PA Constitutional Convention essays

PA Constitutional Convention essays The drafting of a constitution was not an easy task to accomplish, especially for a newly founded and independent nation. This task was then given to a few representatives from the colonies in order for them to draft a constitution that would serve the best interests of the people it was to govern over. This was not an easy task because of the differences faced by many of the citizens, the differing issues that faced individual colonies, as well as the colonies as a whole nation. Pennsylvania played its own key role with its seven representatives sent to aid in the drafting of the constitution. Benjamin Franklin, Pennsylvanias most prominent political figure was there to give his assistance in developing the new government. Dr. Franklin was one of the few American colonists that held any kind of international political sway because of his duties as ambassador for the American people. Probably the most influential person to the continental convention from Pennsylvania was the Scottish born James Wilson. Wilson thought that the appointment of a president was just as dangerous as having a monarch. He strongly believed that the government served the people, that all power was derived from the people, and rejected the social contract theory that people allowed themselves to be ruled in exchange for certain guaranteed rights. Wilson felt that the executive should be one person that is elected to office by representatives that are elected by the people; this syste m was known as the Electoral College. Wilson served in congress from 1775-1777, 1783, and 1785-1787, he would also eventually serve on the Supreme Court as well. Another figure from Pennsylvania was Thomas Mifflin who served in congress from 1774-1775 and again in 1783-1784. Mifflin was a general and one of the first officers commissioned in the newly founded continental army. Robert Morris also served in congress from 1776-1778 ...

