Italian Vowels - Pronunciation Examples

Italian Vowels s Italian vowels ( le vocali a I u e o The estimated English reciprocals are as per the following: a resembles an in the English word ah! Italian/Englishcasa  houseantipasto  appetizerama  lovesbanana  bananasala  hallPapa  Popefama  famepasta  pasta; batter; cake e is in some cases like e in the English word they (without the last I coast). Italian/Englisheâ â andbeveâ â drinksmeâ â mefedeâ â faithvedeâ â seesmeleâ â applesseteâ â thirstpepeâ â pepper e is in some cases like e in the word met. This is the open e. Italian/English㠨â â islentoâ â slowbeneâ â wellfestaâ â party; holidaysediaâ â chairprestoâ â soonventoâ â windt㠨â â tea I resembles I in machine. Italian/Englishlibriâ â booksbimbiâ â childrenviniâ â winesvioliniâ â violinstiniâ â vatspiniâ â pines o is in some cases like o in the English word gracious!. Italian/Englishoâ â ordonoâ â giftnomeâ â namesoloâ â alonepostoâ â placetondoâ â roundvoloâ â flightmondoâ â world o is in some cases like o in or. This is the open o. Italian/Englishmodaâ â fashiontogaâ â toganoâ â nooroâ â goldpostaâ â mailbrodoâ â brothcosaâ â thingtronoâ â thronerosaâ â roseolioâ â oil u resembles u in rule. Italian/Englishlunaâ â moonfungoâ â mushroomunoâ â onelungoâ â longfugaâ â fuguemuloâ â muleusoâ â usetuboâ â tube

A Game of Thrones Chapter Fifty-two Free Essays

string(53) gazed up at the cloudy sky with blue, blue eyes. Jon Othor,† declared Ser Jaremy Rykker, â€Å"beyond an uncertainty. What's more, this one was Jafer Flowers.† He turned the carcass over with his foot, and the dead white face gazed up at the cloudy sky with blue, blue eyes. You read A Game of Thrones Chapter Fifty-two in classification Exposition models We will compose a custom article test on A Game of Thrones Chapter Fifty-two or then again any comparable subject just for you Request Now â€Å"They were Ben Stark’s men, both of them.† My uncle’s men, Jon thought unresponsively. He recalled how he’d argued to ride with them. Divine beings, I was such a green kid. In the event that he had taken me, it may be me lying here . . . Jafer’s right wrist finished in the destruction of torn fragile living creature and fragmented bone left by Ghost’s jaws. His correct hand was skimming in a container of vinegar back in Maester Aemon’s tower. His left hand, still toward the finish of his arm, was as dark as his shroud. â€Å"Gods have mercy,† the Old Bear murmured. He swung down from his garron, giving his reins to Jon. The morning was unnaturally warm; dots of sweat dabbed the Lord Commander’s expansive temple like dew on a melon. His pony was anxious, feigning exacerbation, moving in an opposite direction from the dead men to the extent her lead would permit. Jon drove her off a couple of paces, battling to shield her from shooting. The ponies didn't care for the vibe of this spot. So far as that is concerned, neither did Jon. The canines enjoyed it in particular. Apparition had driven the gathering here; the pack of dogs had been futile. At the point when Bass the kennelmaster had attempted to get them to take the aroma from the cut off hand, they had gone wild, yowling and yapping, battling to escape. Indeed, even now they were growling and whining by turns, pulling at their rope while Chett reviled them for dogs. It is just a wood, Jon let himself know, and they’re just dead men. He had seen dead men before . . . The previous evening he had envisioned the Winterfell dream once more. He was meandering the vacant manor, looking for his dad, plummeting into the sepulchers. Just this time the fantasy had gone farther than previously. In obscurity he’d heard the scratch of stone on stone. At the point when he turned he saw that the vaults were opening, in a steady progression. As the dead lords came lurching from their virus dark graves, Jon had woken in black as night, his heart pounding. In any event, when Ghost jumped up on the bed to snuggle at his face, he was unable to shake his profound feeling of fear. He challenged not return to rest. Rather he had climbed the Wall and strolled, fretful, until he saw the light of the first light off to the cast. It was just a fantasy. I am a sibling of the Night’s Watch now, not a startled kid. Samwell Tarly crouched underneath the trees, half-holed up behind the ponies. His round fat face was the shade of coagulated milk. So far he had not reeled off to the forested areas to spew, yet he had not really as looked at the dead men either. â€Å"I can’t look,† he murmured hopelessly. â€Å"You need to look,† Jon let him know, keeping his voice low so the others would not hear. â€Å"Maester Aemon sent you to be his eyes, didn’t he? What great are eyes if they’re shut?† â€Å"Yes, yet . . . I’m such a weakling, Jon.† Jon put a hand on Sam’s shoulder. â€Å"We have twelve officers with us, and the pooches, even Ghost. Nobody will hurt you, Sam. Feel free to look. The primary look is the hardest.† Sam gave a tremulous gesture, gathering his mental fortitude with an obvious exertion. Gradually he turned his head. His eyes enlarged, yet Jon held his arm so he was unable to dismiss. â€Å"Ser Jaremy,† the Old Bear asked bluntly, â€Å"Ben Stark had six men with him when he rode from the Wall. Where are the others?† Ser Jaremy shook his head. â€Å"Would that I knew.† Obviously Mormont was not satisfied with that answer. â€Å"Two of our siblings butchered nearly inside sight of the Wall, yet your officers heard nothing, saw nothing. Is this what the Night’s Watch has tumbled to? Do we despite everything clear these woods?† â€Å"Yes, my ruler, butâ€â€  â€Å"Do we despite everything mount watches?† â€Å"We do, butâ€â€  â€Å"This man wears a chasing horn.† Mormont pointed at Othor. â€Å"Must I guess that he kicked the bucket without sounding it? Or on the other hand have your officers all gone hard of hearing just as blind?† Ser Jaremy bristled, his face tight with outrage. â€Å"No horn was blown, my master, or my officers would have heard it. I don't have adequate men to mount the same number of watches as I should like . . . also, since Benjen was lost, we have remained nearer to the Wall than we were wont to do previously, by your own command.† The Old Bear snorted. â€Å"Yes. Well. Be that as it may.† He made an eager signal. â€Å"Tell me how they died.† Hunching down next to the dead man he had named Jafer Flowers, Ser Jaremy got a handle on his head by the scalp. The hair came out between his fingers, weak as straw. The knight reviled and pushed at the face with the impact point of his hand. An extraordinary slice in the side of the corpse’s neck opened like a mouth, crusted with dried blood. Just a couple of ropes of pale ligament despite everything connected the head to the neck. â€Å"This was finished with an axe.† â€Å"Aye,† mumbled Dywen, the old forester. â€Å"Belike the hatchet that Othor conveyed, m’lord.† Jon could feel his morning meal stirring in his tummy, yet he squeezed his lips together and made himself take a gander at the subsequent body. Othor had been a major revolting man, and he made a major appalling carcass. No hatchet was in proof. Jon recollected Othor; he had been the one roaring the risqué melody as the officers braved. His singing days were finished. His tissue was whitened white as milk, all over yet his hands. His hands were dark like Jafer’s. Blooms of hard split blood brightened the human injuries that secured him like a rash, bosom and crotch and throat. However his eyes were as yet open. They gazed up at the sky, blue as sapphires. Ser Jaremy stood. â€Å"The wildlings have tomahawks too.† Mormont adjusted on him. â€Å"So you accept this is Mance Rayder’s work? This near the Wall?† â€Å"Who else, my lord?† Jon could have let him know. He knew, they all knew, yet no man of them would state the words. The Others are just a story, a story to make youngsters shudder. In the event that they at any point inhabited all, they are gone 8,000 years. Indeed, even the idea caused him to feel absurd; he was a man developed now, a dark sibling of the Night’s Watch, not the kid who’d once sat at Old Nan’s feet with Bran and Robb and Arya. However Lord Commander Mormont gave a grunt. â€Å"If Ben Stark had gone under wildling assault a half day’s ride from Castle Black, he would have returned for additional men, pursued the executioners through each of the seven hells and brought me back their heads.† â€Å"Unless he was killed as well,† Ser Jaremy demanded. The words hurt, even at this point. It had been for such a long time, it appeared to be habit to stick to the expectation that Ben Stark was as yet alive, yet Jon Snow was nothing if not obstinate. â€Å"It has been close on a large portion of a year since Benjen left us, my lord,† Ser Jaremy went on. â€Å"The woods is tremendous. The wildlings may have fallen on him anyplace. I’d bet these two were the last overcomers of his gathering, on their way back to us . . . be that as it may, the adversary got them before they could arrive at the wellbeing of the Wall. The carcasses are still new, these men can't have been dead over a day . . . .† â€Å"No,† Samwell Tarly squeaked. Jon was surprised. Sam’s anxious, shrill voice was the last he would have expected to hear. The fat kid was terrified of the officials, and Ser Jaremy was not known for his understanding. â€Å"I didn't request your perspectives, boy,† Rykker said icily. â€Å"Let him talk, ser,† Jon shouted. Mormont’s eyes flicked from Sam to Jon and back once more. â€Å"If the fellow has a comment, I’ll listen to him. Come nearer, kid. We can’t see you behind those horses.