Dehumanization Night Paper

Since such demutualization happened in the Holocaust, it is a big lesson to be learned an should be avoided in today's society. In the book, a character named Mosher the Beadle tells of his experience after being forced out of the Sighed. In the forest of Galatia near Oklahoma, the demand action starts. As Mosher tries to warn all Of the Jews after his miraculous reappearance he says, â€Å"Each one had to go up to the hole and present his neck. Babies were thrown into the air and t he machine gunners used them as targets† (Wisest 5).They were even forced to dig graves, only to be thrown into the holes as soon as they were done. Yet no one believed that any human could b e capable of omitting such a crime, and they all dismissed him as mad. Little to their UN deerstalking, it would all become so real to them in a matter of time. The second act of demutualization would be Weasel's experience in the Ghetto o. After a few days the Jews were told news of deportation. Day by day, a new street WA s forced out of Gray 2 their homes and into the Ghetto, being transferred to a concentration camp a after that.While they waited in the road to be moved into their new home, they craved nothing but water. In the reading it says, ‘Vide stayed sitting down in the middle of the road, as the the RSI had done the day fore yesterday. There was the same infernal heat. The same thirst. But there e was no longer anyone left to bring us water† (Wisest 14). They were given no water and little food, making it awfully hard for anyone to survive in the heat and all the while they sat guard De by Gestapo.After the horrible experience Wisest had in the Ghetto, only the worst was yet to come. The population of the Ghetto was soon liberated, boarding a train to Auschwitz z. Upon arrival, everyone soon came to the realization of what demutualization really is. One of the first people to figure it out was Lie's father as he said, â€Å"Humanity? Humanity is not concern Ned w ith us, Today anything is allowed. Anything is possible, even these crematories†¦ † (Wi sell 24). While walking throughout the camp, vulgar things such as the burning of children w ere sighted.The prisoners were forced to shave their heads, and a tattoo of a number was Eng raved upon their skin. With that new number, Wisest was no longer known as Lie but as prison ere AH. After going through the showers and the barber, the prisoners were introduced to t heir barracks which consisted of terrible sleeping conditions and little food. A few weeks later, the Jews had to go wrought a â€Å"selection† or survival of the fittest. Whoever was not strong enough h to go on was immediately sent to the crematory and not even given a second chance.If so none was too weak to run, they were not worthy to survive at all. Later on in the story the able prisoners are forced to evacuate from Auschwitz z, having to march many miles without rest and in freezing conditions. If one were t o fall d urinating run, he was immediately eliminated. After awhile, everyone who had survived so far was put on a train Gray 3 to travel to Glitziest. On the train, prisoners are left to fight for something so s all as a crumb of bread. Once arriving at their destination, the dead and weak were left on the t rain.Three days later, everyone went through another selection. Every time someone would a sky an AS Officer for food, they would be struck down by the blow of an object. If someone was day Eng, the other prisoners would steal his ration of bread and soup. No one would help the we AK become strong again. Throughout the entire story, there is a clear theme of demutualization and AR e many reasons why it should not happen again. From beginning with Mosher to the e ND of the war, Jews ere looked down upon and thought to be an unfit race in humanity.When Mosher the Beadle was first evacuated, a turn of events was set in motion. When the Jews were t awaken to the Ghetto, no one knew of what was to come and they thought it was maybe a new begin inning for the Jews. However as they grew closer to the concentration camp, reality began to set I n and everyone became worried. Farther along when they were being evacuated, their number RSI had dwindled and all the remaining prisoners were weakened and worn out. They had been Dee imagined from the first time they stepped out of their houses to begin the long journey through t e war.

Be given order description

Free riding can be avoided when group members and leaders ensure that all of them have their own tasks to accomplish toward the attainment of the group’s goal or completing a particular project. This argument is further explored in this essay in addition to previous empirical studies about the theory of social loafers.Free riding theory Free riding theory explains why there are individuals who may choose not to exert little or any effort since they are able to benefit form other members of the group where they belong after all.This theory suggests that an individual’s decision in participating in a group work compares the net expected benefits of exerting effort for the group and the net expected benefits of free riding (Albanese & Van Fleet, 1985). Free riders are individuals or students, in particular, who contribute little or nothing in attaining group goals or working on group projects (Delucchi, 2006). They exist because students differ in their own reasons and mot ivation when doing things, especially when others are involved.While others are trying their best to come up with outstanding projects output, others are simply satisfied with certain extent of accomplishment or results. This is the reason why some group members complain that others are not fulfilling their given responsibilities. Often free riders are seen as exploitative because they usually benefit from the effort of others even if they have not participated or only had little contribution to the attainment of group projects or goals. Advantages and disadvantages of group work The benefits of team or group work are undeniable for studies have proven its effectiveness in student’s learning.According to Eastman and Swift (2002), group work teaches students on how to collaboratively work to become more productive, more efficient, more competitive, and more creative. It also exposes them to different learning experiences and opportunities to improve their skills in organizing, communication, negotiation, problem solving, dealing with higher cognitive and technical aspects, setting goals, leadership, overcoming conflicts and difficulties, delegating work, and dealing effectively with others (Thorley & Gregory, 1994; Buckenmyer, 2000; Colbeck, Campbell, & Bjorklund, 2000).In addition, group work promotes collaborative or cooperative learning though appropriate and innovative learning methods with the use of information technology (Ravenscroft, 1997; Buckenmyer, 2000). Jones and Brickner (1996) stress the bebefits of group work in learning when students are encouraged to become actively involved and aim for development, better in class standing, higher test results, and improved attitudes towards instructor and other students. It does not hinder the students from becoming independent and autonomous learners for group work actually strengthens their capacity to perform better in school and practical situations.On the other hand, Gremler, Hoffman, Keaveney, a nd Wright (2000) found that group members often have difficulty in addressing the free riders for some students have to use words against other members when the teacher finds no proof in determining fair grades. Eastman and Swift (2002) also assert that one of the problems with group projects are the presence of free-riders, also called social loafers, hitchhikers or workhorses (Albanese & Van Fleet, 1985; Cottell & Millis, 1993).Another issue that has to be addressed when it comes to group problem includes the failure of group members to contribute ideas, exchange thoughts, share information and skills or work together effectively in order to accomplish complex tasks (Tullar, Kaiser, & Balthazard, 1998). The lack of coordination can lead to poor results when members are given specific responsibilities without working and consulting each other before a project is almost finished and to be submitted.Moreover, students’ grades could possibly suffer if assigned projects are not given enough time allocation for the students to work together and discuss the topics and management activities in the class to make their work more cohesive. Organizing face-to-face group meetings is difficult and teachers’ assistance is also crucial during the completion period of any group project so they need to allot more class hours for group projects to ensure quality and equal division of labor. Problems in group work, in which all members are assessed as a whole, can be avoided when they provide proof of participation.The free rider issue causes problems in group work for they usually depend on other member’s effort. Students can avoid resentment that free riders are getting the same grade even if they are not as responsible as others in a group by changing class policy or rules, like imposing peer evaluation, requiring checklists, and monitoring (Payne, Monk-Turner, Smith, & Sumter, 2006). Conclusion Albanese and Van Fleet (1985) found that individuals tend t o become free riders when they perceive satisfactory benefits even without contributing their fair share to the group.Free riders are the potential or rationally thinking members that may prefer not to exert great effort in helping others to achieve certain goals but still obtain benefits. When the cost of his effort exceeds the expected outcome of the group’s effort, the free rider is less likely to exert any more effort. In order to avoid such problems including other issues related to group work, changing of class policy can be an effective mitigating measure. References Albanese, R & Van Fleet, D. D. (1985). â€Å"Rational Behavior in Groups: The Free-Riding Tendency. † In Diamond, M. & O'Toole, A. (2004).â€Å"Leaders, Followers, and Free Riders: The Community Lawyer's Dilemma When Representing Non-Democratic Client Organizations. † Fordham Urban Law Journal, 31(2), 481+. Buckenmyer, J. A. (2000). â€Å"Using teams for class activities: Making course/class room teams work. † In Eastman, J. K. & Swift, C. O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Colbeck, C. L. , Campbell, S. E. , & Bjorklund, S. A. (2000). â€Å"Grouping in the dark: What college students learn from group projects. † In Eastman, J. K. & Swift, C.O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Cottell, P. G. & Millis, B. (1993). â€Å"Cooperative learning structures in the instruction of accounting. † Issues in Accounting Education, 8 (Spring), 40-59. In Eastman, J. K. & Swift, C. O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Delucchi, M. (2006). â€Å"The Efficacy of Collaborat ive Learning Groups in an Undergraduate Statistics Course.† College Teaching, 54(2), 244+. Diamond, M. & O'Toole, A. (2004). â€Å"Leaders, Followers, and Free Riders: The Community Lawyer's Dilemma When Representing Non-Democratic Client Organizations. † Fordham Urban Law Journal, 31(2), 481+. Eastman, J. K. & Swift, C. O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Gremler, D. D. , Hoffman, K. D. , Keaveney, S. M. , & Wright, L. K. (2000). â€Å"Experiential learning exercises in services marketing courses. † In Eastman, J. K. & Swift, C. O. (2002).