Abbreviations and Titles Used in College

Some abbreviations are appropriate in academic writing, while others are not appropriate. Below youll find a list of abbreviations you are likely to use in your experience as a student. Abbreviations for College Degrees Note: The  APA doesnt recommend using periods with degrees. Be sure to consult your style guide as recommended styling may vary.   A.A. Associate of Arts: A two-year degree in any specific liberal art or a general degree covering a mix of courses in liberal arts and sciences. It is acceptable to use the A.A. abbreviation in place of the full degree name. For example, Alfred earned an A.A. at the local community college. A.A.S. Associate of Applied Science: A two-year degree in a technical or science field. Example: Dorothy earned an A.A.S. in culinary arts after she earned her high school degree. A.B.D. All But Dissertation: This refers to a student who has completed all the requirements for a Ph.D. except for the dissertation. It is used primarily in reference to doctoral candidates whose dissertation is in progress, to state that the candidate is eligible to apply for positions that require a Ph.D. The abbreviation is acceptable in place of the full expression. A.F.A. Associate of Fine Arts: A two-year degree in a field of creative art such as painting, sculpting, photography, theater, and fashion design. The abbreviation is acceptable in all but very formal writing. B.A. Bachelor of Arts: An undergraduate, four-year degree in liberal arts or sciences. The abbreviation is acceptable in all but very formal writing. B.F.A. Bachelor of Fine Arts: A four-year, undergraduate degree in a field of creative art. The abbreviation is acceptable in all but very formal writing. B.S. Bachelor of Science: A four-year, undergraduate degree in a science. The abbreviation is acceptable in all but very formal writing. Note: Students enter college for the first time as undergraduates pursuing either a two-year (associates) or a four-year (bachelors) degree. Many universities have a separate college within called a graduate school, where students may choose to continue their education to pursue a higher degree. M.A. Master of Arts: The masters degree is a degree earned in graduate school. The M.A. is a masters degree in one of the liberal arts awarded to students who study one or two years after earning a bachelors degree. M.Ed. Master of Education: The masters degree awarded to a student pursuing an advanced degree in the field of education. M.S. Master of Science: The masters degree awarded to a student pursuing an advanced degree in science or technology. Abbreviations for Titles Dr. Doctor: When referring to a college professor, the title usually refers to a Doctor of Philosophy, the highest degree in many fields. (In some fields of study the masters degree is the highest possible degree.) It is generally acceptable (preferable) to abbreviate this title when addressing professors in writing and when conducting academic and non-academic writing. Esq. Esquire: Historically, the abbreviation Esq. has been used as a title of courtesy and respect. In the United States, the title is generally used as a title for lawyers, after the full name. Example: John Hendrik, Esq. It is appropriate to use the abbreviation Esq. in formal and academic writing. Prof. Professor: When referring to a professor in nonacademic and informal writing, it is acceptable to abbreviate when you use the full name. It is best to use the full title before a surname alone. Example: Ill invite Prof. Johnson to appear as a speaker at our next meeting.Professor Mark Johnson is speaking at our next meeting. Mr. and Mrs. The abbreviations Mr. and Mrs. are shortened versions of mister and mistress. Both terms, when spelled out, are considered antiquated and outdated when it comes to academic writing. However, the term mister is still used in very formal writing (formal invitations) and military writing. Do not use mister or mistress when addressing a teacher, a professor, or a potential employer. Ph.D. Doctor of Philosophy: As a title, the Ph.D. comes after the name of a professor who has earned the highest degree awarded by a graduate school. The degree may be called a doctoral degree or a doctorate. Example: Sara Edwards, Ph.D. You would address a person who signs correspondence as Sara Edwards, Ph.D. as Dr. Edwards.

Controversial Television Advertising Essay - 1498 Words

Controversial Television Advertising We all know from our personal experience that one person’s idea of something offensive often differs from another’s. This essay is to determine the consequences towards negative advertising towards certain controversial products/services and why they are so offensive. All major media organizations need advertising to exist, thats how they pay their bills. At the same time, though, each organization sets its own advertising standards. Some ads a media company will simply refuse to accept (Peart, Karen N). Concerns have been raised about Beer advertising, Cigarette advertising, Sex advertising, Political advertising, and food advertising to children. Alcohol advertising is a primary concern for†¦show more content†¦According to an article on beer marketing in Advertising Age, Advertising is as important to selling beer as the bottle opener is to drinking it. . . . Beer advertising is mainly an exercise in building images. Did you know that: More than 5 million children alive today will die prematurely from smoking-related illnesses? Or nearly every adult who smokes (almost 90 percent) took his or her first puff at or before the age of 18? You then ask yourself why? Tobacco advertising is the one to blame for this. Tobacco manufacturers came under attack for having promoted a product with known health risks. This advertising raised many ethical dilemmas for the industry and for those who profit from its sale. Most econometric studies have found that increased expenditure on tobacco advertising increases demand for cigarettes, while banning advertising leads to a reduction in tobacco consumption. A recent meta-analysis of 48 econometric studies found that tobacco advertising significantly increased tobacco sales. Recent reviews by the United States Institute of Medicine, the United States Department of Health and Human Services and the World Health Organisation reached the same conclusion. The tobacco i ndustry spends more than $12.4 billion per year - over $34.1 million a day - marketingShow MoreRelatedControversial Television Advertising1963 Words   |  8 PagesControversial Television Advertising and its Effects on Children and Teenagers When you hear sexual content, racial stereotyping, violence, women displayed as sex objects, and drinking, you may think it is your typical R rated movie, right? Wrong. Try the typical television commercial. Television advertising with positive messages can influence children and teenagers to make better decisions and positive behavioral changes. The same can be true when they view negative messages. This too, canRead MoreEssay on Controversial Television Advertising502 Words   |  3 Pagesharsh reality of life around them. Just by turning on the television a child is subjected to violence and provocative images, or is shown the â€Å"coolness† of lighting up a cigarette and drinking alcohol. 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Drops Price Will It Always Increase Demand â€Myassignmenthelp.Com

Question: Discuss About The Drops Price Will It Always Increase Demand? Answer: Introducation This source sheds light on the risks involved in projecting the balance between the profit, price and demand. The intensity of this risk aggravates if timely evaluations are not done. The mention of the microgrid aggregators is assistance for the finance administrators in terms of calculating the profits on the basis of the demands and the prices set for them. The aspect of response acts as a kind of data collection from the businessmen regarding the steps taken by them for controlling the financial operations. Grid systems enhance the clarity of the businessmen in terms of the cash investments made for the products and services. Herein lays the appropriateness of the tables, charts and graphs, which needs to be maintained for the publication of the annual report. Discussions need to be organized for mitigating the intensity of the financial risks. essays on instability and finance. Routledge. The source highlights the importance of finance in the business operations. Instability reduces the intensity of this importance. The mention of the financial instability necessitates the reference to this source. The interrogation regarding the recurrence of this financial instability reflects the concern of the business critiques regarding the achievement of effective means for stabilizing the finance. Concern towards the recurrence of the financial instability projects the awareness of the business critiques towards the vulnerability, which they might have to encounter if they expose lackadaisical attitude towards this instability. Cambridge Journal of Economics,40(2), pp.491-505. The source presents the variations in the income and demand, which adversely affects the economy of the nation. The data collection from the US highlights the provision of equal wage to the workers, which reflects the adherence to the macroeconomic model. Along with this, the source projects the remarkable reduction in the income inequality among the workers, enhancing the aspect of job security. Viewing it from the perspective of economics, plans regarding the income of the workers help in calculating the proper wage, which needs to be awarded to the workers. The aspect of inequality destroys the balance between the demand, price and profit. Managerial economics. Cengage Learning. This source enhances the clarity of the businessmen regarding the basic fundamentals of managerial operations. Within this, the basic components are demand and supply. The second chapter deals with the demand analysis and estimation. As per the basic economics, when the demand for the goods and services increases, the prices decrease. Countering this, high prices of the goods and services decrease the demand. Utilization of graphs helps the personnel to make estimates regarding the revenue generation, which helps them to gain an insight into their position within the competitive market. Based on this estimations, production plans can be prepared, which helps in making the budget. Plans tie the aspects of demand, price and profit in the same thread. Asymptotically optimal semi-myopic policies.Operations Research,62(5), pp.1142-1167. The source projects the perspective of a monopolist in terms of a graphical analysis. The time axis in the graph relates with the period over which the selling is done. The characteristic of the monopolistic market includes only the seller, therefore inadequacy in the knowledge of the demand is justified. Countering this, graphical representation of the demand enhances the clarity of the seller about the demand of the products and services. Herein lays the appropriateness of the curve, which reflects the intensity of the demand. This intensity helps the seller in setting prices of the products and services, prior to its launch for customer utilization. All these are the dynamics of demand and pricing. Graphical representation of the demand linear curves can be considered as a theoretical approach towards marketing. Within this, policies can be considered as an agent for the sellers in terms of indulging in fair trades and transactions with the buyers and investors. The rise and fall of demand and price, if projected on the graph, brings to the forefront the drawbacks in marketing, which can be rectified through the adherence to competitive and economic policies in an efficient and effective manner. References Carvalho, L. and Rezai, A., 2015. Personal income inequality and aggregate demand.Cambridge Journal of Economics,40(2), pp.491-505. Hirschey, M., 2016. Managerial economics. Cengage Learning Keskin, N.B. and Zeevi, A., 2014. Dynamic pricing with an unknown demand model: Asymptotically optimal semi-myopic policies.Operations Research,62(5), pp.1142-1167. Minsky, H.P., 2015.Can" it" happen again?: essays on instability and finance. Routledge. Nguyen, D.T. and Le, L.B., 2015. Risk-constrained profit maximization for microgrid aggregators with demand response.IEEE Transactions on Smart Grid,6(1), pp.135-146.