† Sam edged past Jon and the garrons, perspiring lavishly. â€Å"My master, it . . . it can’t be a day or . . . look . . . the blood . . . â€Å" â€Å"Yes?† Mormont snarled anxiously. â€Å"Blood, what of it?† â€Å"He soils his smallclothes at seeing it,† Chett yelled out, and the officers snickered. Sam cleaned at the perspiration on his temple. â€Å"You . . . you can see where Ghost . . . Jon’s direwolf . . . you can see where he detached that man’s hand, but then . . . the stump hasn’t drained, look . . . † He waved a hand. â€Å"My father . . . L-master Randyll, he, he made me watch him dress creatures now and again, when . . . after . . . † Sam shook his head from side to side, his jawlines shuddering. Since he had taken a gander at the bodies, he was unable to appear to turn away. â€Å"A new execute . . . the blood would at present stream, my masters. Later . . . later it would be thickened, similar to a . . . a jam, thick and . . . also, . . . † He looked as if he would have been debilitated. â€Å"This man . . . take a gander at the wrist, it’s all . . . dried up . . . dry . . . like . . . â€Å" Jon saw immediately what Sam implied. He could see the torn veins in the dead man’s wrist, iron worms in the pale substance. His blood was a dark residue. However Jaremy Rykker was unconvinced. â€Å"If they’d been dead any longer than a day, they’d be ready at this point, kid. They don’t even smell.† Dywen, the contorted old forester who got a kick out of the chance to flaunt that he could smell snow going ahead, veered nearer to the carcasses and took a whiff. â€Å"Well, they’re no pansy blossoms, however . . . m’lord has reality of it. There’s no cadaver stink.† â€Å"They . . . they aren’t rotting.† Sam pointed, his fat finger shaking just a lit

Appraising model of rational consumerism in the Market - Free Essay Example

Where decisions take place in world of certainty, consumers know for sure the utility they will receive given a choice of goods, but when this certainty is removed and a series of different outcomes may occur, then individuals will react differently, given their attitudes towards risk. Firms know for sure the profit they will receive from a chosen set of inputs, this does not describe the real world, technological uncertainty, market uncertainty, and many other issues cannot be addressed without considering uncertainty, e.g. stock market, insurance, futures markets. When people have to make decisions in the presence of uncertainty rational decision making still exists. The standard tools for analyzing rational choice can be modified to accommodate uncertainty. A person in an uncertain environment chooses among contingent commodities, whose value depends on the eventual outcome or state of the world. As with ordinary commodities, people have preferences for contingent commodities that can be represented by an indifference map. The slope of the budget constraint between two contingent commodities depends on the payoff associated with each state of the world. The curvature of the indifference curve depends on whether the individual is risk averse, risk loving or risk neutral. A risk-averse person will not accept an actuarially fair bet. Risk-averse people purchase insurance in order to spread consumption more evenly across states of the world. When risk-averse people are allowed to purchase fair insurance, they will insure themselves fully in th e sense that their consumption is the same in every state of the world. The amount of insurance demanded depends on the premium and on the probability that the insurable event will occur. People with von Neumann-Morgenstern (1944) utility functions, in which the probability of each state of the world is multiplied by the utility associates with that state of the world, seek to maximise the expected value of their utility. The assumption of expected utility maximisation, together with decision trees, can be used to break up complicated decisions into simple components that can be readily solved. By comparing the expected utility of each option, the individual can determine their optimal strategy. An individuals attitude towards risk, previously described as being either risk loving, risk hating or risk neutral, and the extent to which they fit into these categories will vary, as some people will be more risk loving than others, which could also be described as their risk aversion preference. The Arrow-Pratt coefficient for risk aversion for a utility function is given by r(w)=u'(w)/u(w). This is a measure of the curvature of the utility function and measures the marginal willingness to pay for a mall change in the absolute risk. The measurement can be understood in relation to the concept of an acceptance set, A(w), which is the set of all gambles than an individual will accept given their current wealth, w. There are implications of changing absolute and relative risk aversion, with the most straightforward implications of increasing or decreasing absolute or relative risk aversion, and the ones that motivate a focus on these concepts, occurring in the context of forming a portfolio with one risky asset and one risk-free asset, Arrow (1971), Pratt (1964). If the person experiences an increase in wealth, they will choose to increase, keep unchanged, or decrease, the number of dollars of the risky asset held in the portfolio if absolute risk aversion is de creasing, constant, or increasing. Economists, generally, avoid using utility functions, because of the unrealistic behavioural implication. Also, if the person experiences an increase in wealth, they will choose to increase, or keep unchanged, or decrease, the fraction of the portfolio held in the risky asset, depending on their relative risk aversion. As a theory of individual behaviour, the expected utility model shares many of the underlying assumptions of standard consumer theory, yet, the expected utility theory comes under criticism by Rabin Thaler (2001). They argue that expected utility theory is inadequate to explain risk aversion and hence should be discarded as a theory of choice under risk and uncertainty. Watt (2002) addresses this argument stating that all the exercises in Rabin Thaler (2001) demonstrate only that an unrealistically high degree of risk aversion produces preposterous results. For a person with a high level of wealth to turn down a bet for moderate stakes that has a positive expected value will require either an unreasonably high level of risk aversion, or some other unusual peculiarity in the utility function. Under standard models of risk aversion, their large-scale bets will not be rejected and neither will their moderate-scale bets. Expected utility theory certainly faces problems in explaining certain empirical evidence, as do other competing theories. But in this case, it reveals a useful truth, that risk-averse, wealth-loving people should be willing to accept certain moderate bets with positive expected value, even though at first glance, the bets may not appear attractive to them. Expected utility theory is normative as some people believe that the empirical evidence does not remove the expected utility hypothesis from being a normative theory. It reflects how people ought to behave in order to maximise their well-being under uncertainty. Indeed, many people correct their decisions once their error is pointed out to them. Others think that the theory is just plain wrong. Each axiom is open to scrutiny in this regard, such as the independence axiom, which is not always believed to be intuitive. Considering the lottery as a whole, rather than assume independence between the components, may be a solution to this. People try and avoid disappointment in making their decisions, and so a prospect with a small probability of receiving  £0 might be enough to deter someone. There are two different issues that are often discussed of the expected utility theory, firstly, the technical, and secondly, the normative. The technical issue is that this theory is analytically convenient, in the sense that it is pervasive in economics. Whereas the normative issue that is discussed by many economists is that expected utility may provide a valuable guide to action, as people often find it hard to think systematically about risky alternatives. Also there is the issue of the Allais Paradox (1953), which is an example of choice behaviour that can be explained under anticipated utility theory. In the paradox, an individual is asked to choose between two gambles. Gamble A, where an individual has a 100% chance of receiving 1 million or Gamble B, where the same person has a 10% chance of 5million, an 89% chance of 1 million, and a 1% chance of nothing. An individual must pick one of these gambles, and then consider the following two gambles. Gamble C, with an 11% chance of 1million, and an 89% chance of nothing. Gamble D, with a 10% chance of 5million, and a 90% chance of nothing. Again, the individual must pick one of these two preferred gambles. Many people prefer A to B and D to C. However, these choices violate the expected utility axioms. The evidence can be interpreted in light of the understanding of the expected utility theory as being positive or normative. If normative, it is evidence of irrational behaviour. If positive, it is a damning indictment of the theory. Various argumen ts have been posited defending the theory, firstly, that it is a normative theory, so if mistakes are highlighted, people will adapt their choices, also the theory is an approximation, which is a useful predictive tool. Expected utility is a theory of aggregate behaviour and the Allais paradox is an optical illusion. It has also been argued that experiments do not