â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Jones, J. D. & Brickner, D. (1996). â€Å"Implementation of cooperative learning in a large-enrollment basic mechanics class. † I n Eastman, J. K. & Swift, C. O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Payne, B. K. , Monk-Turner, E. , Smith, D. , & Sumter, M. (2006). â€Å"Improving Group Work: Voices of Students. † Education, 126(3), 441+.Ravenscroft, S. P. (1997). â€Å"In support of cooperative learning. † In Eastman, J. K. & Swift, C. O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Thorley, L. & Gregory, R. (Eds. ) (1994). Using Group-based Learning in Higher Education. In Eastman, J. K. & Swift, C. O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Tullar, W. L. , Kaiser, P. R. , & Balthazard, P. A. (1998).â€Å"Group work and electronic meeting systems: From boardroom to classroom. † In Eastman, J. K. & Swift, C. O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Sources: Introduction For those who use group projects, the teaching strategy is particularly appealing because of its versatility. Group projects can be organized as short-term or long-term projects. Short-term group projects might have students work together for a class period or part of a class period in an effort to learn more about a particular topic.Long-term projects could be spread out over several class periods, or the entire semester. Regardless of how long the projects are designed to last, research shows a number of benefits of group work. Among others, those benefits that have been identified in the literature include the following: (1) students learn teamwork skills, (2) students improve their critical thin king skills, and (3) students gain more insight about a particular topic. As far as teamwork skills go, surveys of employers show that employers want college graduates to have developed teamwork skills (Blowers 2000).Advocates of group projects suggest that the pedagogical strategy affords students a firsthand experience to gain teamwork skills (Colbeck et al. 2000: Davis and Miller 1996: Young and Henquinet 2000). In this regard, it is believed that group projects â€Å"can effectively serve as a bridge between the academic community and the business world† (Lordan 1996: 43). Ideally, working with their peers, students will learn decision making skills and how to communicate with one another (Dudley, Davis, and McGrady 2001).In addition, the symbolic interactionist in many of us would likely not be surprised by research that shows that group work helps students develop social skills (Andrusyk and Andrusyk 2003). By working with others, students are able to assign meaning to the actions of their peers as well as their own actions. They also receive feedback–formal, informal, or both–from their peers. The feedback combined with their own interpretations of group work should foster growth in terms of students' social abilities.Under the right circum stances, the well designed and implemented group work should also help students develop their critical thinking skills (Colbeck et al. 2000; Dudley et al. 2001). While we are not aware of any studies that have examined how group projects foster the development of critical thinking skills, general findings about group work from past research tacitly suggest that the strategy could be successful in this regard. For instance, some research suggests that group projects help students to address ethical and societal considerations that arise when students work together (Roberts-Kirchoff and Caspers 2001).If the student group is diverse, students will learn about one another's backgrounds, values, and b eliefs. Indeed, others have also suggested that group projects can help students learn about multicultural issues they would otherwise not learn about (Doyle, Beatty, and Shaw 1997). Researchers also suggest that students may learn more about whatever topic is being considered if they work in groups. For example, Adams and Slater (2002) suggest that group work supplementing lectures helps make courses more interesting to students, and subsequently helps students learn more.Most instructors have stood in front of a class only to wonder if their only purpose on that day was to serve as a sedative for the majority of the class. Group work advocates argue that most any topic can be made interesting by actively involving students in the topic through some form of collaborative learning, of which group work is just one strategy. While a number of strengths for this form of teaching strategy have been noted in the literature, potential drawbacks have limited its use. In this study, we cons ider how students believe group projects should be changed in order improve their pedagogical success.METHODS Surveys were distributed to 145 students who had just recently completed a group project. The group project was a semester long group research project that students completed. A survey composed of both open-ended and close-ended questions was distributed to the students at the end of the semester. The results of the open-ended questions have been addressed elsewhere. In one of the close-ended questions, students were asked what they would change about future group projects. The results to this answer were content analyzed using standard rules of content analysis.FINDINGS The students had a number of recommendations for future group work. These recommendations were divided into student centered and faculty centered themes. Student centered themes were those recommendations in which respondents seemed to be offering advice to future students participating in similar projects. These included (1) communication as a value to improve group work, (2) leadership and teamwork, and (3) goal development. Faculty centered themes were those recommendations in which respondents were citing things faculty members could do to improve group work.The following four faculty centered themes were uncovered in the analysis: (1) oversight, (2) grades, (3) situational themes, and (4) anomic themes. Student Centered Themes Communication as a Strategy to Improve Group Work. Several students, recognizing the importance of interpersonal communication, recommended that fellow group project participants hone their communication skills. Students offered tips such as â€Å"Listen to everyone's idea–No matter what it is;† â€Å"Make sure everyone understands the information and the process;† and â€Å"Communication is key. When a group fails to communicate, the group as a whole suffers.† Another student recommended, â€Å"just bonding more† while ano ther cited â€Å"people keeping in touch† as a step to improve group work. Leadership and Teamwork. Students also provided advise suggesting the importance of leadership and teamwork in future group projects. In terms of leadership, students made comments such as the following: * Assigned leaders are needed. * Assign more specific roles. * Need to have defined task assignments for members. Some students provided a bit of detail describing the importance of leadership in group projects. For example, one student made the following comments:It was easier to get the project done by dividing up the work. We worked well together for the most part. One individual has considerable leadership talents and he kept our group on track. Others just deferred to his ideas and we did what he told us to do. He assigned our tasks and made sure they were completed. Another student who made the following comments also described this leadership process: [You need to] learn the habits of others and learning who has the qualities of taking charge of a group. I thought it was interesting to watch who would become the leader and which group would members would follow the leader.With regard to teamwork, students also suggested that, while groups may need a leader, members of the group must be willing to work together. Students made comments such as â€Å"Everyone has to do their part;† â€Å"Everyone working together and doing their part;† â€Å"Teamwork;† and â€Å"Spread around responsibility. † The need to work together appeared to be an especially salient recommendation in this sample. One student emphasized this need in the following manner: â€Å"Everyone has to work together!! † Indirectly indicative of the need to work together, students recognized the need to share all aspects of the project.As an illustration, according to one student, future students doing group projects must remember to â€Å"bring calculators to the restaurant or b ar to figure out a fair tip for the bartender divided five ways. † Goal Development. Some comments made by students also implied the importance of goal development for future group projects. For example, one student advised, â€Å"We all had the same motivation and ambition. † Other students made comments such as â€Å"clarity of goals† and â€Å"commitment to goal† as suggestions for future group. In considering their goals, some students seemed to define their grade as the goal.Said one student, â€Å"If everyone was equally dedicated to getting good grades, or if groups were assigned based no dedication. † Another student recommended that students â€Å"take their job seriously, not just for their grades, but for others' grades. † Faculty Centered Themes Oversight. In terms of faculty centered themes, some students suggested more faculty input in future group projects as a strategy to improve group work. Some students recommended more guid ance in the beginning of the project. One student, for example, said, â€Å"The instructor should assign the topic instead of letting the group pick a topic.† Another student said, â€Å"The teacher could have taught more in the beginning. † A third student called for â€Å"more direction from the instructor,† implying that direction would help in the beginning of the project. Other students recommended assistance in motivating group members. For instance, one student said, â€Å"Specific deadlines may help group members turn in their material in a timely manner. † Grades. Several students offered recommendations for how professors overseeing group projects should grade the projects. One student, for instance, recommended that professors use grades to â€Å"to force the students to participate.† Another student expanded on this recommendation: [You should have] mandatory meetings, groups should be graded on how often they come to the group when the y meet. It would make a person show up more to group meetings because a percentage of his or her grade would depend on it. Other students also resented the fact that â€Å"free riders† were getting the same grade they got and recommended changing this policy. One student said that â€Å"having some of the project reflect individuals so that everyone is not getting the same grade† would help group work.Another student said, â€Å"I didn't like relying on someone else and having it effect my grade point average. † A third student who made the following comments seemed even more concerned about â€Å"common grades† [You need] more accountability for individual work. When my grade depends on the intelligence and responsibility of other people, I get nervous, especially when some don't bother to come to class. Interestingly. when students talked about grades, they were not concerned with what they were learning or doing: rather, they were concerned with almost solely with their grade and whether it was fair.Situational Themes. Situational themes refer to comments that reflected specific dynamics of the group project that instructors could possibly influence. Three situational themes that arose included the number of meetings, time, and location. In terms of the number of meetings, one student recommended that â€Å"Members should meet as frequently as possible. † To be sure, faculty members could require a certain number of group meetings. With regard to time, a student said that â€Å"longer class periods† would improve group work. Another student suggested that â€Å"time †¦and less stress from other courses† would improve group work. While faculty cannot control the amount of stress students feel from their other courses, they can control the amount of class time devoted to a group project. In terms of location, students also made recommendations regarding where the group project work should be done. For exam ple, one student said the following: â€Å"I have trouble doing group work where there are many groups working on different projects in the same room. I like that we were able to meet at different locations outside of school.