Take Away Their Guns by James Q. Wilson Essay Example | Topics and Well Written Essays - 750 words

Remove Their Guns by James Q. Wilson - Essay Example Wilson has figured out how to leave a vacant spot by having a backhanded message rather than an immediate one. This urges perusers to peruse the whole exposition so as to discover what the creator is going over. Wilson affirms that each watch official ought to be given arrangements of individuals on parole or probation with the goal that they cause visit checks to learn that they are not conveying a weapon. I agree 100% with the creator on that issue. I have a solid conviction that giving the rundown to cops is a decent advance towards giving wellbeing to individuals in the general public. Furthermore, it might lessen the crime percentage. Wilson has likewise recommended that the administration and researchers should work inseparably so as to think of amazing metal identifiers that may help cops in identifying firearms, even those covered up in pockets of lawbreakers. The underemployed gadgets engineers and atomic physicists of the post-cold war period have the limits of structuring better firearm identifiers (Wilson). In any case, the creator neglected to address another issue that could be utilized to limit wrongdoings in the general public. The writer neglected to make reference to all through the whole paper that the intellectual ability of firearm proprietors ought to be tried. A few people in the general public isn't intellectually fit to claim a firearm. These people will in general posture dangers to themselves and those living around them (Wilson). Thusly, the administration needs to set up a framework that will test the owners’ mental outlook. People who bomb the test ought not be permitted to claim guns for the remainder of their lives. This is on the grounds that a few people have bigot and criminal propensities that may lead them to carry out wrongdoing with their own weapon. A few people may bomb the tests because of despondencies or other psychological sickness. These may lead them to self-destructive inclinations and force them to carry out violations. Thus, in the wake of ca rrying out these violations these people may run

History of economics summary of obama's speech Essay

History of financial aspects outline of obama's discourse - Essay Example The nation kept up its figure by beating at the moon, however here has come up new difficulties with shifting troubles to test ‘whether this country would endure’ (recollect Lincoln’s Gettysburg Address). As Craighill reports in Washington Post, 84 percent of discourse watchers reacted emphatically to Obama’s discourse. As to speculation strategy, Obama said that he would propose another venture spending which focuses on developments in clean vitality advances and overwhelming dependence on atomic force so as to address the difficulty of surpassing reliance on non-renewable energy source (McGreal). The most potential part of Indian just as Chinese model of venture he finds is their certified worry in instruction particularly in math and science. â€Å"Over the following ten years, about portion of every single new position will require instruction that goes past a secondary school degree† he reminded. He additionally reminds the Republicans who are s uspicious about colossal speculations that â€Å"cutting the shortfall by gutting our interest in instruction and advancement resembles helping an over-burden plane by expelling its engine†. Obama proposed to guarantee the Republican help as he said they were right now to decide ‘if government’s development is left unchecked and unchallenged’.

Transcripts and Test Scores COLUMBIA UNIVERSITY - SIPA Admissions Blog

Transcripts and Test Scores COLUMBIA UNIVERSITY - SIPA Admissions Blog We have started to get some emails about receipt of official transcripts and test scores so let me provide a bit of guidance.   We receive some test reports electronically and others via mail.   The vast majority are sent to us as electronic files and they are downloaded into a centralized Columbia University computer system.   We then have to sync that system with our admission software.   As you know, applicants self report test scores on the admission application and these are the scores we use for the review not the official reports. The process of getting official test scores into our system can take some time and we are still busy wrapping up the admission review process, managing the message board, preparing for Admitted Student Day, and responding to a flurry of emails on a variety of topics.   If you choose to enroll at SIPA we will need to confirm receipt of official test scores by June 15 so we have plenty of time.   We really do not actively start to undertake this process until after the date to pay a deposit passes (May 3rd). I will provide some updates on the process in the near future and for now, if you feel you have submitted your official test scores and/or transcripts, we would just ask for your patience while we work on integrating this information into our system. The process of submitting official transcripts is straightforward.   If you submitted official transcripts with your admission application rest assured we will be tracking them as official.   If you uploaded unofficial copies of your transcripts to our application Web site, then you will need to send official transcripts to our office by June 15th.   The address to send them to is: Columbia SIPA Office of Admissions and Financial Aid 420 West 118th Street Room 408 International Affairs Building New York, NY 10027 Thanks again for your patience and if you asked that your test scores be reported to SIPA they are likely loaded into our campus mainframe, waiting patiently for us to sync them with our system.