reflect real choices made by individuals. Machina (1982) has also developed a theory of choice under risk that allows for violations of the independence axiom. Machina (1982) proves that the basic results of expected utility theory do not depend on the independence axiom, but may be derived from the much weaker assumption of smoothness of preferences over alternative probability distributions. Unlike anticipated utility theory, Machinas (1982) theory does not employ a utility function that maps outcomes into the real line. The theory has no separation between outcomes and probabilities in the evaluation function. The re are alternative theories, such as Kahneman Tverskys (1979) prospect-theory, who formulate that uncertain outcomes are defined relative to a reference point, which is typically current wealth. Outcomes are interpreted as gains and losses. Risky outcomes are referred to as prospects and the decision maker is assumed to choose among alternative prospects by choosing the one with the highest value. The value of a prospect is expressed in terms of two scales, first, a decision weight function, ÃÆ' Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬, which associates with each probability, p, giving ÃÆ' Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬(p) reflecting the impact of p. ÃÆ' Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬(p) is not a probability p in evaluating a prospect. The value function assigns to each outcome x a number v(x), which encodes the decision makers subjective value of outcome. Kahneman Tverskys (1979) formulation focuses on simple prospects which have at most two non-zero outcomes. The theory can be extended to more complicated prospects, b ut this poses certain difficulties as it can violate dominance, and hence transitivity, among prospects with more than two outcomes. Potential violations may occur due to the fact that the decision weights in prospect theory are derived by applying the decisiotrn weighting function to individual probabilities rather than to the entire probability density of outcome (Quiggan, 1982). For example, in the market for insurance, assuming the probability of the insured risk is 1%, the potential loss is  £1,000 and the premium is  £15. In order to apply prospect theory, it is first necessary to set a reference point, such as current wealth. Setting the frame to the current wealth, the decision would be to either pay  £15, which gives the prospect theory-utility of u(-15), or a lottery with outcomes  £0, with a probability of 99% or a 1% chance of ÃÆ' ¢Ãƒâ€¹Ã¢â‚¬  Ãƒ ¢Ã¢â€š ¬Ã¢â€ž ¢Ã‚ £1,000, which yields the prospect-theory utility of w(0.01)x u(-1000) + w(0.99)x v(0). These e xpressions can be computed numerically. For typical value and weighting functions, the former expression could be larger due to the convexity of v in losses, and hence the insurance looks unattractive. Setting the frame to ÃÆ' ¢Ãƒâ€¹Ã¢â‚¬  Ãƒ ¢Ã¢â€š ¬Ã¢â€ž ¢Ã‚ £1,000, both alternatives are set in gains. The concavity of the value function in gains can then lead to a preference for buying the insurance. In this example a strong overweighting of small probabilities can also undo the effect of the convexity of v in losses, the potential outcome of losing  £1,000 is over-weighted. The interplay of overweighting of small probabilities and concavity-convexity of the value function leads to the so-called fourfold pattern of risk attitudes, such that risk-averse behaviour in gains involving moderate probabilities and of small probability losses; risk-seeking behaviour in losses involving moderate probabilities and of small probability gains. In the case of subjective probability theory, Savage (1954), argues that even if states of the world are not associated with recognisable, objective probabilities, consistency, such as restrictions on preferences among gambles still imply that decision makers behave as if utilities were assigned to outcomes, probabilities were attached to states of nature, and decisions were made by taking expected utilities. This rationalisation of the decision makers behaviour with an expected utility function can be seen uniquely, up to a positive linear transformation for the utility function. Ththeory is basically an extension and generalisation of the expected utility theory. The Ellsberg (1961) paradox concerns subjective probability theory. You are told that an urn contains 300 balls. One hundred of the balls are red and 200 are either blue or green. In gamble A, receive  £1,000 if the ball is red. In gamble B, receive  £1,000 if the ball is blue. An individual chooses which of these gambles they prefer, and then must con sider the following two gambles. Firstly gamble C, where an individual will receive  £1,000 if the ball is not red or gamble D, where the individual will receive  £1,000 if the ball is not blue. It is common for people to strictly prefer A to B and C to D. But these preferences violate standard subjective probability theory. To see why, let R be the event that the ball is red, and  ¬R be the event that the ball is not red, and define B and B accordingly. By ordinary rules of probability, p(R)=1-p( ¬R) p(B)=1-p( ¬B) Normalize u(0)=0 for convenience. Then if A is preferred to B, we must have p(R)u(1000)p(B)u(1000), from which it follows that p(R)p(B). If C is preferred to D, we must have p( ¬R)u(1000) p( ¬B)u(1000) from which it follows that p( ¬R) p( ¬B) However, it is clear that the above expressions are inconsistent. The Ellsberg (1961) paradox seems to be due to the fact that people think that betting for or agai nst R is safer than betting for or against blue. Opinions differ about the importance of the Allais (1953) paradox and the Ellsberg (1961) paradox. Some economists think that these anomalies require new models to describe peoples behaviour. Others think that these paradoxes are akin to optical illusions. Another theory of interest in choice under uncertainty is the state dependent theory. This theory discusses the idea that when there are only monetary outcomes from lotteries then a complete description of the outcome of a pound gamble should include not only the amount of money available in each outcome but also the prevailing prices in each outcome. State dependent utility could also be described as being the preferences among the goods under consideration depending on the state of nature under which they become available. An example from Varian (1992), of state dependent utility function, looks at health insurance, where the value of a unit of currency may depend on ones healt h. Varian (1992, p.190) asked the question how much would a million dollars be worth to you if you were in a coma?, and stated utility as a function of health and of money. Quiggans (1982) anticipated utility theory maintains properties of dominance and transitivity but employs a weakened version of the independence axiom. The model is consistent with a considerable range of choice behaviour that violates von Neumann-Morgenstern expected utility theory (1944). It also is free of the violations of dominance that can occur under prospect theory. Risk attitude under anticipated utility theory, discussed in Hilton (1988), follow Pratt (1964) and Arrows (1971) analysis of risk attitude under von Neumann-Morgenstern (1944) expected utility theory and characterize a decision makers attitude toward the risk inherent in a prospect by the decision makers risk premium for the prospect. Hilton (1988) also tests risk attitude under prospect theory, but slightly modifies the perspective on pro spect theory from the theorys original statement by Kahneman Tversky (1979), required by two features of prospect theory. First there is the problem of dominance violations, which Kahneman Tversky (1979) state that stochastically dominated alternatives are eliminated in the editing phase of the theory, acknowledging that such a procedure raises the problem of intransitivity. Bell (1982), Fishburn (1982) and Loomes Sugdens (1983) regret theory generalizes Savages (1954) mini-max regret approach. Choice is modelled as the minimising of a function of the regret vector, defined as the difference between the outcome yielded by a given choice and the best outcome that could have been achieved in that state of nature. A decision makers preference function is defined over pairs of prospects. It is possible that prospect A is preferred to B, B preferred to C, C preferred to A. Regret theory is another aspect of the rational consumer and the choice under uncertainty. The important compa rison is between what is, or the prize you win, and what might have been, or what you could have won. In the Allais (1953) paradox, in the first instance choosing A and receiving  £0, when the alternative was  £1000 with certainty, would generate considerable regret in some people, in fact there is regret with probability 1. However, winning  £0 in option C when there was only a 0.11 probability of winning something in option D, means that there is only an 11% chance of regret in choosing option C. This could rationalise the choice of B over A and then C over D. Regret theory is quite complicated as it implies that what is chosen is judged in relation to what is not chosen. Unlike other mental relationships such as fear and disappointment, which emerge from the comparison of components of a particular prospect, regret is defined across prospects. Hargreaves et al. (1994) explain that preferences need not be transitive, and this could lead to preference reversals. An example of this would be when choosing between X and Y, where X involves the chance of 1/3 of large