Business law Case Study Example | Topics and Well Written Essays - 2000 words

Business law - Case Study Example The organization has been amidst legitimate issues for numerous occasions and there has been substantial analysis on the items and tasks of the organization. As of late the organization has given the explanation that it has understood the blunders and it is on the way to more noteworthy corporate social obligation. The accompanying paper would consider every single such issue and it would be resolved whether the situation of the organization is defended. History of Monsanto Company Monsanto is the world’s driving maker of hereditarily built seeds, herbicides and other rural items. The organization is headquartered in Creve Coeur, Missouri. The organization was established in St. Louis in 1901 (Monsanto.com). The main item by the organization was fake sugar which was sold by the organization to Coca-Cola Company. Analysis has followed the organization from its absolute first item. The organization confronted analysis by wellbeing specialists for the antagonistic effects of the counterfeit sugar created by the organization on the soundness of the purchasers. After the creation of fake sugar, the organization acquainted caffeine and vanillin with Coca-Cola Company and after the presentation of these items it turned into the fundamental provider of the Coca-Cola Company. ... The organization at that point started the creation of various different items, for example, polystyrene, engineered filaments, herbicides, DDT, and the fake sugar. The organization needed to confront a debate again for the creation of DDT when the earthy people set forth their reservations with respect to the unfavorable impacts of DDT on the earth and the symptoms of its utilization on human wellbeing. In 1970s, the organization turned into the pioneer maker of optoelectronics. Monsanto turned into the principal organization to begin large scale manufacturing of Light Emitting Diodes (LEDs). In this time, the organization saw huge development in its incomes and the general deals of the organization multiplied after at regular intervals. The LED results of the organization were the pioneer items and they turned into the principles of the business. The organization has occupied with a few other disputable items in the past also. The organization was one of the most significant makers of Agent Orange for US military tasks in Vietnam. Napalm produced by the organization was seen as flawed as it was defiled with cancer-causing dioxin. The Agent Orange delivered by the organization made colossal harm the wellbeing of US warriors. The current center business of the organization was started in 1982 when the organization was the first to hereditarily alter a plant cell. The organization holds essential status for various items and in the event of hereditary adjustment of plants, the organization holds the pioneer status. Five years after the organization prevailing in hereditarily altering a plant cell, the organization directed the principal field trial of hereditarily designed yields. Along these lines, because of the colossal accomplishment of the organization in delivering hereditarily designed harvests, the organization

My Spring Break

My Spring Break Excited for the spring break? Spring Break or Midterm Break, as certain individuals call it, is seven days given to the understudies at colleges and schools in certain nations. Individuals for the most part leave the city to unwind and make the most of their time. The get-away meets with the end of the week occasion of St. Patrick's day. Consequently, I chose to go with my sister to watch the motorcade in South Boston. Going there was trying for us. While we were in the train station, everybody was going a similar way. We were in the group when out of nowhere everybody stopped.It was truly packed and we were unable to move until the train came and a few people jumped on it. At the point when we drew near to the train, we needed to hang tight for another. The travel police were advising individuals to push ahead for more space to the up and coming crowed. At long last, we jumped on the train with such pushing from individuals. It took us 30 minutes to show up at our go al. It was my first time seeing the procession. I didn't have the foggiest idea what's in store there. My sister and I remained there for about an hour holding on to see something until one man yell â€Å"I see the flags†.At that second, I was eager to perceive what was straightaway. A three youngsters showed up holding tremendous banners. That was trailed by various exhibitions, for example, Irish customary music and moving. Likewise, the procession incorporated a few warriors' gatherings from the Army and the Navy. Moreover, there were a few legislators who took an interest in the motorcade also. It was captivating to observe the entirety of that. You can advise that the individuals were prepared to celebrate. On our way, we saw how the greater part of them were donning green and heading there with family and friends.Some of them wore huge green caps and accessories, particularly the children. Others wore irregular outfits and painted their appearances. Individuals were bec oming inebriated and making the most of their time. The day was commended by the Irish as well as by individuals from various nations. Taking everything into account, heading off to the motorcade was an incredible encounter for me. I found out about the Irish culture and religion. Furthermore, I understood how it is significant for them to commend this day. It was extraordinary imparting that to them and becoming more acquainted with them very close. I certainly making the most of my day.

