Kantian Morality Essay -- essays research papers

Kantian Morality   Ã‚  Ã‚  Ã‚  Ã‚  Kant's theory of morality seems to function as the most feasible in determining one's duty in a moral situation. The basis for his theory is perhaps the most noble of any-- acting morally because doing so is morally right. His ideas, no matter how occasionally vague or overly rigid, work easily and efficiently in most situations. Some exceptions do exist, but the strength of those exceptions may be somewhat diminished by looking at the way the actual situations are presented and the way in which they are handled. But despite these exceptions, the process Kant describes of converting maxims to universal laws to test their moral permissibility serves, in general, as a useful guide to and system of ethics and morality.   Ã‚  Ã‚  Ã‚  Ã‚  The Kantian Theory of Ethics hinges upon the concept of the Categorical Imperative, or the process of universalization. Kant describes taking a possible action, a maxim, and testing whether it is morally permissible for a person to act in that manner by seeing if it would be morally permissible for all people in all times to act in that same manner. Thus, Kant says that an action is morally permissible in one instance if the action is universally permissible in all instances. In fact, parts of the theory even say that it is one's moral duty to act on these universalizable maxims, and that people should only act on those maxims that can be universalized.   Ã‚  Ã‚  Ã‚  Ã‚  The stability of Kant's theory rests not only on the fact that it is completely objective-- every action is definitely either morally permissible or not-- but also on the fact that the theory is non-consequentialist. Kant truly does not look to the consequences of an action to see whether the action is morally permissible, but rather to the morality of the action itself. Kant assumes that universal morality is inherent in being, thus avoiding complications in trying to determine which actions lead to better consequences. However, Kant does not speak of perfect and imperfect moral duties, those duties that respectively do or do not involve qualifications as to the particulars of the situation at hand, thus complicating the issue.   Ã‚  Ã‚  Ã‚  Ã‚  Several objections can be raised to the theory Kant sets forth, but each ... ...be universally applied, acting on those maxims would not be permissible. An example would be allowing anyone with a star shaped birthmark on their back to steal. Universalizing this seems to be possible, at least at first glance. However, universalization implies that a maxim be applicable throughout time. No matter how unlikely, perhaps the future will contain nothing other than birthmarked clones. In that case, the maxim cannot be universalized. And again, the conditions presented do not affect the morality of the situation, but rather to whom the morality is applied, thus contradicting the idea of an objective, universal morality.   Ã‚  Ã‚  Ã‚  Ã‚  The main issue with these objections seems to be that Kant's theory breaks down to some extent in certain situations. However, it becomes possible that by further analyzing the situation at hand, certain allowances can be made. Perhaps then the most convincing argument for the theory is that on a day-to-day basis. Kantian Ethics provides a method for deciding the best and most moral course of action. Perhaps this is the purpose of moral theory in the first place.   Ã‚  Ã‚  Ã‚  Ã‚   Kantian Morality Essay -- essays research papers Kantian Morality   Ã‚  Ã‚  Ã‚  Ã‚  Kant's theory of morality seems to function as the most feasible in determining one's duty in a moral situation. The basis for his theory is perhaps the most noble of any-- acting morally because doing so is morally right. His ideas, no matter how occasionally vague or overly rigid, work easily and efficiently in most situations. Some exceptions do exist, but the strength of those exceptions may be somewhat diminished by looking at the way the actual situations are presented and the way in which they are handled. But despite these exceptions, the process Kant describes of converting maxims to universal laws to test their moral permissibility serves, in general, as a useful guide to and system of ethics and morality.   Ã‚  Ã‚  Ã‚  Ã‚  The Kantian Theory of Ethics hinges upon the concept of the Categorical Imperative, or the process of universalization. Kant describes taking a possible action, a maxim, and testing whether it is morally permissible for a person to act in that manner by seeing if it would be morally permissible for all people in all times to act in that same manner. Thus, Kant says that an action is morally permissible in one instance if the action is universally permissible in all instances. In fact, parts of the theory even say that it is one's moral duty to act on these universalizable maxims, and that people should only act on those maxims that can be universalized.   