Organizational Perspective free essay sample

Running Head: ORGANIZATION PERSPECTIVES Organization Perspective OM8010 – Principles of Organization – Theory and Practice Dr. Robin Parry Capella University August 8, 2011 Organization Perspective Abstract As organizations experience increase organizational rigidity, performance declines can be driven by decrease in innovative change and employee turnover, understanding these shifts are critical to the bottom line. A major responsibility for top managers is to interpret these shifts and to understand the complexity of organizations, to be able to respond effectively. Understanding how the three multiple theoretical perspectives: modernism, symbolic- interpretive, and post modernism apply with the assumptions ontology and epistemology as indicators used to analyze, make changes, and decisions, for daily activities of an organization. Hatch (with Cunliffe) (2006), contends that an organization is a formal structure with an internal order, a set of natural laws governing its operation, rather than operate from a subjectivity manner of management. Obtaining a working knowledge of each perspective and being able to determine how to apply the principles and concepts offers reliance and continuity within an organizational structure. We will write a custom essay sample on Organizational Perspective or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Applying the principles of organization theory and understanding how these different perspectives according to Hatch (with Cunliffe) (2006) can influence the way others experience, interpret, and shape organizational realities. Organization Perspective The rapid growth of the globalization era has changed the way businesses operate. With this rapid growth businesses have made major changes in the way in which they operate. With the introduction of computers and other technology, changed the way in which information is given and received. The old outdated ways of doing business has changed drastically. Thus the modernism era was created. Due to the complexity of organizations the need to interpret structural changes that occur within the structure of organizations, often creates a deficit in making innovative decisions can be critical to the bottom line. These structure shifts and changes lead to a decline in authority, lack of reliance in maintaining formalized processes and procedures, and reduce the flow of information passed down from top managers. According to Hatch (with Cunliffe) (2006) organizational theory (OT) and understanding how the theoretical perspectives apply within an organization can influence the way others experience, interpret; develop critical thinking skills, needed to increase productivity, to shape, and to manage the functions of an organization. The purpose of this paper is to identify and define the three organizational theoretical perspectives: modernism, symbolic- interpretive, and post modernism; compare and contrast the possibilities for designing and managing these perspectives within an organization. Define the assumptions of ontology and epistemology and the effects from using the three theoretical perspectives within the organizational structure to enhance the quality of management style. Hatch (with Cunliffe) (2006) provides an overview of the conception of the three theoretical perspectives: modernism, symbolic- interpretive, and post modernism perspectives. The inception of these terms occurred during the time of the Great Transformation, scholars tried to explain the emerging changes around them. The Enlightenment and Industrial Revolution period contributed to theoretical formations for early theorists like Emile Durkeim (1949), Karl Marx (1954) and Max Weber (1947). They were concerned about the structures that emerged around them, and how people were impacted within organizational structure. Early management practitioners adopted Scientific Management as a way to run organizations. Forefathers of management: Winslow Taylor (1911) and Henri Fayol (1949) were highly esteemed for their systems and methods that were widely applied across the world. Modernism was birthed (Hatch (with Cunliffe), 2006). As a note, Hatch with the assistance of Cunliffe contributed an enormous amount of time and research into developing the methodology that is now used to explain the three theoretical perspectives, and considered an expert in this field. Cites from their research will be used to support this argument. Based on research by Hatch and Cunliffe, the theoretical perspectives emphasized efficiency, and effectiveness that would give a voice not only to the criticisms raised against organization theory, but also as a tool of ‘mangerialism’ (Hatch (with Cunliffe), 2006). In modernist organization theories, the organizational environment according to Hatch (with Cunliffe) (2006), is conceptualized as entities that lie outside the boundaries of the organizations to provide raw materials, and other resources, products, and services, which influence the outcome of organizations. Modernists see the world existing independently, whether they interact with it or not. Reality is waiting to be discovered through concepts and theories. The need to analyze these conditions and trends associated with general environment factors links the organization to the environment properties. The modernist perspective focuses on how to increase efficiency, and considered an objective indicators of performance through the application of theories relating to structure and control according to Hatch (with Cunliffe) (2006). Modernist perspective focus primarily on individuals; treats risk preferences as an attempt to quantify risk without a negative impact in the decision making process. By this view, risks are a social and multilevel phenomenon; risk preferences, perceptions, and responses are learned; risk can be perceived subjectively and often unquantifiable. The environment is a complex, socially constructed system; ethical considerations are integral to risk assessment and management; and organizations respond to risk through their actions, not just by making decisions. These themes motivate new directions for opportunities within the organization (Esade McKelvey, 2010). According to Hatch (with Cunliffe) (2006), the prospective of Symbolic-interpretive extends the definition of empirical reality to include experiences that lie outside the reach of the five senses, to include emotions and intuition. As a result, this concept is subject to subjectivity, and cannot be easily replicated by others. The symbolic-interpretive perspective focus on meaning and understandings, resulting in findings that are presented in generalized fashion. In contrast, modernist perspectives focus on the organization as an independent objective entity and take a positive approach to generating knowledge. The symbolic-interpretive perspective focuses on the organization as a community sustained by human relationships and uses predominantly subjective ontology and an interpretive epistemology. In general, the symbolic perspective expands the boundaries of consideration for modernists (e. g. waste is not considered waste, if it is resold), while the postmodernist perspective forces on the modernist to consider injustices within this framework (e. . Corporate Social Responsibility). Also, the symbolic interpretive perspective can reveal the fragile state of an organization; and if it is depending on its employees to survive. It can be said quite literally, that employees can make or break a company according to Drago (1999). According to Esade and McKelvey (2010) Postmodernism, a movement that emerged in the late 1960s to challenge the bas ic tends of modernism and its epistemological assumption. Esade and McKelvey (2010) suggest that OT has been pulled in opposite directions by modernist and postmodernist ontologisms. Organizational scholars, are caught between the two conflicting bases of legitimacy with little overall consensus on what constitutes valid truth claims. Hardy and Palmer (1999) indicate that postmodern approaches are relatively new to management and OT brings a number of challenges for management. Postmodernism is presented with a degree of debate, disagreement, and emotion rarely found in the usually more phlegmatic world of organization and lack the traditional characteristics of organizations. The complexity and the dynamics of organization structure plays an important role in the understanding how businesses operate in today’s culture. Organizational social structure is considered the relatively stable pattern of social behavior within organizations that constrain and enable individual action, (Hatch (with Cunliffe), 2006). Considering Hatch’s (with Cunliffe) (2006), definition of organizations states that there are several meanings. Organizations can be social, technology, cultural, and physical structures that are all a part of the organizational environment. These perspectives contribute to control, conflict, decision-making, power, politics, and change; and are also concepts used to define the science of (OT). Organizations operate in complex, uncertain, and often contradictory situations. According to Tsoukas and Knudsen (2005), concepts from OT have been discussed for the past 150 years, post industrial revolution and new concepts have a direct and indirect impact on the environment in how organizations operate today. People in organizations are self-directing and self-designing. As they form cliques and speak the same lingo to share information and solve problems; organizations can also be viewed as a community of practices (Lave Wenger, 1991). Hatch (with Cunliffe) (2006), contends that due to the complexity and pluralism of organizations, managers who make sense of and use multiple perspectives are more equipped to use their knowledge of OT to analyze, make decisions and plans for their organization’s daily activities. Cui, Tamma, and Bellifemine (1999) confirms in a competitive business market, large organizations have developed ontology management practices in order respond quickly to market opportunities. Hatch (with Cunliffe) (2006) suggest that each perspective: modernism, symbolic-interpretive and postmodernism makes distinctive contributions to OT. Integrating these perspectives into organizational structures and the effects of ontology and epistemology assumptions are equally important. Developing an understanding of OT, and how to theorize, and understand how these different perspectives will influence and shape the realities that exist within an organization. Sutkowski (2010) contends that the paradigm of management epistemology is based on functional and interpretative assumptions. Many ideas regarding corporate culture, management human resources management, and management processes or managing changes are based on epistemological assumptions of the symbolic interpretative approach. The symbolic-interpretative perspective is a competitive cognitive approach related to a functional-systemic concept that can be described as interpretative, symbolic or qualitative. Symbolic-interpretative perspective is a competitive cognitive approach in relation to the functional-systemic concept described as interpretative, symbolic, or qualitative. According to Hatch (with Cunliffe) (2006) the basis of interpretative epistemology is assumption of constructional and convention social reality of an organization. Drago (1999) indicates that organizational stakeholders, individuals, and groups have the ability to influence decision-making in an organization. Stakeholders play an important role in determining the direction, goals and strategies that organization adopts. Hatch (with Cunliffe) (2006) suggest that it is important to understand the differences in the application of each perspective and grasp knowledge of the concepts and theories that provide distinctive thinking tools needed to analyze various situations, and decisions that are made within a business environment. Burns, Cooper and West (2003) suggest that organizational learning is the new paradigm for managing organizations. This interest in and promotion of organizational learning, especially in the business world, stemmed from two major concerns: the rapid changing nature of the world in which we live in; and the increasingly competitive environment in which firms operate. Hatch (with Cunliffe) (2006) contends that the best theories are those that as employees and stakeholders have found or invented to match their personal experiences that exist in the business world. The challenge is to learn the theories of organizations and organizing what others have developed to evaluate the skills needed to broaden an appreciation for the possibilities that exist within the organization. The modernist perspective focuses on the independent objectivity of an organization and takes a positive approach to generating knowledge, increase efficiency, effectiveness as it relates to structure and control. Esade and McKelvey (2010) interpretation of integrating modernist and postmodernist perspectives in an organization contends that modernist aim for reliable in knowledge. In doing so, modernist often impose oversimplified interpretations of data that may obscure the effects of power and bias. In summary, modernism advances knowledge when phenomena are independent of each other or can be made so to control the experience. Both modernists and postmodernists aim for reliable knowledge while holding competing ontologies, they usually result in opposite ends. Esade and McKelvey (2010) conclude that as organizational scholars, opinions are often conflicting based on legitimacy, with little overall consensus on what constitutes valid truth. In comparing and contrasting the three theoretical perspectives Hatch (with Cunliffe) (2006), opinion for instance indicates that modernists consider objectivity and scientific finding as most crucial and that subjectivity undermines scientific rigor, whereas, symbolic-interpretive consider context and subjectivity as most important are factual. Post modernists usually are open to philosophies, which rarely support one particular view. Modernists typically believe that subjectivity understands bias, and bias is precisely what science seeks to eradicate in pursuit of the rational ideals of modernism. The need to understand the differences in application of each perspective is needed to evaluate the results and outcome of methods used in the organization. Tsoukas and Knudsen (2005) suggest that modernist perspective implies the importance of generalization of concepts and categories as they relate to the particulars of experiences that occur within organizations. As a consequence, visible end-states and outcomes are elevated over processes of change. According only the basic epistemological assumptions that provide inspiration, precision, and accuracy as these concepts represent and explain the social phenomena of organizations. Integrating modernist and postmodernist perspective approaches are used to evaluate the management style, and culture, as organizations define specific concepts that set them apart from other organizations in their industry, Cui, Tamma, and Bellifemine (1999), states that ontology has been studied by many projects both in academia and industry. Most of these projects provide some level of ontology development support. The need to understand the differences in application of each perspective is needed to evaluate the results and outcome of methods used in the organization. To analyze the methodological differences between the two theoretical approaches, epistemological, and ontological, Jenz (2003) suggest defines core business process management ontology is applicable in industries and organizations around the globe. Jenz (2003) defines basic concepts that can be found and needed in every organization regardless of industry, such as resource, organization, resource, organization unit, role, business process, and business rule are components of all organizations. While Cui, Tamma and Bellifemine 1999) contend that ontologies are considered as a vehicle to make the meanings of terms explicit so that information can be shared with minimal misunderstanding. Identifying the effects of the three perspective and the assumptions within the management of an organization can enhance the overall quality of an organization. Barker and Mone (1998) contend that failure to identify these changes within an organization will result in less than favorable results. Barker and Mone (1998) suggest as changes occur within organizations during turnaround phase will result in different outcomes. As an organization changes from management perspective to another, and how that change is managed within the organization will affect organization is different ways. Based on Barker and Mone (1998) research declining organization often experience mechanistic structural changes that centralize authority, increase reliance on formalized procedures, and reduce the flow of information from top management down to employees. As these changes occur, the need to change from one theoretical perspective to another can be a challenge. When these changes are ignored, the end result reduces the organizations capability to make innovative organizational decisions that could result in demise to the organization. Barker and Mone (1998) contend that when changes occur with the corporate structure such as acquisition, and or acquiring other entities from other organization, harvesting or liquidating internal controls, changing priorities, and traditional, all require evaluating the perspective of the organization. Barker and Mone (1998) conclude that during change the symbolic interpretive perspective reveals just how fragile an organization can become; and dependent on its employees for survival. Employees can make or break a company. Hatch (with Cunliffe) (2006), presents two types of management systems introduced by Burns and Stalker; mechanistic and organic. These management systems are used to define the stability or instability of an environment. According to Burns and Stalker, during stable environments, mechanistic organizations outperform organic organizations, while unstable environments organic organizations tend to be more successful. Due to the complexity of some organization in terms of horizontal and vertical management structure, the greater the need to communication effectively, especially during phases of integration according to Hatch (with Cunliffe), (2006). In summary, the study of OT is one of the most useful sciences that involve theories that encompass the study of organization from multiple viewpoints, methods, and level of analysis. The interpretations of theoretical perspectives are not cast in stone, they are ways to think, and stimulate different thoughts (Hatch (with Cunliffe), 2006). Each perspective has a different approach concerning the structure, culture or even the technology, which applied to the social structure of an organization. If left unchecked, the results may be detrimental to the stakeholders, managers, and employees. Managers can approach problems within an organization to assist them in creating more possibilities for designing and managing their organizations, to include a better understanding of organizational social structures that lead to effective decision making capabilities. This research has been presented as an attempt to define and explain how multiple perspective approaches (modernist, symbolic interpretive, post-modernist) assist in achieving a more comprehensive understanding of complex organizational phenomena. References Barker, V. L. , Mone, M. A. (1998). The Mechanistic structure shift and strategic reorientation in declining firms attempting turnover. Human Relations. Vol. 51. No. 10. Retrieved July 25, 2011, from the AB/Inform Global Database. Burns, B. , Cooper, C. West, P. (2003). Organizational learning: the new management paradigm? Management Decision. Vol. 41. Pg. 452. Retrieved July 25, 2011, from the AB/Inform Global Database. Cui, Z. , Tamma, A. M. , Bellifemine, F. (Oct. 1999). Ontology management in enterprises. BT Technology Journal. Vol. 17, No. 4. Pages 98-107. Retrieved July 25, 2011, from the AB/Inform Global (ProQuest) Database. Drago, W. A. , (1999). Stakeholder Influence and Environmental Sector Volatility. Management Res earch Review. Vol. 22. No. 4. Retrieved August 2, 2011, from the AB/Inform Global Database. Esade, M. B. , McKelvey, B. (2010). Integrating modernist and postmodernist perspectives on organizations: A complexity science bridge. Vol. 35. No. 3. Pgs. 415-433. Academy of Management Review. Retrieved August 2, 2011, from the AB/Inform Global Database. Hatch, M. J. (with Cunliffe, A. L. ). (2006). Organization theory: Modern, symbolic, and postmodern perspectives (2nd ed. ). Oxford, UK: Oxford University Press. Jenz, D. E. (2003). Strategic White Paper – Ontology-Based Business Process Management. Retrieved July 25, 2011, from the AB/Inform Global (ProQuest) Database. Sutkowski, L. , (March, 2010). Two paradigms of management epistemology. Journal of Intercultural Management. Vol. 2, No. 1, pp. 109–119. Retrieved July 25, 2011, from the AB/Inform Global (ProQuest) Database. Tsoukas, H. , Knudsen, C. (Eds. ). (2005). The Oxford handbook of organization theory: Meta-theoretical perspectives. Oxford, UK: Oxford University Press.

