influential in our understanding of cognitive development for typical and atypical children. Piaget’s Theory of Cognitive Development suggests two stages of development, sensorimotor and preoperational thoughts. These two stages describe children to the age 7 or 8 years old (Hooper and Umansky, 2014). Sensorimotor period begins when the child is behaving in response to their environment. C hildren have little understanding to what is occurring. Children begin to develop natural responses to stimuli. Children recognize how he/she can cause events to happen (Hooper and Umansky, 2014). For example: a child can hit a button and the button makes a noise while a light flashes. The child now learns to receive the sensory stimulus he/she must hit the button. Object permanence is a significant change that occurs during the sensorimotor period. Object permanence takes place when the child acknowledges an objectShow MoreRelatedPiaget s Theory Of Cognitive Development1289 Words   |  6 Pagesare many great cognitive theorists, but the one that comes to mind is a development psychologist by the name of Jean Piaget. One of his prized declaration was in 1934, where he declared that education is capable of saving our society from collapsing whether its violent or gradual. Piaget had a key effect on education and psychology, and because of that effect he made many contributions to l earning and to cognition. One of most important contribution was a model that was made by Piaget. This modelRead MorePiaget s Cognitive Development Theory1077 Words   |  5 PagesAccording to Piaget (1957), cognitive development was a continuous restructuring of mental processes due to varied situations and experiencing the world and maturing biologically. His view of cognitive development would have us look inside a child’s head and glimpse the inborn process of change that thinking goes through. â€Å"He was mainly interested in the biological influences on â€Å"how we come to know’† (Huitt and Hummel, 2003). Piaget’s views helps us to have appropriate expectations about children’sRead MorePiaget s Theory Of Cognitive Development1813 Words   |  8 Pages ECH-130 Sociocultural Tables LLlllll Cognitive Development Definition Examples of Application of Concept Strategies to Support and/or Assess Learning Birth to Age 5/Pre-K Piaget Sensorimotor stage: :the first stage Piaget uses to define cognitive development. During this period, infants are busy discovering relationships between their bodies and the environment. Researchers have discovered that infants have relatively well developed sensory abilities An infant who recently learned how to rollRead MorePiaget s Cognitive Theory And Cognitive Development1494 Words   |  6 Pages 1) Examine how Piaget’s cognitive theory can help to explain the child’s behavior. Piaget confirms â€Å"Each cognitive stage represents a fundamentally new psychological reorganization resulting from maturation of new functions and abilities† (as in Greene, 2009, p.144). The case Vignette describes Victors’ stages of development through Piaget’s stages of cognitive development as exhibited behavior that occurred during the sensorimotor, preoperational, as established areas. Victor experienced a normalRead MorePiaget s Theory On Cognitive Development1449 Words   |  6 Pagesstrengths and weaknesses of Piaget’s theory on cognitive development. It will focus on Piaget’s work highlighting positive attributes and how they’re being applied in modern day and also delve on key limitations of the theory. Piaget was a Swiss psychologist who was interested on why children would give similar but wrong answers in an intelligence test (Vidal, 1994). Based on his observations, he concluded that children undergo sequential cognitive d evelopment patterns which occur in defined stagesRead MorePiaget s Theory Of Cognitive Development969 Words   |  4 Pages20th century, the development of psychology is constantly expanding. Erikson and Piaget are two of the ealier well known theorist, both being significant in the field. Their belief s are outlined in Piaget s Cognitive Development Theory and Erikson s Psychosocial Development Theory. These theories, both similar and different, have a certain significance as the stages are outlined.Erikson and Piaget were similar in their careers and made huge progressions in child development and education. WithRead MorePiaget s Theory Of Cognitive Development1519 Words   |  7 Pagesrelates to both Piaget and Vygotskian theories in the sense that they describe how the child s mind develops through different forms of stimuli that occur during early childhood. Piaget s theory focuses mainly on things such as; how children think; how the world around them is perceived and how th e newly found information is explained through the language they use. Vygotsky s theory however differs as the effects of different forms of social interaction occur in cognitive development such as; internalisation;Read MorePiaget s Theory Of Cognitive Development1111 Words   |  5 PagesPiaget’s theory of cognitive development Piaget’s theory of cognitive development was based around his belief that children will develop their intelligence through a series of stages: Sensorimotor (birth – 2yrs), Preoperational (2-7yrs), Concrete Operational (7-11yrs) and Formal Operational (11+). He believed these stages to be invariant, the same stages taking place in a fixed order, and universal, the same for every child regardless of their background or culture. (McLeod, 2015) Piaget believedRead MorePiaget s Theory Of Cognitive Development Essay1790 Words   |  8 PagesCognitive developmental theories provide a framework for understanding about how children act and perceive the world. However, every theory has both strengths and weaknesses. A certain theory may explain one aspect of cognitive development very well, but poorly address or completely ignore other aspects that are just as important. Two well known theories of cognitive development are Piaget’s stage theory and Vygotsky’s sociocultural theory. As I plan to be a pediatric nurse, these two theories willRead MorePiaget s Theory Of Cognitive Development1325 Words   |  6 PagesJean Piaget developed a systematic study of cognitive development. He conducted a theory that all children are born with a basic mental structure. He felt that their mental structure is genetically inherited and their learning evolved from subsequent learning and knowledge. Piaget’s theory is differ ent from other theories and he was the first to study a child’s learning by using a systematic study of cognitive development. His theory was only concerning the learning of children, their development

Projective Techniques free essay sample