Oedipus, The Everyday Man - 1410 Words

1) Oedipus represents an â€Å"everyday man† because he is like any other person who is wise but also foolish. Oedipus has a strong sense of hubris as well as pathos which like many people guides his motivations and experiences. Throughout all the trips he takes to all these various places he has been accepted as a king but has had people turn their backs on him. â€Å"Ahhhhhhh! What an unbearable pall of darkness! How secretly, how wildly you fell upon me! How swiftly the wind carried you about me! How this wound of memory hurts both the mind and the flesh! Ahhhhhhh!† (Oedipus, 43). I chose this quote because you can compare how he began this whole journey thinking he was going to bring the murder and do justice to Thebes but in the end him being the murder shows how he had too much pride in himself and was too foolish to see that he could have been the murder this whole time. 2) Some qualities that the people of Thebes think Oedipus attributes are; a savior, and ge nerous. â€Å"Come then our Lord and King! Come, first among the mortals! Make our Thebes live again! Remember: This city calls you â€Å"savior† because of your past act of generosity† (Priest, 6). I chose this quote because from the words you can gather that because they praise Oedipus because he has been kind enough to them before and helped them with their problems therefore seeing him as a savior who they can come to whenever they need saving from something. 3) The chorus makes the relationship that humans are directlyShow MoreRelatedParallels of Fate in Crash and Oedipus the King Essay1046 Words   |  5 Pagesfate is merely coincidence. The debate whether fate is apart of our everyday lives have been going on since the ancient greeks to today. The movie Crash parallels to the play, Oedipus the King, in that both of the characters experience some form of fate in their lives. Henceforth, this essay will discuss the medias portrayal of fate and how it is indeed, a part of our everyday lives. In the novel, Oedipus The King, Oedipus father, Laius, met with the Oracle of Delphi who foretells himRead MoreCharacter Analysis : OedipusHamartias1201 Words   |  5 PagesOedipus’ Hamartias As people, we try to understand each others’ hardships, but the extent to which we do, depends on the type of hardship that occurs. Take these two scenarios. Suppose it’s your best friend’s surprise birthday. You walk out the office, hop in your car, but immediately after turning the ignition, your car dies. Luckily, a co-worker lets you borrow their bike, but the five mile ride to the party is harrowing--explosions of thunder startle you, pouring rain assaults your back, andRead MoreThe Vindication Of Oedipus The King Essay1547 Words   |  7 PagesThe Vindication of Oedipus Rex In the midst of a rife plague, Athens held their annual Dionysia festival. The festival was comprised of a collocation of dramatic performances honoring the Greek god Dionysus. During the festival in 429 BC a local playwright named Sophocles entered the festivities with his presentation of the tragedy Oedipus Rex. Oedipus the King by Sophocles introduces a city, much like Athens, that is being threatened by a troublesome plague, much like Athens, and whose people areRead MoreThe Kite Runner And Oedipus King Analysis1351 Words   |  6 Pagessky â€Å"Who am I?