Ã‚  Ã‚  Ã‚  Ã‚  The stability of Kant's theory rests not only on the fact that it is completely objective-- every action is definitely either morally permissible or not-- but also on the fact that the theory is non-consequentialist. Kant truly does not look to the consequences of an action to see whether the action is morally permissible, but rather to the morality of the action itself. Kant assumes that universal morality is inherent in being, thus avoiding complications in trying to determine which actions lead to better consequences. However, Kant does not speak of perfect and imperfect moral duties, those duties that respectively do or do not involve qualifications as to the particulars of the situation at hand, thus complicating the issue.   Ã‚  Ã‚  Ã‚  Ã‚  Several objections can be raised to the theory Kant sets forth, but each ... ...be universally applied, acting on those maxims would not be permissible. An example would be allowing anyone with a star shaped birthmark on their back to steal. Universalizing this seems to be possible, at least at first glance. However, universalization implies that a maxim be applicable throughout time. No matter how unlikely, perhaps the future will contain nothing other than birthmarked clones. In that case, the maxim cannot be universalized. And again, the conditions presented do not affect the morality of the situation, but rather to whom the morality is applied, thus contradicting the idea of an objective, universal morality.   Ã‚  Ã‚  Ã‚  Ã‚  The main issue with these objections seems to be that Kant's theory breaks down to some extent in certain situations. However, it becomes possible that by further analyzing the situation at hand, certain allowances can be made. Perhaps then the most convincing argument for the theory is that on a day-to-day basis. Kantian Ethics provides a method for deciding the best and most moral course of action. Perhaps this is the purpose of moral theory in the first place.   Ã‚  Ã‚  Ã‚  Ã‚  

Sweden :: essays research papers

History, Science and Technology, Justice, and Environmental Issues of Sweden During the seventh and eighth centuries, the Swedes were merchant seamen well known for their trade. In the ninth century, Nordic Vikings raided and ravaged the European Continent as far as the Black and Caspian Seas. During the 11th and 12th centuries, Sweden slowly became a united Christian kingdom that later included Finland. Queen Margaret of Denmark united all the Nordic lands in the "Kalmar Union" in 1397. Frequent tension within the countries and within the union gradually led to open conflict between the Swedes and the Danes in the 15th century. The union's final disintegration in the early 16th century resulted in a long-lived rivalry between Norway and Denmark on one side and Sweden and Finland on the other. During and after World War I, in which Sweden remained neutral, the nation benefited from the worldwide demand for Swedish steel, ball bearings, wood pulp, and matches. Postwar achievement provided the basis for the social welfare policies characteristic of modern Sweden. Sweden followed a policy of armed impartiality during World War II and currently remains independent. Sweden became a member of the European Union in 1995. Many of Sweden’s science and technology activities are carried out by the Embassy of Sweden’s Science and Technology office. The main mission of the Science and Technology Office is to help cooperation in research and development and other exchange of knowledge between Sweden and Japan. This is done by telling decision-makers in Sweden about developments in Japan, and by arranging study visits, workshops and other events. The office preserves widespread contact networks in Sweden and Japan, mainly with key persons and organizations involved in research and innovation in government, academia, and industry. Most of the activities of the Science and Technology Office are carried out within the framework of â€Å"programs† operated in close partnership with, and financed by, Swedish government agencies and other organizations with responsibilities in the particular area covered by a program. Current programs cover the following areas: (1) Information and Communication Technologies (ICT), (2) Life Sciences and Bio-industry, (3) Sustainable Development, and (4) Overall Development of Japanese Science and Technology Policy and Innovation System. Sweden is a constitutional monarchy with a parliamentary form of government. According to the Swedish Constitution, all public power derives from the people. Sweden's head of state, the King, has only ceremonial functions. The top branch of the national government is the Parliament, which has 349 members in one chamber.