† Another student also said she had problems meeting in class and recommended â€Å"more discipline from other groups that are in the same vicinity. † Anomic Themes. Some students made comments which we characterized as â€Å"anomic themes† because the students were unable to suggest anything positive about group work, or improving group work. In effect, they seem to exhibit a sense of normlessness or an enormous aversion to group work. For example, when asked what could be done to improve group work, some students made the following comments: * Getting rid of it * Nothing can be done to improve group work.It is inevitable. * There's always going to be problems. Other students provided a little more detail describing their aversion to group work. One student, for instance, said that it is important to remember for future projects â€Å"that there are some people who will never be reliable and some that always have to be the bomb. † Perhaps the most pessimistic comment made was the following: I didn't like anything. We shouldn't have to do group projects or any kind of individual research projects. I don't think research projects will help us in our jobs in the future. Itisn't needed and is a waste of time. It is important to note that the vast majority of students had favorable impressions of the project. DISCUSSION Based on what our students learned, a number of suggestions can be made for future group projects. These recommendations include: (1) overcoming faculty resistance to group work, (2) overcoming student resistance to group work, (3) ensuring students realize the purpose of the project, (4) providing appropriate oversight for students, (5) scheduling the group work appropriately, and (6) helping groups set and attain goals of the project.These suggestions are addressed below. First, enough research has been done to show that group projects, in various forms, can be an important part of students† undergraduate curriculum. Faculty must come to appreciate and realize the importance of these group projects. Of course, group projects are not a panacea and some faculty hold these projects in complete disregard (Ashraf 2004). However, students have much to gain from group projects. Not only will they learn about the topic, but just as important, students will learn important skills, and they will learn about themselves.Certainly, group projects are not appropriate for all courses or all instructors. Still, group projects should be integrated into all majors' coursework in one form or another to ensure that majors are learning how to work together, how to learn from one another, and how to communicate with one another. Second, faculty who implement group projects in their courses w ill need to overcome student resistance to group efforts. This aversion likely stems from the fact that students are accustomed to traditional pedagogical strategies in which instructors lecture to students, who are tested on the lectures.Over one hundred years ago, in The Theory of the Leisure Class, Thorstein Veblin (1899) commented, The aversion to change is in large part an aversion to the bother of making the readjustment which any given change will necessitate †¦. A consequence of this increased reluctance, due to the solidarity of human institutions, is that any innovation calls for a greater expenditure of nervous energy in making the necessary readjustment than would otherwise be the case. Indeed, based on our experiences, we have seen many students expend â€Å"nervous energy in making the necessary readjustment† that makes the accustomed to group work.Imagine for a moment if group work were the traditional and customary teaching style for students. Then, what would happen if we pulled the group out from under them and asked them to do an individual project? Many students would likely have the same aversion that they now have to group work. They'd have to learn new strategies of doing things, and this is something many of us resist. In the end, it seems what is best is to find a blend of teaching strategies in which students are encouraged to work both individually and in groups.Third, and on a related point, faculty should stress to students what they have to gain from group projects. Typically one would expect that the goals of the group project are not just completing the project, but gaining the experience of working together. This aspect of group work should be included on the syllabus so that students realize that the faculty member empathizes with students' concerns. At a minimum, students should be told how group work improves their communication skills, enhances their critical thinking skills, allows for reciprocal learning, and teaches them to work together.From a symbolic interactionist perspective, communicating openly with students about the purpose of group projects will help to give meaning to the students' experiences. Assigning meaning to their experiences before the projects begin will also help better understand one another's actions. They will learn that conflict is possible and that they can overcome this conflict by working together. Moreover, their interactions with members of their groups will help to develop them as novice social scientists (See Berg 2004). Fourth, faculty members should provide appropriate oversight over the groups as needed.It's not just our students who noted the need for oversight Research by Livingstone and Lynch (2000) finds that the degree of faculty guidance will play a role in determining whether the students find value in team-based learning. Oversight is especially important in the beginning stages of the group project when group members are still in the process o f the defining their own roles and tasks as well as their peers' roles and tasks. Part of this direction should be instilling within students the importance of learning teamwork skills (Page and Donelan 2003).Direction may be needed to make sure that students are attending group sessions and working towards the ideals of the group. While group members may do things themselves to encourage participation by fellow group members, ultimately, the instructor has the greatest leverage over students. Describing the direction that faculty members should provide, Lordan (1996: 45) writes, â€Å"Like supervisors in the professional world, the teacher should strike a balance between letting students work out their own problems and stepping in to keep them on track.† As well, instructors need to provide oversight inasmuch as they are helping students find suitable places on campus to do their group work. (They may also want to remind students how to do division long hand so they are able to divide up the tip for the waiter or waitress at the bar or restaurant where they meet with their calculators). Fifth, instructors should make sure students are clear on how they will be graded on group projects. Here, as noted earlier, there is great disagreement among those using group projects as to the best way to assess group projects.Some instructors prefer to give all group members the same grade for the group project. Others see this process as inherently unfair (cites) and call for individual grades. Whatever grading method is used, it is important that students understand the grading process and its rationale. Finally, instructors should play a role in helping groups to define, and refine, their goals. Our experience has been that students tend to define their goals in three stages. First, they begin with aspirations of getting a good grade. The next stage replaces the goal of a good grade with the goal of completing the project successfully.This stage is ultimately rep laced with the goal of a good grade. Instructors can foster better goal attainment by encouraging students to focus more on learning and less on getting a good grade. If groups can define the group's goals, and the members' goals, in a way that they focus more on tasks (e. g. , developing a good research question, gathering literature, developing a methodology, doing the research, analyzing the research, and writing a final paper) and learning rather than getting a good grade, then the likelihood of a successful group project increases.Tying individual goals in with group goals is a central aim of collaborative learning (Johnson and Johnson 1994). Students in this study at least indirectly recognized the importance of meshing their own goals with those of the group. Our intent in this paper is not to be prescriptive but to simply generate thought and discussion about a common type of active learning strategy. We recognize that professors vary in their teaching strategy preferences. We do not expect all professors to want to use group projects in their courses, nor do we expect all courses to be amenable to group projects.Still, it is hoped that all undergraduates will participate in at least some group projects during their undergraduate years. While there are flaws with group projects, the benefits of getting students to work with one another are meaningful enough to rely at least somewhat on group projects in some courses. REFERENCES Adams, Jell and Tim Slater. 2002. â€Å"Learning through Sharing. † Journal of College Science Teaching 31: 384-386. Andrusyk, D. and S. Andrusyk. 2003. Improving Student Social Skills through the Use of Coop erative Learning Strategies. M. A. Research Project, Saint Xavier University, Abstract accessed from ERIC, July 5, 2004.Ashraf, Mohammad. 2004. â€Å"A Critical Look at the Use of Group Projects as a Pedagogical Tool. † Journal of Education for Business 79(4), 213-216. Blowers, Paul. 2003. â€Å"Using Student Skill Assessments to get Balanced Groups for Group Projects. † College Teaching 51(3): 106-110. Colbeck, Carol L.. Susan E. Campbell, and Stefani Bjorklund. 2000. â€Å"Grouping in the Dark. † Journal of Higher Education 71: 60-78. Davis. Barbara and Thomas Miller. 1996. â€Å"Job Preparation liar the 21st Century. † Journal of Education for Business 71 (5): 258-270. Doyle, Eva. Chris Beatty, and Mary Shaw. 1999.â€Å"Using Cooperative Learning Groups to Develop Healthy Cultural Awareness. † Journal of Social Health 69(2): 73-80. Dudley, Lola, Henry David, and David McGrady. 2001. â€Å"Using an Investment Project to Develop Professional Competencies in Introduction to Financial Accounting. † Journal of Education for Business 76(3): 125-131. Johnson, D. W. and R. T. Johnson. 1994. Learning Together and Alone. Boston, MA: Allyn and Bacon. Livingstone, David and Kenneth Lynch. 2000. â€Å"Group Project Work and Student Centered Active Learning. â₠¬  Studies in Higher Education 25(3): 325-345. Lordan, Edward. 