regret if a green ball is pulled from the urn. If one chooses Y there is a 2/3 chance of regret, but it is less intense. This can lead to intransitive cycles in pair-wise comparisons, such that Y preferred to X, Z preferred to Y and X preferred to Z. So, this can be considered to be quite problematic. In conclusion, it is difficult to determine an accurate view of an individuals choice under uncertainty, due to the variety of different theories that have been proposed and the limitation of some of the assumptions made by these theories. Although some of the theories discussed are merely an extension of other theories, also discussed, they do allow for some of the assumptions to be ignored. It can also be argued that this is not entirely an issue for economics, but that psychology also plays a role in a persons decision making, as well as the value of the potential gain or loss, either in a m onetary or non-monetary sense, in establishing a realistic outlook on an individuals behaviour. References Biblography Allais, M., (1953) Le comportement de lhomme rationnel devant le risque: critique des postulats et axiomes de là ©cole Amà ©ricaine, Econometrica 21, 503-546. Arrow, K.J., (1971) The theory of risk aversion, in Aspects of the Theory of Risk Bearing, Essays in the Theory of Risk Bearing, Markham Publ. Co., Chicago, 1971, 90-109. Bell, D. E. (1982). Regret in Decision Making under Uncertainty, Operations Research 30: 961-981. Ellsberg, D. (1961). Risk, Ambiguity, and the Savage Axioms Quarterly Journal of Economics 75 (4): 643-669. Fishburn, P. C. (1982). Nontransitive measurable utility, Journal of Mathematical Psychology 26: 31-67. Fishburn, P. C. (1984). SSB utility theory: An economic perspective, Mathematical Social Science 8: 63-94. Gravelle H. and Rees R., Microeconomics, Longman, (3rd Edition), Ch 17, 19. Hargreaves, et al. (1994). The Theory of Choice: A critical guide. Blackwell. Hilton, R. W. (1988) Risk attitude under two alternative the ories of choice under uncertainty Journal of Economic Behaviour and Organization 9 (1988) 119436. North-Holland. Kahneman, D. Tversky, A. (1979). Prospect theory: An analysis of decisions under risk. Econometrica 47: 313-327. Loomes, G. and Sugden, R. (1982). Regret theory: An alternative theory of rational choice under uncertainty. Economic Journal 92: 805-825. Machina, M. J. (1982) Choice Under Uncertainty: Problems Solved and Unsolved The Journal of Economic Perspectives, Pratt, J.W (1964) Risk Aversion in the Small and in the Large, Econometrica, Vol. 32, p.122- 36. Quiggan, J. (1982) A theory of anticipated utility, Journal of Economic Behavior Organization, Elsevier, vol. 3(4), pages 323-343, December. Rabin Thaler (2001). Anomalies: Risk Aversion. Journal of Economic Perspectives. 15(1). Savage, L. J. (1954). Events, Utility and Subjective Probability, The Foundations of Statistics. New York, Wiley. Varian, H R. (1992) Microeconomic Anal ysis, Chapter 11, Norton. von-Neumann, J. Morgenstern, O. (1944) Theory of Games and Economic Behavior, Princeton, NJ, Princeton University Press, 1944. Watt, R. (2002). Defending expected utility theory Journal of Economic Perspectives. 16, pp227-229.

Analysis Of Don Quixote - 809 Words

Don Quixote By Miguel de Cervantes Saavedra Don Quixote by Miguel de Cervantes Saavedra is the story of a Christian â€Å"knight,† don Quixote, and his trustworthy â€Å"squire,† Sancho Panza, and their adventures around Spain. â€Å"Thus, I travel about this wilderness and these unpopulated areas seeking adventures, and I’m committed to offering my arm and my person in any perilous adventure that comes my way to help the weak and needy.† (p. 97-98) Our story takes place in the seventeenth century in La Mancha, south-central Spain. Miguel de Cervantes takes us on this epic adventure firstly by introducing don Quixote and some of his adventures, and later on Sancho Panza, and the unbelievable battles and quests they faced for the sake of knight-errantry.†¦show more content†¦On his way, Sancho met the priest and the barber of their village and told them of don Quixote’s plan. The priest and barber planned to deceive don Quixote and take him back to the village to see if there was any cure for his madness. Dorotea, who was a part of their scheme, dressed as princess Micomicona and asked don Quixote to help her avenge a giant and he accepted. At the inn, the amusing novella of the â€Å"Ill-Advised Curiosity† was told and don Quixote was placed in a cage and taken by the priest and the barber to La Mancha, and with this part one of the book ends. The second part of this story begins with don Quixote recovering from the beatings he had received. Don Quixote and Sancho set out on a third adventure, which they hid from the priest and barber. Don Quixote and Sancho set out to El Toboso where they encountered three peasant girls, whom they thought were Dulcinea and her maidens in an enchantment. Afterwards, they encountered the Knight of the Mirrors with whom don Quixote fought and later discovered was Sanson Carrasco, of their village. Sanson had a plan to keep don Quixote in La Mancha for two years but he failed to accomplish it. They encountered a beautiful huntress, who turned out to be a duchess, and were invited by her husband, the duke, to stay at their palace, where the duke promised Sancho he would make him a governor. The duke and duchess entertained themselves by playing jokes on their guests, and they made them believe DulcineaShow MoreRelatedAnalysis Of The Book Don Quixote 1141 Words   |  5 PagesFrame Story Author and journalist, Barbara Reynolds, in a scholarly review by Arthur Terry, stated that the book Don Quixote, â€Å"†¦offers a great detail, especially the interesting introduction, the excellent notes, and the helpful cast of characters. Students and other serious readers of the classics will be grateful.† (Terry 107) Reynolds expresses her opinion that Don Quixote is a well written and highly recommended novel. Within the book, there are a series of short stories, poems, and essays.Read MoreAnalysis Of Petruchio In Don Quixote786 Words   |  4 Pagesnot no chivalry in the world today, but what about in times past then? Was chivalry truly a constant presence in the past or are there exceptions to this statement as well? In order to analyze this question a look at the character Petruchio from Don Quixote will be done. This tale is often seen as one that has chivalrous characters who work towards their end goals, but this particular character has often been credited with overthrowing the concepts of chivalry as well. These facts combined make forRead MoreDon Quixote Analysis Essay707 Words   |  3 PagesDon Quixote’s Honorable Adventures Age limits do not exist for a creative imagination. Don Quixote, an adventurous fifty-year-old man, escapes through a fantasy world. With the aid of his great pal, Sancho, Don Quixote takes the role of an honorable knight hoping to free the oppressed, fight against wizards and giants, and earn the love of his fair maiden, the Dulcinea of Taboso. Cervantes’ communicates his thoughts about friendship, honor, family, and society in the story using three techniques:Read MoreEssay Analysis of Don Quixote by Miguel de Cervantes Saavedra1423 Words   |  6 Pagesdescribing Don Quixote and his fascination with chivalric stories. With his wits gone;, Don Quixote decides to become a knight and ream the country side righting wrong and rescuing damsels in distress. He outfits himself in some old armor and professes his love and service to Aldonsa Lorenzo whom he refers to as Dulcinea Del Toboso. After a long hot ride on his horse he comes upon an inn which he thinks is a castle and the innkeeper whom he believes to be the king. That evening Don begs the innkeeperRead More Don Quixote Essay about created reality529 Words   |  3 PagesThe novel Don Quixote, by Miguel Cervantes, is an exploration into the idea of created reality. Cervantes, through the character of Don Quixote, illustrates to readers how we as human beings often make reality to be whatever we want it to be. nbsp;nbsp;nbsp;nbsp;nbsp;Don Quixote is a perfect example of â€Å"created reality.† The character Don Quixote is real, and he lives in a real world, but everything that he sees is exaggerated in his mind. It all begins with his name. Don Quixote was not actuallyRead MoreDon Quixote - The Relevance of the Ingenious Gentleman Today Essay1613 Words   |  7 Pagespresented in the novel make it one of the most famous novels ever written. Don Quixote, written by Miguel de Cervantes focuses on the titular, self-proclaimed knight-errant and his squire Sancho Panza’s adventures prompted by the knight’s delusion. Quixote was originally a man of sound mind, but becomes mad and believes everything he reads in books of chivalry to be true. A second volume was added ten years later, when Quixote has been thrust into the public eye and ridiculed, leading to many philosophicalRead MoreDon Quixote, By Miguel De Cervantes Essay1404 Words   |  6 Pages Don Quixote: Don Quixote as written by Miguel de Cervantes is a fascinating story as it portrays fiction by subtly displaying it through realism. It is simultaneously a work of fiction and an analysis of fiction, or metafiction, meaning a fictional story revolving around a fictional story. The grand adventures and impossible things that happen are shown via the lens of a state of mind, rather than described as the actual events that are happening. Miguel de Cervantes deflects culpability on hisRead MoreThe Pre Cide Hamete Deflationist Character Of Cervantess Authorship Of Shakespeares Don Quixote1011 Words   |  5 Pages1 All citations from Don Quixote I-II come from the following edition of the book: Cervantes, Miguel. Don Quijote de La Mancha. Ed. Francisco Rico. Instituto Cervantes: Barcelona, 1998. Print. 