The Birth of Computer Programming essays

The Birth of Computer Programming essays In a world of men, for men, and made by men, there were a lucky few women who could stand up and be noticed. In the early nineteenth century, Lovelace Augusta Byron King, Countess of Lovelace, made her mark among the world of men that has influenced even todays world. She was the Enchantress of Numbers and the Mother of Computer Programming. The world of computers began with the futuristic knowledge of one Charles Babbage and one Lady Lovelace, who appeared to know more about Babbages Analytical Engine than he himself knew. At the time of Lovelaces discoveries, women were only just beginning to take part in the scientific world, and her love of mathematics drove her straight into the world of men. Her upbringing, her search for more knowledge, her love of mathematics, and her inherited writing abilities brought to life what we know today as computer programming or computer science. Lovelace Augusta Byron was born to the famous British poet George Gordon Byron (Lord Byron), and Anne Isabella Milbanke on December 10, 1815. Her parents marriage lasted the short time of one year, and one month after Lovelace was born, Lord Byron left. From that point in time until her death, Lovelaces life was governed by her domineering mother. As a child, Lovelaces tutors and governesses were all instructed to teach her the discipline of mathematics and music in such a way that Lovelace would never find the love of writing that her father possessed. For fear that Lovelace would develop the same mood swings and torments that her father had, Lovelace was not allowed to really read her fathers poetry. There were claims that Annabella, as her mother was called, kept Lord Byrons poetry in a case that Lovelace could access at anytime. She was even encouraged to read the poetry later on in life, but the discipline, as Annabella called it, of mathematics had ...