Such tests are based loosely on the psychoanalytic concept of projection, the assumption being that respondents project unconscious aspects of their personalities on to the test items and reveal them in their responses †¦ The website of the Association of Qualitative Practitioners (AQR 2004) defines projective techniques as follows: A wide range of tasks and games in which respondents can be asked to participate during an interview or group, designed to facilitate, extend or enhance the nature of the discussion.Some are known as ‘projective’ techniques, being loosely based on approaches originally taken in a psychotherapeutic setting. These rely on the idea that someone will ‘project’ their own (perhaps unacceptable or shameful) feelings or beliefs onto an imaginary other person or situation †¦ Projective techniques may be used in qualitative as well as quantitative studies (Levy 1994) and they are useful (Boddy 2004b) in both. 240 International Jo urnal of Market Research Vol. 47 Issue 3Projective techniques are commonly used in qualitative market research (Gordon Langmaid 1990) where the aim of the techniques is to facilitate the gaining of a deeper understanding of the area being researched. In discussing projective techniques they distance the use of projective techniques in qualitative market research from that of psychoanalytical practice, and suggest a more pedestrian and pragmatic definition: Projection [is] the tendency to imbue objects or events with characteristics or meanings which are derived from our subconscious desires, wishes or feelings.Dichter (1964) defined projection as meaning ‘to project subjective ideas and contents onto an object’, and said that one person could ascribe their own problems or difficulties to someone else. He described these techniques as being widely used in psychological work (Dichter 1960) and said that they are a non-directive interview technique where the respondent can project himself onto another and thus reveal some of the respondent’s own thoughts, feelings and fears.Projective vis-a-vis enabling techniques The market researchers Chandler and Owen (2002) define projective and enabling techniques quite suc cinctly and in a way with which most qualitative market research practitioners (Gordon Langmaid 1990; Goodyear 1998) would probably agree. This differentiation is useful to make at the beginning of this paper as the techniques are often used interchangeably and the distinction between them may have become blurred in the minds of some qualitative market researchers.Classically, the idea of a projective technique relates to a device that allows the individual research participant to articulate repressed or otherwise withheld feelings by projecting these onto another character. The idea of enabling techniques relates to a device which allows the individual research participant to find a means of expressing feelings, thoughts and so on which they find hard to articulate. Enabling techniques are held to be the simpler (Will, Eadie MacAskill 1996) of the two techniques as they just help people to talk about themselves. Will et al. ake the useful distinguishing point that while all projective techniques may be enabling, not all enabling techniques involve projection. Other researchers (Lysaker Bradley 1957) make the point that even pictorial devices, which do not function as projective techniques 241 Projective techniques in market research (i. e. devices researchers would nowadays refer to as enabling techniques), may still have utility in generating responses. Gordon and Langmaid (1990) state that the use of projective as opposed to enabling techniques is a false distinction in market research as the aim of both techniques is to facilitate deeper understanding. However, they do go on to say that in enabling techniques people are asked to do something that itself has no interpretive value (and so doesn’t itself need to be interpreted). In terms of analysis there is a distinction because with enabling techniques the research participants are talking as themselves (that is not to say that this speech should always be taken at face value), whereas with projective techniques the research participants are talking as someone else and the researcher makes the interpretative assumption that they are talking as themselves.This agreement over the definition of projective techniques is about as far as most research textbooks get on the subject. How they are subsequently used is little discussed and how they are then analysed is hardly explicitly touched on at all (Levy 1994; Catterall 1998), which is a situation that has hardly changed from ten or more years ago.This paper aims to look at current reports of how projective techniques are analysed and what support for their reliability and validity exists, and aims to stimulate debate in this area of market research so that a better and more accessible understanding of the subject can be offered to those entering research as potential practitioners, to interested clients, and to researchers who are more used to a quantitative or direct questioning approach. The origins of projective techniquesProjective techniques were employed in market research from the 1940s (Catterall Ibbotson 2000) to encourage research participants to express feelings and attitudes that might otherwise be withheld due to embarrassment or fear if more direct questioning methods were used. Market research originally borrowed (Robson 2000; Boddy 2004a) projective techniques from psychoanalysis and clinical psychology where they are still used (Richman 1996) to gain insights into personality and personality disorders. Projection, as a concept, originated from Freud’s work on paranoia (Lilienfeld, Wood Garb 2000), where he conceptualised projection as a defence mechanism by which people unconsciously attribute their own negative personality traits to others. Lilienfeld et al. say that Freud’s work 242 International Journal of Market Research Vol. 47 Issue 3 was subsequently developed by psychoanalysts and clinical psychologists.This development was based on the hypothesis that ‘research participants project aspects of their personalities in the process of disambiguating unstructured test stimuli’, and several different techniques were developed such as the well-known Rorschach technique, or ‘ink-blot test’, where subjects are assumed to project aspects of their personality onto the ambiguous features of a set of inkblots. Projective techniques in market research A commonly used completion technique (Gordon Langmaid 1990; Will et al. 1996) in qualitative mar ket research is ‘bubble drawing’. This is a device based on a technique called the Thematic Apperception Test where, according to Tucker-Ladd (2001), clinical psychologists use a series of standard pictures and ask subjects to make up stories about them. TuckerLadd says that what people see in the pictures says something about themselves and thus reveals their personality. Projective techniques can be used in a variety of market research situations as well as in social and educational research (Catterall Ibbotson 2000), and these do not have to be aiming at uncovering aspects of personality of any great depth.For example, a bubble drawing was used (Boddy 2004a) by one researcher to uncover students’ underlying attitudes towards the delivery of a lecture on marketing research rather than to uncover any deeper aspects of their own personalities. Projective and enabling techniques are thus useful when research participants have difficulty expressing opinions or feelings and researchers need some way of accessing these from the participants’ minds (Gordon Langmaid 1990; Kay 2001).