Chinese Translations of Common English Names

Chinese Translations of Common English Names Learn your Chinese name with this list of English names and their Chinese translation. They are ordered alphabetically, by gender, and  translated based on the English pronunciation of the names. The Chinese names are written in simplified characters, which are used in Mainland China. How the Names Are Translated It is common for Chinese people to translate their native names into English by pronunciation. An English translation is created by using the similar sounds of the Chinese characters. English names can also be translated to Chinese the same way. However, characters in Chinese are often chosen based off of meaning, not just pronunciation, as some characters put together form negative combinations. Gender also introduces  a variety of characters that includes a description of the name, like Marilyn Monroe (玛ä ¸ ½Ã¨Å½ ²Ã‚ ·Ã¦ ¢ ¦Ã©Å" ²) versus Jim Monroe (Ã¥ â€°Ã¥ §â€ Ã‚ ·Ã©â€" ¨Ã§ ½â€"). Here, the latter can be described as more masculine, and the former can be considered more feminine, giving emphasis to their differences in nature. 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³Cameron  Ã¥  ¡Ã¦ ¢â€¦Ã©Å¡â€ Candace  Ã¥ Å½Ã¨ ¿ ªÃ¦â€" ¯Carmen  Ã¥  ¡Ã©â€" ¨Carol  Ã¥  ¡Ã§ ½â€"Ã¥ °â€Carrie  Ã¥â€¡ ¯Ã¨Å½â€°Cassandra  Ã¥  ¡Ã¦ ¡â€˜Ã¥ ¾ ·Ã¦â€¹â€°Catherine  Ã¥â€¡ ¯Ã§â€˜Å¸Ã§  ³Cathy  Ã¥â€¡ ¯Ã¨ ¥ ¿Cecile  Ã¨ µâ€ºÃ¨Å'Å"å„ ¿Celeste  Ã¨ ¥ ¿Ã¨Å½ ±Ã¦â€" ¯Ã§â€° ¹Charlotte  Ã¥ ¤ Ã§ » ¿Ã¨â€™â€šChelsea  Ã¥Ë†â€¡Ã¥ °â€Ã¨ ¥ ¿Cheryl  Ã¨ ° ¢Ã¤ ¸ ½Ã¥ °â€Christina  Ã¥â€¦â€¹Ã©â€¡Å'æâ€" ¯Ã¨â€™â€šÃ¥ ¨Å"Christine  Ã¥â€¦â€¹Ã¨Å½â€°Ã¦â€" ¯Ã¥ © ·Christy  Ã¥â€¦â€¹Ã©â€¡Å'æâ€" ¯Ã¨â€™â€šCindy  Ã¨ ¾â€ºÃ¨ ¿ ªClaire  Ã¥â€¦â€¹Ã¨Å½ ±Ã¥ °â€Clara  Ã¥â€¦â€¹Ã¨Å½ ±Ã¦â€¹â€°Claudia  Ã¥â€¦â€¹Ã¥Å  ³Ã¨ ¿ ªÃ¥ ¨â€¦Constance  Ã¥ º ·Ã¦â€" ¯Ã¥  ¦Ã¦â€" ¯Courtney  Ã¨â‚¬Æ'ç‰ ¹Ã¥ ° ¼Cynthia  Ã¨ ¾â€ºÃ¨ ¥ ¿Ã¥ ¨â€¦Daisy  Ã¦Ë† ´Ã¨ ¥ ¿Dalila  Ã¨ ¾ ¾Ã¥Ë† ©Ã¦â€¹â€°Dana  Ã¤ ¸ ¹Ã¥ ¨Å"Daniela  Ã¤ ¸ ¹Ã¦ ¶â€¦Ã¦â€¹â€°Danielle  Ã¤ ¸ ¹Ã¥ ¦ ®Ã¥ °â€Daphne  Ã¨ ¾ ¾Ã¨Å â„¢Ã¥ ¦ ®Deborah  Ã© »â€ºÃ¥ Å¡Ã¦â€¹â €°Denise  Ã¤ ¸ ¹Ã¥ ¦ ®Ã¤ ¸ Destiny  Ã© »â€ºÃ¤ ¸ Ã¨â€™â€šÃ¥ ¦ ®Diana  Ã© »â€ºÃ¥ ®â€°Ã¥ ¨Å"Diane  Ã© »â€ºÃ¥ ®â€°Dina  Ã¨ ¿ ªÃ¥ ¨Å"Donna  Ã¥â€ Ã¥ ¨Å"Doreen  Ã¥ ¤Å¡Ã§  ³Dorian  Ã¥ ¤Å¡Ã©â€¡Å'Ã¥ ®â€°Edna  Ã¨â€° ¾Ã¥ ¾ ·Ã¥ ¨Å"Eileen  Ã¨â€° ¾Ã§  ³Elena  Ã¤ ¼Å Ã¨Å½ ²Ã¥ ¨Å"Elisa  Ã§Ë† ±Ã¤ ¸ ½Ã¨Å½Å½Elisabeth  Ã¤ ¼Å Ã¤ ¸ ½Ã¨Å½Å½Ã§â„¢ ½Elise  Ã§Ë† ±Ã¤ ¸ ½Ã¤ ¸ Elizabeth  Ã¤ ¼Å Ã¤ ¸ ½Ã¨Å½Å½Ã§â„¢ ½Ella  Ã¨â€° ¾Ã¦â€¹â€°Elle  Ã¨â€° ¾Ã¨Å½â€°Ellen  Ã¨â€° ¾Ã¤ ¼ ¦Eloise  Ã¨â€° ¾Ã¨  Ã¤ ¾ Elora  Ã¤ ¼Å Ã¥Å  ³Ã¦â€¹â€°Elsa  Ã¨â€° ¾Ã¥ °â€Ã¨Å½Å½Elyse  Ã¨â€° ¾Ã¤ ¸ ½Ã¤ ¸ Emily  Ã¨â€° ¾Ã§ ± ³Ã¨Å½â€°Emma  Ã¨â€° ¾Ã§Å½â€ºErica  Ã¨â€° ¾Ã¤ ¸ ½Ã¥  ¡Erika  Ã¨â€° ¾Ã¤ ¸ ½Ã¥  ¡Eve  Ã¤ ¼Å Ã¥ ¤ «Eveline  Ã¨â€° ¾Ã§ » ´Ã§  ³Evelyn  Ã¨â€° ¾Ã¨Å â„¢Ã§  ³F-JFelicia  Ã¨  ²Ã¨Å½â€°Ã¨ ¥ ¿Ã¤ ºÅ¡Justine  Ã¨ ´ ¾Ã¦â€" ¯Ã¦ ±â‚¬Julie  Ã¦Å" ±Ã¤ ¸ ½Julia  Ã¦Å" ±Ã¤ ¸ ½Ã¥ ¨â€¦Judy  Ã¦Å" ±Ã¨â€™â€šJudith  Ã¦Å" ±Ã¨ ¿ ªÃ¦â‚¬  Joyce  Ã¤ ¹â€Ã¨â€° ¾Ã¦â€" ¯Joy  Ã¤ ¹â€Ã¤ ¼Å Johanna  Ã§ º ¦Ã§ ¿ °Ã¥ ¨Å"Jodie  Ã¦Å" ±Ã¨ ¿ ªJoanne  Ã¤ ¹â€Ã¥ ®â€°Joanna  Ã¤ ¹â€Ã¥ ®â€°Ã¥ ¨Å"Joan  Ã§  ¼Jinny  Ã¥ â€°Ã¥ ¦ ®Jessica  Ã¦  °Ã¨ ¥ ¿Ã¥  ¡Jenny  Ã§  Ã¥ ¦ ®Jennifer  Ã§  Ã¥ ° ¼Ã¥ ¼â€"Jenna  Ã§  Ã¥ ¨Å"Jeannine  Ã¦  °Ã¥ ® Jeanine  Ã¦  °Ã¥ ® Jeanette  Ã§  Ã¥ ¦ ®Ã§â€° ¹Janice  Ã¨ © ¹Ã¥ ¦ ®Ã¤ ¸ Jane  Ã§ ®â‚¬Jamie  Ã¦  °Ã§ ± ³Jade  Ã¨ ´ ¾Ã¥ ¾ ·Jacquie  Ã¨ ´ ¾Ã¥ ¥â€¡Jacklyn  Ã¦  °Ã¥ ¥Å½Ã§  ³Jackie  Ã¦  °Ã¥ § ¬Isabella  Ã¤ ¼Å Ã¨  ¨Ã¨ ´ Ã¦â€¹â€°Isabell  Ã¤ ¼Å Ã¨  ¨Ã¨ ´ Irma  Ã¤ ¼Å Ã¥ °â€Ã§Å½â€ºIrina  Ã¤ ¼Å Ã¨Å½â€°Ã¥ ¨Å"Irene  Ã¤ ¼Å Ã§  ³Ã¥ ¨Å"Ingrid  Ã¨â€¹ ±Ã¦   ¼Ã¤ ¸ ½Ilona  Ã¤ ¼Å Ã§ ½â€"Ã¥ ¨Å"Ilana  Ã¤ ¾ Ã¦â€¹â€°Ã¥ ¨Å"Iana  Ã¥ ¨â€¦Ã¥ ¨Å"Holly  Ã¨  ·Ã¨Å½â€°Helen  Ã¦ µ ·Ã¤ ¼ ¦Heidy  Ã¦ µ ·Ã¨â€™â€šHeidi  Ã¦ µ ·Ã¨â€™â€šHeather  Ã¥ ¸Å'ç‘ŸHayley  Ã¦ µ ·Ã¨Å½â€°Hannah  Ã¦ ±â€°Ã¥ ¨Å"Gwendolyn  Ã¦ ² ½Ã©â€º ¯Ã©Æ' ½Ã§  ³Grace  Ã¦   ¼ è• ¾Ã¤ ¸ Gisele  Ã¥ â€°Ã¨ µâ€ºÃ¥ °â€Ginger  Ã©â€¡â€˜Ã¨â€â€"Ã¥ °â€Gina  Ã¥ â€°Ã¥ ¨Å"Georgina  Ã¤ ¹â€Ã¥ § ¬Ã¥ ¨Å"Georgia  Ã¤ ¹â€Ã¦ ² »Ã¤ ºÅ¡Frankie  Ã¥ ¼â€"å… °Ã¥â€¦â€¹Fiona  Ã¨  ²Ã¥ ¥ ¥Ã¥ ¨Å"Filipa  Ã¨  ²Ã¨Å½â€°Ã¥ ¸â€¢K-OKaitlin  Ã¥â€¡ ¯Ã§â€° ¹Ã§  ³Kara  Ã¥  ¡Ã¦â€¹â€°Karen  Ã¥â€¡ ¯Ã§  ³Karianne  Ã¥  ¡Ã¤ ¸ ½Ã¥ ®â€°Karina  Ã¥  ¡Ã¨Å½â€°Ã¥ ¨Å"Kassandra  Ã¥  ¡Ã¦ ¡â€˜Ã¥ ¾ ·Ã¦â€¹â€°Katalina  Ã¥  ¡Ã¥ ¡â€Ã¤ ¸ ½Ã¥ ¨Å"Kate  Ã¥â€¡ ¯Ã§â€° ¹Katherine  Ã¥â€¡ ¯Ã§â€˜Å¸Ã§  ³Kathleen  Ã¥â€¡ ¯Ã§â€˜Å¸Ã§  ³Katie  Ã¥â€¡ ¯Ã¨â€™â€šKatrina  Ã¥â€¡ ¯Ã§â€° ¹Ã§  ³Ã¥ ¨Å"Katy  Ã¥â€¡ ¯Ã¨â€™â€šKayla  Ã¥â€¡ ¯Ã¦â€¹â€°Keira  Ã¥â€¡ ¯Ã¦â€¹â€°Kelly  Ã¥â€¡ ¯Ã¨Å½â€°Kelsey  Ã¥â€¡ ¯Ã¥ °â€Ã¥ ¡Å¾Kerry-Anne  Ã¥â€¡ ¯Ã¨Å½â€°Ã¥ ®â€°Kimberley  Ã©â€¡â€˜Ã¤ ¼ ¯Ã¥Ë† ©Kira  Ã§  ¦Ã¦â€¹â€°Kristie  Ã¥â€¦â€¹Ã¨Å½â€°Ã¦â€" ¯Ã¨â€™â€šKristina  Ã¥â€¦â€¹Ã©â€¡Å'æâ€" ¯Ã¨â€™â€šÃ¥ ¨Å"Kristine  Ã¥â€¦â€¹Ã¨Å½â€°Ã¦â€" ¯Ã¦ ±â‚¬Kristy  Ã¥â€¦â€¹Ã©â€¡Å'æâ€" ¯Ã¨â€™â€šL aura  Ã¥Å  ³Ã¦â€¹â€°Laurene  Ã¥Å  ³Ã¤ ¼ ¦Laurie  Ã¨  Ã¨Å½â€°Layla  Ã¨â€¢ ¾Ã¦â€¹â€°Lena  Ã¨Å½â€°Ã¥ ¨Å"Leona  Ã¨Å½â€°Ã¥ ®â€°Ã¥ ¨Å"Leslie  Ã¨Å½ ±Ã¤ ¸ Ã¨Å½â€°Libby  Ã¨Å½â€°Ã§ ¢ §Lila  Ã¨Å½â€°Ã¦â€¹â€°Liliane  Ã¨Å½â€°Ã¨Å½â€°Ã¥ ®â€°Lilly  Ã¨Å½â€°Ã¨Å½â€°Lily-Rose  Ã¨Å½â€°Ã¨Å½â€°Ã§ ½â€"æâ€" ¯Lina  Ã¨Å½â€°Ã¥ ¨Å"Linda  Ã§  ³Ã¨ ¾ ¾Lindsay  Ã¦Å¾â€"è µâ€ºLisa  Ã¤ ¸ ½Ã¨Å½Å½Lise  Ã¤ ¸ ½Ã¤ ¸ Lola  Ã§ ½â€"拉Lorene  Ã¥Å  ³Ã¤ ¼ ¦Lorette  Ã§ ½â€"ç‘žå ¾ ·Lorianne  Ã¥Å  ³Ã¤ ¸ ½Ã¥ ®â€°Louise  Ã¨ · ¯Ã¦Ëœâ€œÃ¤ ¸ Loyce  Ã§ ½â€"ä ¼Å Ã¤ ¸ Lucia  Ã©Å" ²Ã¨Å'Å"Ã¥ ¨â€¦Lucy  Ã©Å" ²Ã¨ ¥ ¿Luna  Ã§â€™ Ã¥ ¨Å"Lydia  Ã¨Å½â€°Ã¨â€™â€šÃ¥ ¨â€¦Lyla  Ã¨Å½â€°Ã¦â€¹â€°Lynda  Ã§  ³Ã¨ ¾ ¾Lynette  Ã¤ ¸ ½Ã¥ ¥Ë†Ã§â€° ¹Lynn  Ã§  ³Lynne  Ã§  ³Lysa  Ã¤ ¸ ½Ã¨Å½Å½Madeleine  Ã§Å½â€ºÃ¥ ¾ ·Ã§  ³ Madeline  Ã§Å½â€ºÃ¥ ¾ ·Ã§  ³Madison  Ã© º ¦Ã¨ ¿ ªÃ©â‚¬Å Magdalena  Ã§Å½â€ºÃ¦   ¼Ã¨ ¾ ¾Ã©â€º ·Ã¥ ¨Å"Maggy  Ã§Å½â€ºÃ¥ â€°Malorie  Ã§Å½â€ºÃ§ ½â€"ä ¸ ½Mandy  Ã¦â€º ¼Ã¨â€™â€šMani  Ã§Å½â€ºÃ¥ ¦ ®Margaret  Ã§Å½â€ºÃ¦   ¼Ã¤ ¸ ½Ã§â€° ¹Margareth  Ã§Å½â€ºÃ¦   ¼Ã¨â€¢ ¾Ã¦â€" ¯Maria  Ã§Å½â€ºÃ¤ ¸ ½Ã¤ ºÅ¡Marianna  Ã§Å½â€ºÃ¤ ¸ ½Ã¥ ®â€°Ã¥ ¨Å"Marina  Ã§Å½â€ºÃ¤ ¸ ½Ã¥ ¨Å"Marisa  Ã§Å½â€ºÃ¤ ¸ ½Ã¨Å½Å½Marlene  Ã§Å½â€ºÃ§  ³Martha  Ã§Å½â€ºÃ¨Å½Å½Mary  Ã§Å½â€ºÃ¤ ¸ ½Mary-Lou  Ã§Å½â€ºÃ¤ ¸ ½Ã‚ ·Ã§â€™ Maryanne  Ã§Å½â€ºÃ¤ ¸ ½Ã¥ ®â€°Marylise  Ã§Å½â€ºÃ¤ ¸ ½Ã¤ ¸ ½Ã¤ ¸ Maryse  Ã© © ¬Ã§â€˜Å¾Ã¨ µâ€ºMathis  Ã§Å½â€ºÃ¥ ¸Å'æâ€" ¯Maud  Ã¨Å'‰å ¾ ·Maureen  Ã§ ©â€ Ã§  ³Maxine  Ã§Å½â€ºÃ¥  ¯Ã¦ ¬ £May  Ã¦ ¢â€¦Maya  Ã§Å½â€ºÃ©â€ºâ€¦Mayleen  Ã¦ ¢â€¦Ã§  ³Maylene  Ã¦ ¢â€¦Ã¨Å½ ²Meg  Ã¦ ¢â€¦Ã¦   ¼Melany  Ã¦ ¢â€¦Ã¥â€¦ °Ã¥ ¦ ®Melba  Ã¦ ¢â€¦Ã¥ °â€Ã¥ · ´Melinda  Ã§ ¾Å½Ã¨Å½ ²Ã¨ ¾ ¾Melody  Ã¦ ¢â€¦Ã¦ ´â€ºÃ¨ ¿ ªMeryl  Ã¦ ¢â€¦Ã¤ ¸ ½Ã¥ °â€Mia  Ã§ ± ³Ã¥ ¨â€¦Michaela   ç ± ³Ã¥â€¡ ¯Ã¦â€¹â€°Michelle  Ã§ ± ³Ã¦ ­â€¡Ã¥ °â€Milena  Ã§ ± ³Ã¨â€¢ ¾Ã¥ ¨Å"Mina  Ã§ ± ³Ã¥ ¨Å"Minna  Ã§ ± ³Ã¥ ¨Å"Molly  Ã¨Å'‰èŽ‰Mona  Ã¨â€™â„¢Ã¥ ¨Å"Monica  Ã¨Å½ «Ã¥ ¦ ®Ã¥  ¡Mony  Ã¨Å½ «Ã¥ ° ¼Moreen  Ã¨Å½ «Ã§  ³Morissette  Ã¨Å½ «Ã©â€¡Å'è µâ€ºÃ§â€° ¹Muriel  Ã§ ©â€ Ã¤ ¸ ½Ã¥ °â€Myriam  Ã§ ± ³Ã©â€¡Å'Ã¥ ®â€°Nadia  Ã¥ ¨Å"è ¿ ªÃ¥ ¨â€¦Nadina  Ã§ º ³Ã¨ ¿ ªÃ¥ ¨Å"Nadine  Ã¥ ¨Å"ä ¸ Nancy  Ã¥ â€"èÅ'Å"Naomi  Ã§ º ³Ã¥ ¥ ¥Ã§ ± ³Natalie  Ã¥ ¨Å"Ã¥ ¡â€Ã¨Å½â€°Natasha  Ã¥ ¨Å"Ã¥ ¡â€Ã¨Å½Å½Nicole  Ã¥ ° ¼Ã§ §â€˜Ã¥ °â€Nikita  Ã¥ ° ¼Ã§  ¦Ã¥ ¡â€Nina  Ã¥ ¦ ®Ã¥ ¨Å"Nishta  Ã¥ ¦ ®Ã¤ »â‚¬Ã¥ ¡â€Noa  Ã¨ ¯ ºÃ©Ëœ ¿Noelle  Ã¨ ¯ ºÃ¥ °â€Norah  Ã¨ ¯ ºÃ¦â€¹â€°Nori  Ã¨ ¯ ºÃ¤ ¸ ½Olive  Ã¥ ¥ ¥Ã¥Ë† ©Ã§ » ´Olivia  Ã¥ ¥ ¥Ã¥Ë† ©Ã§ » ´Ã¤ 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¯Mark  Ã© © ¬Ã¥â€¦â€¹Marshall  Ã© © ¬Ã¦ ­â€¡Ã¥ °â€Martin  Ã© © ¬Ã¤ ¸ Marvin  Ã© © ¬Ã¦â€"‡Mathis  Ã§Å½â€ºÃ¥ ¸Å'æâ€" ¯Matthew  Ã© © ¬Ã¤ ¿ ®Max  Ã© © ¬Ã¥â€¦â€¹Ã¦â€" ¯Maximus  Ã© © ¬Ã¥â€¦â€¹Ã¦â‚¬ Ã¥ §â€ Ã¦â€" ¯Maxwell  Ã© º ¦Ã¥â€¦â€¹Ã¦â€" ¯Ã©Å¸ ¦Meaghan  Ã§ ± ³Ã§â€ËœMelvin  Ã¦ ¢â€¦Ã¥ °â€Ã¦â€"‡Michael  Ã© º ¦Ã¥â€¦â€¹Ã¥ °â€Mickey  Ã§ ± ³Ã¥Å¸ ºMitchell  Ã§ ± ³Ã¥Ë†â€¡Ã¥ °â€Morgan  Ã¦â€˜ ©Ã¦   ¹Nathan  Ã¥â€ â€¦Ã¦ £ ®Neil  Ã¥ ° ¼Ã¥ °â€Nelson  Ã¥ ° ¼Ã¥ °â€Ã¦ £ ®Nick  Ã¥ ° ¼Ã¥â€¦â€¹Nicolas  Ã¥ ° ¼Ã¥  ¤Ã¦â€¹â€°Ã¦â€" ¯Noah  Ã¨ ¯ ºÃ©Ëœ ¿Oliver  Ã¥ ¥ ¥Ã¥Ë† ©Ã¥ ¼â€"Oscar  Ã¥ ¥ ¥Ã¦â€" ¯Ã¥  ¡Owen  Ã¦ ¬ §Ã¦â€"‡P-TParker  Ã¥ ¸â€¢Ã¥â€¦â€¹Patrice  Ã¥ ¸â€¢Ã§â€° ¹Ã©â€¡Å'æâ€" ¯Patrick  Ã¦ ´ ¾Ã§ ¿  Ã¥â€¦â€¹Patris  Ã¥ ¸â€¢Ã§â€° ¹Ã©â€¡Å'æâ€" ¯Paul  Ã¤ ¿ Ã§ ½â€"Pedro  Ã¤ ½ ©Ã¥ ¾ ·Ã§ ½â€"Perry  Ã¤ ½ ©Ã§â€˜Å¾Peter  Ã¥ ½ ¼Ã¥ ¾â€"Philip  Ã¨  ²Ã¥Å â€ºÃ¦ µ ¦Philippe  Ã¨  ²Ã¥Å â€ºÃ¦ µ ¦Phillipe  Ã¨  ²Ã¥Å â€ºÃ¦ µ ¦Phoenix  Ã¨  ²Ã¥ ° ¼Ã¥â€¦â€¹Ã¦â€" ¯Pierce  Ã§Å¡ ®Ã¥ °â€Ã¦â€" ¯Quentin  Ã¦Ëœâ€ Ã¦ 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Human Resource Management Autonomy, Data Collection, and Job Research Paper