† This has become the essential question asked in each literary work The Kite Runner and Oedipus Rex. Striving to find who they are the characters, Oedipus and Amir, try to figure out what they have become through their separate journeys. Most of their conclusions rely on the fact that both characters continue to look back into their past. The constant theme in both the novel and the tragedy is continuously looking into the past. Both characters constantly look at the past in ways suchRead MoreThe Downfall Of Sophocles Oedipus The King815 Words   |  4 Pages The Downfall of Oedipus In Sophocles Oedipus the King, the topics of fate and free will are exceptionally solid all through the play and. Both focuses could be contended to extraordinary impact. In old Greece, fate was thought to be a simple piece of everyday life. Each part of life depended and was based upon fate. It is nature conviction to accept that humankind does in reality have Free will and every individual can choose the result of his or her life. All Oedipus actions are givenRead MoreOedipus Rex Is A Greek Tragedy Written By Sophocles1177 Words   |  5 PagesOedipus Rex is a Greek tragedy written by Sophocles. Sophocles, through writing this work along with Antigone and Oedipus at Colonus, became a legendary tragedian, and went off to produce several other works. This classic tragedy held great influence over Aristotle’s six components in his work, the Poetics, more specifically, over the component of plot and character. The birth of Oedipus Rex since spurred countless famous inte rpretations, including ones by the father of psychoanalysis himself, SigmundRead MoreAnalysis Of The Play Oedipus The King 963 Words   |  4 Pages101-170 Professor Steinkoler Hubris Midterm Paper â€Å" No, man s knowledge here can go beyond his experience.† John Locke. Knowledge is definitely power. To have power over anyone or anything out †¨there you must know what you are doing. Knowledge gives you options, Knowledge enables bigger and better weapons. A sense of higher status. Very often will you find knowledge allows one to recognize opportunity. One character in the play Oedipus the King, Tiresias carries a great sense of knowledge. ThatRead MoreOedipus Rex by Sophocles889 Words   |  3 PagesSophocles’s Oedipus the King, fate is primary theme in the play. The influence of fate goes beyond the play but how Greeks viewed fate entirely. Also, Oedipus somewhat represented the Athenian political system and the people of Athens by his leadership. And lastly, having the play unfold, one is able to sympathize with Oedipus and strike pity and fear rather than disgust from his sins. The power of fate in Oedipus the King was one that shaped the entire story. In the beginning of the play, Oedipus heardRead MoreReligion In Oedipus The King1012 Words   |  5 PagesIn Oedipus, the King, the main character, Oedipus, starts the play in the highest prestige, he is the King of Thebes and is held in high regard to almost all citizens for his prosperous reign. By the end of the play, Oedipus is vilified by his citizens and almost all the people of Thebes. I argue that Oedipus’ downfall is directly linked to his rejection of religious guidance and omens; namely, the Gods and the oracle. One could argue that no divine entity openly acts out toward Oedipus, howeverRead MoreThe Psychological Connection to Oedipus the King1387 Words   |  6 Pages1995, â€Å"Myth has two main functions. The first is to answer the sort of awkward questions that children ask, such as ‘Who made the world? How will it end? Who was the first man? Where do souls go after death?â₠¬â„¢Ã¢â‚¬ ¦The second function of myth is to justify an existing social system and account for traditional rites and customs.† Oedipus the King written by Sophocles in 430 B.C. focuses around the second function that Graves noted. The play has been around for centuries, has evoked psychological theories