Rich Countries Should Lend Financial Aid to Poor Countries Research Paper Example

Rich Countries Should Lend Financial Aid to Poor Countries Paper Lending financial aid to poor countries has become a trend of rich countries since the second half of the 20th century. In my opinion, it doesn’t matter whether rich countries should lend poor ones financial aid or not but the way poor countries utilize this capital source because financial aid has both pros and cons. For the first reason, financial aid is a helpful source to poor countries. It provides huge capital for these nations to develop infrastructure, improve education as well as health care systems and carry out big projects which can not be conducted without a large amount of money. Moreover, because this aid is lent at low interest rates in a limited time, receivers will gain advantages if using this source reasonably. However, to some extend, poor countries often depend on rich countries who lend them money. For example, these nations often have to make some agreements with creditors in using the financial source. Sometimes rich countries even make their voice on political problems of poor countries. Borrowing large amount of money, in turn, they often have to make some economic commitments and give lenders priorities in auctioned projects in their countries. In additions, financial aid may put poor countries at risk. For example, when they borrow too much money but can not control this source effectively, they may go insolvent. And this will become a burden for the later generations. The debt crisis recently in Greece is a warning to any country that has borrowed too much and cannot use the loans cleverly. Therefore, the way a poor nation use financial aid takes an utterly important role in deciding the effectiveness of this support. We will write a custom essay sample on Rich Countries Should Lend Financial Aid to Poor Countries specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Rich Countries Should Lend Financial Aid to Poor Countries specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Rich Countries Should Lend Financial Aid to Poor Countries specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Simplifying administrative procedures, preventing corruption, investing reasonably and many other controlling methods are requirements posed for the governments so that they can keep them relatively independent of rich countries and well utilize the loans. In conclusion, lending financial aid is neither totally good nor totally bad. Its positive meanings depend on the real demand of poor countries and the way they use this aid. Poor countries will enhance their economies remarkably if they can use this aid effectively. In contrast, they may become the victim of overwhelming debt.

Cultural Background and First Language in Second Language Learners

Cultural Background and First Language in Second Language Learners Abstract Second language acquisition, cultural background, and first language dexterity have a considerable relationship. They influence communication skills and writing styles among individuals. Learners acquiring second language have their cognitive developments and learning processes influenced by numerous factors.Advertising We will write a custom research paper sample on Cultural Background and First Language in Second Language Learners specifically for you for only $16.05 $11/page Learn More This ranges from physical provisions to verbal factors depending on the learning context, language used, and people they interact with. This study unveils the probable effects that cultural orientation and first language prowess can have on the second language prospects and writing styles. Evidently, how one has been brought up and the environment of existence have massive influences on the mentioned factors. Some studies have revealed positive results on this matt er. They indicate that cultural aspects and first language proficiency usually impact positively on the second language learning and writing styles. This simply indicates that those individuals who are proficient in their first language can easily learn to speak and write second languages. This is applicable if the cultural backgrounds are supportive in this quest. Conversely, some people have shown limited proficiency in learning second language due to their cultural hitches. Inability to communicate proficiently in the first language equally affects the mentioned endeavors to learn the second language. Investigating whether there is any impact of culture and first language factors on the second language acquisition and writing styles is a critical phenomenon. These factors relate to the effects of cognitive development, orientation, and the learning processes among the concerned individuals. Evidently, culture, language, and learning prospects are correlated factors that determine mental advancements in learners (Wood, 1998). It is important for learners to embrace cultural backgrounds and first language proficiency; nonetheless, if they front negative impacts on the cognitive advancements and second language learning and writing styles, they will be unworthy. Introduction Brief review about the cultural differences which affect learners The impact of cultural differences on learners cannot be underestimated. Different communities have different cultures, which they use to shape up their behaviors and learning capabilities. Some of these cultures are too strict to allow the concerned learners to adopt new skills.