Human Resource Management Autonomy, Data Collection, and Job Descriptions - Research Paper Example n of the basic psychological needs for autonomy, competence, and relatedness, as defined in Self-Determination Theory, has been identified as an important predictor of individuals’ optimal functioning in various life domains.’ (Broeck, Vansteenkiste, Witte, Soenens & Lens, 2010) Thus autonomy yields a positive attitude towards life and work resulting in improved performance and low employee turnover in an organization. According to the latest issue of TIME magazine, the CEO of Apple Tim Cook sets the example of giving autonomy to his team thus motivating them to be more responsible and productive ‘Cook knows that his commitment to excellence is inseparable from the incredible ensemble at Apple.’ (Gore 2012) The collection of job analysis information is done through questionnaires, interviews and observation. These three traditional methods provide detailed information for the job analysis and generate data used to produce the required job description and job specification. The information gathered through questionnaires gives an overview to the job requirements’ thus matching it to the employee’s ability. The interview process gives detailed in-depth information helpful in the formation of job description. The observation method provides chances of any required amendments in the job description based on the personalized analysis of the employee and his ability to perform his tasks. ‘It is important to analyze specific issues for job analysis information.’ (Condrey 2010) In order to understand the specific issues, the methods are also used in combination with each other in order to provide a better platform for structuring the job description for the employees . Broeck, A., Vansteenkiste, M., Witte, H., Soenens, B., & Lens, W., (2010). Capturing autonomy, competence, and relatedness at work: Construction and initial validation of the work-related basic need satisfaction scale. Journal of Occupational & Organizational Psychology, 83,