Guest Post Think Pink 2011

Guest Post Think Pink 2011 This guest post on LGBT life at MIT comes to us from Cory Hernandez (14), a political science major and a worker at MITs Rainbow Lounge. For more information, be sure to check out other posts from regular admissions bloggers, or visit MITs official site for LGBT issues. I remember doing the Housing Lotteryâ€"reading and watching i3s, visiting dorm websites, trying to remember experiences from CPW. There was a lot of information, yet it was still difficult to make sense of each living group’s general culture from all that I knew. And it was especially hard to figure out one thing in particularâ€"how accepting would that group be of my sexual orientation? Barely any groups volunteered the information; but one did, and I knew that one was right for me. Senior Haus had a line in their i3 that read something like (paraphrased), “We don’t care if you’re gay, straight, bi…” which instantly sold me. I’ve lived there for two semesters, and plan on staying for the foreseeable future. Though it was fairly easy for me, I understand that Senior Haus, and other places that were openly inviting of LGBTQ (lesbian, gay, bisexual, transgender, and queer) people, definitely do not have cultures that everyone is drawn to. Thus, I know of many LGBTQ students who have a lot of difficulty finding a place that is both accepting of who they are and culturally acceptable. Moreover, I know of many straight allies who have difficulty finding a place that is in line with their social and cultural standards. In order to solve these issues, [emailprotected], the undergraduate LGBTQ group, started the Living Pink Guide in the early 2000s. It originally began as an opt-in survey of a very few, very simple questions. The last time it was published was in 2005. Seeing that many cultures have changed with the student body, a few undergraduates took on the arduous task to redo the guide, and the survey that yields the results for the guide. The Living Pink Guide gets at the heart of how accepting a specific living group is towards LGBTQ people. It tells students this by looking at data from the survey’s questions like “How would you feel about living in the same living group as someone who identifies as LGBTQ?” and “How often do people in your living group use words such as ‘faggot,’ ‘dyke,’ or ‘gay’ in a joking and/or derogatory manner? Please consider both verbal assaults and comments like ‘Thats so gay’”, among many other questions. Plus, the Guide has comments from respondents regarding their personal experiences with LGBTQ issues in their living groups. With help from the Residential Life Office (RLO), the Rainbow Lounge (RL) and Student Activities Office (SAO), the Fraternities, Sororities, and Independent Living Groups (FSILG) Office, the Institute Research Office (IRO), [emailprotected], the Dormitory Council (DormCon), the Interfraternity Council (IFC), Panhellic Association (Panhel), and the Living Group Council (LGC), the survey was completed by over 1300 undergraduates and had responses from all but one living group, including all 12 dorms, 27 fraternities, 6 sororities, and 6 independent living groups. A couple of really interesting things that the survey included this year that weren’t included in years past are the space for an additional affiliation, and the question of LGBTQ identity status and gender identity. With the former, the Guide will not only reflect the attitudes of the students who officially live in a given living group, but also those students who spend a lot of time at another group or are affiliated with said groupâ€"for instance, a student who lives at Random Hall but spends a lot of time at pika, an independent living group. This is important because it’s not only the people who officially reside in a living group that affect the culture, but also those who spend a lot of time there. With the latter, by asking for LGBTQ identity status and gender identity, the Guide is able to include overall statistics for the entire student body based on those aforementioned factors. Additionally, it could be intriguing to see how one student’s view on a living group’s acceptance towards LGBTQ people differs from other students’. For example, it could be the case that a straight student believes that their living group is completely accepting of LGBTQ people, but a student who identifies as LGBTQ in that same group views the group as almost entirely not accepting. Thus, the Living Pink Guide has been produced to help undergraduate students find the right dorm or FSILG to live at. The survey was made with large contributions by students from [emailprotected], as well as assistance from the RLO, the RL and the SAO, the FSILG Office, the IRO, DormCon, the IFC, Panhel, and the LGC. The actual Guide itself can be found in print in the Rainbow Lounge (50-005) as well as online. The data were compiled by undergraduate students from [emailprotected] including Jenna Caldwell (’11) and myself. Post Tagged #LGBTQ+