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Nevertheless, there are some cultures, which have favored second language learning and writing styles (Wood, 1998). The rigidity and disparities in these cultures have played principle roles in the co gnitive advancement of the concerned learners. Numerous cultures have varied impacts on learners in the realms of language learning and other provisions. As indicated before, this ranges from cognitive developments, learning capabilities, social factors, writing styles, and health issues. Employing apt learning methods and exposing learners to viable interactive mechanism have positive impacts on their learning competency. A relationship exists amid the second language acquisition, mental developments, and cultural backgrounds as indicated before. Learners have the opportunity to change their language abilities and remove barriers that might hinder them from constructive learning capabilities (Lee, 2000). Usually, learning an additional language cannot affect the mental development of learners; nonetheless, cultural barriers can hinder the second language learning endeavors significantly. Brief review about the first language features that have influences on learners Concurrently, f irst language has features that can influence the mentioned learning and writing of second languages among learners. However, this varies from one learner to the next. The importance of this topic emerged on its ability to clarify the relationship that exists amid the second language attainment, cognitive developments/learning abilities, and the ultimate learning and writing skills affected by the first language and cultural obstacles. Evidently, first language gives a considerable foundation in mastering other languages. It can act as a barrier or promoter to the acquisition of subsequent languages. Clarifying the relationship and impacts of this phenomenon is of some substantial impacts (Goswami, 2004). It is desirable to deliver investigated findings on the matter rather than relying on perceptions and rootless claims.Advertising We will write a custom research paper sample on Cultural Background and First Language in Second Language Learners specifically for you for on ly $16.05 $11/page Learn More Executing investigation on such issues has contributed immensely to the topic. This is evident by the resultant findings in relation to the cognitive developmental aspects, second language acquisition, writing capabilities, and other characterizing factors. Another feature in the first language is that it might be so complex, distinctive in vowels and structure of sentences, and possesses ambiguous pronunciations. These features might greatly affect efforts to learn and write second language proficiently. This is critical phenomenon, which requires appropriate approach when dealing with the second language learning phenomenon. A well-structured and spoken first language can massively and positively affect the second language acquisition efforts. The writing styles will also be commendable depending on the proficiency of the first language. Another element is that since the first language is initially installed in the brain, all subsequen t leaning capabilities depends on its proficiency. All new information gained will be interpreted and integrated in the mind using the first language (Sanz Leow, 2011). It can thus affect the succeeding learning capabilities as indicated before. Cultural Background The impacts of cultural values on communication efficiency Cultural values have significant effects on communication proficiency of an individual. Cultures dictate the behaviors and communication capabilities of the concerned parties. Evidently, some cultures prohibit the use of some words and learning of some languages. This provision can obviously affect the learning and writing capabilities. Such cultures affect the cognitive developments and advancements of the concerned learners. They can affect the learning endeavors adversely thus hindering the learning efforts. Second language acquisition equally depends on the cultural backgrounds, its values, and how the concerned individual in that community perceive other lan guages. Studies conclude that cultural values have massive influence on the second language attainment. The values embraced by a given community have considerable impacts on the learning capabilities and on the cognitive development /learning processes as indicated before. The claims that acquisition of such values might confuse the involved learners are inconsiderable in the learning and writing realms.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The communication efficiency of an individual is subjected to cultural influences. People have the potential to learn other languages and later communicate efficiently. Despite the impact of cultural values, some individuals have managed to learn second languages with stringent proficiency and prowess (Cook Bassetti, 2010). It is proper to claim that cultural values might reconfigure the communicational capabilities of children. A former cultural value can be a barrier at the initial stages of learning; nonetheless, it has no any remarkable influence in the well-being and communicational capability of the concerned learners. Precisely, since cultural values can manipulate mental development, it equally interferes with the communicational proficiency and writing capabilities. However, positive cultural values can augment communication prowess among other provisions. The impacts of cultural perspectives on communication method The perspectives created by culture have tremendous impac ts on the communicational methods. Ability to communicate proficiently is subjective to cultural orientation of the concerned parties. This is an important phenomenon following its ability to dictate the cognitive developments and learning capabilities of the concerned learners. It is through this perspective that cultural impacts exhibit incredible impacts on the communication methods. The way one will communicate his or her ideas are dictated massively by the cultural perspectives. As evident from numerous authors, second language acquisition, communicational methods, and cognitive developments are influenced by cultural perspective. The fact that people perceive things differently based on their cultural orientation, any communication method is a derivative of cultural factors. Precisely, despite the availability of numerous factors that affects the mental development and communicational methods in learners, cultural factors still play massive roles with regard to this claim. Acc ording to sources, research has proved that second language acquisition and prowess in the communicational methods are subjects of numerous factors. However, cultural perspectives still assume serious roles in this context. Based on this, it is crucial