Project Management Managing Projects Assignment

Project Management Managing Projects - Assignment Example This relation is shown in the Network diagram by two rectangles "a" and "b" joined by a directed line going from "a" to "b". This helps the user in tracing all tasks on which a particular task is dependent and in tracing all the tasks which depend on a particular task. It also helps the user in estimating the criticality of a task. Business location is still a primary issue in keeping up a company's competitive position -- whether corporate headquarters are looking forward to recruit and keep top talent or a back office looking forward to reduce the amount of operating costs. As today's business situation alters at an ever-increasing rate, businesses, most of the time, find that their current location is no longer providing the competitive vantage it had once upon a time. (Burke, 1999) Consequently, all the companies should evaluate the chances and hazards of moving to a better location for their company. In this paper we will analyse the key issues that cause a business to change its location as well as the different aspects of a feasibility analysis a manager needs to evaluate the chances and hazards of changing the location of a business. Elaboration and globalization of the world economy causes both new opportunities and new competitors on the other hand. (Boddy, 2002) Companies are finding the location of their business operations not only to purchase global opportunities but also to find a more defensible market position. 2. Alterations in the Need for Labour The global contest for labour especially for knowledge workers, has caused companies to change the position of their businesses and repackage their businesses as an "employer of choice" (Maylor, 2003) to gain a competitive vantage for drawing in and retaining talented labour resources. 3. Internal changes in a Company Businesses are experiencing significant change taken by mergers and acquisitions as well as the want to reduce overall cost for operating, caring knowledge as an asset, sustaining internal business growth, and favourably impact business