10 Fascinating Facts About Crickets

10 Fascinating Facts About Crickets True crickets  ­(family Gryllidae) are probably best known for their incessant chirping on late summer evenings. Most people can recognize a house or field cricket, but how much do you know about these familiar insects? Here are 10 fascinating facts about crickets: Close Cousins of Katydids Crickets belong to the order Orthoptera, which includes grasshoppers, locusts, and katydids. While all these insects share traits with crickets, katydids are their closest cousins. Crickets and katydids feature long antennae and ovipositors (tubular organs through which they deposit eggs), are nocturnal and omnivorous, and use similar methods to make music. Masterful Musicians Crickets sing an impressive variety of songs, each with its own purpose. A males calling song invites receptive females to come closer. He then serenades the female with his courtship song. If she accepts him as a mate, he might sing a song to announce their partnership. Male crickets also sing rivalry songs to defend their territories from competitors. Each cricket species produces a signature call, with a unique volume and pitch. Rubbing Wings Makes Music Crickets produce sound by stridulating, or rubbing body parts together. The male cricket has a vein at the base of his forewings that acts as a file or scraper. To sing, he pulls this ridged vein against the upper surface of the opposite wing, causing a vibration amplified by the thin membrane of the wing. Ears on Front Legs Male and female crickets have auditory organs on their lower forelegs, oval indentations called tympanal organs. These tiny membranes are stretched over small air spaces in the forelegs. Sound reaching the cricket causes these membranes to vibrate. The vibrations are sensed by a receptor called a chordotonal organ, which turns the sound into a nerve impulse so the cricket can make sense of what it hears. Acute Hearing Because the crickets tympanal organs are so sensitive to vibrations, its remarkably difficult to sneak up on a cricket without it hearing you coming. Have you ever heard a cricket chirping and tried to find it? Every time you walk in the direction of the crickets song, it stops singing. Since the cricket has ears on its legs, it can detect the slightest vibration created by your footsteps. The best way for a cricket to avoid predators is to stay quiet. Chirping Can Be Hazardous Although a crickets keen sense of hearing can protect it from larger predators, its no protection against the sly, silent parasitic fly. Some parasitic flies have learned to listen for a crickets song to locate it. As the cricket chirps, the fly follows the sound until it finds the unsuspecting male. Parasitic flies deposit their eggs on the cricket; when the larvae hatch, they ultimately kill their host. Counting Chirps Reveals Temperature Amos E. Dolbear, a Tufts University  professor, first documented a relationship between the rate of a crickets chirps and the ambient air temperature. In 1897, he published a mathematical equation, called Dolbears Law, that enables you to calculate the air temperature by counting the number of cricket chirps you hear in a minute. Since then, other scientists have improved on Dolbears work by devising equations for different cricket species. Edible and Nutritious Much of the worlds population eats insects as part of their everyday diet, but entomophagy, as the practice is known, isnt accepted as readily in the U.S. But products such as cricket flour have made eating insects more palatable to those who cant bear to chomp on a whole bug. Crickets are high in protein and calcium. Every 100 grams of crickets you consume provides almost 13 grams of protein and 76 milligrams of calcium. Revered in China For more than two millennia, the Chinese have been in love with crickets. Visit a Beijing market and youll find prize specimens fetching high prices. In recent decades, the Chinese have revived their ancient sport of cricket fighting. Owners of fighting  crickets  feed their prizefighters precise meals of ground worms and other nutritious grub. Crickets are also prized for their voices. Cricket singing  in the home is a sign of good luck and potential wealth. So cherished are these songsters that they are often displayed in the home in beautiful cages made from bamboo. Breeding Is Big Business Thanks to the demand created by owners and breeders of reptiles, which eat crickets, cricket-breeding is a multimillion-dollar business in the U.S. Large-scale breeders raise as many as 50 million crickets at a time in warehouse-size facilities. The common house cricket, Acheta domesticus, is raised commercially for the pet trade. In recent years, a deadly disease known as cricket paralysis virus has devastated the industry. Crickets infected with the virus as nymphs gradually become paralyzed as adults, flipping onto their backs and dying. Half the major cricket breeding farms in the U.S. went out of business because of the virus after losing millions of crickets to the disease. Sources Crickets and Temperature, University of Nebraska-Lincoln Department of Entomology. Cranshaw, Whitney and Redak, Richard. Bugs Rule! An Introduction to the World of Insects.Elliott, Lang and Hershberger, Wil. The Songs of Insects.Evans, Arthur V. Field Guide to Insects and Spiders of North America.Frequently Asked Questions, Insectsarefood.com.The Cricket Paralysis Virus (C.P.V.), Cricket-Breeding.com.Ballenger, Joe. Cricket Virus Leads to Illegal Importation of Foreign Species for Pet Food, Entomology Today.

Importance of education Research Paper Example | Topics and Well Written Essays - 750 words

Importance of education - Research Paper Example According to Dewey, â€Å"all the differences between peoples and between classes and persons among the same people were said to be due to differences of training, of exercise, and practice (81).† This is the reason he stressed that the essential identity of mind â€Å"means the essential equality of all and the possibility of bringing them all to the same level (81)† While there are flaws to this reasoning because of the practical unlimited power and exclusivity ascribed to it as an equalizer, it underscores the point that education provides dignity to man because it empowers him in the areas of discernment, judgment, memory, and skill, among other intellectual activities. Education, here, provides the foundation and the resources for man to develop to his utmost potential. This is best illustrated by the analogy of Murray and Bentley (1827) when they said that the human soul is akin to a marble in a quarry without education: â€Å"Education, after the same manner, wh en it works upon a noble mind, draws out every latent virtue and perfection (40)† On a more pragmatic front, education is credited to allow people economic success. Although getting an education by itself does not guarantee financial rewards, the growing complexity of tasks in manufacturing and other industries may have become a more important element in determining the career and earnings paths of individuals† in the modern world (Levy and Michel 109). One can probably see this in the more contemporary experience wherein the more educated sector are less likely to feel the brunt and pressures of the lackluster economic performance in America and elsewhere. â€Å"It is the less educated young who will see the greatest declines in their economic status as a result of these [economic] trends (109)† Education provides the tools, resources and a little, too, of prestige that allows to be the preferred individuals to play the roles in the economic

Origin and Development of Pop Art Essay Example | Topics and Well Written Essays - 750 words

Origin and Development of Pop Art - Essay Example Before the movement, people never thought that art was something that anyone could do. The movement, therefore, brought about a revolution in the West and the western culture went pop crazy within a few years. This work gave birth to realism in pop art. Hamilton developed his art from commercial art sources. This was a time when the influences of advertising and mass communication was setting an important stage in America there were numerous television stations and newspapers that were being published daily. In addition, movies and plays theatres were open at any hour of the day or night, and this served to encourage artists during the 1950s. Besides the visual arts, the Pop Art movement, from 1960s incorporated pop music, mainly rock and roll music. The initiation of this era was a result of the attempt of the US artists to borrow from blues to create a musical style that was impressive to the new movement and its related generation. In the 60s and 70s, the Pop Art development was faced by opposition from the community who found the rebellion of the teenagers as negative to the social structures. However, the gains by the music entrepreneurs and the artists’ promoters made the movement even more strong to the extent that it became relatively acceptable. However, it was still associated with the young and revolt generation that was out to gain independence from the family. This is due to the complete originality and freedom of innovation that has characterized the culture.

Advantages and Disadvantages of Info Tech Essay Example for Free

Advantages and Disadvantages of Info Tech Essay 1.more time: I.T has made it possible for businesses to be open 24/7 all over the globe, making purchases from different countries easier and more convenient.it also means that u can have goods delivered right to your doorstep with having to move a single muscle. 2.bridging the cultural gap: I.T has helped bridge the cultural gap by helping people from different cultures to communicate with one another, and allow the exchange of views and ideas.increasing the awareness and reducing prejudice. 3.communication:communication has become cheaper,quicker and more efficient. we can contact anyone in the word simply by sending them and email or using one of the social networks for almost an instantaneous response.the internet has opened up face to face direct communication from different parts of the world by video conferencing. disadvantages 1.unemployment: while I.T may have streamlined the business process it has also created job redundancies, downsizing and outsourcing. this means all the middle class jobs have been gotten rid of causing more people to loose their jobs 2.lack of job security: industry experts believe that the internet has made job security a big issue since technology keeps on changing everyday. this means that one has to be in a constant learning mode if he or she wishes to keep their job secure. 3.privacy: though I.T has made communication cheaper,faster and more convenient, it has also brought along some privacy issues.(eg. email hacking) people are now worried about their once private information  becoming puplic knowledge.

Mindful Destruction of Order in Shakespeares Othello Essay -- Shakespe

A delicate balance of chaos and order exists in our lives; the balance maintains itself by the very acts of human nature. In the drama Othello, the battle between good and evil creates the basic root of human nature as a whole. While at first, order exists in the lives of the Othello and Iago, through dramatic events and manipulation, the balance becomes unstable and starts to shift into chaos. Once the chaos has started, it continues a chain that continues along until the very end where the balance finally restores itself as it would in human nature. Through the inter and intra personal dialogue between Othello and Iago, a certain image of the character becomes developed because of the continued additions and changes to the character’s situation. Seen as the stronger of the two, Othello holds less intelligence in common matters. Iago’s character shapes out to as more of cunning and strong-headed. Shakespeare uses the characters to effectively reaffirm the basic traits of human nature and show how the traits coincide with the theory of order and chaos. Thorough the use of extensive characterization in this drama, along with artful diction, the development of Othello and Iago, represents a view of humans and their lives along with the all too classic good and evil. Iago represents evil at the most simplistic level. Of the many traits Iago has ascertained many represent the hatred and jealousy that he has for the people he manipulates, â€Å"But for my sport and profit. I hate the Moor...[he] is of a free and open nature. That thinks men honest that but seem to be so. And will as tenderly be led by th’ nose. As asses are,† (1.3. 377-393). Iago knows that Othello has a trusting nature with most men who appear honest, he knows he has th... ...hat exactly happens between the point of believing and realizing the truth. From the play, one grasps an understanding of the crucial need to think and look at the facts in life before acting on an impulse. It also shows that chaos will always exist no matter what, but if we do not understand it, we cannot make embrace it. Through Othello’s lesson, we learn that the truth can always remained covered up and not represented entirely, and therefore it becomes our own responsibility to take the lead and grasp the understanding of things. Works Cited Arp, Thomas. "William Shakespeare's Othello the Moor of Venice" Instructor's Manual to accompany Perrine's literature. 7th edtion. San Antonio : HB, 1998. Print. Carlson, Marvin. â€Å"Othello in Vienna†, Othello. Signet Classics. New York, 1998. Pages (214-215) Shakespeare, William, Othello. Signet Classics. New York, 1998