to recognize that people who abide stringently by their cultures have demonstrated critical cultural provisions. Varying cultures have different communication methods. This might influence various people who embrace such cultures. Their ability to acquire other languages in this context has been influenced by numerous factors with cultural orientation fronting the list. The significance of the studies executed and findings achieved have relied on the implications of cultural factors identified in the communicational aspects. According to Gogolin (2009), communication methods are subjects of cognitive functions, which are influenced by cultural and environmental contributions. The method used by individual to communicate and learn othe r languages are subjects of concern. Lee (2000) indicates that positive cultural perspectives can emerge with viable communication methods The impacts of cultural background on writing style Writing style is equally influenced by the cultural background of the learner. Cultures dictate how individuals operate and perceive things. The way such people approach the aspects of learning and writing capabilities depend on the cultural orientation. Ability to write a second language proficiently depends on the cultural provisions, which dictate the mindsets and behavioral implications. Writing capabilities depend on the learning environment where one stays and the cultural influences that characterizes the wellbeing of such individuals. It is the mandate of numerous individuals to ensure that cultural provisions in their lives do not disfavor their learning and writing styles (Gogolin, 2009). Since writing depends on the knowledge and proficiency of one in the used language, it is proper t o conclude that in case cultural backgrounds influence proper language acquisition, it will also influence the writing style. Precisely, one only writes what he or she knows. For one to write proficiently, he or she must be proficient in the language used. The importance of this topic emerged on its ability to clarify the relationship that exists amid the second language attainment, cognitive developments/learning abilities, and the writing style used in this aspect. Cultural background contributes massively in the language learning and writing as indicated before. Evidently, the way a given culture speaks out their opinions and constructs their sentences is a subject of cultural consideration. Introducing learners from different cultures to new writing styles elicit varying capabilities in the realms of communicational trends and methods (Goswami, 2004). It is desirable to deliver investigated findings on the matter rather than relying on perception and rootless claims. This is evi dent by the resultant findings in relation to the cognitive developmental aspects. First Language The effects of first language vocabulary on communication Evidently, the initial words acquired in one’s life might affect the nature of communication that one assumes. This is a critical phenomenon following its applicability and reliability in numerous occasions. It is from this perspective that the previous claims on second language acquisition and writing style emerge. Evidently, the acquired vocabularies from the first language can dictate how one speaks and writes (Gogolin, 2009). If the acquired vocabularies are viable and conventionally used by numerous individuals, it is apparent that such individuals will communicate in a given manner different from other groups somewhere. Communicational proficiency is highly influenced by the aspects of first language acquisition and its vocabularies. Those who are proficient in their first language provisions have the capability of d emonstrating viable communication abilities. In this context it is proper to acquire viable vocabularies that will promote effective and respectful communication. The vocabularies used should be conventional and used by numerous individuals. From this context, allowing other cultural aspects to interfere with the first language vocabularies can significant affect communicational capabilities of the involved individual. It is apparent that first language vocabulary can affect communication aspects and proficiency in other subsequent languages. Evidently, it is difficult to forget what one learns at his or her initial stages of life. First languages and their vocabularies are component of these early learning provisions. They eventually affect communication skills and ability to integrate information among the concerned individuals. If the vocabularies of the first language were wrong and misleading, communication capabilities of the concerned individual will be at stake. Such people will not communicate effectively. The effects of the first language structure on writing skills The structure of first language in the realms of sentence construction, vocabulary, and accent can influence the writing styles of the concerned individuals. It is from this perspective that the entire communicational aspects and other provisions attain their mandated prowess. Some communities have languages, which cannot be written easily. This eventually affects their writing skills despite their efforts to correct the situation. When one endeavors to acquire a second language, there is a massive influence from the first language. The structure and nature of these languages tend to influence the structuring, writing, and communicational aspects of the concerned individuals. It is imperative to note that first language has massive influence on other subsequent communication and writing skills mentioned earlier. For example, it is evident that Iranians have problems in acquiring, writing, and speaking English fluently due to their first language influences, culture, and other characterizing factors. This is a critical provision in this context (Oates Grayson, 2004). It indicates how writing capability of an individual is dictated by the cognitive development provisions, which are subjects of environmental influence and other factors. For one to develop constructive writing skills, he or she must have a viable first language structure and communicational proficiency. Evidently, different