Tension Built Essay Example for Free

Tension Built Essay Arthur Miller was an American playwright who was born in 1915. Miller wrote The Crucible in 1953 during the McCarthy period when Americans were accusing each other of Pro-Communist beliefs. His purpose through writing The Crucible was to express his own views on McCarthyism, and he does this through the main plot, the 17th century Salemwitch hunt, which has a stark similarity to the trials during the McCarthy period. The citizens of Salem were against each other in every way, and one accusation would lead to the arrest and murder of another person, unless they told of other names. At the end of the play, the two most honest and noble people are killed, Rebecca Nurse and John Proctor. This is an exact replica of what was happening in America during the 1950s and this play is an attack upon the McCarthy period of America. The setting of Act 3 can be understood as an attack on the harshness of the authorities in Salem and 1950s America. Act 3 starts with the stage directions and these go on for a few sentences, each one being quite specific about the situation. The language used is negative and disheartening, creating an unwanted feeling throughout the audience, almost as if they are not meant to be there; even forbidding. We are told that sunlight (is) pouring through two high windows in the back wall but is being swallowed by the darkness beneath. In the play, these stage directions can be understood as the two windows being Giles and John Proctor, who tell the truth, but Danforth, the darkness beneath, is hiding the truth. This is also an attack on McCarthy and the 1950s American society, the two windows representing the innocent people of America, who refused to name names, and the darkness, Senator Joseph McCarthy and his communist supporters, the people who refused to put up with citizens who went against his views. Also, the light is shown to be outside, and the darkness inside, which represents the ignorance of the American people, as the truth is shown to be distant, and the lies near. The opening lines of Act 3 are said by Hathorne and Martha Corey. Hathorne is questioning whether Corey is a witch, a claim that she denies. Throughout their argument, there are regular interruptions, predominantly by Giles, the village idiot. This attacks McCarthy and his laws, as Miller is showing the village idiot clever enough to know that the allegations are false, and yet Danforth is unable to realise this. Because of the fact that Giles is threatening Danforths position, he is ordered to be taken away, Remove that man. This shows Danforth, and McCarthy, to be weak, as their only power is the fear they put into peoples hearts, not their education or their understanding of the case. Danforth is repeatedly shown to be weak throughout this act, as well as in the play on a whole, degrading him and McCarthy. The language Danforth uses towards the characters is very humiliating, Your old age alone keeps you out of jail. He does not want to be argued with, and sticks by his rules no matter what. By doing this, Miller is showing McCarthy to be weak, as people who stick by their rules often have nothing else to say, and control people by their only source of power-authority. This suggests that the citizens of Salem and in America during the 1950s were very naà ¯Ã‚ ¿Ã‚ ½ve, and would follow whatever they were told to do, but the ones who stood up for themselves, lost everything-including their lives. This shows any individual would die, but if groups of people were to stick together and lie, then, and only then, would they able to live. This puts fear into people, and they feel as if they have to lie in order to live, There are wheels within wheels in this village, and fires within fires. Proctor, the tragic hero of the play, dies at the end, saving the life of his wife and his unborn child. This shows what an unselfish and noble character he is, but is lead to death because of the injustice of the court. Miller is attacking the McCarthy courts by killing the two most noble characters at the end, and the ultimate evil, Abigail, is shown to live till the end of the play and further. In the movie, we are shown the scene where John Proctor is privately taking to Elizabeth, about what he should do. This scene is probably the most moving scene in the movie, and we are made to feel sorry for the situation he is put in. As well as sympathising with proctor, we are also angered, as to why he should die. By showing this scene, and perhaps lengthening it-it was about 4-5 minutes in the movie-Miller is expressing his anger towards McCarthy and his laws.

War :: essays research papers

2.â€Å"War leaves mental as well as physical scars.† Discuss the truth of this statement using evidence from No Pretty Pictures, short stories, extracts (from Night and other text) and poetry. When something drastic happens in your life it always leaves an impact on your memories. This has happened to those who have lived through wars, not only memories but also mental and physical scars. Some of those who have endured wars first hand and have suffered with scars both mental and physical left by war have recorded their experiences in autobiographies and poems. In ‘Losses’ Randall Jarrell, shares with the reader the losses and pain he suffered while he was at war and the pain he suffered after the war also. Although he survived he writes, â€Å"It was not dying: everybody died. It was not dying: we had died before.† He describes the death of others whom he cared for or knew and the destruction of his surroundings. Something inside him died, he was never the same after seeing massive damage inflicted on everything and he expresses this. In the last verse of ‘Losses’, he says, ‘It was not dying- no, not ever dying; But in the night I died I dreamed that I was dead, And the cities said to me: ‘Why are you dying?   Ã‚  Ã‚  Ã‚  Ã‚  We are satisfied if you are’; but why did I die?’ Jarrell shares with the audience a taste of what was going on inside his head and sharing with the reader that dying doesn’t mean death of the body, but he is dying in such a way that his soul and personality was becoming different from before the war. He was killing people and his friends are being killed. He thought eventually everything around him will turn to dust, and was afraid he would lose his sanity and the person he used to be, thus leaving him mental scars from trauma caused by war and physical scars inflicted by war. This was also the case with Elie Wiesel the author of Night. He describes many incidents, which were so intense that it scarred him mentally. In the third chapter of his autobiography he records how he is separated from his mother He had no idea what could happen to her and feared that she might die. A few minutes later he was confronted with death itself. He was standing in front of a gigantic fire thinking he would be thrown in, but instead he witnessed dead people being thrown into the fire, babies and young children.