Persuasive Speech Topics for Middle School Students

Persuasive Speech Topics for Middle School Students Have you ever got bored hearing the same matters over and over again at the annual elocution competition? Then why do not you come up with a compelling and exciting topic that the audience will be delighted to listen to? There are so many ideas in our world, that you have the opportunity to tell people something that they have never heard before. But keep in mind that you must know your subject perfectly, which will help you to deliver your speech confidently and persuasively. Also you need to realize that the main purpose of a persuasive speech is to help listeners make a decision about certain topic and to convince them to agree with you. I understand that at your young age you may be unsure as to what topic will be the best for you to speak persuasively. That’s why I would like to suggest you the following persuasive speech topics for middle school students: What are the best places to go on vacation? What is the most intriguing discovery in the last 50/100 years? Is it dangerous to use cell phones while driving? Should the vaccinations be compulsory? Is it important to find a good career? The pros and cons of junk food. What role does sport play in our lives? Should religious subjects be included in the schools curricula? Should all farmers grow only organic food? Cook yourself and enjoy your meal. Despite these topics can work quite well for your persuasive speech, you can think about something that you are more enthusiastic about and feel very comfortable with. Go ahead, be confident and see the audience applauding!

Young people drive their political development Free Essays

The term gigantic suggests a causal direction. Can these two very different viewpoints be merged? By Habeas Question-I : Political colonization has typically been defined as â€Å"the process by which people come to acquire political attitudes and values. † Colonization agents are, among others, the parents, peers, school, and the surrounding society. We will write a custom essay sample on Young people drive their political development or any similar topic only for you Order Now The term suggests a causal direction. Young people are socialized by others. Researchers sometimes talk about an gigantic perspective: Young people drive their own political development. The term gigantic suggests a causal direction. Young people choose their own ways to gain information and develop attitudes about society. Can these two very different viewpoints be merged? The current research has Identified several socializing agents In adolescents’ political development. We know that parents, peers, the school, and the media are Important agents In shaping adolescents political and CIVIC values. Attitudes, and behaviors. However, researchers have studied this process through a unidirectional lens, that is, most often taking a top-down approach where transmission flows from parent to hill. From this perspective, adolescents have been considered as passive recipients in their political colonization. In 2002, McDermott and Chaffed wrote perhaps one of the most altering papers in the field of political colonization. In this article, the authors express the need for examining adolescents as active agents in their political colonization. The fundamental question is: should a top-down and bottom-up approach be merged when studying adolescents’ political colonization? My standpoint Is very simple: It is not Just possible It is necessary. In order to give an count of how Influential agents and adolescents’ agency can be merged, we first need to understand why the political colonization literature has examined youth’s political colonization from a unidirectional perspective over the past few decades. Societal shifts and political colonization research over the past few decades The political colonization literature began to emerge in the mid-offs. The societal structures, political climate, and norm of that generation generally exerted a top- down mentality in several scopes of life, whether it was in the family within the school among other social institutions. Generally, the family would normally abide by a patriarchal and hierarchical structure where parents, particularly fathers, were most influential in the familial dynamics. Teachers would often have an authoritarian role with little democracy in the classroom climate. It is no surprise that social models were thus reflected In the work of political colonization researchers at the time. Whether scholars developed theories of communication patterns at home (Chaffed, McLeod, Hickman, 1973) or role modeling behaviors (Fletcher, Elder, Memos, 2000) to explain Intergenerational transmission, a top-down approach was objectification of children was evident in these models at the time. However, despite the slow changes of the social structures in society, scholars and their theoretical models did not catch up with the generational shifts. It was not until the re-birth of the political colonization research in the sass’s that scholars began to re-consider, inspired by other disciplines, the idea that adolescents too, could be active agents in their political colonization. Modern society and new media Modern Western society has shifted towards a tangent quite different from the social structures in comparison to the sass’s. Adolescents in these societies have been found to have more influence in the family and perceive more democracy in the family (Stain, Person, Burk, Kerr, 2011). Politically, schools are also adopting more democratic climates in the classroom allowing children to feel more efficacious and involved in their education (Campbell, 2008). With the emergence and growth of the Internet and â€Å"new media†, adolescents today have easy access to information online, regardless of the influence of other agents (Mossberg, Delbert, McNealy, 2008). Adolescents might be more inclined to develop an interest and engagement in lattice and societal affairs. They may take the initiative to seek information that is so readily available to them through the Internet. Online behaviors might transfer to offline behaviors; adolescents might be seeking information independently and initiating conversations at home or with peers about different political and societal matters. Again, adolescents should be considered as active agents in their political and civic colonization. Researchers have thus recognized the need to re-examine the way they think about transmission, how they examine adolescents political colonization, and the models they use to explain this. More recently, scholars have been using a bi-directional approach, that is, also considering adolescents’ agency in theoretical models that can help us understand how adolescents develop their political and civic behaviors (McLeod, 2000; Sapphire Chaffed, 2002). It became clear that merging the idea of top-down and bottom-up influences was not a choice, rather a necessity in the development of theoretical models in the field of political colonization. Conclusion It is vital for current theories in the field of political colonization to consider adolescents as active agents in their political colonization. How to cite Young people drive their political development, Essays