languages are structured differently depending on the community involved. Such structures have massive influence on the writing capabilities and coherency of the concerned individuals. First languages structured ambiguously front massive difficulties in the writing styles. The effects of the first language nature on the organization method The nature of the first language can have considerable effects on the organization method. The way one organizes himself or herself is a critical phenomenon. It helps in understanding various life aspects. The fact that the nature of language can affect this provision is a massive concern. Additionally, it is crucial to identify ways through which first language can affect the mentioned organization. Several factors are behind this provision (Robinson, Shore Enersen, 2007). This relates to the aspects of communicational framework and other provisions that characterize the mentioned phenomenon. First language affects the aspects of relationships and expressions at individual’s level. This fact is of a massive concern due to its contribution in varied context. Self-organization is contributed massively with the kind of language that one embraces. Inability to conform to such factors has been identified and condemned considerably in various contexts. Conclusion Conclusively, there is a massive correlation amidst the cultural background of an individual, his or her first language, and the ability to learn second language s and acquire viable writing styles. In this context, individuals who intend to learn second languages and augment their writing skills have shown remarkable influences from their respective cultures. Globally, there are cultural disparities that affect learners in their studies. This is with regard to second language acquisition and writing styles. Cultural background can influence the learning prospects of an individual. This can equally dictate his or her language –learning prowess. Additionally, features of a first language have remarkable influences on learners. Cultural values within a community can affect communication proficiency of the concerned natives. Additionally, the methods of communication embraced by different individuals are subjects of cultural perspectives as indicated before. Similarly, first languages possess grievous influence on communication, writing skills, and organization in the realms of their vocabulary, language structure, and nature. References Cook, V. Bassetti, B. (2010). Language and Bilingual Cognition. New York, NY: Psychology Press. Gogolin, I. (2009). Streitfall Zweisprachigkeit: the bilingualism controversy. Wiebsbaden: VS Verlag. Goswami, U. (2004). Blackwell handbook of childhood cognitive development. New Jersey, NJ: John Wiley Sons. Lee, K. (2000). Childhood cognitive development: the essential readings. Massachusetts, MA: Wiley-Blackwell. Oates, J. Grayson, A. (2004). Cognitive and language development in children. Massachusetts, MA: Wiley-Blackwell. Robinson, A., Shore, B. Enersen, D. (2007). Best practices in gifted education: an evidence based guide. Texas, TX: Sourcebooks. Sanz, C. Leow, R. (2011). Implicit and Explicit Language Learning: Conditions, Processes, and Knowledge in SLA and Bilingualism. Washington, DC: Georgetown University Press. Wood, D. (1998). How children think and learn: the social contexts of cognitive development. Massachusetts, MA: Wiley-Blackwell.

Cinema Limbo, 2-Person, 10-Minute Play by Wade Bradford

Cinema Limbo, 2-Person, 10-Minute Play by Wade Bradford Cinema Limbo is a ten-minute play (written by Wade Bradford). It is a comic, two-person exchange between two movie theater employees. The piece can be used, free of charge, for educational purposes and amateur productions. This short two-person play is also a usual character building tool for any actress using the Vicky Monologue for auditions and classroom performances. Cinema Limbo Setting:  The box office of the Grand Cinemas. No set is required. Two office chairs (capable of rolling and spinning) are placed center stage. A young woman spins in the chair. She is dressed in a rather ugly polyester outfit one expect to find on a movie theater employee. Her name is Vicky. And she is bored. (A young man named Joshua enters. Vicky suddenly stops spinning. Her boredom has vanished.) VICKY: So, you’ve finally made it to the fishbowl? JOSHUA: The what? VICKY: That’s what we call the box office. An inside joke between cashiers. JOSHUA: Oh. VICKY: So you’ve made it. JOSHUA: I guess. Mr. Boston said he wanted you to train me how to work the box office. VICKY: Then let the training begin. People come up. They say what movie they want. You press this button. Take their money. Give them their ticket. There, you’re trained. JOSHUA: Now what? VICKY: Now sit down and wait. But don’t get anxious. No one’s coming tonight. It’s Christmas Eve and all our movies suck. JOSHUA: This beats working at concessions. Thank God I didn’t get stuck with that Bar One job. That would’ve sucked. VICKY: Stuart is certainly loving it though. Have you seen that look in his eye when he’s running Concessions? JOSHUA: What do you mean? VICKY: He usually smiles, and treats the peons with respect†¦ but his eyes†¦ They’re lit up like a power hungry mad man. I think he pictures himself as some pharaoh who whips the backs of his slaves, just to sell a few extra drinks. JOSHUA: Really? I haven’t noticed. VICKY: He told me you guys went to grade school together. JOSHUA: Are you guys dating? VICKY: Why do you ask? JOSHUA: He told me you were dating but that you wanted it kept secret. VICKY: If I was dating someone why would I want to keep it secret? JOSHUA: Uh, maybe because Stuart’s kind of a nerd. VICKY: So you did go to school together? JOSHUA: We met in the fifth grade. You know how every class has a kid who gets picked on throughout the whole year by everybody? That was him. No one liked him. VICKY: Why? JOSHUA: Well, it started out just because he was the new kid. His folks just moved into town to set up a new church. They were husband and wife ministers or something. Very, I don’t know, just kind of friendly and creepy at the same time. VICKY: I met them. I know. JOSHUA: Anyway, kids