Teaching the Id, Ego, and Superego With Dr. Seuss

One of the best secondary classroom crossover units between the discipline of English Language Arts and the courses that cover Psychology—usually through the discipline of Social Studies—is a unit on the National Council of Teachers of English  (NCTE)  on their  Read, Write, Think  website.  This unit covers the key concepts of Freudian psychology as a science or as a tool for literary analysis  in a highly engaging manner. The unit is titled  Ã¢â‚¬Å"Id, Ego, and the Superego in Dr. Seuss’s  The Cat in the Hat. Julius Wright of  Charleston, South Carolina—the lesson creator—uses  the iconic elementary text from The Cat in the Hat  to teach students to analyze a literary work using the plot, theme, characterization, and psychoanalytic criticism. The unit is designed for eight 50 minute sessions. Students will read Dr. Seusss  The Cat in the Hat  and analyze the development of each character from the text and pictures using Sigmund Freuds  personality theories. The students will determine which characters exhibit the characteristics of id, ego, or superego. Students can also analyze the static nature of characters (i.e.: Thing 1 Thing 2) locked in one stage. Wright provides student-friendly definitions and commentary for each psychoanalytic stage in one of the handouts on the  Read, Write, Think  website. Freuds Psychoanalytic Personality Theory for Students Wright provides a student-friendly description for each of the three elements of personality: The id is the part of the personality that contains our primitive impulses—such as thirst, anger, hunger—and the desire for instant gratification or release. The id wants whatever feels good at the time, with no consideration for the other circumstances of the situation. The id is  sometimes represented by a devil sitting on someone’s shoulder. As this devil sits  there, he tells the ego to base behavior on how the action will influence the self, specifically how it will bring the self pleasure. Example from the Dr. Seuss text, The Cat in the Hat: â€Å"I know some good games we could play,† said the cat.â€Å"I know some new tricks,† said the Cat in the Hat.â€Å"A lot of good tricks. I will show them to you.Your mother will not mind at all if I do.† Wrights student-friendly description for the Superego  stage: The superego is the part of the personality that represents the conscience, the moral part of us. The superego develops due to the moral and ethical restraints placed on us by our caregivers. It dictates our belief of right and wrong. The superego is sometimes represented by an angel sitting on someone’s shoulder, telling the ego to base behavior on how the action will influence society. Example from the Dr. Seuss text,  The Cat in the Hat: â€Å"No! Not in the house!† Said the fish in the pot.â€Å"They should not fly kites In a house! They should not.Oh, the things they will bump! Oh, the things they will hit!Oh, I do not like it! Not one little bit!† Wrights student-friendly description for the  Ego stage: The ego is the part of the personality that maintains a balance between our impulses (our id) and our conscience (our superego). The ego works, in other words, to balance the id and superego. The ego is represented by a person, with a devil (the id) on one shoulder and an angel (the superego) on the other. Example from the Dr. Seuss text,  The Cat in the Hat: â€Å"So we sat in the house. We did nothing at all.So all we could do was to Sit! Sit! Sit! Sit!And we did not like it. Not one little bit.† There are many examples in ​The Cat in the Hat, and the personality types may overlap, which encourages healthy debate and discussion between students. Common Core  Standards Other handouts for this unit include a  Defining Characterization  worksheet that supports details about direct and indirect characterization, as well as a chart of the five different methods of indirect characterization for students to use in analyzing The Cat in the Hat.  There are also extension activities featured on the handout  The Cat in the Hat  Projects  with a list of potential essay topics for an analytical or evaluative essay of characters. The lesson meets specific Common Core standards, such as these anchor standards (for grades 7-12) for reading that can be met with this lesson: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.Compare and contrast treatments of the same topic in several primary and secondary sources. If there is an essay assigned from suggested topics, the anchor writing standards (for grades 7-12)  for writing could be met: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Using the Illustrations as a Visual Guide In teaching the lessons, it is very important that each student has a copy of The Cat in the Hat  as  the illustrations contribute to their characterizations of the different Freudian stages. In teaching the lesson to grade 10 students, many of their observations were centered around pictures. For example, students could connect illustrations to specific behaviors: The bland faces of the Narrator and his sister, Sally, at the beginning (ego stage);The manic behavior of Thing 1 and Thing 2 as they fly kites in the house (id stage);The fish out of the water, risking his life to lecture the Narrator and Sally (superego). Literary Analysis and  Psychology Class Students in grades 10-12 may be taking psychology or AP Psychology as an elective. They may be already familiar with Sigmund Freuds work  Beyond the Pleasure Principle  (1920),  The Ego and the Id  (1923), or  Freud’s seminal work  The Interpretation of Dreams (1899). For all students, Psychoanalytic Criticism builds on the Freudian theories of psychology.  The OWL at Purdue website features the commentary of  Lois Tyson. Her book, Critical Theory Today, A User Friendly Guide discusses a number of critical theories that students may use in text analysis.   In the chapter on psychoanalytic criticism, Tyson notes that: [...]Some critics believe that we read psychoanalytically[...]to see which concepts are operating in the text in such a way as to enrich our understanding of the work and, if we plan to write a paper about it, to yield a meaningful, coherent psychoanalytic interpretation  (29). Suggested questions for literary analysis using psychoanalytic criticism are also on the OWL website include:   How can characters behavior, narrative events, and/or images be explained in terms of psychoanalytic concepts of any kind?What does the work suggest about the psychological being of its author?What might a given interpretation of a literary work suggest about the psychological motives of the reader?Are there prominent words in the piece that could have different or hidden meanings?Could there be a subconscious reason for the author using these problem words? Literary Applications of  Psychoanalysis After the unit students can take this idea and analyze a different piece of literature.  The use of psychoanalytic criticism humanizes literary characters, and discussions after this lesson can help students develop an understanding of human nature. Students can use their understanding of id, ego, and superego from this lesson and apply these understandings to characters in more sophisticated works, for example:   Frankenstein  and the Monsters shifts between id and superego.Dr. Jekyll and Mr. Hyde  and his attempts to control id through science.Hamlet  and his ego as he wrestles with the dilemma of avenging his fathers murder. All literature can be viewed through this psychoanalytic lens.