Discuss the Extent to Which the Hong Kong Legal System

1. Introduction Hong Kong is an exceptional region: a previous British-ruled colony constituted of a majority of Chinese and now a special administrative region on the Chinese soil practising â€Å"One Country, Two System†. Despite the transfer of sovereignty, Hong Kong continues to enjoy a relatively competitive economy and stable environment as compared with other regions in East Asia. It was not until recently that that the discussion over protection of minorities rights[1] attracted more public concern within the territory. So what is it hiding behind the veil of the apparent prosperity in the society?What and who are being ignored by the general public or the â€Å"majority† in the society? This article is going to discuss some aspects whether the rights of minorities are being sufficiently protected by the public institutions and the provisions of legislations and conclude with suggestions to secure minority rights in Hong Kong. 2. History When the British took ov er Hong Kong in 1840s, it brought in the  Brigade of Gurkhas. Western investors as well as people from regional countries migrated since then because of the stability in Hong Kong, which eventually developed into a hub where East meets West[2].Blending incoming ideas from the West into the traditional ideas from China, the product is a society interwoven with peoples of different traditions and beliefs towards a certain issues, for instance, customs, religions and, more controversially, sexual orientation. Despite the establishment of Legal Aid Department, Equal Opportunities Commission and other social institutions, there exist reported cases of discrimination against the minority groups in work and at school, in public and private sectors, let alone many more unreported.Are the minority being well protected? 3. Performance of the Protection of the Minority There are different bodies in Hong Kong that are devoted to protecting the rights of the minority groups. International Huma n Rights Regimes and Basic Law list out what rights are to be protected; other local Legislations deliver obligations of people not to discriminate against others; public and social institutions take a more active role in making Hong Kong a city which do not tolerate discrimination[3]. 1. International Human Rights RegimeDifferent Human Rights Regimes such as the International Covenant on Civil and Political Rights (â€Å"ICCPR†), the International Covenant on Economic, Social and Cultural Rights (â€Å"ICESCR†) as applied in Hong Kong shall remain in force. Others like the Covenant on the Elimination of All Forms of Discrimination Against Women (â€Å"CEDAW†) is also binding on Hong Kong. 1. The ICCPR The ICCPR guarantees some basic civil and political rights. There are provisions that especially protect the minorities such as ethnic and sexual minorities from being discriminated against.It recognizes the state's duty to guarantee the rights protected by the IC CPR without distinction of any kind[4]. It guarantees the equality of all persons before the law and equal protection of the law against discrimination on various grounds[5] and the rights enjoyed by minorities shall not be denied[6]. 2. The ICESCR The ICESCR recognizes economic, social and cultural rights enjoyed by every human beings. For instance it guarantees the rights of everyone to education[7], so discrimination on grounds like race nor sex on admission policy of schools is to be prohibited. 3.The CEDAW The CEDAW promotes equality between men and women. The Government of Hong Kong submitted periodic reports under CEDAW to detail the protective measures to women in Hong Kong. A Women's Commission is also set up to deal with interest of women in society. The society has quite successfully observe these international treaties and by enforcing these provisions in the treaties, Hong Kong fulfils its duty as required by the treaties to recognize the rights of women, ethnic and sex ual minorities and to eliminate discrimination on grounds of sex, races and other status. . The Basic Law The Basic Law brings into force the rights guaranteed by the Joint Declaration. It also implements provisions of the ICCPR and ICESCR through Article 39. It guarantees rights for some minorities, for instance, rights of the indigenous inhabitants of the New Territories[8]. The supremacy of Basic Law and its ability to override other laws in Hong Kong that are inconsistent with it[9] assure the minority groups that they would not be deprived of their basic rights.The case Secretary for Justice v Yau Yuk Lung Zigo and Another[10] demonstrated the supremacy of the Basic Law: the law that contravenes the provision of rights (of the homosexual in this case) guaranteed by the Basic Law would be declared unconstitutional. The Basic Law has shown an unequivocal intention to protect rights of every residents including the minority of course. 3. Local Legislation The Bill of Rights Ordina nce (â€Å"BOR†) Enacted since the Tiananmen Square Incident, BOR incorporates the ICCPR to strengthen the regime of rights.The BOR also brought about legal reform where laws are revised to ensure compatibility with BOR. Anti-discrimination Ordinances Legislator Anna Wu introduced the Equal Opportunities Bill[11] (â€Å"EOB†) in 1994 but Governor Chris Patten declined to give permission to it. Instead the Sex Discrimination Ordinance (â€Å"SDO†), Disability Discrimination Ordinance and later Family Status Discrimination Ordinance and Racial Discrimination Ordinance are introduced by the government. These anti-discrimination laws are mainly to prohibit discrimination on respective grounds. 4. Public Institutions 1.Legal Aid Department (â€Å"LAD†) Although the LAD is not devoted to eliminating discrimination in the society, it assists parties being discriminated against to seek for justice provided that the party is qualified for legal aid. That said LAD also protects minority rights in the sense that it helps minorities who cannot afford to bring a legal action when they need to. Through implementing the Ordinary Legal Aid Scheme and Supplementary Legal Aid Scheme, LAD caters the needs for minority groups which have different financial resources[12] and sustains the people's rights to access to Court. . Equal Opportunities Commission (â€Å"EOC†)[13] Although the EOC is an institution delegated to promote equality and empowered by law to take action against those discriminate against others, it has taken a limited role in that sense[14]. The EOC has taken legal action, by means of representation, appearing as amicus, starting a litigation in just about half of the claims under the anti-discrimination laws[15]. As a result many claimants who cannot afford the legal costs thus cannot seek for equality and justice.Even where the claimant first tries conciliation but fails to resolve the dispute, there is no warranty that they w ould get legal assistance from the EOC. This makes it possible for the respondent, who is usually a bigger enterprise or a more powerful body than the claimant, to reach a settlement under duress outside the court with the complaint to prevent the publication of the dispute in the course of litigation. Also the EOC would not disclose the information of the claims such as the identity of the parties and the outcome.The perpetrators might continue their wrongful conduct as they are not reported nor publicized. On the other hand, the EOC has adopted a restricted role in eliminating sexual orientation discrimination. Such cases are not unheard of and persistently exist[16]. Chairman of EOC responded but merely explained that the existing anti-discrimination laws do not pertain to discrimination on the grounds of sexual orientation discrimination. But the Korean Human Rights Commission (â€Å"KHRC†) has taken a far more active approach than the EOC, urging the Korean Government to pass legislation on this nature.The EOC should have considered the approach of KHRC and revised its own policy if not directly copy what KHRC has done. 5. Common Law model As Hong Kong practises a common law system, the cases concerning discrimination against minority groups become precedent for and are binding on later cases. The following are a few examples of how discrimination against minorities rights is treated in Courts of Hong Kong. 1. Secretary for Justice v Yau Yuk Lung Zigo and Another[17]. Homosexual buggery committed otherwise than in private has been criminalized by the Crime Ordinance under Section 118F[18], at least before his case. The relevant section (s. 118F) was held unconstitutional by the Court of Final Appeal in this case on the ground that it constitutes violations to both Article  25 of the Basic Law and Article  22 of BOR[19]. The outcome of this case reasserts the equality of all Hong Kong residents before the Law. 2. Secretary for Justice and Others v Chan Wah and Others[20] In this case, it is held that the exclusion of non-indigenous residents and women from voting and participating an election is discriminatory and violates the BOR and SDO[21].This case has also reminded the public that the society of Hong Kong endeavours to eliminate discrimination even in customary and traditional practices. 3. EOC v Director of Education[22] In this case, the operation of Secondary School Places Allocation System is held to be amounted to discrimination against certain pupils by sex under Section 5(1) of the SDO. This case demonstrates the principle of substantive equality that should be achieved in Hong Kong. 4. W v. Registrar of Marriages[23] In this case, it is held that transsexuals could not marry a person of the same biological sex.I would agree that the judgment is not discriminatory because not all differential treatments constitute discrimination. Only those without a justifiable aim or those whose aim does not justify its means constitute a discrimination[24]. When there is no indication on whether the society is ready to genuinely accept the transsexuals, it is reasonable and justifiable to adopt a conservative approach. The first three cases showed the determination of the society, especially the Courts, in striving to eliminate discrimination within the territory, although the determination might be weak at times.But with these cases as precedents, equality would more likely be done in the fields where the precedents are concerned. 4. Conclusion Despite occasional inability of the EOC to cope with the discriminatory cases; despite cases where discrimination against others persists; despite voicing concerns over issues relating to same-sex relationships and rights to education, Hong Kong's legal system has fulfilled its basic duty to secure minority rights in Hong Kong.We can see that International Human Rights Regimes remain in force; legislations are introduced to prohibit discrimination based on the grounds of sex, race, colour or other status; public institutions are set up to transform Hong Kong into a society which preserves equality. All these has demonstrated the efforts of the Government, the public institutions and the Public in protecting minority rights. But facing claims to further protect the minorities, the fundamental way with a view to building Hong Kong into a society where minority would be well-respected is to resort to education.Only by correcting the mindset of people can minority rights be fully protected. ———————– [1] Puja Kapai argued in her article that to be committed to equality within the society, same-sex marriage shall be included in the purview of the Domestic Violence Ordinance. See The Same Difference: Protecting Same-Sex Couples Under The Domestic Violence Ordinance, (2009) 4(1) Asian Journal of Comparative Law, Article 9, pp. 237-269. Kelley Loper suggested in her article that it is necessa ry to have legal reform in order to ensure inclusive education and substantive equality.See Equality and inclusion in education for persons with disabilities: Article 24 of the convention on the rights of persons with disabilities and its implementation in Hong Kong, Hong Kong Law Journal, 2010, v. 40 n. 2, p. 419-447 [2] Non-Chinese citizens constitute more than 8 percent of the Hong Kong's population. See http://www. nationsencyclopedia. com/economies/Asia-and-the-Pacific/Hong-Kong. html [3] Puja Kapai, â€Å"The Hong Kong Equal Opportunity Commission: Calling for a New Avatar† (2009)HKLJ P. 40 [4] Article 2(1), ICCPR [5] Article 26, ICCPR. It guarantees effective protection against discrimination on any ground such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. [6] Article 27, ICCPR [7] Article 13, ICESCR [8] Article 40, Basic Law [9] Article 11, Basic Law [10] (2007) 10 HKCFAR 335, dated 17 July 2007 [11] The EOB sought to prohibit discrimination on grounds like sex, race, disability, age and sexuality. 12] The Supplementary Legal Aid Scheme provides legal assistance to the â€Å"sandwich class† whose financial resources exceed HK$260,000 (the upper limit allowed under the Ordinary Legal Aid Scheme) but not HK$1,300,000. [13] The EOC is an independent body which promotes rights and eliminates discrimination of citizens under the anti-discrimination laws in Hong Kong, receives and looks into complaints from the society and helps to conciliate to resolve disputes and provides legal assistance to complaints in need when the dispute cannot be resolved by conciliation. 14] For those who seek for legal assistance in their cases, over half of the requests are turned down by the EOC. See Kapai, P â€Å"Calling for a New Avatar† (n 3 above) P. 343 [15] Kapai, P â€Å"Calling for a New Avatar† (n 3 above) P. 342 [16] Such as the turning away of homosexual c ouples in love motels, Criminalizing homosexual buggery. See Kapai, P â€Å"Calling for a New Avatar† (n 3 above) P. 350 [17] See Yau Yuk Lung, (n 10 above) 18] Section 118F of the Crime Ordinance states that † A man who commits buggery with another man otherwise than in private shall be guilty of an offence† [19] Art 22 of BOR provides that â€Å"the law shall †¦ guarantee to all persons †¦ effective protection against discrimination on any ground such as †¦ sex, †¦ or other status. † Chief Justice Li held that sexual orientation is within the phrase â€Å"other status†. [20] [2000] 4 HKC 429, dated 22 December 2000 [21] Against Art. 21 and 26 of the BOR and s. 35 of SDO [22] [2001] 2 HKLRD 690, dated 22 June 2001 [23] [2010] HKCFI 55 [24] See The  Belgian Linguistic case (No 2)  (1968)  1 EHRR 252