in school picked on him because he was new, and a little weird looking. You can’t tell it as much, but his face was completely covered with freckles. Big brown freckles†¦ kind of like†¦ um†¦ like someone flicked splotches of paint at him. VICKY: I always thought they were kind of cute. JOSHUA: And then no one liked him because every chance he got, he started talking about Jesus. He did a book report on the entire Bible. In art class, he made a crown of thorns ashtray. He tried making Noah’s Ark out of clay, but it exploded in the kiln. And then one day we were supposed to give a speech, an oral report on the country of our choice and he picked Israel. VICKY: Well†¦ that’s not so bad. JOSHUA: During his whole oral report†¦ he spoke in tongues. VICKY: Really? I had an uncle who got into that. He’d speak in tongues before every Thanksgiving dinner. But he had one of those robot voices because of his throat cancer, so it was really low and scary. Like Darth Vader speaking pig latin. JOSHUA: Stuart wasn’t as entertaining. And to top it off, the kids started hating him more because he wanted to be the teacher’s pet. VICKY: That doesn’t surprise me. He kisses up to all the managers... JOSHUA: Same thing we the school teachers. And the lunch lady. And the principal. Most kids said he was a tattle tale. There was this one bully who hocked a loogie right in his hair, right in the middle of class. VICKY: Oh please, I just ate buttered popcorn. JOSHUA: But anyway, I felt sorry for Stu. So I let him hang around me at recess once in a while. He was okay. Sort of clingy. He never wanted to leave my side. I got beat up a couple of times by Troy, just for sticking up for him. VICKY: Are you two still friends? JOSHUA: I guess. But it isn’t like grade school anymore. We don’t hang out. I was kind of surprised to see him when I got hired here. He left before we finished junior high. His parents put him in some private school. So, are the rumors true? VICKY: What rumors? JOSHUA: I heard echoes from the girls locker room. VICKY: You perv. JOSHUA: Well, they were talking so loud, I couldn’t help it. VICKY: Okay, dork, what did you hear? JOSHUA: That you’re not interested in Stuart anymore. That you are, oh what were the words, that you’re almost done toying with him. VICKY: Well that makes me sound like a bitch. I kind of like that. JOSHUA: So? VICKY: So? JOSHUA: It’s just me, you, and the fishbowl. VICKY: Why should I talk about my love life? Or lust life? What about you? I bet youve had a lot of girlfriends. Probably broken a lot of hearts. JOSHUA: Not really. Ive never been in love or anything. Just casual dates and stuff. I mean, for all intents and purposes I’m pretty much like all the other geeks you’ve been describing. VICKY: But you wear that letterman’s jacket. You’re kind of a jock. I say that with all due respect. VICKY: Well, you have to understand. I’m the kind of girl who takes pity on poor pathetic geeks who have never kissed a girl. Let’s just say that I like someone who is easily trainable – someone who will truly appreciate me. It’s sad, I know. But hey, I’ll take an ego boost wherever I can get it. Unfortunately, these adorably nerdy boyfriends get boring after a while. I mean, I can only listen to their computer games and mathematic equations for so long. Of course, Stuart’s different in a  lot of ways. He’s terrible at math, for one. And he’s pretty clueless about technology. But he’s a comic book sort of geek. And a hopeless romantic. He’s pre-occupied with holding my hand. Everywhere we go, he wants to hold hands. Even when we’re driving. And he’s got this new pastime. He keeps saying â€Å"I love you.† It was so sweet and wonderful the first time he said it. I almost cried, and I’m not the kind of girl who cries easily. But by the end of the week, he must have said â€Å"I love you† about five hundred times. And then he starts adding pet names. â€Å"I love you,   honeybunch.† â€Å"I love you  sweetheart.† â€Å"I love you my little smoochy-woochy-coochi-koo.† I don’t even know what that last one means. It’s like he’s speaking in some brand-new, love-infected language. Who would have thought romance could be so boring? JOSHUA: Is it boring? VICKY: You mean you don’t know from  first-hand  experience? JOSHUA: Yeah, I swim. But that’s not what I lettered in. VICKY: What was it? JOSHUA: Well now you’re going to laugh. VICKY: Perhaps. JOSHUA: I lettered in  choir. VICKY: (Laughs. Falls off  chair.) They let you letter in choir?! Oh, that’s priceless. JOSHUA: You can also letter in drama. VICKY: Oh, that’s pathetic. JOSHUA: So, you’re done with school, right? VICKY: Since last summer. Sweet. sweet freedom. JOSHUA: Now what? VICKY: College I guess. Back to captivity. I’m taking a year off first. JOSHUA: Did your friends already go? VICKY: Friends? I hated everybody in high school. JOSHUA: Hey, me too! I was hoping the Grand Cinemas would improve my social life. VICKY: (Laughs.) Has it? JOSHUA: I’ve met some cool people, I guess. Like you. VICKY: Like me? JOSHUA: Yeah, well, and others. Like Rico. VICKY: OH. JOSHUA: Is that bad? VICKY: No. Rico’s cool. I just wouldn’t trust him with much more than a postage stamp. JOSHUA: Thanks for the advice. VICKY: I used to want a social life but I think I’m content here in the box. If you want to see people, just wait till Friday night, they’ll swarm around you, begging you for tickets. But the glass on the fishbowl keeps them from violating your space. If you want to talk to someone, you just pick up the phone, and when you get sick of talking, you can just hang up. You can read, you can do your homework, or you can veg-out and watch the Grand go by. You can swipe snacks from concessions and on hot days, we’ve got air conditioning. If you’re bored you can spin around on this thing. (She spins around on the chair.) JOSHUA: Wow. You’re pretty good. VICKY: My record is eight rotations. All thanks to twelve years of ballet. JOSHUA: Really? VICKY: Hey, what did you get at the Christmas party gift exchange? JOSHUA: A Chia pet. VICKY: I got the worse possible present ever. Listen to this. I’m in this dance group, right. Ballet. I’ve been doing the Nutcracker for the past two months. I’ve been having nightmares with the ‘sugar plum fairie suite’ playing in the background. Every mall or department store has been playing Tchaikovsky. I can’t get away from that God forsaken music! It drives me nuts. And guess which CD Mrs. Sanchez buys me? The Nutcracker. I hope I pick her name next year. I had no idea she could be so cruel. That’s why it must be nice to be religious like Stewy. You can doom people to hell. JOSHUA: Eternal hell over the Nutcracker? Now that’s a raw deal. VICKY: Eternal damnation. You’d think after a few thousand years you’d get bored with never ending  torment. Satan would come up to you and say, â€Å"Today you’ll be covered with man-eating ants and pummeled by a giant mountain gorilla.