1996.â€Å"‘Using Group Projects to Sharpen Students' PR Skills. † Public Relations Quarterly 41 (2): 43-47. Page, Diana and Joseph G. Donelan. 2003. â€Å"Team Building Tools for Students. † Journal of Education for Business 78(3): 125-128. Roberts-Kirchoff. Elizabeth and Mary Lou Caspers, 2001. â€Å"Dialogues as Teaching Tools. † Biochemistry and Molecular-Biology Education 29(6): 225-228. Young, Carol B. and Janet A. Henquinet. 2000. â€Å"A Conceptual Framework for Designing Group Projects. † Journal of Education for Business 76(1): 56-60. Brian K. Payne Elizabeth Monk-Turner Donald Smith Melvina Sumter Deportment of Sociology and Criminal JusticeOld Dominion University. Norfolk. Virginia Payne, Brian K. , Monk-Turner, Elizabeth, Smith, Donald, & Sumter, Melvina (2006). â€Å"Improving Group Work: Voices of Students. † Education, 126(3), 441+. COPYRIGHT 2006 Project Innovati on (Alabama); COPYRIGHT 2006 Gale Group Group projects are integral to the business curriculum and can be useful in developing students' skills and abilities as managers. However, faculty encounter several problems with group projects, including assessing students' efforts, aiding good communication and coordination among members, and making sure the project is a truly collaborative effort.Technology may aid in addressing these problems; electronic discussion boards and chat rooms, for example, can help faculty and students enhance collaboration and increase the accountability of group members. Keywords: Discussion boards, chat rooms, collaborative learning, student projects INCREASED GLOBAL COMPETITION and other changes in the business environment over the last several years have led organizations to restructure themselves. One aspect of that restructuring is a shifting of responsibility and decision making downward and a movement toward self-directed work teams (Cohen, 1993).To pr epare students to thrive in this environment, we obviously need to teach them effective teamwork and communication skills. This article describes two tools that can help accomplish this task, the electronic discussion board and the chat room. These can foster interdependence in group projects and deeper, active learning. First, we discuss the need for and benefits of collaborative projects, the problems of group work, and the role of technology in such projects. We then provide recommendations for incorporating these electronic tools in business communication classes.Need for Collaborative Projects in Business Courses As many researchers have noted, the structural shift towards teams occurring in many organizations should be reflected in the classroom (Bobbitt, Inks, Kemp, & Mayo, 2000). Using groups in class thus prepares students to work collaboratively in the business environment while promoting collaborative learning in the classroom itself. The first benefit of group work in th e classroom is that it teaches students how to work collaboratively in the business environment.Business organizations repeatedly indicate that the increased use of teams in the real world has increased students' need for exposure and experience with teams (Buckenmyer, 2000). Companies that use teams creatively spend many hours and dollars training individuals to work in teams and training managers to manage teams. Through working in groups, students can enhance their abilities in setting goals, delegating work, and dealing with conflict (Colbeck, Campbell, & Bjorklund, 2000). They can also improve their communication, leadership, problem solving, and technical skills.All of these skills are highly rated by recruiters and employers and will help graduates meet the demands and rigors of the workplace (McNally, 1994). The second benefit of group work is that these projects promote collaborative learning. University educators have embraced cooperative learning methods as ways to engage students and to foster cooperation (Ravenscroft, 1997). Researchers have found that the values of Generation X are highly individualistic, visually-oriented, and aligned with information technology, not with the sharing of information (Buckenmyer, 2000).Thus, group course projects, with proper guidance, can help these students learn to deal effectively with others. Group work learning can be an excellent way of encouraging the development of higher cognitive skills in students (Thorley & Gregory, 1994) and can be effective even for relatively quiet group members. When groups work well, students consistently fare better in class, on tests, and in attitudes towards the instructor and each other (Jones & Brickner, 1996).The quality of learning is improved by peer support, with students gaining experience in communication, negotiation, organization, and task management. Cooperative methods have been recognized as effective ways to motivate students to become actively involved in learni ng. The collaborative group project creates a forum that allows students to take an active approach towards their own education. The security of working within a group provides an excellent entree into the progression to independent and autonomous learning (Maguire & Edmondson, 2001).Problems with Group Projects The many benefits of collaborative projects, however, are often offset by problems. First, a common problem is the failure of the group to work together effectively. Students may exert an individual effort but are unable to coordinate their efforts effectively with their group members to achieve any kind of synergistic benefits (Tullar, Kaiser, & Balthazard, 1998). Group members need to be contributing their ideas, questioning and learning from each other, and building on the efforts of the other members.For collaborative learning to occur, students must coordinate the diverse skills and abilities of their group members to address a complex task (Tullar et al. , 1998). A sec ond problem is that often group members simply divide a project so that each individual writes a portion. Then, just before the project is due, the students bring in their disks and combine files without coordinating their efforts or talents effectively. Third, group work often leads to unequal contributions of members, resulting in â€Å"hitchhikers† and â€Å"workhorses† (Cottell & Millis, 1993).These â€Å"hitchhikers,† also called â€Å"free riders† and â€Å"social loafers,† can cause problems in the workflow of the group, as they do not do their fair share. Members of the group have difficulty addressing the free-rider problem and documenting the problem and their efforts to solve it (Gremler, Hoffman, Keaveney, & Wright, 2000). The issue becomes one student's word against another's as the teacher tries to determine fair individual grades. Finally, group projects are often assigned without the allocation of class time for groups to develop co operative skills or to become cohesive (Michaelsen, 1992).There is limited time in class to discuss both the needed topics and the mechanics of group management. In many cases, groups meet on evenings and weekends when faculty members are not available for assistance. Additionally, many group members are geographically and temporally dispersed, which makes organizing face-to-face group meetings difficult. The Role of Technology in Enhancing Collaborative Learning Active and cooperative learning approaches will be counterproductive unless they are thoughtfully implemented and well supported.Communication tools like discussion boards and chat rooms can be effective in inter-team collaboration as well as in faculty-student communication. These tools can help ease the problems discussed in the previous section. By solving these problems with technology, faculty can address three learning goals: empowering students, improving their communication skills, and developing their ability to wo rk collaboratively. Finally, these technological communication tools offer teaching opportunities by allowing faculty to be more accessible to students and to track students' efforts better.Addressing Group Project Problems Internet-based tools can be a tremendous help in coordinating team efforts, particularly when the team is geographically (whether by a few miles or a few thousand miles) or temporally dispersed (Kaiser, Tullar, & McKowen, 2000). With technology, groups can meet either synchronously, using chat rooms, or asynchronously, using threaded discussion boards, in which group members contribute to the group discussion at times convenient to their schedules over a defined time period.These tools enable everyone in the group to talk at the same time or at their convenience by typing their comments into the forum that instantly distributes their comments. Additionally, strong personalities have greater difficulty dominating the group as everyone has equal access to the †Å"floor. † Students may feel more comfortable presenting ideas this way than in a face-to-face meeting, and the quality and professionalism of their ideas may be higher, knowing that their participation is being monitored.The discussion forum also gives all students ample time for reflection so students' responses are often more thoughtful than those in face-to-face situations. Studies have illustrated this level of increased and more evenly distributed participation from students in computer-supported groups (Tullar et al. , 1998). Addressing Learning Goals Projects provide opportunities for experiential learning, that is, students apply what they have learned to real-world situations and thus develop decision-making skills. But in doing so, projects often produce anxiety as students struggle to determine what answer the instructor wants.However, with these projects, whether it be a case, a report of a business issue, or a business plan, faculty are typically not searching fo r one right answer, but rather are concerned with the process that students use in solving problems. Teaching students to ask the right questions is thought to be more important than giving students the right answers. In the real world, there is neither one right answer nor is there a â€Å"sage on a stage† that can direct students to the right answer. Students need to learn how to find and to support the answers for themselves.The use of electronic discussion boards and chat rooms can aid student learning in the struggle through the project process. Thus, three learning goals can be addressed through the use of electronic discussion boards and chat rooms with experiential group projects: (1) empowering students to become active participants in their learning, (2) increasing students' communication skills in describing and solving problems, and (3) enhancing students' abilities to collaborate and work with others in developing their own resources in solving problems.To achiev e these goals, education must involve interactivity among instructors, students, and the materials, and electronic discussion boards and chat rooms can enrich that interactivity. Providing Additional Teaching Opportunities Another advantage of these tools is the opportunity for faculty to participate in the discussions and e-mails. Faculty can use these tools to demonstrate concern for students and to provide additional accessibility and feedback.In fact, the transactional distance encourages faculty to maintain a facilitative role rather than an authoritative role (Moore, 1993). Finally, these tools make it easier for faculty and students to keep track of what everyone has said as there is a written record (Kaiser et al. , 2000). Students have the opportunity to reorganize and reshape their