Belief Systems Essay

Belief systems and philosophies have greatly affected the people and societies where they are practiced. They give guidelines on how to live their lives and affect every aspect of their cultures. Two such belief systems and philosophies are Hinduism and Confucianism. Hinduism is a religion with no founder. The people who practice this religion believe in moksha and reincarnation. Moksha is the freedom from earthly desires and a complete understanding of the world. Reincarnation is the belief that people are reborn over and over again until achieving moksha. Whether or not they are born into a good life depends on their previous life’s karma (good or bad deeds). In Hinduism, they also have a caste system. It divides people into four social classes and hardly gives any social mobility at all. People are decided which class they belong to at birth. For example, if a child is born into a family of slaves, that child will be a slave for the rest of his life. Confucianism is a philosophy started by Confucius in China. In Confucianism, the people valued education and believed in filial piety, the respect for elders. They also believed in the spirits of ancestors and created the famous quote, â€Å"do not do unto others, what you would not want them to do unto you.† Hinduism and Confucianism greatly affected the people and societies they were practiced in. In Hinduism, because of the belief in reincarnation and karma, people avoided doing bad deeds. Those who achieved moksha gained a complete understanding of the world and got rid of their desires. However, the caste systems also introduced discrimination. People of different classes were treated differently. In Confucianism, it brought a sophisticated education system and people respected their elders. It also affected the roles of family members. For example, the oldest males were always considered the head the family. Therefore, it is evident that these belief systems had a tremendous impact upon the social standing and family relationships of the societies that practiced them. There are many diverse religions and philosophies that exist around the world. Many of these belief systems have deeply affected both the people and societies where they’re practiced. Two examples of these religions are Buddhism and Hinduism. Hinduism is believed to have been the oldest religion that still exists to this day. There is currently no known founder. It’s a polytheistic religion that has many major beliefs, such as reincarnation and karma. According to Hindi beliefs, what a person does in a lifetime affects what place in society that person will be in his or her next life. The many gods that Hindus believe in are all the faces and personalities of one god. Moksha is a worldly understanding that Hindus strive to attain. However, it’s believed to occur over many lifetimes, and is achieved through reincarnation, or rebirth. Buddhism is a polytheistic religion that is quite similar to Hinduism. It was founded by a man named Siddhartha Gautama, or the Buddha, the Enlightened one. Like Hindus, Buddhists believe in reincarnation and nirvana, a concept similar to moksha. They both deal with the concept of the understanding of life and the end of the cycle of reincarnation. While reaching Enlightenment, or wisdom, the Buddha founded the Four Noble Truths that state in order to achieve happiness and stop all suffering, one must give up all worldly attachments and desires by living a life of poverty. Unlike Hinduism, however, Buddhists reject the idea of the caste system, a division of social classes. Thus, the first followers of Buddhism were essentially people who were low socially, such as laborers and commoners. As Buddhism and Hinduism became harder and harder to follow, there were many changes made. Most Buddhists found it hard to give up all of their wants and desires. Two groups, the Theravada and Mahayana sects, were formed. The latter had provided salvation to all who followed it, and thus it became much more popular. The Theravada sect contained the people who followed the original teachings of the Buddha. In response to the rising popularity of Buddhism, Indian art was majorly affected. Sculptures of Buddha were common to see among merchants. As for Hinduism, despite the laws that forbid the isolation of people of lower class, the caste system still thrives in Indian society. In addition, a trend towards monotheism is currently occurring. In conclusion, the major religions of Buddhism and Hinduism have greatly affected the people and societies of the areas where they’re practiced. Belief systems and philosophies have deeply affected the world people and societies where they are practiced. Two such religions are Buddhism which started in India and Christianity which started in Rome. Buddhism was started by Siddhartha Gautama, also known as Buddha or the â€Å"enlightened one†. Buddhists believe in reincarnation, or re-birth after death. They thought that this was true for all living things; including animals. Buddhists also believe in giving up all self desires to help reach nirvana. This means that one cannot want anything and will then reach a state of perfect understanding and will become enlightened. The Buddhists followed the eight-fold path, or middle-way and the four noble truths. They believed that if you follow the four noble truths and the eight-fold path, you will be born again (reincarnation) and will reach nirvana. Lastly, they also believed in no social classes, so everyone was equal. This religion affected many people in many ways. It caused Buddhists to â€Å"be good† and follow the cold of law. The thought of no social classes also caused many people to convert to Buddhism causing the religion to spread as well as their ideas and practices. Another religion that greatly affected society is Christianity. All Christians believe that Jesus Christ was the only son of God and was born of the Virgin Mary. Also, he was sent to earth to spread the word of God and Christianity. Christians follow their code of law known as the 10 commandments. The 10 commandments tell one how to be a good Christian. Christians also their book the Bible and go to church every Sunday. Lastly, Christianity does not believe in any social classes. They believe that all people are created equal. Christianity provided a way of life, a close, loving, personal relationship with God, and eternal life after death (one goes to heaven; another belief). These three statements caused Christianity to spread and affect almost everyone in the world. Christianity is now the largest religion in the world. Christianity affected the world by spreading its ideas and influencing other religions. Many religions affected or still affect our world today. They may have affected people in their ideas, beliefs, practices, or even how they spread. If it wasn’t for all the different religions, our entire world would be different. Belief systems and philosophies have deeply affected the people and societies where they are practiced. Two such religions are Buddhism and Christianity. Beliefs Religious beliefs and practices have been around for a very long time, affecting societies and ways of life in positive ways. Two religions, that ironically both of their founders were raised to believe in other religions, that display this are Buddhism and Christianity. Starting with Buddhism, it was founded by Siddartha Gautama in India who was actually born Hindu. This is why Hinduism and Buddhism share a few common beliefs. One belief from Buddhism is the eightfold path. This is a guideline of how to live and act in daily life in order to achieve another belief, Nirvana. Nirvana is reached when you are released of all selfishness and worldly possessions. It is a state of understanding and happiness. They also, like Hinduism, believe in Karma which is what goes around comes around. Basically if you are bad it will come back at you. People who practice Buddhism are very peaceful and sometimes meditate. They live with harmony in hopes of achieving Nirvana and being reincarnated into a good next life. Like Buddhism, Christianity’s founder was not born Christian. The founder, Jesus Christ, was born Jewish in Israel. He is believed by all Christians to be the son of God. Christians are monotheistic, they believe in their one god, who is coincidentally named â€Å"God.† They believe in the 10 commandments, which, like the eightfold path, is a guideline for Christians to follow so the will go to the Golden Gate of Heaven. In Christianity, you must confess your sins so that you can be forgiven by God, because he forgives all. Christians live their lives doing good deeds, studying the Bible, and trying their best to follow the commandments. Christianity and Buddhism are actually similar; all religions are. Whether by guideline, language, place of origin, or beliefs they share in common goals. However, every single religion is alike in one way: they believe. Whether in one god or a hundred, they do believe and have faith that there is more than just this one life. Test Essay- Belief Systems Religions were and still are a major issue. Religion allows people to live better lives. It always affects the people or society in one way or another. Two of these major religions are Buddhism and Islam. Buddhism, founded by Siddhartha Guatama (Buddha) has many beliefs. One of them is the Four Noble Truths, which states that the reasons for pain and suffering in the world are people’s selfish desires. One must give up all desires, through the assistance of the Eightfold Path. By following the Eightfold Path, one can achieve nirvana, wisdom and union with the Creator. Some of the aspects are right conduct, views, and concentration. Buddhism rejects the caste system. They believe in reincarnation, life after death. Buddhism definitely affected people. It allows people to be happy, non-violent, and tolerant. Buddhism also created monks and nuns. These people must learn to beg so that they could learn humility. They must live a life of poverty, and can’t marry. Islam was founded by Muhammad. Muslims believe that Muhammad was the last prophet. Their major god and only god is Allah. They also believe in the Five Pillars. This includes complete faith and trust in Allah, fasting, praying five times a day, almsgiving, and pilgrimage to Mecca at least once in a lifetime. The Five Pillars can be compared to the Eightfold Path in the way it provides guidelines to achieve union with the Creator. Their holy book is the Quran, which gives them rules and regulations for moral conduct and behavior. Islam affects the people. Muslims must follow all Five Pillars to live right and go to heaven. They must follow the guidelines of the Quran. They must also celebrate Ramadan and fast. Religion is a major part of people’s lives. There are many different religions in the world today. Our religion basically makes us who we are. Belief systems and philosophies have deeply affected the people and societies where they are practiced. Buddhism and Judaism are only two of such belief systems that have made impacts on people. These religions not only affected the people in the religion, but their entire society. Buddhism was founded by Siddhartha Gautama- the Buddha. It is said that he had enlightenment and found out the cause of all suffering. This answer is called the Four Noble Truths. Essentially, Buddha said that the way to end all suffering is to detach from all selfish desires. The way to do this is to follow the Eight-Fold Path and the Middle Way – mid-way between self- denial and selfishness. This way, followers reach nirvana- a state of total understanding. People who follow Buddhism don’t recognize a caste system- so everyone is equal, unlike Hinduism- where Buddhism is derived from – which had people called â€Å"untouchables† who were considered unclean. Buddhism influenced the arts on the Silk Road Trade Routes. Statues of Buddha were placed along the roads and a lot of people learned about Buddhism while on these trade routes. Judaism was founded by Abraham- the father of the Hebrews. They are monotheistic and believe in God- Yahweh. It is written in the Torah- the Jews sacred scripture- that Yahweh directly spoke to Moses and gave a set of laws called the Ten Commandments, which are to guide the Jews to live a good life. Yahweh also established a covenant with his people, He would love and protect them and in return, they will follow his laws. Jews celebrated Passover to commemorate their freedom from slavery in Egypt and when God preserved their first born child. Jews, as a part of their laws, have to eat kosher foods. They can’t eat certain meats or mix certain foods together. Judaism was the first monotheistic religion to be established and laid the foundations for later monotheistic religions like Christianity and Islam. Judaism and Buddhism both had impacts on people and society in different ways. Either by laying foundations for future religions or being a place of relief for outcasts, they made a big impact. Belief Systems Throughout history, there have been many belief systems and philosophies. Some have died out, or become unpopular, such as many Greek polytheistic religions in the past. Others, such as Confucianism and Judaism, have lived on and affected the lives of many. Confucianism is a philosophy started by a wise teacher, Confucius, in China. By teaching his theories and ways, this philosophy came to conquer many people’s beliefs. Confucians believe greatly in familial respect, or the respect in families, especially for elders. Education was also greatly valued. They believed education and respect could greatly influence social order. With the social order gained, a strong government can be developed. Judaism, on the other hand, was a religion. It was said to be Abraham who started this religion. Jews believe in the concept of monotheism, or the belief in one God. In this case, their God is a loving god. Through their God, the Ten Commandments were given to them to follow. They based their ways of life on the Torah, in which concepts such as the Sabbath, and kosher foods, were also based on. These two belief systems had a strong worldwide hold on people. Confucianism became a major philosophy among many Asian countries, such as Taiwan and China. Great respect and education is still extremely important in daily life. There is even a Teacher’s Day to honor Confucius. Judaism also had a preserved effect on people. Judaism laid the first foundations for other religions, such as Christianity and Islam. They, too, believe in only one God. Unlike Confucianism, however, Judaism, Christianity, and Islam, are spread all throughout the world. Now, history has moved on. Many ideas, cultures, and religions have risen and fallen. The concepts of Confucianism and Judaism, on the other hand, are still spreading and affecting the lives of many.

