Culture and cultural differences Essay Example for Free

Culture and cultural differences Essay â€Å"Motivation is an incentive, inducement, or motive, especially for an act† (Morris 1970) There are many ways which influence the motivation levels of an adult person to do a particular task. One of the most important factors is Culture, which is an intrinsic part of a human being. The term culture is best understood when cross-cultural people join to due to some reason, to form a group. While interacting with such a group for motivation, the main idea is to create a sense of belonging. People, who find their niche place in a group, are much more eager to perform tasks to the best of their abilities. The second most important idea for motivation is to create an environment to do work. The reasons for working vary for people from country to country – In China the work motivation is moral obligation, while in Japan it is trust and in Western societies it is incentives. All these factors should be taken care while motivating a cross-cultural group for working. One should always remember that, in the end all these people are doing the same for albeit for different reasons. What do you believe should be your primary concern when trying to motivate across cultural boundaries? Remember to justify your response. People from various cultures take incentives in a different way. People belonging to Asian countries like Japan, lay more stress on the acknowledgement of the work done, than on any material perks they might be able to earn. In contrast, people from many of the service based western countries like US think of incentives, as something which is to be won. And finally there are some people who might be from poor countries like Vietnam, where the perks mean additional money, the more they work the more they earn. Making all these people motivated with an inspirational talk, no matter how good the perks might be, is the most important factor of all. This is because, dissatisfied people might easily think on the lines of regional bias and try to de-motivate other people. A balanced talk which is aimed to effectively motivate the set of people, by seemingly addressing to the individual cultural sects of the group, hence requires the maximum talent and guile on the part of the motivating person. References LaMonica L, â€Å"The Relationship Between Culture and Learner Motivation and Implications for Trainingâ€Å", 17th July 2001, http://www. geocities. com/llamonica/culture. html

explorers from 1500 :: essays research papers

ALBUQUERQUE, AFONSO DEAfonso de Albuquerque (14??-1515) was a Portuguese soldier and explorer who sailed to the Spice Islands (the Moluccas, a group of Islands in Indonesia) in 1507-1511, trying to monopolize trade with this area; from Europe, he sailed around Africa to the Indian Ocean. He was appointed the Viceroy of India by King Emmanuel in 1509. He forcibly destroyed the Indian city of Calicut in January, 1510, and took Goa (in southern India) in March, 1510, claiming Goa for Portugal. AYLLON, LUCAS VAZQUEZ DELucas Và ¡zquez de Ayllà ³n (1475-1526) was a Spanish conquistador and explorer who tried to start a colony in North America in 1526. He was the first European colonizer of what is now South Carolina. His attempt to settle the coast of the Carolinas (near the mouth of the Peedee River at Winyah Bay) was unsuccessful. BALBOA, VASCO NUNEZ DEVasco Nunez de Balboa (1475-1519) was a Spanish conquistador and explorer. He was the first European to see the eastern part of the Pacific Ocean (in 1513), after crossing the Isthmus of Panama overland. CABEZA DE VACA, ALVAR NUNEZAlvar Nuà ±ez Cabeza de Vaca [Cabeza de Vaca means "head of a cow"] (1490?-1557?) was a Spanish explorer who sailed to North America from Spain, leaving in 1527. He traveled from Florida to Texas on a raft, then walked from Texas to Mexico City. He also explored the Paraguay River in South America. De Vaca and his fellow travelers were the first Europeans to see the bison, or American buffalo. CABRAL, PEDRO ALVARESPedro à lvares Cabral (1467-1520) was a Portuguese nobleman, explorer, and navigator who was the first European to see Brazil (on April 22, 1500). His patron was King Manuel I of Portugal, who sent him on an expedition to India. Cabral's 13 ships left on March 9, 1500, following the route of Vasco da Gama. On April 22,1500, he sighted land (Brazil), claiming it for Portugal and naming it the "Island of the True Cross." King Manuel renamed this land Holy Cross; it was later renamed once again, to Brazil, after a kind of dyewood found there, called pau-brasil. Cabral stayed in Brazil for 10 days and then continued on his way to India, in a trip fraught with shipwrecks (at the Cape of Good Hope), and fighting (with Muslim traders in India). After trading for spices in India, Cabral returned to Portugal on June 23, 1501, with only four of the original 13 ships.