2 In this sense, the role of the pre-Cide Hamete deflationist character of Cervantes s authorship of/in Don Quixote I-II as hinted at in the late stages of this prologue and subsequently throughout the book, is to be understood as part of his strategy to insists on the importance of linguistic self-awarenessRead MorePostmodern Art Essay1770 Words   |  8 Pagesis interpreted. Jorge Luis Borges (1899- 1986,) (the Modern World) one of the greatest artist of modern time wrote in 1941short story titled â€Å"Pierre Menard, Author of the Don Quixote†. In his work, Borges made up the character of Pierre Menard, young French writer, who decided to â€Å"rewrite,† or to say recreate Don Quixote, the famous novel written by Miguel de Cervantes (1547-1616,) (The Literature Network: Online classic literature, poems, and quotes. Essays Summaries) in the dark period ofRead MoreThe Heroic Code1182 Words   |  5 Pagesdescribe the heroic code and share its applications in the stories of Beowulf, Gilgamesh and Noah, and The Illiad, as well as my other personal experiences. I will start with the story of The Man of La Mancha, which is a play based on the story of Don Quixote. In this story, you have a rather deranged man on a quest to become a knight. In order to become a knight, he has to follow the heroic code. He goes to stay at an inn, but his delusions caused him to think it was a castle. There, he meets a prostitute

School Vouchers are the Solution Essay - 1677 Words

We, as human beings, irrespective of our backgrounds, traditions and cultures, believe in certain fundamental ideals. We want all our children to have access to a good, overall education regardless of family income; we want to make sure that they are prepared for times to come; we want them to be responsible adults; and expect that these qualities are fostered in them through learning in their familial environments, friend circles and most importantly through the institution called school. The growing idea has been that these ideals may only be achieved through a universal centrally planned system of tax-funded schools, commonly known as â€Å"public schools†. People tend to misunderstand the ideals of public schooling and confuse them for†¦show more content†¦They lack the very vital skills that employers find necessary, for instance, they have trouble even reading the dosage on an aspirin bottle (2). To add to that, â€Å"32 to 36 percent of Americans with no incom e source and 34 to 44 percent welfare recipients struggle to perform most basic reading, writing and quantitative tasks†(2). Thus, it is clear that the present system is unable to grant the education that it has always promised and much of the money utilized in bringing about improvement is wasted. This is where, I feel, the market-system, with its abundant, competitive suppliers of education can bring about a change, where modern tuition vouchers will take care of any financial assistance crucial to keeping the system going. School vouchers are a form of scholarship, which transmits the flow of funding that is devoted to education and directs it to consumers rather than to school districts. This gives families the freedom to choose any school and thus send their children to institutions they feel are best suited to their children’s needs. There are government funded vouchers, as well as that made available by private institutions. I feel that one good way would be to do it through gigantic corporations, who have the capital and may find it to be a useful way of publicizing their names. What I admire about the market system is that there is an inherent personal benefit involved in every action by everyone who plays a part in the action:Show MoreRelatedEssay about Vouchers and School Choice - Vouchers are Not the Solution1296 Words   |  6 PagesSchool Vouchers: Not the Solution       As standardized test scores continue to plummet and our nation falls farther behind such industrial rivals as Germany, England, Australia and Japan in comparable education, parents are questioning the current system of education. After being kicked around the national agenda for decades, the school voucher issue is finally being emphasized in several state legislatures, as well as in Congress. In the website titled Vouchers: No, but...Taxpayer Help toRead MoreHow Privatization of Education May Be Possible1360 Words   |  5 Pagescritique of education funding and the notion of privatization of education. The Voucher System It seems to me that one of the best ways of privatization would be to adopt the voucher system. Louisiana just started doing that with promising results. The voucher system asserts that every individual has the right to an education of his or her choice and the government has no right to compel him to attend a certain school... The way that this can be practically implemented is by following LouisianasRead MoreWhy Is It So Hard For Student Success959 Words   |  4 Pagescollege? In the book â€Å"Back to School† by Mike Rose, Rose talks about some of the different obstacle student’s faces in college that prevents them from being successful. Financial support plays a big part in student success. Money plays a huge factor in student success. Student that fail generally are the ones who are unable to pay school tuition. If students cannot afford the necessary equipment they need to succeed then they will have a hard time going through college. School supplies such as books andRead MoreEducation in America1590 Words   |  7 PagesAmerica: Failing Schools Education in America is one of the most important issues that face our nation. If the education in America is not thought of one of most serious issues we face, our nation as a whole will fall. There are many debates and they seemly extend to all walks of life. The debates range from the decline in education, school vouchers, and the no child left behind law. As a nation, the United States is ranked above others. We must search for that solution to all of theRead More School Vouchers Essay1467 Words   |  6 PagesSchool Vouchers   Ã‚  Ã‚  Ã‚  Ã‚  School vouchers can be described as financial funding given to students who elect not to attend public schools. Therefore the government would not be spending money educating that student in a public school. A school voucher is the allotment of money that the government would have used for that student to attend public school. This money is then given to the family of the student to help fund the education of that student. This money cannot be used for anything other thanRead MoreEducation Is The Most Powerful Weapon1195 Words   |  5 Pageseducation. Inner city public schools are not effective at teaching children the necessary skills to succeed in college, if they do not drop out of school altogether. Clearly, traditional welfare programs are not effectively ending the poverty cycle, so, new targeted programs must be put in place to help normalize this inequality. The most effective reform would be to increase educational opportunities for children inhabiting the inner city. Improvements to the public school system are constantly beingRead MoreEssay on Private Schools Will Not Fix the American Education System1422 Words   |  6 PagesPrivate Schools Will Not Fix the American Education System    The American public education system was founded on the radical notion that all members of society should have equal access to education. Also crucial was the notion that a basic common education was essential for a true democracy. This revolutionary system is now in indisputable trouble. Many worry about America’s ability to compete with foreign countries while others address the growing dichotomy between the quality of education inRead MoreOutline the New Right Perspective on the Role of Education. 20 Marks700 Words   |  3 Pageswere organised inefficiently and that both their formal and hidden curricula were not geared to meeting the needs of industry. New Right theorists argued therefore in favour of education policies which would enable effective schools to expand at the expense of ineffective schools as a means of improving overall standards, in favour of increased emphasis within the formal curriculum on the transmission of knowledge and skills specifically relevant to the needs of industry and commerce, and against Read MorePrayer in Public Schools Essay1440 Words   |  6 Pagestype of school students attend, organized prayer is mandatory, allowed, or banned. In the United States, organized prayer in public schools is prohibited because it goes against the Constitution’s separation of church and state (Jinkins 123). The United States promises religious freedom, but is yet to define the degree and limitation of that liberty. However, American citizens have been debating for many years, whether organized prayer should be an option or obligation in public schools. Some peopleRead MoreHomeless People : The Homeless1265 Words   |  6 Pageshomeless people in Baltimore and advocates some solutions to end this issue. Although we will suggest some policies and solutions that can be helpful for the homeless people. Baltimore’s homeless population has been increased in recent years. Public, state and local government should be involved and their participation would be required to fulfill those programs. First, the government must assist community and most importantly to ensure that those solutions that they will create are long-term goals.