The process of preparing and delivering our team’s presentation The WritePass Journal

The process of preparing and delivering our team’s presentation Abstract The process of preparing and delivering our team’s presentation ). It is highly likely for group members to present conflicting opinions, which also triggers rivalry and tension within the group. Whereas conflicts might be considered as being adverse towards attainment of the team’s objectives, constructive conflicts provide a chance for group members to select the appropriate options to pursue in addressing the task at hand (Fleishman et al., 2008; De Wit et al., 2012). This is the most critical stage in group development, and issues have to be resolved before moving to the next stage (Egolf Chester, 2013). Referring to the process of delivering our team’s presentation, some of the conflicts that arose included the theories to incorporate in the presentation or the sources to be used. For instance, I questioned why the group leader insisted on using books as our main sources, yet peer reviewed journals that were readily available in the college library database could also be used to compliment books. Other group members also quest ioned why they could not use any source they come across on the internet. However, these conflicts were minor and short lived. The third stage is of group developing is referred to as norming (Egolf Chester, 2013). After the conflicts have been resolved in the storming stage, the effectiveness of the team begins to increase, trust among team members grows and the individual differences are appreciated (Garfield Dennis, 2012). This was the final stage of development for our group. For the functionality of the team, some group members stopped persisting with their ideas for the sake of avoiding conflict. There was also an increased cohesion among members, and as opposed to conflicting opinions that characterized the storming stage, team members showed support for each other, and provided constructive feedback for each others’ contribution to the team. The fourth stage of group development is referred to as productivity. According to Egolf and Chester (2013), not all groups progress to this stage. Our group did not get to this stage based on the fact that the task that was to be accomplished was short- term. In summary, the developments that took place in our group, as well as the issues that characterized them, closely relate to Tuckman’s four stage model (forming, storming norming and performance). The fact that the group exercise was short-term meant that the group development did not progress to the performance stage, but the objective of the team was met. Group Motivation Motivation in teamwork incorporates all the efforts that are made by team members to increase the cohesion and levels of productivity of the entire team (Wright et al., 2012). With reference to Hertzberg’s dual factor theory of motivation, there is a set of factors that increases the productivity of individuals in accomplishing their tasks. There is also another separate set of factors that cause dissatisfaction and thus, limit individual productivity (Sachau, 2007). This section addresses the approaches that were used to motivate group members. In group work, one of the motivation approaches is through ensuring effective communication among all people within the group (Dunin-Keplicz Verbrugge, 2011). In group work, responsibilities are divided into smaller tasks and assigned to members depending on their competence. Given that all these sub-tasks contribute towards the attainment of the overall team objective, it is necessary for all team members to communicate about the progress of their respective tasks. This will avoid situations where some members unknowingly derail, or fail to complete their tasks within the agreed upon time limits (Lencioni, 2012). During the preparation and delivery of our group presentation, we ensured that communication between us was effective. This was done by requesting all group members to provide their phone numbers and email addresses. We also followed each other on social media platforms. This ensured that if there was a breakdown in one communication channel, there was always another viabl e objective. When handling group tasks, it is vital to schedule regular meetings in consideration of the responsibilities of all group members. This ensures that every group member is available during the meeting (Dunin-Keplicz Verbrugge, 2011). Regular meetings also allow for close consultations between group members in case some group members hit a snag in completing the tasks that they have been assigned (Lencioni, 2012). Most of the members in our team were dedicated and never skipped meetings. Whereas there were team members who easily handled the tasks that they had been allocated, there are some who found it quite challenging to accomplish their tasks. We understood the fact that there are some people who are quicker than others in accomplishing their assigned tasks than others is common. Thus, instead of reprimanding them, we took to the initiative to ensure that group members who had a challenge in completing their tasks were assisted to complete them. Motivation in teamwork also entails making everybody feel like they valuable members (Hill Parsons, 2014). For instance, if a decision is to be made about a project, the opinions of all group members have to be considered. This encourages constructive debates, which are vital for rational decision making. The group members’ motivation to deliver may be adversely affected if major decisions are only made by a section of the team, which may also lead to groupthink. Groupthink is a common phenomenon in teamwork where the fear of conflicts, or desire for group conformity and harmony, causes other group members to agree with decisions made by others. This is regardless of whether they are suitable or not (De Wit et al., 2012). During our group work, all members were allowed to actively engage in discussions and every opinion presented was listened to. Even though it was not possible to implement incorporate all members’ opinions in decision making, reasons why some opinions were considered over others was also clearly explained to all group members. Our team was culturally diverse, and included people from both genders. Therefore, tasks were distributed in consideration of this diversity. Different approaches were used to motivate group members. However, even with the efforts that were made to optimize the productivity of every group member, there were some individuals who failed to attend group meetings without good reasons. Regardless of these drawbacks, the rest of the team worked diligently to the completion of the project. Learning at Work Learning at work refers to the skills and competencies that members of a team learn as they collectively accomplish a task (Zellmer-Bruhn Gibson, 2006). Typically, the abilities of each individual in the team will vary, with each being more competent in some areas, less competent in others In this regard team members learn from each other through sharing knowledge so as to compliment one another’s skills (Dunin-Keplicz Verbrugge, 2011). This section discusses the process of team learning within the group during the exercise. Team members have to ensure that they have created strong relationships and trust amongst themselves to facilitate team learning. Failure to create a team environment that allows members to learn from one another may undermine the attainment of the overall team objective (Lencioni, 2012). Learning at work or team leaning can be made possible through observations, dialogue and reflection (Hill Parsons, 2014). Team members should be willing to enable those who are not as competent as they are in certain aspects that are vital to the accomplishment of the team’s objective to improve. Likewise, team members who lack some competencies ought to take the initiative to learn through observation or asking for assistance (Zellmer-Bruhn Gibson, 2006). One of the models that can be used to understand team leaning is the action-learning cycle (Coghlan Rigg, 2012). Action learning is a continuous learning process, where individuals from their own experiences and actions, as well as those of other members of their team. Through their own experience, people learn to avoid repeating mistakes they did and continue to improve their competencies in certain disciplines. The action-learning cycle was designed to enable individuals to draw lessons from their experiences by making analytical reflections of their actions (Pedler ‎Abbott, 2013). This means that lessons from past experiences can guide present actions, while lessons learnt from the current experience can be used to guide future actions. In the course of the preparation and delivery of our group presentation, team members learnt from each other in different ways. Based on the relationship that had been developed between team members, dialogue was one of the most used approaches for team learning. Group members were willing to share information with others to improve each other’s levels of competence. For instance, one two of our team members were competent in using different data analysis approaches so as to come up with relevant conclusions on the research topic. In addition to this, while most of us were comfortable with the basic function of Microsoft Word, Excel and PowerPoint, one of the team members and I, were more competent with the more advanced options. Therefore, we spent some time during meetings learning from and teaching each other. Learning took different approaches, which included reflections and observations. Even though some of the competencies that were learnt were not improved to the extent that perfection was attained, most of the group members had improved their skills in one aspect or other. I improved my confidence and public speaking skills through the mock presentations that were held by the group in preparation for the final presentation to a larger audience.. All team members also learnt several concepts that could enable them to be more productive members of teams in future. In summary, the group exercise was instrumental in developing some competencies that every group member lacked. As mentioned, different approaches were used in learning or teaching each other about different concepts that were challenging for different group members. Conclusion The capability of an individual to be a productive member of a team is one of the vital competencies that are required for success in any aspect of life. In the preparation and delivery of our group presentation, several characteristics of groups, which relate to organizational behavioural theory, were identified. This paper has presented an overview of the factors that characterized the team working process. One of these is the process through which the ram developed through the formation, storming and norming stages. Based on the fact that the group assignment was short-term, we did not get into the performance stage. The motivation factors that contributed towards the achievement of the overall team goal have also been presented in this paper. Ways in which different group members leant from each other to improve their competencies in several areas have also been addressed in this paper. Whereas the group task was successfully accomplished, some of the few drawbacks that affected the research have also been presented. References Bonebright, D.A., 2010. 40 years of storming: a historical review of Tuckmans model of small group development. Human Resource Development International, 13(1), pp.111-20. Coghlan, D. Rigg, C., 2012. Action learning as praxis in learning and changing. Research in Organizational Change and Development, 20, pp.59-89. De Wit, F.R.C., Greer, L.L. Jehn, K.A., 2012. The Paradox of Intragroup Conflict. Journal of Applied Psychology, 97, pp.360-90. Dunin-Keplicz, B. Verbrugge, R‎., 2011. Teamwork in Multi-Agent Systems: A Formal Approach. New Jersey: John Wiley Sons. Egolf, D. Chester, S., 2013. Forming Storming Norming Performing. Bloomington: IUniverse. Fleishman, R., OLeary, R‎. Gerard, ‎C., 2008. Recent Developments in Conflict Resolution and Collaboration. London: Emerald Group Publishing. Garfield, M.J. Dennis, A.R., 2012. Toward an Integrated Model of Group Development: Disruption of Routines by Technology-Induced Change. Journal of Management Information Systems, 29(3), pp.43-86. Hill, F. Parsons, L‎., 2014. Teamwork in the Management of Emotional and Behavioural Difficulties. New Jersey: Routledge. Lencioni, P., 2012. The Five Dysfunctions of a Team: Intact Teams Participant Workbook. San Francisco: Pfeiffer. Miner, J.B., 2005. Organizational Behavior: Essential theories of motivation and leadership. New York: M.E. Sharpe. Pedler, M. ‎Abbott, C., 2013. Facilitating Action Learning: A PractitionerS Guide. Berkshire: McGraw-Hill International. Sachau, D.A., 2007. Resurrecting the motivation-hygiene theory: Herzberg and the positive psychology movement. Human Resource Development Review, 6(4), pp.377-93. Wright, B.E., Moynihan, D.P. Pandey, S.K., 2012. Pulling the Levers: Transformational Leadership, Public Service, Motivation, and Mission Valence. Public Administration Review, 72(2), p.206–215. Zellmer-Bruhn, M. Gibson, C., 2006. Multinational organization context: Implications for team learning and performance. Academy of Management Journal, 49(3), pp.501-18.