understanding of course content. The Web-based tools allow thoughts to be captured for future examination, elaboration, and extension. The end result is usually more robust and thoughtful discus sions.In fact, threaded discussions can extend the time that both instructors and students invest in the course (Bruce & Hwang, 2001). Recommendations for Using These Tools Many universities are starting to use various computer course tools or platforms to promote online learning. These platforms, such as BlackBoard or WebCT, can be used to design either Web-based or Web-assisted courses. For several years, we have used discussion groups and chat rooms in Web-based classes but have also found that communication can be enhanced in traditional classes through use of these tools.Since more business organizations are using electronic tools, such as Lotus Notes, to facilitate group meetings, using them in the classroom helps students further prepare for their careers. However, the wise faculty member will be advised that these tools should be used judiciously. Therefore, based on our experience, the following suggestions are made to faculty who are considering the use of Web-based tools. Discussion Boards Instructors and students can compose and post messages electronically on electronic discussion boards.Both public and private discussion forums can be implemented. With many computing platforms, such as WebCT, faculty can set up public forums to start threaded discussions for the class to which the students can respond electronically. Students can use these public forums to post questions to which the entire class can respond, such as for help in finding information for the project. A project normally seems easier when the instructor is discussing it in class and few questions arise. However, students' questions occasionally occur after class or on weekends.The discussion board allows the opportunity for students to post problems asynchronously and to receive input from the class. The burden is no longer on the instructor to solve every problem as it occurs but is on the students to work with each other as well as with the instructor in solving problems. This is a tremendous lesson for students to learn to deal with problem solving in the real world. When an employer gives an employee a project or task to do, he/she expects the employee to do it on his/her own and not ask for assistance from the employer every step of the way.Students have to learn to be problem solvers on their own, and the use of electronic discussion boards helps develop that skill. The professor's role is to help get the conversation started. For example, the instructor can post a question on the public project discussion board asking at which sites people are having success finding information for the project. The students can then respond. Those students who respond in a useful manner will be rewarded, such as with a participation grade. Those students or groups who do not respond can be asked on the discussion board for their input.When students see the progress other students are making, they may be spurred to work harder. Additionally, the faculty need to check the discussion board frequently to see if any misinformation is being spread, to ensure â€Å"netiquette† is being practiced, and to restart the conversation as needed. Finally, faculty can take questions that the students ask individually and request that the students post them on the discussion board. In that way the instructor only has to respond once, and similar inquiries can then be referred to that response.This will eve ntually build a culture in the class where the instructor is not seen as the sole source for information, and the students learn to work with each other in solving problems. Additionally, instructors can create private forums to be used to divide students into groups for class exercises or for the use of asynchronous coordination of group projects in which group members cannot all meet at the same time. The instructor can visit these public and private forums to track group progress, to encourage students to help each other to solve problems, and to provid e assistance as needed after the students have tried first on their own.In the private group forums, the students are encouraged to use the board to organize group meetings, to post their research findings, and to post drafts of their work for their group members to see and make comments. The professor can encourage individual group members to post their contributions to the paper to the private forum for the other members to see and post suggestions. This would increase group collaboration in a manner that can be documented. After the group has collaborated on a draft of the project, the instructor can offer suggestions.Finally, instructors should consider requiring the groups to post progress reports on their efforts periodically during the term. These progress reports describe what the group has accomplished, what the group's plans are, if there are any problems, and if there are, how they are being addressed. The instructor should provide guidelines as to what the groups should have accomplished by the progress report dates so the students can determine if they are on track. While these reports could be submitted on paper, doing it through the discussion board makes it easier for group m

Barack Obama - Daw Aung San Suu Kyi Joint Press Conference

Barack Obama Joint Press Conference with Daw Aung San Suu Kyi delivered 14 November 2014, Rangoon, Burma Daw Aung San Suu Kyi: I Im sorry if weve kept you waiting. Let me just begin by saying what a great pleasure it is for me to welcome President Obama again to my house, and to be able to meet all of you.I would just like to say that there have been those who have been saying that there is tension between the United States and the National League for Democracy or perhaps with me. I would like to make quite clear that the friendship between the United States and those who have been struggling for democracy in Burma is a very strong one. We may view things differently from time to time but it will in no way affect our friendship. And I have absolute confidence that the United States will continue to support us with regard to the democratic transformation and that when Burma becomes a fully functioning democracy in accordance with the will of the people, we will be able to say that among those friends who enabled us to get there, the United States was among the first. So please dont think please dont worry that there will be any problems between the United States and those working for democracy in Burma. We all believe in the same values. We all believe in the same principles. We may sometimes think that there are different ways of getting to the goal that we wish to achieve, but these differences are part of the democratic tradition. Democracy allows people to have different views, and democracy makes it also makes us also responsible for negotiating an answer to those views. I would like all of you to feel welcome in this country, and I would all like all of you to feel that you can join us in hoping for better days. But at the same time, I always warn against over-optimism because that could lead to complacency. Our reform process is going through, let’s us say, a bumpypatch. But this bumpy patch is something that we can negotiate with commitment and with the help and understanding of our friends from all over the world. So let us not exaggerate the differences, the difficulties. But at the same time, let us not exaggerate the rosy picture either. What we need is a healthy balance between optimism and pessimism. We need to view the the situation for what it was. But at the same time, we all have to be confident that we will get there we will get where we want to get to, because that’s what our people want. In the end, it’s the people of Burma who will decide where this country is going to and which way and how and when. So we accept responsibility for the fate of our country, but at the same time we welcome the support and the help of our friends. And we always appreciate them very greatly. Thank you. Barack Obama: Well, good afternoon, everybody. Mingalaba. It is wonderful to be back in Rangoon and to once more have the opportunity to spend time with Aung San Suu Kyi. As we know, it was in this house that she endured years of confinement never giving up hope, never wavering in her determination to build a free and democratic Burma. Daw Suu, you helped set this country on a better path. I’m grateful for your friendship and for the hospitality that you’ve shown in opening your home up not only to me, but to all these people. 3:46 When I made my first historic visit to Burma, this country was just taking preliminary steps towards democracy. And in the past two years, important changes have been made. The economy has begun to grow. Political prisoners have been set free. There are more newspapers and media outlets. Children have been released from the military. And these are all important changes that have opened up greater opportunity for the people of Burma. At the same time, as Aung San Suu Kyi just said, it’s clear how much hard work remains to be done and that many difficult choices still lie ahead. The process for reform is by no means complete or irreversible. For many, progress has not come fast enough or spread far enough. People need to feel safe in their homes and not be subject to arbitrary harassment by authorities or individuals acting with impunity. People need to be empowered to pursue their dreams. And as Burma approaches important national elections next year, it will be critical to ensure that all of Burma’s people can participate in shaping the future of their country. As a member of parliament and the head of the rule of law committee, Aung San Suu Kyi is working hard to make government more transparent, more accountable, to protect the rights of all the Burmese people, to promote reforms that would expand the political space for more people to contribute their voices. But implementing the major political and economic reforms that are necessary to keep Burma advancing toward democracy is going to take a great deal of political will and no small amount of determination. And we, as friends of the Burmese people, are clear-eyed about the scale of the challenges that remain, and recognize that we cannot remain complacent. Today, Daw Suu and I had a wide-ranging discussion about how the United States can help facilitate and bolster Burma’s democratic transition. We talked about the need for stronger rule of law, for elections that are free, fair and inclusive, and for continued constitutional changes that will move Burma more fully towards a civilian government. We spoke about how we can work together to promote national reconciliation and defuse sectarian tensions among Burma’s diverse ethnic groups. Specifically, I stressed the need to find durable and effective solutions for the terrible violence in Rakhine state solutions that end discrimination, provide greater security and economic opportunities, protect all citizens, and promote greater tolerance and understanding. Strengthening human rights protections for all of Burma’s people is an essential step to realizing the vision we share for the future of this beautiful country. The last time I stood here, I made a pledge to the people of Burma that if we continued to see progress toward reform, the ties between our countries would grow stronger, and the United States would continue to