Educational Histories Of Korean Americans Essay

The first emigration of Korean’s occurred in the eighth century when they immigrated to Japan because of famine, high government taxes and natural resources. Towards the end of 19th century, few Koreans moved to the US. Initially, only three political refugees migrated in 1885, followed by five others in 1899. Five years later, 64 Koreans joined them to attend theological institutions in Hawaii and were later repatriated upon completion of their studies. The Japanese and Chinese were among the major workers working in Hawaii but were not allowed to work in the US. The aggressive marketing strategy saw Hawaii as the journey to the top where in 1905, over 7000 mainly bachelors had been recruited plantations of which only 2000 made it back to their families because of the expensive lifestyle of Hawaii. The Japanese government was angered by increasing Korean migration to the US, and banned further migration from peninsula in 1905. This relaxed in 1907 by the Gentlemen Agreement Act that allowed Korean husbands to join their wives in the US. Education History of American Koreans The American Korean education history started in 1907 and 1923 majority being students and political refugees who escaped assassination from the oppressive Japanese government. Notable among the political refuges was Syngman Rhee became the first president of South Korea. He emigrated as a student and graduated with a doctorate from the famous Princeton University in 1910 and later launched a protest against the government of Japan. He later escaped to US when he was hunted to be arrested. Migration rules became stringent allowing only women and the quota system was introduced by the US that restricted more 150 Koreans per year. Immigration rules were twisted to give preference to professionals, with technical skills where Korean women who were married to American military were naturalized following McCarran-Waltern 1952 act. The 1965 Immigration and Naturalization Act phased out the quota system where by Rules were relaxed and gave preference to Koreans with relatives in American and to professionals. Their education was highly valued and encouraged. Students were put under pressure to excel in academics to increase their chances of employment. In 1980 the figure of Korean American’s who were over 25 years of age with a high school education stood at 78. 1% against an overall 65% for all Americans. About 33. 7% were four year college graduates against a low of 16. 2 for the whole US population. Korean Americans have been known to do well in sciences but they still perform better in other subjects. American Koreans have grown significantly to 1. 3 million at the beginning of this century. Cultural stereotypes propagated through generations have effectively contributed to this gender imbalance in educational training and employment. Women have had to content with domestic chores whereas society has exempted men from such responsibilities. The job market has greatly discriminated Korean American women despite their high professions as doctors, teachers, lawyers and engineers which resorted to working as typists, cashiers, clerks especially in textile industries Language barrier contributing being perceived passivity. During the migration they were barred from taking formidable employment in the US by restrictive discriminatory rules on citizenship leading to lower paying jobs as waiters, houseboys, janitors which were poorly remunerated and some ended up opening up private businesses. Sample Research questions From the history of American Koreans above the following research questions come up 1. How has Korean culture and religion been influenced by American Korean education? 2. How did culture, language and education affect Korean immigrants in employment? 3. Has western education benefited American Koreans? 4. How has cultural stereotypes affected education among American Korean women? 5. What is the perception on Korean American in their home country?

Global Media and Constructivism

Global Media and Constructivism Media globalization plays a significant role in the global culture. It can be very convenient for people in different countries to exchange information. Also, the exchange of trade and products between the countries has become convenient and simple too. Nowadays, the rapid changes in technology have been increased to a new media platform, so the evolution of media is important to explore. From my view point, the globalization of media leads to better-informed citizens.Moreover, I agree with the statement that global media contributes to the creation of a global village because it can help share cultures, and constructivists can investigate global change and transformation. But the global village also has some disadvantages, like problems with political control of the media. Media globalization cannot be stopped. It is a result of new communications technology, and it is also the prerequisite and facilitator for all other forms of globalization. Because of new technology, such as the growth of satellite broadcasting, phone system and cross-border advertising, the way people accept information has changed.At first, people get information from newspapers and books, and then it evolved into the computer and Internet. The spread of the Internet and global communications media has expanded our information society into a global information society, and the one aspect of the globalization of the media is the multinational media company and market dominance. So, some people think that without mass media there would be no contemporary consumer society which means no globalization. In short, the media network cannot survive without the technological innovation.In addition, the media evolved from single to multiple, from national to the global, and also from developed areas to underdeveloped areas. Some people believe that the globalization of media does not lead to better- informed citizens because political control of the media, and people do not know the information that they find in the media or Internet is reliable or not. Idealism argues that â€Å"the most fundamental feature of society is social consciousness† (The Globalization of World politics, PP163).In short, idealism does not disregard the material forces such as media power, but the meaning of these material forces are not given by nature but driven by human interpretation. So, an idealist view of global media argues that people get their social consciousness not from natural truth, but from other people who create the information. For example, if the growing media monopolies and government deregulation have diminished the quantity, quality, and diversity of political content in the mass media, citizens never get the truth.Therefore, the globalization of media under government control can lead to worse- informed citizens. However, I think that the globalization of media can lead to better-informed citizens because it changes people’s percep tion and habits, and it also expands the horizons of people. According to the movie, â€Å"Global media for a global culture? † many years ago, there were no Asian people who knew the Christmas festival or Halloween, but these two western festivals have become two of the most popular festivals in China, Japan and Korea because the transnational media corporations came to Asia.As normative structure theory mentioned that â€Å"actors adhere to norms not only because of benefits and costs for doing so, but also because they are related to a range of self† (The Globalization of World politics, PP163). This is means the global media has an impact on culture, and these new beliefs not only constraint actors, they also constructed categories of meanings in their identities and interests, and define standards of appropriate conduct which can lead to better-informed citizens.Therefore, people can share similar culture and viewpoint which means the distance between the people b ecome closer. People in some underdeveloped areas can become democratic and liberal, and we can easier understand each other. Furthermore, I agree with the statement that global media contributes to the creation of a global village because transnational media corporations are attempting to establish operations in nations around the world, and people share the same information, culture and worldview. Institutional isomorphism (such as transnational media corporations) raises issues of growing homogeneity in world politics, international community and socialization processes† (The Globalization of World politics, PP163). For example, America's dominance in the entertainment industries (such as Disney, Time Warner) made it difficult for other cultures to produce and distribute their own cultural products. American popular culture, in addition, challenges authority and outmoded traditions.So, the media globalization affects the development of native culture and its people, especia lly the impact on teenagers. Teenagers in other nations have rejected their own cultural traditions. Instead, they want to wear American styles. Additionally, it is popular for people in other countries to sing in English rather than use their native tongue (â€Å"Globalization and Mass Media† P5). So, constructivists generally hold that identities shape interests (The Globalization of World politics, PP163).We know who we are because identities are social and are produced through interactions they can change. The global media change people’s identity, and the country is composed by the people, so the global media contributes to the creation of a global village. Therefore, â€Å"The internationalization of cultural business and cultural texts, as well as the remarkable worldwide proliferation of new communications technologies has undeniably influenced the global culture† (Hesmondhalgh, 2007:2).While global media contributes to the creation of a global village, it also creates social, political and security problems. Some people fear the globalization of media because although the Internet connects people on a global level, people can also use it to form small groups with diverse political agendas. For this reason, the Internet's lack of centralized control makes some governments reluctant to let their citizens have Internet access. For example, Singapore, China, and Saudi Arabia attempt to censor sites for political and religious reasons.I think that governmental concern about how people will use the Internet is well founded: â€Å"some media and journalists wantonly distorted the political facts or add extreme rhetoric, which cause the citizen of the decline in trust in government. Many public-sphere liberals find a malaise in American democracy about declining voter participation and public mistrust and cynicism toward government† (Democratizing Global Media: One World, Many Struggles, Robert A. Hackett, PP12).Moreover, â€Å"cr itical political economists and anti-globalization activists identify Western-based transnational media and ‘the organization of global information flows along free-market lines’ as agents of domination, eroding the ability of states to protect â€Å"autonomous information spaces† (Waisbord and Morris 2001: ix). Therefore, global media have been criticized for homogenizing global culture by disrupting national traditions. The Web creates a chaotic marketplace of cultures that allows the development of cultural imperialism, rather than uniting the world into one large and homogeneous global village.So, it is very common and necessary to know that nationally organized media are subject to varying degree of political control in some countries. In conclusion, a key factor in Internet evolution is the ability of citizens to easily communicate with each other. Globalized media means that people can get information quickly and easily, and that it can lead to a global vi llage where people share similarities and can create a more equal civilization. However, even though some people believe that the global media are enhancing the process of peace and democracy, it actually does not have completely transformative power.For example, the radical democrats endorse media role as â€Å"government watchdogs† and â€Å"public-sphere models† and they also expect a democratic media system to counteract power inequalities within the social order. Ultimately, global media has advantages and disadvantages, so we need more critical thinking about whether the information that we find in the media or Internet is reliable or not. Work cited David Held and Anthony McGrew, The Global Transformations Reader, UK: Polity Press, PP 216, 2000 McChesney Robert, â€Å"Global Media Neoliberalism and Imperialism Monthly Review†, 52. 0, P. 1, 2001 March Peterson, David, â€Å"The Global Media: An Interview with Edward S. Herman and Robert W. McChesney. ZMag azine†, 1997 June Robert A. Hackett, Democratizing Global Media: One World, Many Struggles, PP12 Siochru, S. O. Social consequences of the globalization of the media and communication sector: Some strategic considerations, Geneva: International Labour Office, 2004 Klotzer, Charles L, â€Å"The 10 Best-Censored Stories: Key Issues that the Mass Media Largely Ignore†, St. Louis Journalism Review, 34. 270, P. 30, 2004 October Kellner, D. Theorizing Globalization† in Sociological Theory, pp285-305, 2002 Bagdikian, 2000; McChesney, 1999; Herman & Chomsky, 1988 Ingmar Zielke, Neoliberalism, Media and Globalization Western Media Policies in the 1980s and their Implications, 2010, Gottingen Peter Singer, One World the ethics of globalization, United States of America: Yale University press, one community John Baylis, Steve Smith and Patricia Owens, The Globalization of World Politics, PP163, Oxford University Press Inc. New York 2011, ————†”——– Wang 6