Q Manual Essay

After the lecture Tutorials and your learning Reading in your study 2. 8. 1 Reading to understand or comprehend 2. 8. 2 Reading for critical comment Checklist for studying faculty units and courses 13 14 14 15 16 16 Chapter 3 The research process: A basic guide 3. 1 The research process 3. 1. 1 Step 1: Understand the assignment topic/question(s) 3. 1. 2 Step 2: Decide what sort of information you need to complete the assignment 3. 1. 3 Step 3: Decide where to look for this information 3. 1. 4 Step 4: Develop and use a search strategy for database searching 3. 1. 5 Step 5: Evaluate the information found and revise the plan 3. 1. 6 Step 6: Presentation 3. 1. 7 Step 7: Final evaluation Using the Internet for research 3. 2. 1 Some further tips for productive Internet research 17 17 17 17 18 18 20 22 22 23 23 3. 2 Chapter 4 Academic writing skills 4. 1 4. 2 4. 3 4. 4 Characteristics of successful writing 4. 1. 1 Responding to the task Exam question, Accounting and Finance 4. 2. 1 Initial analysis, key terms and directions Structuring your writing clearly 4. 3. 1 Writing structure Forming and expressing your perspective on the task 4. 4. 1 â€Å"Crystallised response† 4. 4. 2 Plan the response Supporting your perspective 4. 5. 1 Paragraph structure 4. 5. 2 Use of references Presenting a consistent and logical response Expressing your ideas clearly 4. 7. 1 Formal academic language 4. 7. 2 Some other features of academic language Checklist for academic writing skills 25 25 25 27 27 27 28 29 29 30 31 31 32 33 33 34 34 36 4. 5 4. 6 4. 7 4. 8 Chapter 5 Writing essays 5. 1 5. 2 5. 3 5. 4 Analyse the task Synthesise your information Plan the essay Reference the sources of information 37 37 37 37 38 Chapter 6 Writing a literature review 6. 1 6. 2 6. 3 6. 4 The nature of a literature review Procedure for completing a literature review Writing the literature review Checklist for a literature review 39 39 40 40 41 Chapter 7 Report writing 7. 1 The process 7. 1. 1 Identify the purpose of the report 7. 1. 2 Identify the readers and their needs 7. 1. 3 Research the topic 7. 1. 4 Outline the report 7. 1. 5 Write the draft 7. 1. 6 Edit the draft 7. 1. 7 The finished product 7. 2 Report presentation and layout 7. 2. 1 Structure of a report 7. 3 Report writing checklist 42 42 42 42 42 43 43 43 44 44 44 46 Chapter 8 Case study method 8. 1 8. 2 Some general issues Problem solving case format. 49 49 49 Chapter 9 Academic integrity and honesty: avoiding plagiarism in written work 9. 1 9. 2 What is plagiarism? Monash University Statute 4. 1 and policy regarding plagiarism 9. 2. 1 What happens when plagiarism is suspected 9. 2. 2 Students’ responsibility Using references appropriately in your written work Use of references in writing 9. 4. 1 Unsuitable use of references Suitable integration of references 9. 5. 1 Techniques for using an author’s ideas 9. 5. 2 A summary 9. 5. 3 Paraphrasing, or writing in your own words Conclusion 51 51 52 53 53 54 54 54 55 55 56 56 57 9. 3 9. 4 9. 5 9. 6 Chapter 10 Referencing. 10. 1 10. 2 10. 3 10. 4 What is referencing? When should you reference? Why should you reference your work? Referencing using the APA style 10. 4. 1 Creating in-text citations 10. 4. 2 Creating a reference list Footnoting 10. 5. 1 In-text citations using footnotes 10. 5. 2 Creating the bibliography 58 58 58 59 59 59 62 69 70 74 10. 5 Chapter 11 Presentation skills 11. 1 11. 2 11. 3 What is a presentation? Planning and preparation 11. 2. 1 Analysing your audience Presentation design 11. 3. 1 Objective 11. 3. 2 Content 11. 3. 3 Structure Visual support 11. 4. 1 Handouts Delivery 11. 5. 1 Methods of delivery 11. 5. 2 Rehearsal Nerve control 11. 5. 3 11. 5. 4 Your voice 11. 5. 5 Non-verbal communication Group presentations 11. 6. 1 Team balance 11. 6. 2 Transitions 11. 6. 3 Support for the speaker 11. 6. 4 Your role as coach Evaluating the presentation Why do some presentations go wrong? 76 76 76 76 76 76 77 77 79 79 80 80 80 80 80 81 82 82 82 82 82 83 83 11. 4 11. 5 11. 6 11. 7 11. 8 Chapter 12 Exam strategies Preparing for exams 12. 1. 1 Establish the type of exam 12. 1. 2 Develop a broad understanding of the unit’s objectives 12. 1. 3 Develop summaries of topics 12. 1. 4 Review unit material and topics 12. 1. 5 Practise past exam questions 12. 1. 6 Multiple choice questions 12. 1. 7 Short answer and essay questions 12. 1. 8 Calculation questions 12. 2 Operating in the exam 12. 2. 1 Reading and noting time 12. 2. 2 Completing the exam Answering multiple choice questions 12. 2. 3 12. 2. 4 Completing written response questions 12. 3 Checklist for exams 12. 