Motivational Issues for Multiple Generations at the Workplace

Question: Discuss about the Motivational Issues for Multiple Generations at the Workplace. Answer: Millennials Millennials refer to members of the workplace who were born between 1977 and 1995. These employees have a specific set of characteristics that set them apart from the rest. Millennials are focused on achievement. They do not want stability sand routine jobs. Instead, they are attracted to jobs that are fun and which challenge them to achieve more. Millennials have grown up in a time of increasing diversity, economic expansion, and technology. They are therefore more tolerant of others, and more informed than any of the generations before them. While these individuals are able to learn their skills fast, they enter the job market being highly inexperienced. To make matters worse, they are impatient, both of themselves and the institutions they work for. Herzbergs theory contains two sets of factors that can be used to motivate employees at the workplace. Hygiene factors are seen as those which are the bare minimum, and which ensure that the employee is not dissatisfied with their jobs. These issues include salary, company policy on important matters affecting the employees welfare, fringe benefits, and job security, among others. Employees are motivated by factors that are not similar to hygiene factors. These factors include recognition, sense of achievement, responsibility, growth at the position they work at, as well as feeling that the position they work at is meaningful to them and to their organizations, and that the position will be rewarding later in their careers (Baldonado, 2013). In motivating millennials, it is important for organizations to understand how they can apply the Two Factor theory in effectively motivating their employees. Employees are not motivated by the same set of issues. However, millennial can be assumed to all feel that that mentorship and fringe benefits, such as study expenses reimbursements, are hygiene factors. They do not see these as being important to motivating them to work or stay at their roles. Instead, they feel that the meaningfulness of their roles is more important. For millennial to be motivated, they have to be shown that their positions will lead to growth and that they will be left to do their work. Millennials do not react well to too much supervision and having people demand respect, simply because of who they are (Montana, 2008; Baldonado, 2013). Despite the success of the Herzbergs theory in motivating employees, the theory also has serious tasks that managers must perform to align it with their aims. For instance, they must understand that while pay is important, it is not what makes employees work harder. Rather, they will see the pay as a just reward for their services to the organization. When employees are provided with state of the art offices, this may make them feel good, but it is also not sufficient motivation. Employees are instead likely to look at the bigger picture of where they fit in the organization, and whether their activities are really beneficial to the organization (Baldonado, 2013). Generation X Generation X shares some similarities to millennial, especially with respect to how they view authority, and their affinity to social groups and their friends. However, they also have differences that can help set the strategy for how best they can be motivated. The age group is known to dislike authority, hate the formality of institutions, and therefore oppose the insistence that rules must be followed to the letter. Since they are well conversant with technology, they expect to be given the right technological tools to exploit. They also want time alone, so that they can achieve their aspirations independently. More than anything else, they value their freedom. They are unlikely to be inspired by public recognition, as some of their older counterparts would be, meaning that rewarding them needs to follow these criteria (Montana, 2008). In motivating this age group, the Two Factor theory can again be applied, albeit with a different focus to the one discussed above for millennials. Generation X sees the same things as millennial in terms of hygiene factors, to a large extent. Giving them a nice place to work form, fully equipped with the latest technology will be the bare minimum. Affording them ample time off to pursue other interests, as long as they perform their jobs satisfactorily will also be seen as a factor that prevents dissatisfaction, rather than motivating the employee. This is because this generation is usually composed of young parents who are highly sensitive about spending time with their families. They will insist on a work and private life boundary so that they do not have to interrupt their family time to attend to work issues that are not necessarily emergencies. As the generation which values working smart over working hard, they are constantly looking for innovative ways of doing their jobs (Mo ntana, 2008; Kian Yusoff, 2012). Motivating the Generation X, therefore, depends on how well the manager is able to understand