Allegations of Dishonesty Nursing

Question: Discuss about the Allegations of Dishonesty Nursing. Answer: Allegations of Dishonesty Nursing: A Reflexive Response Nursing is a profession that deals with a one on one contact with the patients. The practice requires a high level of integrity since any mistake by the nurses can endanger the life of the patient(s). The nursing profession, just like any other profession has a code of conduct that governs the behavior of the nurses during their practice. The code of ethics in Australia is purposed to identify important ethical values and standards that should be adhered to by the professionals, in their workplace and their relationship with others. The code of conduct gives a reference point from which the nurses reflect their conduct their behavior. It also guides decision-making process to ensure it is ethical and provides a layout of the rights and standards of ethical values that the community expects the professionals to uphold(Johnstone Crock, 2015). This reflexive response will give a review of the experiences of dishonesty that have been experienced and the change that resulted from the les sons learned. Dishonesty is not allowed in any medical field of practice. All the nurses are subject to high levels of integrity at all times during their professional practice. It is totally not acceptable, for any reason, in the nursing profession to be dishonest. However, it is unfortunate that this value has not been achieved in totality. There are several instances of dishonesty that are experienced in the nursing profession. As such, it ranges from misdiagnosis, failure to give the right information and even medication. Dishonesty is a professional misconduct, and any victim is subject to punishment, as stipulated by the law of that country(Pairman Donnellan-Fernandez, 2012). The Nursing and Midwifery Council of Australia regulates of the code of conduct for nurses in Australia. According to the NMC, honesty is the best policy in the nursing practice. In many cases, the allegations that have been reported, dishonesty in nursing is a desire to protect oneself, a patient or a doctor(Cashin, et al., 2016). There was an allegation incidence where a nurse in the midwifery was reported to have lied to an expectant mother in the maternity ward. The nurse allegedly told the woman that the condition of her baby was dangerous and that they could only save her and the baby will be lost. The baby was delivered all in good condition, and there were arrangements to sell the baby. It is so painful to see a mother crying of her lost baby when the baby is not dead. All the hopes and expectations she had for being a first-time mom. The cry of that woman was unbearable, tears all over her cheeks, and husband, sobbing but trying to comfort the wife. It was a painful experien ce for the couple. Later on, they filled a case against the midwife. An investigation was completed, and it was discovered that they were false allegations. There has been a change in the maternity procedures. Any expectant woman brought to the hospital to deliver is allowed to get in with people who she trusts. The people monitor her until the time she delivers to ensure that there are no hidden agendas from the midwives. The baby is delivered in the presence of entrusted witnesses, and they ensure the well -being of the baby until the mother is in a stable condition to breastfeed. The penalties faced by nurses who commit such offense are a big lesson to many others in the same profession. Currently, I have learned that integrity is very critical in the nursing profession. Whenever I remember the cry of that woman, I feel obliged to report any case of dishonesty so that anybody involved can face the council(Federal, 2012). Nursing schools are confronted with allegations of dishonesty(Scanlon, Cashin, Bryce, Kelly, Buckely, 2016). It is alleged that some of the students the professors to award them marks for subjects that they failed and even courses that they did not attend classes. The result was that students could graduate as nurses when they have not acquired all the required knowledge and skills. Personally, I don't think these allegations are true since the NMC has its way of verifying whether a person has met the qualifications for being a nurse. There are very minimal cases of "half-baked" nurses in Australia. If reported, such nurses are reported to have the NMC revokes many cases of malpractice and their licenses. To me, this is a high level of dishonesty to the council that one has qualified for the practice of nursing when in the real sense they have not. There are severe consequences for such a case of dishonesty. I learned that one has to work hard for him/her to attain the required leve l to be recognized as a nurse. I always encourage nursing students, to be honest with their scores as it will be able to reflect on their practice. Other cases allegations of dishonesty in the nursing profession include a breach of contract of the patient's privacy. Arguably, it is experienced when the nurses lie to the client that access to some private information or even body parts is necessary when it is not. Deception for selfish interests is not accepted at all in the nursing profession (Johnstone , 2015). Due to the number of the allegations that have been made in Australia, the following model was developed by the senior lawyer of the Nurses Defense Service. The model enables the lawyers to determine the validity of the allegations made against lawyers. Figure 1. A model to determine the validity of an allegation(Parker Brown, 2000) The NMC in Australia clearly outlines the code of conduct for all the nurses in the country. The council is very strict, and all the nurses are subject all the code of conduct and the required values. They have to maintain a healthy relationship in their workplace, with colleagues, patients and the community as a whole(Cashin, et al., 2016). The code of conduct ensures that the behavior of the nurses is guarded and the rights of patients followed to the letter. The allegations of cases of dishonesty in the nursing profession are not true since the NMC ensures that all the nurses adhere to the code of ethics. The NMC emphasizes on honesty as a virtue. Any case of misconduct and dishonesty by the nurses is punishable as stipulated by the law. I have learned that honesty is crucial in the practice of nursing. Honesty and following the code of ethics starts from the point when one has chosen nursing as his/her profession. Right from the nursing school, it is important for nursing students to be very honest about their grades and qualification. Failure to attain the requirements to qualify as a nurse will be depicted in practice and is punishable. The nursing profession deals with the health and life of patients. Any case of misconduct endangers the life of the patient. All nurses should adhere to the code of conduct and Australian law on nursing. References Cashin, A., Heartfield, M., Bryce, J., Devey, L., Buckley, T., Cox, D., Fisher, M. (2016, April 11). Standards for practice for registered nurses in Australia. Collegian. doi:10.1016/j.colegn.2016.03.002 Cusack, L. (2016). A busy year so far for NMBA... . Australian Midwifery News, 16(2), 12. Federal. (2012, March 1). Stories from the mothers who had their babies taken away. Retrieved from Crikey: https://www.crikey.com.au/2012/03/01/forced-adoption-stories-from-the-mothers-who-had-their-babies-taken-away/ Johnstone, M. J. (2015). Bioethics: a nursing perspective. Sydney: Elsevier Health Sciences. Johnstone, M. J., Kanitsaki, O. (2005). Processes for disciplining nurses for unprofessional conduct of a serious nature: a critique. Journal of advanced nursing, 50(4), 363-371. Johnstone, M., Crock, E. (2015). Dealing with ethical issues in nursing practice. In E. Chang, J. Daly, Transitions in nursing: Preparing for professional practice. (pp. 145-160). Elsevier Health Sciences. Pairman, S., Donnellan-Fernandez, R. (2012). Professional frameworks for practice in Australia and New Zealand. In C. H. Kerryn Phelps, Joints and Connective Tissues: General Practice: The Integrative Approach Series (p. 267). Elsevier Health Sciences. Parker, A. D., Brown, J. (2000). Detection of deception: Statement Validity Analysis as a means of determining truthfulness or falsity of rape allegations. Legal and Criminological Psychology, 5(2), 237-259. Scanlon, A., Cashin, A., Bryce, J., Kelly, J. G., Buckely, T. (2016). The complexities of defining nurse practitioner scope of practice in the Australian context. Collegian, 23(1), 129-142. doi:10.1016/j.colegn.2014.09.009

To What Extent Does the Success of E