USS Bunker Hill (CV-17) in World War II

USS Bunker Hill (CV-17) in World War II An Essex-class aircraft carrier, USS Bunker Hill (CV-17) entered service in 1943. Joining the US Pacific Fleet, it supported Allied efforts during the island-hopping campaign across the Pacific. On May 11, 1945, Bunker Hill was severely damaged by two kamikazes while operating off Okinawa. Returning to the United States for repairs, the carrier would largely be inactive for the remainder of its career. A New Design Conceived in the 1920s and early 1930s, the US Navys Lexington- and Yorktown-class aircraft carriers were designed to conform to the restrictions set forth by the Washington Naval Treaty. This pact placed limitations on the tonnage of various types of warships as well as capped each signatorys overall tonnage. These types of restrictions were affirmed through the 1930 London Naval Treaty. As global tensions escalated, Japan and Italy left the treaty structure in 1936. With the failure of the treaty system, the US Navy began creating a design for a new, larger class of aircraft carrier and one which used the experience gained from the Yorktown-class. The resulting vessel was wider and longer as well as incorporated a deck-edge elevator system. This had been employed earlier on USS Wasp (CV-7). The new class would typically carry an air group of 36 fighters, 36 dive bombers, and 18 torpedo planes. This included the F6F Hellcats, SB2C Helldivers, and TBF Avengers. In addition to possessing a larger air group, the class featured a greatly enhanced anti-aircraft armament. Construction Designated the Essex-class, the lead ship, USS Essex (CV-9), was laid down in April 1941. This was followed by several additional carriers including USS Bunker Hill (CV-17) which was laid down at the Fore River Shipyard in Quincy, MA on September 15, 1941 and named for the Battle of Bunker Hill fought during the American Revolution. Work on Bunker Hills hull continued into 1942 following the United States entry into World War II. Bunker Hill slid down the ways on December 7 of that year, on the anniversary of the attack on Pearl Harbor. Mrs. Donald Boynton served as sponsor. Pressing to complete the carrier, Fore River finished the vessel in the spring of 1943. Commissioned on May 24, Bunker Hill entered service with Captain J.J. Ballentine in command. After concluding trials and shakedown cruises, the carrier departed for Pearl Harbor where it joined Admiral Chester W. Nimitzs US Pacific Fleet. Sent west, it was assigned to Rear Admiral Alfred Montgomerys Task Force 50.3. USS Bunker Hill (CV-17) - Overview Nation: United StatesType: Aircraft CarrierShipyard: Bethlehem Steel Company, Quincy, MALaid Down: September 15, 1941Launched: December 7, 1942Commissioned: May 24, 1943Fate: Scrapped Specifications Displacement: 27,100 tonsLength: 872 ft.Beam: 147 ft., 6 in.Draft: 28 ft., 5 in.Propulsion: 8 Ãâ€" boilers, 4 Ãâ€" Westinghouse geared steam turbines, 4 Ãâ€" shaftsSpeed: 33 knotsRange: 20,000 nautical miles at 15 knotsComplement: 2,600 men Armament 4 Ãâ€" twin 5 inch 38 caliber guns4 Ãâ€" single 5 inch 38 caliber guns8 Ãâ€" quadruple 40 mm 56 caliber guns46 Ãâ€" single 20 mm 78 caliber guns Aircraft 90-100 aircraft In the Pacific On November 11, Admiral William Bull Halsey directed TF 50.3 to join with Task Force 38 for a combined strike on the Japanese base at Rabaul. Launching from the Solomon Sea, aircraft from Bunker Hill, Essex, and USS Independence (CVL-22) hit their targets and defeated a Japanese counterattack which resulted in the loss 35 enemy aircraft. With the conclusion of operations against Rabaul, Bunker Hill steamed to the Gilbert Islands to provide cover for the invasion of Tarawa. As Allied forces began moving against the Bismarcks, the carrier shifted to that area and conducted strikes against Kavieng on New Ireland. Bunker Hill followed these efforts with attacks in the Marshall Islands to support the invasion of Kwajalein in January-February 1944. With the capture of the island, the ship joined with other American carriers for a massive raid on Truk in late February. Overseen by Rear Admiral Marc Mitscher, the attack resulted in the sinking of seven Japanese warships as well as several other vessels. Serving in Mitschers Fast Carrier Task Force, Bunker Hill next conducted attacks on Guam, Tinian, and Saipan in the Marianas before hitting targets in the Palau Islands on March 31 and April 1. Battle of the Philippine Sea After providing cover for General Douglas MacArthurs landings at Hollandia, New Guinea in late April, Bunker Hills aircraft conducted a series of raids in the Caroline Islands. Steaming north, the Fast Carrier Task Force began attacks in support of the Allied invasion of Saipan. Operating near the Marianas, Bunker Hill took part in the Battle of the Philippine Sea on June 19-20. On the first day of the fighting, the carrier was struck by a Japanese bomb which killed two and wounded eighty. Remaining operational, Bunker Hills aircraft contributed to the Allied victory which saw the Japanese lose three carriers and around 600 aircraft. Later Operations In September 1944, Bunker Hill struck targets in the Western Carolines before mounting a series of attacks on Luzon, Formosa, and Okinawa. With the conclusion of these operations, the carrier received orders to depart the war zone for an overhaul at Bremerton Naval Shipyard. Reaching Washington, Bunker Hill entered the yard and underwent routine maintenance as well as had its anti-aircraft defenses enhanced. Departing on January 24, 1945, it steamed west and rejoined Mitschers forces for operations in the Western Pacific. After covering the landings on Iwo Jima in February, Bunker Hill took part in raids against the Japanese home islands. In March, the carrier and its consorts shifted southwest to aid in the Battle of Okinawa. Steaming off the island on April 7, Bunker Hills aircraft took part in defeating Operation Ten-Go and aided in sinking the battleship Yamato. While cruising near Okinawa on May 11, Bunker Hill was hit by a pair of A6M Zero kamikazes. These caused several explosions and gasoline fires which began to consume the ship and killed 346 sailors. Working valiantly, Bunker Hills damage control parties were able to bring the fires under control and save the ship. Badly crippled, the carrier departed Okinawa and returned to Bremerton for repairs. Arriving, Bunker Hill was still in the yard when the war ended in August. Final Years Putting to sea in September, Bunker Hill served in Operation Magic Carpet which worked to return American servicemen home from overseas. Deactivated in January 1946, the carrier remained at Bremerton and was decommissioned on January 9, 1947. Though reclassified several times over the next two decades, Bunker Hill was kept in reserve. Removed from the Naval Vessel Register in November 1966, the carrier saw use as a stationary electronics test platform at Naval Air Station North Island, San Diego until being sold for scrap in 1973. Along with USS Franklin (CV-13), which was also badly damaged late in the war, Bunker Hill was one of two Essex-class carriers that saw no active service with the postwar US Navy.