their motivational factors, as set out by Herzberg. This generation will still be keen on fun, but not to the level that millennials may want it. While they are not as keen on benefits of the job as their counterparts in older age groups, they nevertheless do not see them as being just hygiene factors. Rather, they see them as being a rather important motivational factor. They have bigger bills to pay than millennial, and will, therefore, appreciate the monetary reward more. The more the monetary reward, the more they are motivated to be better employees and give back more. They are not as reliant on the identity that the job gives them as older employees, and therefore managers should look at other avenues of motivating them more effectively. Generation X can best be motivated using time as the main prank. They should be shown that with their superior performance, ability to innovate and work smart, they will have enough time that can be spent on their families and friends. They also need to be motivated by being given roles that enable them to work freely, without supervision and interference from other people - they will appreciate independence. Monetary rewards and recognition can be used, but they are not the most important tools (Kian Yusoff, 2012; Baldonado, 2013). Baby Boomers Baby Boomers refer to the generation born between 1946 and 1964. Baby boomers grew up in a time of peace, but when there was a lot of social upheaval in the world. These issues shaped their outlook towards life. While they are fond of the traditional approach to life and work, they are also in many ways modern. For the baby boomers, their jobs are very important to them, they define who they are, and are seen as living to work. They are keen on recognition, and do not take criticism well. Since this generation believes in working hard, they are likely to see younger generations, who think working smart is better, as being lazy. They will be good team players, and are keen to avoid conflicts. In an attempt to ensure no conflict actually arises, baby boomers are political savvy being diplomatic and politically correct (Yu Miller, 2005; Samson, 2015). Technological advancements keep moving a notch higher in basically all schools of life but in the media and communication section, it seems to be making marginalized leaps. These baby boomers were the pioneers of touch-tone phones. Maslows hierarchy of needs theory can be applied to find ways of motivating the baby boomers. The generation has been in employment for a long time. They are no longer looking to fulfill physiological needs such as food and shelter. They are also likely to have covered other needs in the cycle, such as safety and security needs. Since most have been long married, and have children, they will have conquered the need for belonging and love. They are not at the workplace for this, but for higher needs in the hierarchy (Herley, 2001). When it comes to self esteem and the need for recognition, the baby boomers have yet to sufficiently fulfill this need. They are still working, when their younger generations are already making plans to retire early. Their keenness to continue on the job should, therefore, be harnessed to find the right motivational model for them. For instance, exceptional achievements should be well publicized, and the party being recognized be announced to the whole organization. They should be encouraged to train others so that they can see that they are valued, and that their effort is highly appreciated. Since their time management skills are poor, they should undergo help in this area, so that they can achieve balance in life. This will afford them the freedom that they need at this stage in their lives (Smith, 2015). The theory should, however, be clearly thought out before it is applied as a motivational theory. For instance, the specific needs of the individual are ignored in Maslows hierarchy. They must, therefore, be found out and analyzed, so that the theory can then work properly. At the same time, the theory by Maslow is quite old, having been first proposed in 1943. Over time, some realities may have changed, at least among the baby boomers, who grew up in a post was world riddled with fast paced change (Samson, 2015). Traditionalists or Silent Generation The silent generation refers to those still in the workplace and were born before the end of World War II. This generation is made up of World War II veterans, as well as those of the Korean War. The silent generations have their own set of different characteristics as well. While they may in some ways be similar to those held by baby boomers, they are quite distinct from generations X and Y. The silent generation values hard work, and will be defined by it. They do not think of work as fun, but as a serious, formal and rigid routine that should be followed. They are keen to be shown deference, due to their age and status as senior members of the organization. To them, money is important; it is their livelihood and the most important reason why they work. Their motivation strategy is therefore quite different from the others (Kaur, 2013). In motivating