do whatever it could to help ensure Burma’s success. Over the last two years, I think we’ve made good on that pledge, and I want to reiterate the commitment to match continued reforms with greater support and friendships in the future. We’re committed to working directly with the people of Burma, and not just the government. So later today, I’m looking forward to speaking with representatives of Burma’s civil society groups and with young leaders from Burma and all across Southeast Asia who are working to create greater opportunities for themselves and for future generations. I think these new voices are going to be critical to making sure that reforms are sustainable and meaningful to people across the country and across the region. So, Daw Suu, thank you again for welcoming us here today. We continue to look to you for inspiration as well as resolve, and I know that you will continue to be a fierce advocate on behalf of the people of Burma, a future of democracy, and I know that you will be a strong partner with the United States. Thank you. Questions? Daw Aung San Suu Kyi: Who’s speaking? Barack Obama: I’ll go first. Christi Parsons. Q: You have been traveling in countries with long histories of repressing freedom of expression and censorship. And it was interesting yesterday that President Xi seemed to be saying that reporters who have problems have themselves to blame. And so I wonder to what extent you feel the need to contend with these ideas with leaders in this region as you travel. And what do you say to them? And by way of example, I might ask you Attorney General Eric Holder says no journalist will go to prison for doing his or her job, on his watch. And so I ask about the case of James Risen, the journalist who is facing this prosecution for not revealing his source in a leak prosecution. I wonder if that’s are you speaking specifically about this case, and is that your position as well? And if I may, Daw Aung San Suu Kyi, ask you how concerned are you about the violence against ethnic minorities in your country, and specifically the Rohingya people? And what do you believe is your responsibility to speak out about it? Thank you very much. Barack Obama: The issue of press freedom is a constant concern in my interactions with the Chinese government. It’s an issue that I’ve raised with the President here in Burma. I’m pretty blunt and pretty frank about the fact that societies that repress journalists ultimately oppress people as well, and that if you want a society that is free and vibrant and successful, part of that formula is the free flow of information, of ideas, and that requires a free press. That is part of our tradition. As I explained to President Xi in China, it’s in our DNA. We believe in the primacy individuals being able to pursue their dreams, endowed with certain inalienable rights. And we believe that when governments censor or control information, that ultimately that undermines not only the society, but it leads to eventual encroachments on individual rights as well. I cant comment, Christi, on any particular pending case, as you know thats sort of an iron-clad rule or any particular prosecution. I can read back to you what Attorney General Holder has said, which is no journalist is going to go to jail for doing their job. And I dont think youre suggesting that theres that the two cases are comparable. But I recognize that in our own society we have to constantly balance the need for certain national security issues to remain secret with journalists pursuing leads wherever they can. And the good news is, is that weve got courts and weve got a First Amendment. And we got a whole bunch of tools to ensure that that balance is properly debated and adjudicated. But I think that when I am traveling, it is important as the President of the United States to not just talk about our interests, but also to talk about our values. Sometimes it has an impact; sometimes it doesnt. Although I was impressed that Mark Landler got an answer to his question from President Xi. It might not have been the one he was expecting, but he did end up taking the question. So you just keep on chipping away and seeing if we can make progress. Q: [Off-mic inaudible] Barack Obama: Hold on a second, Christi. Dont try to segue into a second question. Daw Aung San Suu Kyi: I think I better take over because Ive got to have my time as well. Barack Obama: There you go. Daw Aung San Suu Kyi: The National League for Democracy always has been against violence of any kind, either on racial grounds, or religious grounds, or ideological grounds. We do not believe that violence really resolves anything at all. Our struggle for democracy has been carried out with a strong grasp on the principle of nonviolence. And also, we believe in the rule of law. So if you ask how do we propose to resolve all of these problems of violence between communities, between different ethnic groups, weve got to start with rule of law. People have to feel secure before they can start talking to one another. We cannot achieve harmony without security. People who feel threatened are not going to sit down and sort out their problems. So I would like to recommend, as the chair of the Rule of Law and Tranquility Committee dont forget that tranquility is also included that the government should look to rule of law. It is the duty of the government to make all our people feel secure, and it is the duty of our people to learn to live in harmony with one another. If we want democracy, we have to be prepared to live by the principles of democracy. We have to dare to live according to the principles of democracy. I think well get there, but it will take us some time. But we will remain fully committed to the principle of nonviolence. Q: [inaudible] Mr. President, Id like to know about the Myanmar reforms. Youve been talking with the President and parliament speakers, and also youre going to talk with the civil societies group, and then youth. So my direct question to you is that: Have you got any specific agreement with the Myanmar government or President Thein Sein about Myanmar reforms such as constitutional change, and peace negotiation, peace process, and also 2015 general election? And also to Daw Aung San Sui Kyi, you have got a one-hour discussion with the President, and at the current political situation, as you said, it’s a bumpy situation. So if you didnt make amendment, or you didnt change constitution, the NLD and you, yourself, is going to be very difficult after 2015 elections. So have you talked about those issues with the President? Or the President talk to you about U.S. support for you? Thank you. Barack Obama: Well, the issue of making sure that reforms and the transition is fully realized was the main topic of our conversation and the main topic of my conversation with the President last night. As I indicated before, there are signs of progress. We shouldnt deny that Burma today is not the same as Burma five years ago. But the process is still incomplete. And I was very specific with the President in terms of how we will measure whether or not the transition has been fully realized. Number one, we expect elections to take place on time. We do not want to see delays, because its time for the voice of the people of Burma to be heard in a fair, free, transparent election. Number two, I indicated to the President that the constitution amendment process needs to reflect inclusion rather than exclusion, that there are certain provisions in the Burmese constitution that objectively dont make much sense. Ultimately, what changes are made are up to the people of Burma. But, for example, I dont understand a provision that would bar somebody from running for President because of who their children are. That doesnt make much sense to me. Number three, we are very much in favor of the peace process, and I encourage the President to move forward in the negotiations. He expressed some optimism about the ability to bring a deal to a conclusion. But as Daw Suu has indicated, you have to be skeptical until its actually done. Number four, I indicated that we are paying attention to how religious minorities are treated in this country. Now, I recognize the complexities of the situation in Rakhine state. On the other hand, consistent with what Daw Suu just said, I am a firm believer that any legitimate government has to be based on rule of law and a recognition that all people are equal under the law. And discrimination against the Rohingya or any other religious minority I think does not express the kind of country that Burma over the long term wants to be. And I know of no successful democracy in which sectarian or religious divisions are allowed to fester, or the people of different faiths are treated as second-class citizens. Ultimately, that is destabilizing to a democracy. And finally, I expressed to the President the need to continue to make additional progress on basic issues of freedom and personal security, that journalists cant be jailed simply because they were critical of the government; that arbitrary arrests or individuals being in some fashion abused by government with impunity rather than being respected and treated in accordance with law, that thats a test of whether or not a society is moving towards a genuine democratic process. And the President yesterday acknowledged that some progress has been made, and there was more to do. And our position will be to continue to measure whats happening on the ground, to consult with a wide range of groups here in Burma. We will strengthen our relationship where we see progress. Where we don’t see progress, then we will continue to express our concerns, and we will not be able to fully realize the kind of bilateral relationship that we want to have with Burma, the Burmese government, until we’ve seen some of these reforms completed. Daw Aung San Suu Kyi: Well, you asked whether its going to be fruitful for the NLD to win the elections if the amendments to the constitution are not pushed through. I think it’s too early to ask this question. We’ve just spent one afternoon debating the question of constitutional amendment. I think perhaps some of you may have heard that proportional representation is not going to be instituted. So when we started defending [inaudible] system against proportional representation, there were many who said to us, you are a very small minority in the legislature; how can you hope to win this case? It’s not a matter of wanting to win a case, it’s a matter of standing up for what you believe in, for what you believe is necessary for the future of our country. Now we are asking for a constitutional amendment not because we’re trying to win a case, but because we think that certain amendments are necessary if this country is to be a truly functioning democracy in line with the will of the people. Because of that, we will persist in our efforts to have the constitution amended in the right way and within the framework of the law. I’ve always put great emphasis on this because I want peace and tranquility in our country. I want our people to learn to live under the rule of law, and to support and uphold the importance of the rule of law. So with regard to the constitution, we know that the people support our wish to amend it in certain ways, and we are prepared to negotiate with those who do not wish to amend the constitution. I think that’s what democracy is all about. We need a culture of negotiated compromise as the foundation for our democratic union. So