Computerized Enrollment System Essay

Improvement in computer world means the act of making new arrangement or style of doing work, activities, and processes efficiently, effectively and faster from the past, that brings convenient to the people. Improvement is an opportunity for every one and in any organizations, the researchers want to have a part in this improvement either it be great or small, if there’s opportunity to be a part of this improvement the researchers wants to grab this opportunity. In this present world, technology is growing faster specially computer technology, using this kind of technology, information can be view very fast as well as to make reports out of this records through printing. In a school, computerized schedule retrieval is a great help to students, faculty and staff in terms of retrieving schedules of a student, subjects, instructors, rooms, and specific section and use it for a specific purposes. Using this kind of system can contribute improvements to the school. Look more:Â  example of perseverance essay In making schedules manually, it will take a long process since the staff assigned to it should assure that there is no conflict of schedules between rooms and instructors. The personnel should assure that the instructor should have not exceeded to the maximum load. The personnel should also assure that the schedules of those students should be distributed in regular school days, for night classes schedules should be in night time, and for weekend classes schedules should be in weekend days. Because of this the personnel becomes tired and sometimes when the personnel reviews the schedules, conflict of schedules occur, and posting the new schedules of every room can’t be done. And in the side of the students, they get tired writing the subjects and schedules in the form during enrollment. And finding vacant rooms in a specific time takes a time, since someone should go around and look for a vacant room. The researchers were hoping to reduce the time spent in creating the schedules, without conflict schedules, to reduce the time spent in getting schedules during enrollment, to access easily the schedules of rooms to find vacancy. Background of the Study Creating and retrieving schedules is not an easy job. It requires patience and perseverance. Patience in assigning every subject to a specific instructor in specific rooms, assuring that every schedules of every subject should be distributed in regular days, the personnel assigned to do this job assures that in every regular days a students should have a scheduled subject. The personnel assures that there’s no conflict of schedules like having 2 classes in the same room and time and Instructor is handling two classes at the same time. Perseverance that even if the personnel were very tired, he/she still needs to review the schedules to assure that all schedules were complete and no conflict of schedule. Many students get tired in writing their schedules with the same information in 4 different forms in every semester and in irregular students they find it difficult to add a subject, assuring that the schedule of the subject will not be conflict to the subject that he/she has. When the instructor was trying to find a vacant room in a specific time the instructor needs to look for the posted schedule in every room to find a vacant room and it takes time and energy finding for vacant room in the entire building. And sometimes because there’s not enough time new schedule of every room will not be posted. Because of these problems the system will hopefully give a solution for these problems.

Formal Charge Example Problem

Resonance structures are all the possible Lewis structures for a molecule. Formal charge is a technique to identify which resonance structure is the more correct structure. The most correct Lewis structure will be the structure where the formal charges are evenly distributed throughout the molecule. The sum of all the formal charges should equal the total charge of the molecule.Formal charge is the difference between the number of valence electrons of each atom and the number of electrons the atom is associated with. The equation takes the form:FC eV - eN - eB/2whereeV number of valence electrons of the atom as if it were isolated from the moleculeeN number of unbound valence electrons on the atom in the moleculeeB number of electrons shared by the bonds to other atoms in the moleculeThe two resonance structures in the above picture are for carbon dioxide, CO2. To determine which diagram is the correct one, the formal charges for each atom must be calculated.For Structure A:eV fo r oxygen 6eV for carbon 4To find eN, count the number of electron dots around the atom.br/>eN for O1 4eN for C 0eN for O2 4To find eB, count the bonds to the atom. Each bond is formed by two electrons, one donated from each atom involved in the bond. Multiply each bond by two to get the total number of electrons.eB for O1 2 bonds 4 electronseB for C 4 bonds 8 electronseB for O2 2 bonds 4 electronsUse these three values to calculate the formal charge on each atom. Formal charge of O1 eV - eN - eB/2Formal charge of O1 6 - 4 - 4/2Formal charge of O1 6 - 4 - 2Formal charge of O1 0Formal charge of C eV - eN - eB/2Formal charge of C1 4 - 0 - 4/2Formal charge of O1 4 - 0 - 2Formal charge of O1 0Formal charge of O2 eV - eN - eB/2Formal charge of O2 6 - 4 - 4/2Formal charge of O2 6 - 4 - 2Formal charge of O2 0For Structure B:eN for O1 2eN for C 0eN for O2 6Formal charge of O1 eV - eN - eB/2Formal charge of O1 6 - 2 - 6/2Formal charge of O1 6 - 2 - 3Formal charge of O1 1Formal charge of C eV - eN - eB/2Formal charge of C1 4 - 0 - 4/2Formal charge of O1 4 - 0 - 2Formal charge of O1 0Formal charge of O2 eV - eN - eB/2Formal charge of O2 6 - 6 - 2/2Formal charge of O2 6 - 6 - 1Formal charge of O2 -1All the formal charges on Structure A equal zero, where the formal charges on Structure B show one end is positively charged and the other is negatively charged. Since the overall distribution of Structure A is zero, Structure A is th e most correct Lewis structure for CO2.