the silent generation, Maslows hierarchy can again be applied. The individuals at this level are likely to have cleared all other levels in the hierarchy, including physiological, safety and security, belonging, and self esteem. They are only left with self actualization. This means that the silent generation may be mostly rewarded by intrinsic motivation measures, such as informing them that their experience is well valued. They should also be recognized for their contributions to the workplace, though without much fanfare. Since they believe they are well versed in the ways of the job than most, they should be permitted to set their own rules, within the framework of specific objectives. This will show them that they are indeed valued, and enable them make a contribution which will matter (Shkuro, 2011). Unlike baby boomers, who are still not interested in flexible schedules, the silent generation is keen to find flexibility in their work schedule. They believe that with this, they can be able to devote more time to family, and finally enjoy the fruits of their labor. Therefore, efforts to motivate them should take note of this, and include time off as part of the motivation for them. Though Maslows hierarchy does not cover the individual motivational factors of each individual, it can be applied in this case with great results, with some adjustments to individual cases (Srinivasan, 2012). Conclusion The four generations can roughly be divided into those who were born before 1965, and those born after. For those born before, attention to authority is key. To them, work is formal, and fun should not be part of it. However, the silent generation, Generation X and Y all work better with intrinsic motivation. On the other hand, the motivation for baby boomers should be extrinsic ad much as possible. To this point of the essay, it can now be safely deduced that different groups of people all over the globe have contrasting motivational theories. As mentioned earlier, change is the only aspects of life that is inevitable. No matter how long or how miniature the impact of change might seem to be, it will still come to pass. References Abrams, J. (2015). How to value Globalization and increase its potential. New York: McGraw-Hill. Baldonado, A. (2013). Motivating Generation Y and Virtual Teams. Journal of Business and Management , 39-44. Carraher, E. (2012). Functional Globalization Organizations: United Nations. New York: Kluwer Academic Printers Clark, C., (2016). The dimensions of globalization corporate relations. A Study Guide,Cambridge, Belknap Press. Cooper, G. (2012), The ideologies of International businesses. 4th edn, AustralianTax Practice, Sydney, NSW Conley, T. (2013). Nativity and Health in mid-nineteenth century societies', Journal of Globalization History, vol. 58, no. 2, New York. Green haven. Derham, F (2015), Art for the child under seven: Multiculturalism, 7th edn, Australian Early Childhood Association, Watson, ACT. Engdahl, S. (2014). Benefits of Globalization. Farmington Hills, MI: Greenhaven. Escritt, S. (2015), The Art of globalization Merging: nouveau, Phaidon, London Godelnik, R. (2012). 5 Reasons why United Nations Globalization Strategy Doesnt Work. Triple Pundit: People, Planet, Profit Herley, W. (2001). Motivating the Generations: Economic and Educational Influences. Journal of Inquiry Action in Education , 3 (1), 1-14. Handy, C. (2012). What is a Business For? Cambridge. Harvard Business Review, 54. Hopkins, M., (2012). Globalization Social and Economic prospects of International Development: Is Business the Solution?. 1st ed. Mississippi: Earthscan. Holt, D. (2010). Management principles and practices of Globalization, Prentice-Hall,Sydney Johnston, R. (2013). The Power of Strategy Innovation a New Way of Linking Creativity and Strategic Planning to Discover Great Globalization Opportunities. New York: AMACOM Kaysly, D. (2013). Facts about Globalization Health Care Provision. (2010) University of MississippiKaur, A. (2013). Maslow's Need Hierachy Theory - Applications and Criticisms. Global Journal of Management and Business Studies , 3 (10), 1061-1064. Kian, T., Yusoff, W. (2012). Generation x and y and their work motivation.. International conference of Technology Managmeent, Business and Entrepreneurship , 396-408. Montana, P. (2008). Motivating And Managing Generation X And Y On The Job While Preparing For Z: A Market Oriented Approach. Journal of Business and Economics Research , 6 (8), 35-40. Samson, D. (2015). Management Asia Pacific. Melbourne: Cengage Learning. Shkuro, Y. (2011). Attraction and Motivation of Millennial Generation Volunteers by Nonprofit Organizations. Theses,Dissertations, and Other Capstone Projects , 48. Smith, J. (2015). Motivating the Generations: Implications for the Higher Education Workplace. Theses and Dissertations , 1-59. Srinivasan, V. (2012). Multi generations in the workforce: building collaboration. IIMB Business Review , 24 (1), 48-66. Yu, H., Miller, P. (2005). Leadership style - The X Generation and Baby Boomers compared in different culturalcontexts. Leadership and Organization Development Journal , 261, 35-50.