A Guide to Conjugating Battre (to Beat)

The French word battre means to beat. (The reflexive se battre means to fight, as does the verb combattre.) It is an irregular -re verb, meaning youll have to memorize the conjugations, rather than rely knowing on the regular -re conjugation pattern. How to Conjugate the French Verb Battre You can start as you would when conjugating a regular -re verb and determine the stem by dropping the -re (batt-). Heres where things deviate from a regular verb: In the present tense, the singular forms also drop the second t. These charts show you how to conjugate this irregular verb. (Other verbs that include battre, like  abattre, combattre  and dà ©battre, also follow this irregular pattern.) Present Future Imperfect Present Participle je bats battrai battais battant tu bats battras battais il bat battra battait nous battons battrons battions vous battez battrez battiez ils battent battront battaient Subjunctive Conditional Pass simple Imperfect subjunctive je batte battrais battis battisse tu battes battrais battis battisses il batte battrait battit battt nous battions battrions battmes battissons vous battiez battriez batttes battissiez ils battent battraient battirent battissent   Ã‚  Imperative(tu)bats(nous)battons(vous)battez How to Use  Battre  in the Past Tense Though this is a lesson about simple conjugation, its important to touch on the compound tense passà © composà ©, as it is the most common way to put something in the past tense in French. For battre, the auxiliary verb is avoir and the past participle is battu. For example: Il a battu les oeufs avec une fourchette.He beat the eggs with a fork.

Experience from Part Time Job Free Essays

EXPERIENCE FROM PART-TIME JOB Every young person eventually needs to consider a career path, and working part-time jobs are a common way to gain experience in determining which career field is right for the individual. Part-time jobs are good way to gain experience not only in a particular position, but are also instrumental in teaching a newcomer to the working world a number of important skills that are necessary to succeed in the long-term. From the real situation – one day to be a serving staff at a coffee shop, I myself find that part-time work activities give me many useful lessons. We will write a custom essay sample on Experience from Part Time Job or any similar topic only for you Order Now Working environment is the way to have many interactions between us and customers, partners, also the managers. The important thing I want to mention is â€Å"to be welcoming, friendly and polite†. Sometimes, the complaint of customers, the criticism of the manager make u so confused. However, learning how to suffer from such things like that is also a lesson when you are engaged in a part-time job. So, â€Å"work quickly and stay calm under pressure†. Besides, being in working environment compels me to improve communication skills. At the first time, I felt so shy because of my influent communicability. But, thank to character of the job, I try to overcome myself and make it better as much as possible. I think it works some way. Finally, what I learned from a part-time job is ability to multi-task. Having organization skills is very important even in the most unorganized, chaotic atmosphere. Although the part-time job I chose is not relevant to my major, I still think it`s useful, at least in the current time. Part-time jobs are a good way to learn experience not only about working, but offer a number of soft skills that I am sure it will be very necessary for my job in the future. How to cite Experience from Part Time Job, Essays