Introduction In the contemporary demanding world, the information-based ability of workers is an imperative prerequisite for companies to possess competitive advantage. The typical learning is unable to meet the objectives described for the learning necessities of employees. This aspect demands that organizations integrate e-learning for the employees to enhance the performance of the individuals that translates to organizational performance.Advertising We will write a custom essay sample on To What Extent Does the Success of E-learning Depend on a Change in Organizational Culture? specifically for you for only $16.05 $11/page Learn More The accomplishment of the e-learning program largely depends on the technology used. More importantly, the employees and the organizational culture significantly affect the success of such initiatives. The readiness of the workforce to adopt and utilize e-learning is a critical aspect that determines the success of the i nitiative irrespective of the costs that ought to be saved and the technology used. In fact, e-learning requires the availability of equipment that allows the electronic transfer of knowledge. E-learning defines the capability to control, support and administer learning and training material (Seal and Sivan 335). These capabilities are also impacted by the organizational culture that may limit the extent at which an organization may go to ensure it remains competitive. This study explores the extent at which the e-learning depends on changes in the organizational culture in order to be successful. Main Body E-learning entails a wide range of applications and procedures including computer-dependent learning, digital cooperation, internet-based learning and virtual classrooms. The aspect involves the dissemination of information through the internet, extranet or intranet (WAN or LAN), video- and audiotape, interactive television, and CDs. From literature, e-learning appears as a tacti c and technology that enables learning. In the majority of companies, an e-learning program is typically the execution of training and cooperation that is availed to workers through the organization’s LAN hence readily accessible to individuals at their expediency. Whereas it may partly stand-in for classroom learning, it is essentially designed to augment learning and broaden it to a wider audience while saving on the expenses (McIntosh 2). Hosseini, Salimifard and Yadollahi demonstrated that e-learning is an appropriate solution for companies to deal with the shifting environment of business-connected information needed for the organizations to attain and retain competitiveness and diminish the training costs (p.42). However, it is closely related to the human resources function of an organization as a tactical means towards developing knowledge workers. In essence, it leads to enhanced employee satisfaction, improved chances of career development, supple learning for worke rs, enhanced innovation, as well as improved operational effectiveness (Liu, Huang and Lin 2012).  Majority companies use e-learning technologies to gain from such initiatives. However, due to the extensive investments initially needed and the elevated rate of failure, most of the organizations are hesitant to initiate such programs.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Hence, it is imperative for the human resource function of a company willing to implement such initiatives to evaluate the readiness of the company to accept the program. Besides, it is essential for the evaluation to be done from diverse perspectives including the people, novelty, attitudes, infrastructure and organizational culture. The willingness to espouse e-learning is a critical factor that significantly impacts on the triumphant adaptation of e-learning programs. The organizational culture also affects t he success of e-learning programs. In view of organizational learning, organizational culture can ease or harden the learning process. The process can also be reversed where e-learning can be a means to the changes in organizational culture. According to Masie assertions, it is imperative for the corporate management to develop an organizational culture that supports e-learning (p.3). The tendency by workers to resist the use of technology often arises from the established organizational culture that may not encourage workers to embrace diverse changes that will eventually be necessitated by the changing business environment (Venkatesh et al. 428). This is essential for the human resources function since changes are inevitable.  Inherently, employees prefer face-to-face learning to any other learning modes. However, considering that organizations are expanding rapidly, this may not be rational. For example, it will be almost impossible for a multinational company’s human re source function to train employees around the world individually. A human resource manager based in the U.S. will be able to facilitate the dissemination of information to any part of the world so long as the infrastructure is in place. This is cost-effective as the company can hold regular video conferences at the convenience of every employee. The trainer does not need to travel around the world to train employees. From this illustration, it is essential for companies to establish organizational cultures that are flexible to adopt changes aimed at building competitiveness and profitability of the organization (Normark and Cetindamar 325).  Rigid organizational cultures hinder the implementation of diverse initiatives. Typically, most of such changes could not be readily accepted in an organization. Workers often view changes as a threat to the security of jobs. This is especially the case where technology is involved. Given that technology makes operations efficient, workers who lack confidence in their performance will resist any changes aimed at streamlining operations. Employees with such perceptions often incite others into resisting the changes irrespective of the benefits to the individuals and consequently to the organization.Advertising We will write a custom essay sample on To What Extent Does the Success of E-learning Depend on a Change in Organizational Culture? specifically for you for only $16.05 $11/page Learn More It is essential for the human resource function to be in regular communication with employees whenever imminent changes are foreseen.  The right organizational culture is essential for overcoming heritage of prior incident and previous values and norms. Organizational cultures are developed over a long time. While they are not policies that are immediately implemented, they develop naturally according to the corporate environment. The management and the employees play a role in developing the organiz ational culture. As the organization grows, certain norms are developed and eventually become partly evident in many areas of the organization. The cultural factors are observed in areas such as corporate arrangement, assistance by the administration, the climate for novelty and transformation, the situation of the human capital, the managerial processes, guidance and learning, as well as the connection with information technology. E-learning is likely to be successful in situations where the aforementioned factors allow the organization to support changes in different areas. The corporate arrangement is one of the essential areas of organizational culture that significantly impact on the success of e-learning. Thus, it is important for companies to have an elaborate organizational structure. However, these structures should be flexible to allow innovations and improvements. Executives are aware that innovations are inevitable. Actually, innovations are encouraged in leading compani es as they introduce new energy and synergize these structures (Govindasamy 288).  Cisco is one of the most cited examples of how culture influences the success of e-learning. Prior to inventing the phrase â€Å"e-learning†, a member of staff at the corporation recorded a film production and placed the tape-recorded on the company’s intranet. When the employee alerted a vice president, he was thrilled by the innovation. He sent messages around the company, suggesting that they watch the video. Everyone was so eager to watch that the Cisco system almost stalled. This led to the innovation of placing videos on the company LAN instead of the company’s extranet. The interest in technology by the company led the staff to research further on the innovation leading to e-learning (McIntosh 2). The corporate arrangement was restructured to create a department that would specifically deal with e-learning. The company has ever since utilized video extensively to train th e workforce. The orientation of new employees is done through video interactions and this ensured saving the money on the costs of training as new employees could learn on their own. Such an organizational culture in terms of organizational structure flexibility is important for the success of e-learning.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The change in situation of human capital is another aspect that influences the success of e-learning. There are organizational cultures where the management hierarchy is bureaucratic to the extent that the top management will not allow the lower cadre any level of autonomy. In such situations, such cultures hinder the implementation and consequently the success of e-learning. The top management fears that it will lose control of what the employees are engaging in terms of training. For example, in a unionized organization, an executive of training conferred with the labor affairs faction regarding e-learning. He was informed that this could not be done. The grounds behind it were that corporate directors could have whined on the subject raised. In fact, one might question the reasons that could make the executives to whine concerning the extra education prospects granted to company employees. Upon investigation, it became apparent that the trouble was the immediate character of e-le arning. Workers would be capable of signing in and take the guidance devoid of the executive’s approval. The executive would lose control of what the worker would learn. A number of the situations were made available to people working here. One of them was administrative processes. Whenever an employee enrolled for an e-learning course, the executive was sent a letter. Often, the executive would advise the worker not to take the course. McIntosh claims that to a large degree, it was a control problem. Executives wanted workers to take classes that were part of the executive’s plan, especially when the classes were during company time. The other issue in the equation was a perception issue on the labor affairs faction part. They were scared of the potential predicament. After the implementation of the e-learning program, there was no problem as predicted. This is an illustration of how the situation of the people as a culture of an organization may influence the success of the e-learning programs. Prior to the implementation of an e-learning program, it is astute to confer widely with the stakeholders. The human resources division might prove to be the principal test. This is despite the training division being part of the human resource function. The motive behind this is that the human resource function and the personnel anticipate all types of labor affairs troubles (McIntosh 3).  