Free Essays on Task And Risk Management

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Cocaine Facts and Description

Cocaine Facts and Description Cocaine is benzoylmethylecgonine, a crystalline alkaloid from the coca plant. It acts as a stimulant, appetite suppressant, and anesthetic. Crack cocaine is another form of cocaine, a derivative of cocaine hydrochloride. Here are some useful cocaine facts and answers to common questions: What Does Cocaine Look Like? Powdered cocaine is a fine white powder. Street cocaine is cut with other substances to increase profit, so its appearance may be slightly different, depending on the type of impurity. How Is Powdered Cocaine Used? Powdered cocaine is most commonly snorted through the nose, though it may be dissolved in water and injected. Snorted cocaine produces a high within 3-5 minutes after use. Injected cocaine produces an effect within 15-30 seconds. Crack cocaine usually is smoked. Why Do People Use Cocaine? Cocaine is used because it produces euphoria, is a stimulant, suppresses appetite, and can be used as a pain reliever. It is highly addictive and leads to tolerance sometimes after one use, so increasing doses of cocaine are needed to achieve a high. What Are the Effects of Cocaine Use? Users typically feel a rush followed by a sense of alertness and well-being. Cocaine increases levels of the neurotransmitter dopamine, which is associated with pleasure and increased movement. When the pleasant effects of cocaine wear off users may feel down or depressed, more than before taking the drug. Some users report being unable to duplicate the intensity of the first exposure with subsequent use. The stimulant effects of cocaine can lead users to feel anxious, restless, and irritable. What Are the Risks of Using Cocaine? Cocaine is highly addictive. Cocaine users are at risk for dangerously elevated blood pressure, heart rate, and temperature, risk of seizure, stroke, and cardiac arrest. Injecting cocaine can involve a risk of contracting HIV, hepatitis, and other blood-borne diseases. Where Does Cocaine Come From? Cocaine is derived from a paste from the coca plant, a species which grows in South America. Street Names for Cocaine BlowCNose CandyPowderNose PowderWhite PowderAspirinAuntBirdie PowderBolivian Marching PowderBouncing PowderCandy SugarDevils DandruffFast White LadyFlakeFlaveFoolish PowderFriskie PowderJoy PowderMarching PowderParibaPowder DiamondsShakeShrileSnowballSoftStar-Spangled PowderSugar BoogersUptownWhite BoyWhite DragonYao

The city 'Istanbul' Essay Example | Topics and Well Written Essays - 500 words

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