Bogdan Ficeac 8211 The Communist censorship and th Essay Example For Students

Bogdan Ficeac 8211 The Communist censorship and th Essay e formation of the new manBogdan Ficeac The Communist Censorship and theFormation of the New Man, Nemira Publishing House,Politica collection ,1999, Bucharest, 125 pagesFirst published in 1999 at Nemira publishing house in the Politica collection, i may say that it is one of the first books that looks upon the instruments of opression and manipultion during the communist rgime period in Romania. But what stroke me about Ficeacs book was the multitude of examples of how the Communist Party very rapidly succeded in gaining control over all the forms of mass-information of that time. The study that Bogdan Ficeac makes is quite thoroughly, a proof of the hard work of collecting data that he had done. The book consists mainly of two parts. The first part deals with the internal motivation of a totalitatian rgime to make its citizens to worship the political leaders. The second one is more arid because of the many quatations from the RCP govrmental ordinances, laws, and regulamentations, but in spite of this fact is the juciest part of the book, you will convince of that yourselves. The subject is not new, but the approach is very accurate.First, an social-psychological attempt to find the utility of thought control for totalitarian rgimes, because thought control is what Ficeac says is the supreme goal of a communist or fundamentalist rgime. If you ever wondered how did the socialists induce that great amount of obedience to the great majority of the population, the answer that Bogdan Ficeac offers will surprise some of you it is not a case of obedience but rather a case of belief, a much more internal resort.The main goal of the leaders of a totalitarian system is not to govern by the use of force (coercion) nor to destroy their enemies, but rather to determine their the subjects to sincerely think the way the leaders want. In order to achieve that the leaders resort to controling the information. Thus, the indivuduals life experience and the totality of his impressions, conceptions and life conclusions are remodeled for the use of the leaders. What is the use of the leaders if not a population of hard-working, 100% compliant individuals ? Only that the leaders (do you remember ?) want their subjects to act according to the state ideology freely, by every citizen own choice. In that sense, they (the leaders) begin to create the proper framework for the (artificial) emrgence of what Ficeac calls the new man. In Romania this complicated and wicked plan was carried following the USSRs example, sometimes even to the smallest details, a good example in this sense I can recall the replacement of the word censure with a more soften formula : the control of the press, publications, and printings. This replacement has not brought any change; on the contrary, it was made for a better concealment of the hardening of the state control over basically any type of source of information. The communist rgimes controlled all the sources of mass information for two reasons: on one hand to feed the minds of their subjects so as to direct them in the desired direction and on the other to eliminate the other sources of information that could jeopardize their mission. Bogdan Ficeac takes a close look at the emotional and internal aspects of how people embrace the state ideology and censorship. Here he identifies eight ways trough which the state can gain control over the peoples mind : the control of human communications, the mystic manipulation, the purity request, the cult of confession, the sacred science, the re-molding of the language, the doctrine above human, and the social delimitation. The author gives examples for every way showing the actions through which the Romanian Communist Party concealed any facts that would have prejudiced the reputation of the socialist system (you have to bear in mind that the Cold War was on and the Soviet Union along with all its allies wanted to prove to the whole human kind that a socialist rgime was the best system ever, for they posed in defenders of human rights, liberty, and popular democracy ). This is not new for Ficeac, who had studied the phenomenon of manipulation very closely and he has underlined the effects of mental manipulation especially through mass-media. The theorists of totalitarianism use lie as their most effective instrument in order to redefine the past (the national and even international history) and finally the language. By redefining the language they ease the implementation of the new theories concerning the superiority of the socialist rgime. .ucbae0643696018df352d4ef58a08a425 , .ucbae0643696018df352d4ef58a08a425 .postImageUrl , .ucbae0643696018df352d4ef58a08a425 .centered-text-area { min-height: 80px; position: relative; } .ucbae0643696018df352d4ef58a08a425 , .ucbae0643696018df352d4ef58a08a425:hover , .ucbae0643696018df352d4ef58a08a425:visited , .ucbae0643696018df352d4ef58a08a425:active { border:0!important; } .ucbae0643696018df352d4ef58a08a425 .clearfix:after { content: ""; display: table; clear: both; } .ucbae0643696018df352d4ef58a08a425 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ucbae0643696018df352d4ef58a08a425:active , .ucbae0643696018df352d4ef58a08a425:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucbae0643696018df352d4ef58a08a425 .centered-text-area { width: 100%; position: relative ; } .ucbae0643696018df352d4ef58a08a425 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucbae0643696018df352d4ef58a08a425 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucbae0643696018df352d4ef58a08a425 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ucbae0643696018df352d4ef58a08a425:hover .ctaButton { background-color: #34495E!important; } .ucbae0643696018df352d4ef58a08a425 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucbae0643696018df352d4ef58a08a425 .ucbae0643696018df352d4ef58a08a425-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucbae0643696018df352d4ef58a08a425:after { content: ""; display: block; clear: both; } READ: The Ramayana Family Role EssayBibliography:1.Bogdan Ficeac, Tehnici de manipulare(rom), Nemira 2.R.J. Lifton, Reforma gandirii si psihologia totalitarianismului (rom.) blishing House, Politica collection, 1998