The other aspect of organizational culture that impacts on the successful implementation of e-learning is the group attitude of the employees. Prior to the introduction of the e-learning concept, most companies trained the employees through trainer-led classrooms that were typically social. Most companies that were established more than a decade ago face the challenge of changing the organizational culture in terms of training to introduce the e-learning aspect. The employees accustomed to the trainer-directed collective classrooms could find it challenging to compr ehend the idea of acquiring knowledge without help, whereas sited facing a supercomputer. The training method adopted by most companies is entrenched in the organizational culture of the organization. Most organizations typically use one method of disseminating the training information making it part of the organizational culture.  When new employees are given training through instructor-led environment, they are accustomed all through the work experience to be trained through one system. Hence, such workers believe that it is the only way that they can learn (McIntosh 3). If there is a powerful culture of trainer-led learning in the company, it will hinder the success of the e-learning initiative. Changing the attitude of the employees demands the interception of the human resources function. The department requires preparing the employees for the changes in learning methods so that the employees are ready to embrace it before it is launched. Initially, the training can be introd uced to the employees through social environment classrooms, and then the employees complete the rest of the lessons on their own. The trainer should also be prepared to assist employees who find it difficult to learn on their own until they are fully accustomed to the new learning method.  In companies with powerful in-house training departments, the instructors themselves may observe e-learning as a risk to the job security (McIntosh 3). The strong training divisions are usually part of the organizational culture, as they are not always mandated by the company policy. They develop on their own depending on the number of trainees, the lessons that are supposed to be offered, the influence of the departmental head, the frequency of training and the autonomy given by the management. As the department grows, it becomes part of the organizational culture as the influence on the entire company grows. The human resources function need to address the fears of the trainers to ensure that they embrace e-learning. The trainers have the potential to derail the success of e-learning if they are not included from the beginning and the importance of the initiative demonstrated to them. The human resources department requires or must assure the trainers that the adoption of the initiative will not jeopardize their jobs.  The information technology department takes a central role in the company communication structure (Hung and Cho 173). Companies usually have a unique communication structure entrenched as part of their corporate culture. The people in the department are aware of what is expected and new employees carry on the culture. Thus, it becomes essential to incorporate the unit in the deliberations anytime such a project is inaugurated. The people need to be made aware that such a move will make learning easier for new and current employees; hence, the initiative needs to be supported. The culture of having the information technology department as the central sou rce of electronic information needs to be changed to accommodate e-learning at individual levels.  McIntosh asserts that it will be difficult for e-learning initiative in organizations where the executive does not support e-learning. There are organizations where the culture is framed in such a way that an initiative that does not originate from the executive receives little or no attention. E-learning is an essential revolutionary event that requires the support of the chief executive officer. Thus, it is important to have the decision-makers take the e-learning course so that they are aware of what they are discussing.  The needs of the employees are essential when developing e-learning. Fundamentally, employees in companies with strong organizational cultures usually lack some aspects of learning due to the perceived restrictions on how things are done in the organizations. Learners may feel that they will be overstepping when they ask the human resources managers for the opp ortunity to access e-learning. This s particularly the case in situations where the course that the employees wish to undertake is not in line with the tasks allocated to them in the organization. Therefore, it is imperative for the designers of the e-learning program to consult with the employees about how they wish to develop their careers. When this concern is addressed, the success of e-learning will have partially been achieved given that the employees will be ready to embrace the initiative.  The change in attitude of the employees will assist in the development of the e-learning program that will eventually benefit the needs of the organization. In this respect, organizational e-learning symbolizes the mechanisms through which the company transforms the knowledge acquired by individuals into intellectual assets (Servage 305). This indicates how the organizational culture can mold the type of learning that takes place. The mode of learning is often influenced by the needs of the company, organizational choices and practices creating diverse levels of learning. It becomes important that in designing and delivering e-learning, the organization must assess corporate conditions for learning as well as employee’s experiences in the learning procedures as they impact on the success of e-learning. The motivation of the employee to participate in e-learning is preconditioned by the prevailing organizational culture. Previous experiences shaped by the corporate culture determine the motivation of the employees to participate in the e-learning program as it interacts with organizational structures.  The issues emerge in linking the individual learning needs with the organizational practices. There is usually conflict that develops in organizations in view of the individuals being identified as both a worker and a learner. Such structures require change if e-learning is to be effective. The attitude of the management requires change so that learning can be viewed as an investment in the employee as opposed to the employee being viewed as the sole beneficiary. E-learning offers companies the distinctive opportunity to deal with swift changes in knowledge requirements (Isenmann 290). Companies, therefore, require being ready to embrace e-learning given that the concept demands a significant amount of investment in terms of finance and human resource. The management must recognize that e-learning at the initial stages will have an impact on the performance of the employees as they strive to engage in daily tasks and learning at the same time. Some organizations have corporate cultures that encourage employees to learn continuously. This is through having a culture in which employees that take frequent training are recognized and given material incentives such as certifications and promotion preconditions (Masie 2). A culture that facilitates the recognition of employees makes it easier for e-learning to be successful. Conclusion Tradi tionally, training is an interpersonal process. Contemporary, it is an individual process where employees use electronic information to advance their knowledge. E-learning is contemporarily an essential tool that companies need to adopt to enhance their competitiveness. This requires modifications to the corporate culture while newly contemplating about the position of computers as part of corporate life. Corporate cultural factors are observed in areas such as corporate arrangement, assistance by the administration, the climate for novelty and transformation, the situation of human capital, the managerial processes, guidance and learning, as well as the connection with information technology. The success of e-learning depends on the willingness of participants to modify these areas. Besides, it is important to underscore that e-learning will not replace all other forms of training. Literature further shows that it is important for the management of an organization to understand the benefits of e-learning to the top managers and the employees so that they can assist in developing a culture that is supportive of e-learning. An organizational structure that supports classroom learning easily integrate e-learning and helps workers to get time to use technology to learn. The management in such companies practically schedules time for e-learning and execution of daily tasks as the time spent in learning is viewed as investment.  Certain objects are hardly carried out properly in e-learning, including the in-person connections and lab responsibilities. This calls for organizations to ensure that e-learning does not replace all the learning process. When changing the corporate culture to accommodate e-learning, the support of the management is critical in ensuring the success. Changing the corporate culture requires the participation of all the stakeholders, including employees, management and stakeholders. Factors that support e-learning include executives who bel ieve in technology as an investment. The attitude of the learners and the trainers is also important as it determines the level of acceptance of changing the culture to embrace e-learning. Inflexible organizational cultures hinder the implementation of diverse initiatives such as e-learning. 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