we would like to it’s not just a matter of debating the case in parliament and winning Brownie points or Boy Scout points, or whatever they’re called. But it’s just a case of standing up for what we think our country needs. And we would like to talk to those who disagree with us. That, again, is what democracy is about. You talk to those who disagree with you; you don’t beat them down. You exchange views. And you come to a compromise, a settlement that would be best for the country. I’ve always said that dialogues and debates are not aimed at achieving victory for one particular party or the other, but victory for our people as a whole. Whatever we decide on should be seen as a victory for our nation, for the kind of democratic union that we have been trying to build up for decades. So please don’t worry about whether or not we will win the elections in 2015. Of course, any party wants to win the elections. I’m sure the President will tell you that. But winning is not everything it’s how you win. I’d rather lose than win in the wrong way. And that is the way I want our party and our people to approach the problems that we have to tackle that we want to win in the right way. We want to bring the changes of the constitution about in the right way. We want to build up a strong foundation for national reconciliation, which means reconciliation not just between the different ethnic groups and between different religious groups, but between different ideas for example, between the idea of military supremacy and the idea of civilian authority over the military, which is the foundation of democracy. So we want to exchange views and to come to an understanding with all those who at this moment do not yet agree with us. And we are confident that we can come to such a settlement, come to such an agreement because, after all, I do believe that what all of us want is what is best for the country as a whole not just for particular individuals or groups or organizations. So while I tell you that you need not worry about what affects amendment or non-amendment to the constitution might have on the elections, I might as well ask you to vote for us when we do get there. Barack Obama: Pete Maer. Q: Mr. President, it seems the stage is set for even more confrontations between you and Republicans when you get home, if that’s possible. We’re told that you’re soon going to sign the immigration reform executive order. To what extent are you concerned about a Republican backlash from an action of that magnitude? And on two other issues, I’m wondering what your take is on the plan to pass a bill to build the Keystone pipeline that’s in the works now, before the State Department’s review process is over. And Senator McConnell is angry over the climate deal that you had made with China. How does all of this square with your post-election assessment that people want to, as you put it, get stuff done? And if I may also pose a question to you, Daw Aung San Suu Kyi. Thank you for hosting all of us here from the White House media corps. As the President mentioned of the constitutional barring of you running in your country’s election, what do you think the impact will be from the President’s statement that was made here today on his strong opposition to that constitutional wording? And what impact do you think it will have on the government here? And is there anything more that you’d like to see him do? Thank you. Barack Obama: Pete, the day after the election I said that there are going to be areas of agreement between me and Republicans, and there are going to be areas of disagreement. There are going to be actions I take they don’t like, and there are going to be bills they pass that I don’t like. And I think, moving forward, that’s exactly what’s going to happen. You’ve mentioned areas where we disagree. I believe that America is a nation of immigrants. Everybody agrees that the system is broken. There has been ample opportunity for Congress to pass a bipartisan immigration bill that would strengthen our borders, improve the legal immigration system, lift millions of people out of the shadows so they are paying taxes and getting right by the law. It passed out of the Senate. I gave the House over a year to go ahead and at least give a vote to the Senate bilaterally; they failed to do so. And I indicated to Speaker Boehner several months ago that if, in fact, Congress failed to act, I would use all the lawful authority that I possess to try to make the system work better. And that’s going to happen. That’s going to happen before the end of the year. But what I’ve also said to them and I said this during the lunch with the Speaker and Leader McConnell is that I am always interested in negotiating a legislative solution to the immigration problem, and that the minute they pass a bill that I can sign that fixes our immigration system, then any executive actions I take are replaced. So they have the ability to fix the system. What they don’t have the ability to do is to expect me to stand by with a broken system in perpetuity. And I would advise that if, in fact, they want to take a different approach, rather than devote a lot of time trying to constrain my lawful actions as the Chief Executive of the U.S. government in charge of our enforcing our immigration laws, that they spend some time passing a bill and engaging with all the stakeholders, the immigrant rights groups, the law enforcement groups, the evangelicals, the business community, all of whom have said this is something that needs to be done, is way overdue. And we’ve been talking about it for 10 years now, and it’s been consistently stalled. So with respect to Keystone, I’ve been clear in the past, Pete, my position hasn’t changed, that this is a process that is supposed to be followed. Right now you have a case pending in Nebraska, where the pipeline would run through, in which a state court judge has questioned the plan. And until we know what the route is, it’s very hard to finish that evaluation. And I don’t think we should short-circuit that process. I have also noted that, as policy matter, my government believes that we should judge this pipeline based on whether or not it accelerates climate change or whether it helps the American people with their energy costs and their gas prices. And I have to constantly push back against this idea that somehow the Keystone pipeline is either this massive jobs bill for the United States, or is somehow lowering gas prices. Understand what this project is. It is providing the ability of Canada to pump their oil, send it through our land, down to the Gulf, where it will be sold everywhere else. That doesnt have an impact on U.S. gas prices. You know what does have an impact on U.S. gas prices is the incredible boom in U.S. oil production and natural gas production thats taken place under my administration. And if my Republican friends really want to focus on whats good for the American people in terms of job creation and lower energy costs, we should be engaging in a conversation about what are we doing to produce even more homegrown energy. Im happy to have that conversation. With respect to the climate change deal, I have been very clear that I have responsibilities as President not just to current generations, but to future generations. The science is indisputable. The planet is getting warm, and it is getting warmer in part because of man-made activity. And the release of carbon gases carbon dioxide and greenhouse gases into the atmosphere can have a potentially devastating effect that will cost our country, could devastate communities, could increase the impact of natural disasters, and will have an impact worldwide that is destabilizing and could affect our national security. Thats not my opinion, by the way, that is the opinion of our Joint Chiefs of Staff, that climate change is a direct national security threat. Now the argument that Ive received in the past has been either denial of the science or, alternatively, theres no point in us doing something about it despite us being one of the two largest emitters in the world, because if we do something and China doesnt do anything, well just put ourselves at a competitive disadvantage, well lose jobs to China, and the problem wont be solved anyway. Im not going deny the science, but I took seriously the notion that we want all countries to participate in solving a global problem. And so I engaged with China over a lengthy set of negotiations. And by all independent accounts, for the first time, we got China to make a very serious commitment to constrain its greenhouse gases. Why would anybody be against that? That sounds like the right thing to do to me. So thats a response to those specific ideas. But let me reiterate what I said at the top. The fact that I disagree or Republicans disagree with me on a certain set of issues doesnt exclude us working together on a whole range of issues where we do agree. Theyre interested in tax reform so am I. Lets get to work. Theyre interested in promoting trade that will create jobs and opportunity for U.S. workers and U.S. businesses all over it. Its part of what this Asia trip has been all about. Theyre interested in rebuilding our roads, our bridges, our ports, our airports, putting people back to work, making sure were competitive Im game. So the one thing that I think is going to be important for us to have a successful partnership over the next couple of years is not making disagreements on a single issue suddenly a deal-breaker on every issue. Democracy can never work that way because there are always going to be some differences. And when there are differences you cant elevate those differences above the commonalities. Im sorry that was a long answer, but it was a lot of questions. Do you want to Daw Aung San Suu Kyi: Im sorry the President cant get away from all those. Barack Obama: I know. But before Daw Suu responds to the point about the constitutional amendment, I just want to emphasize, ultimately its up to the people of Burma to make a decision about all these provisions. I expressed an objective view that some of current provisions dont seem to have much grounding in common sense or precedent when you look at other constitutions around the world, and seem more focused on advantaging or disadvantaging certain players. And one of the basic concepts of a constitution is that it creates a level playing field for all people, and then so I use that as an example not because I think my voice is the one thats most relevant in terms of the constitutional amendment process, but ultimately its up to the people of Burma. Q: [Off-mic.] Barack Obama: I did? It doesnt make much sense to me. Daw Aung San Suu Kyi: I believe democracy should stand up for that principle. Barack Obama: Absolutely. Daw Aung San Suu Kyi: Well, Ive always said that its somewhat flattering to have a constitution written with me in mind. But it shouldnt be done that way. Thats not how a democratic constitution should be written. And we object to that clause not because not because it debars me from the presidency as such, but because it is against the principle of democracy and also unconstitutional. The constitution says that all citizens should be treated as equals, and this is discrimination on the grounds of my children, my childrens spouses, et cetera, et cetera. Now, this is not acceptable. And our people are firmly behind us in our desire to change this clause. And if President Obama said anything about the necessity to change a clause like