† And you’d just look at him and YAWN and say, â€Å"Again?! How dull. Are you running out of ideas already? Can I make a request for Bubba the mountain Gorilla, because he and I have a rapport going; we work well together, I think. (Pausing and completely changing the subject.) Do you think it’s possible to travel through time? JOSHUA: Someone has ADHD. VICKY: It’s this fishbowl. It really gets to you after a while. So do you? You know, think they’ll figure out time travel? JOSHUA: I doubt it. Maybe someday. VICKY: What would you do? JOSHUA: I don’t know. I guess I might travel back and find my great-great-great-great grandfather. Say hi. What would you do? VICKY: Well, if I had  a time machine, say they  invent  it when I’m like really old. Like 35 or something. Then, I’d travel back to right now, and I’d give myself advice. JOSHUA: What kind of advice? VIC KY: Who to be friends with. Who to avoid. What choices to make. What guys to like. JOSHUA: Why do you need a time machine? Just make the right choices now. VICKY: But how do you know if it’s the right choice? You don’t until after the fact. JOSHUA: Well, that’s the point. You take a chance and you learn from your mistakes. Or, you try something and it’s a great experience. VICKY: And what if you regret it? JOSHUA: Then you regret it. I think not knowing what happened next is part of the fun. VICKY: Really? JOSHUA: Yeah. VICKY: Come here. He pauses for a moment. Then, they roll their chairs toward each other. She kisses him. He kisses back. They pull apart. JOSHUA: So†¦ VICKY: So†¦ Do you regret that experience? JOSHUA: Not at all. Do you regret it? They are both started as they hear the sound of a door opening. They look upstage. JOSHUA: Oh! Hi. (Suddenly regretful.) How’s it going, Stuart? VICKY: Hey, Stewy. Joshua and I were just talking about regrets. (Listens.) What do I have to regret?  Oh  nothing. (A sly smile on her face.) Nothing at all. Lights out.

Business Ethics Dealing with Poverty and Pollution in the Environment Research Paper

Business Ethics Dealing with Poverty and Pollution in the Environment - Research Paper Example Third world countries, due to poverty and lack of resources, are not able to invest in environmental friendly technologies and devise environmental regulations. This allows corporations to pollute in the third world countries without any problem. In this paper we will discuss the environmental pollution with the reference of businesses and third world countries. We will observe the reasons why businesses ignore pollution related regulations in the developing world. Other aspects of environmental pollution will also be discussed with reference to the case of ‘Poverty and Pollution’. Ethical Implications of Businesses Polluting in the Third World The ethical implications of businesses pollution in a third world country are significant. Environmental pollution affects the whole population of the region and therefore it cannot be ethically justified. There is no doubt that environmentally polluted technology is cheaper and therefore third countries use it in order to remain competitive in the global market. But the economic argument in favor of environmental pollution in the third world country is not justified because pollution affects a great number of pollution and not all people are able to get the economic benefits of businesses operating in their region. This is one of the ethical implications of businesses polluting in the third world. Another ethical implication of businesses polluting in the developing world is that it is not possible to value human life. Environmental pollution caused by firms in the third world countries create all sorts of health problems for its inhabitants and therefore decreases human life expectancy in the region. This is not ethically justified because people living in the region do not have any choice to move to another area as they are extremely poor. This is actually exploitation of human beings which can never be ethically justified. It is therefore proved without a doubt that environmental pollution is not ethical ly justified. Reasons why a Business Ignore Pollution Control Standards Businesses ignore pollution control standards in the third world because it drives down their production cost. Investment in required to reduce pollution for example in order to dump industrial waste in an appropriate manner significant investment is required. This drives the production cost up which hurts the profits of the firm operating in the third world countries. They are in the country just because of the promise of lower production cost and this is why they ignore pollution control standards. Organizations are profit making entities and therefore they do anything in their power to reduce their cost and maximize profits. Lack of will is another reason why businesses ignore pollution control standards. Laws are not strict in the third world countries and corporations therefore feel that they are not obligated to follow them. This is the main reason why firms don’t feel compelled to make a change and follow the pollution control standards. The firms are not willing to change their practices and this is why they lack the will to abide by the pollution control standards set by third world countries. Is Pollution the Price of Progress? It is argued sometimes that pollution is the price of progress. It is said that for developing countries to economically develop they require competitive edge over other developed countries