that, they will love him very much for it. So he will be very popular among our people. And as he said, in the end, it is up to our people to shape the destiny of our country, including the way the constitution is going to be rewritten. And I think the majority of our people understand that this constitution cannot stand as it is if we want to make the full transition to democracy; 59(f), as you know, debars anybody who is children of the spouses of the children belong to are citizens of another country. And according to the law and I think the President will know the law better than I do because Im not a lawyer according to the law, anybody who is over the age of 18, or whatever legal adult age may be in his or her country, is responsible for himself or herself. Nobody else is responsible for that person. So from that point of view also, you cannot penalize anybody for what his or her adult children do. From that point of view, its illegal, its against all norms of justice. And from the point of view of democracy, it is not right to discriminate against one particular citizen. You wouldnt like to be discriminated against, would you? So I think our people support the idea of amending this clause because not particularly because they want me to be president, perhaps because they do. But I dont think it is so much because of that, but because they realize that this is unfair, unjust and undemocratic. Q: Thank you. I am [inaudible] from 11 Media from Myanmar. And I wanted to ask the question to Mr. President. The question is, have you discussed about the [inaudible] situation in Myanmar [inaudible] president Thein Sein last night? Because more journalists than politicians have been arrested, particularly in [inaudible], under the present Thein Sein administration. And when you discuss about this, how did he respond to this discussion? Thank you. Barack Obama: I didnt bring up specific cases with him. I brought up a basic principle that I stated earlier, which is that a free press is a foundation for any democracy. We rely on journalists to explain and describe the actions of our government. If the government controls the journalists, then its very difficult for citizens to hold that government accountable. Its a fairly straightforward proposition. And I recognize that there is a transition process thats taking place, that there is a more robust debate today than there was the last time I visited. But to go back to what we said earlier, we cant be complacent. And we, as a government, are going to be troubled when we hear reports of journalists being imprisoned, being killed, being intimidated, or being censored. And when we engage with this government or any government and we have evidence that thats taking place, then were going to raise it. Thank you very much. Source: WhiteHouse.gov

Marketing Management Essay Example | Topics and Well Written Essays - 1000 words - 3

Marketing Management - Essay Example Therefore, more and more companies today resort to differentiated marketing through highly focused segmentation and targeting strategies. Product categories ranging from Fast Moving Consumer Goods (FMCG’s) to Luxury vehicles or Holiday packages to Hospital services are all using differentiation tactics to market their products and services to the desired market segments. Various levels of market segmentation can be observed from Mass marketing to Segment marketing, Niche marketing and Micro marketing. Mass marketing represents no segmentation in one end of the spectrum while micro marketing involves complete segmentation. For segmentation to be effective, the market segments should be Measurable, Accessible, Substantial, Differentiable and Actionable (Armstrong & Kotler 2000). Segmenting can be done on the basis of geographic, demographic, psychographic or behavioral factors. The effectiveness of the product’s marketing mix depends upon whether it conveys the desired message to the consumer and whether it finally prompts the potential consumer to become a customer. When the marketing mix is combined in a such as way to project the correct image in the mind of the consumer and offer a right price as well as be accessible to customer depending upon his lifestyle, the effectiveness will increase. For example, being a collage student, the income levels are low and thus price factor should be average.

Religion and theology Essay Example | Topics and Well Written Essays - 2000 words

Religion and theology - Essay Example In â€Å"Sustaining preachers and preaching† Lovell & Richardson depict to us the practice of evangelization in our churches by elucidating on the importance of renewal of preaching style. Lovell & Richardson advocate an evangelization style that will endorse dialogical, and one that will hinder authoritarian and stentorian monolog. Thus, Lovell & Richardson coax ministers to inculcate the preaching elegance that is grounded in prayers and scriptures and one that is inspired by the Holy Spirit hence increasing the faith, love that will renew the hope and replenishes of those who hear it. It is central for us to comprehend that preaching must be based on scriptures that are inspired by Holy Spirit that is necessary for increasing our faith and that of the congregation hence rekindling our hope in Jesus Christ. What’s more, they help us understand that preaching is â€Å"truth through personality† and they emphasize this by portraying preaching as a unique form of communication whose sources is God. The authors help us to comprehend that, the perseverance of evangelization is not real to revolutionize the congregation’s awareness about the certain controversial issue but to bring the congregation into the presence of God. Lovell & Richardson see the need for preaching to be renewed hence assisting it to serve the right purpose envisioned by God. The authors also help us apprehend that preachers must take into consideration the existences of diversity in the congregation.

Designer Babies Research Paper Example | Topics and Well Written Essays - 1000 words

Designer Babies - Research Paper Example benefits at community level such as having a strong character generation that can be of positive use to community; yet there are some ethical issues, which some people grade as un-natural and fiddling with the process of nature. But this is still debatable, as pros and cons or the results yielded by this technology can be evaluated to declare it a viable measure to adopt for having a better generation (Bliss, 2012, p.5). Designer babies’ technology, to some people is a chance for better, healthier and intelligent generation but there are few who consider it as â€Å"playing God† and trying to program a human being. Both concerns are correct in their perspectives as this technology can be used to improve lives and at the same time it can be used to harm people as well. One of the positive effects that can be achieved through this technology is that it can control the genetic diseases by creating the cures in a child way before his birth. There are a number of diseases in the world, which are still in-curable such as bubble boy, cystic fibrosis and several more. The technology ensures that viruses or the causes of these diseases are not transmitted to next generation genetically. People would not fear of transmitting deadly diseases to their next generations through genes. Baby designing gives us a vision into future where heredity diseases would be swabbed out. This technology in turn, can improve the health standards of society tremendously then as it is known today (Deane and Peters, 2003, p.38). With the advancement in technology and easy availability of baby designer technology, the genes alteration will not stop at disease treatment. Parents would definitely demand at a stage, that genes of their children be altered or selected in a way to choose their children’s skin color, level of intelligence, aptitude for making him a better child in community. The element of â€Å"Human Factor† will exist no more as everyone will be like super human having all the

Labor Relations - 5 question essay Example | Topics and Well Written Essays - 1000 words

Labor Relations - 5 question - Essay Example Key national interference in support of unionism together with the â€Å"the National Labor Relations Act of 1935† and â€Å"Norris-LaGuardia Act of 1932† (Baird, 2011) were based on the fake notion that labor and business management are mutual rivals. In reality, both labor and management are engaged by customers to manufacture products and services, and thus it creates no logic to presume a sharp difference between the two units. Labor and Management are harmonizing in nature, not rivals. Both the workforce and the management are the inputs to the manufacturing process. Recently â€Å"The National Labor Relations Board† has permitted a new regulation entailing private companies to show posters informing the employees on their right to create a union, along with their right to allocate union writing and getting associated to further forms of union operations devoid of retaliation (LAS VEGAS REVIEW-JOURNAL, 2011). Answer 2 A huge majority of agreements in the U.S . have been attained by the means of non-economic weapons like collective bargaining. In this procedure the organization representatives and the Labor discuss together their issues to arrive at a commonly satisfactory agreement. When the negotiation between the involved agents does not produce new agreements, the partakers usually go for mediator support. The unbiased mediators get together with the quarreling parties to offer them a helping hand and view the domains of harmony (Craver, 2013). The mediators search for means to tackle the domains of difference. The facilitators persuade the bargaining parties to move beyond their affirmed positions to allow them to investigate their fundamental wellbeing. If mediation fails then a type of obligatory attention arbitration approach is followed that unites final proposal and conservative interest arbitration (Laner and Manning, 2013). The major benefits of such non economic approaches are saving a lot of time while the main limitation i s spending a huge sum of money for the discussed procedure. Answer 3 Off shoring advantages- Cost: cost saving and taxes saving are the key reasons for firms taking on off shoring. Firms can cut the labor charges, worker administration and organization cost, workplace room and apparatus cost and list continues. Making the most of the â€Å"Time Zone Advantage†: Off shoring offers the firms the benefits of developing the time zone by getting surround the clock advantages. Flexibility: The process of off shoring offers the firms with definite flexibilities involving the elimination of appointing and extinction charges in the other nation (Light speed IT solutions, 2012). Off shoring disadvantages- Political environment:  the Political environment in overseas nations is a major source of insecurity as these can be unbalanced at times. Alteration in management policies can amplify the expenditure. Differences in work culture and practices - A vast divergence remains always in t he job culture and that are tough to conquer. Hidden charges:  frequently the unseen cost like legal charges and changeable exchange rate are hard to determine in advance. Variations in currency rates influence the profits to a great extent. Communication hurdle:  It is a lot hard to correspond with firms in other nations that converse in a diverse native dialect. Face to face conferences are very costly