1 84 84 84 84 85 85 85 85 86 87 87 87 87 88 88 88 Q Manual Preface and Acknowledgements The purpose of the Q (for Quality) Manual is to provide new students with practical and easily accessible information regarding university-level study. As its name suggests, this publication is aimed at increasing your effectiveness as a student. For many of you who have not experienced university level study, the Q Manual will provide you with ideas, suggestions and guidelines to enable you to achieve academic success by producing quality work, and getting it submitted on time. We suggest you read the Q Manual thoroughly and refer to it often throughout your course of study. The Q Manual commences with an overview of the Faculty of Business and Economics, its goals, structure and expectations regarding student performance, as well as important policy information about student assessment. The next chapter provides useful advice in relation to approaches to study at the university level. Then follows the bulk of the Q Manual, which focuses on research skills, academic writing skills, and in particular, chapters devoted to commonly required academic assignments, such as essays, literature reviews, reports and case study method. The section relating to academic writing and assignment preparation is followed by chapters covering academic honesty and referencing techniques. The final sections of the Q Manual cover oral presentation skills and exam strategies. There are many people whose valuable contributions to this edition of the Q Manual must be acknowledged. They include (in no particular order): Andrew Dixon, Caulfield Campus Library David Horne, Caulfield Campus Library Owen Hughes, Faculty of Business and Economics Sally Joy, Faculty of Business and Economics Lynne Macdonald, Faculty of Business and Economics Michael Scorgie, Department of Accounting and Finance Claire Tanner, Faculty of Arts Our special thanks go to Lynne Macdonald and Claire Tanner for the many hours spent collating and editing the content and for coordinating production of the Q Manual. Without your efforts and patience, this edition could not have been published. Sincere thanks also go to my dear friend and colleague, Glenda Crosling, who has collaborated with me for many years on a number of significant educational projects for the faculty. A dedicated educator, Glenda works enthusiastically and tirelessly, keeping an open mind, and most importantly, always retaining her wonderful sense of humour! Glenda also thanks Nell for her collegiality, dedication, inspiration and hard work on this and other educational projects. Together, we have produced a publication that we hope will assist you in your studies. Finally, we wish you a stimulating, challenging and rewarding learning experience throughout your undergraduate and postgraduate studies with the Faculty of Business and Economics. Nell Kimberley Department of Management Faculty of Business and Economics January, 2008 Glenda Crosling Education Adviser Faculty of Business and Economics Chapter 1 Introduction 1. 1 Welcome Congratulations on your selection to study one of the courses offered by the Faculty of Business and Economics at Monash University. This manual is intended to provide you with information on how to produce quality work and achieve the best possible results in your examinations. The major goal of the university is to assist you to obtain an excellent education so that you may take your place in society as a well-qualified graduate. It is important to note that while the courses provide the teaching support and the necessary framework for your studies, success can be achieved only through your personal commitment and dedication to hard work throughout all the years of your course. The following information is aimed at familiarising you with the Monash University study environment and increasing your effectiveness as a Monash student, thereby enabling you to reach your potential. For those of you who are experiencing university level study for the first time, this manual will lay an important foundation and prepare you for a new world. 1. 2 Monash University Monash University was established in 1961 and named after General Sir John Monash (1865–1931). Sir John was a soldier, scholar and engineer, and the Commanding General of the Australian forces in France in World War 1. In addition, as the first Chairman of the State Electricity Commission, he took on the immense task of overseeing the development of the LaTrobe Valley’s brown coal resources. Sir John was a man of wide interests and vast intellectual range. He was this country’s first Doctor of Engineering and exemplifies the University’s motto – Ancora Imparo (I am still learning). The university now has a population of more than 50,000 students from over 100 countries, who speak 90 languages. There are eight Monash campuses and two centres, in Italy and London. The primary pursuits of teaching and research are carried out in the university’s ten faculties. The faculties, which each cover a specific body of knowledge, are: Art and Design; Arts; Business and Economics; Education; Engineering; Information Technology; Law; Medicine, Nursing and Health Sciences; Pharmacy; and Science. 1. 3 1. 3. 1 Faculty of Business and Economics Goals The aim of the faculty is to use its scale, scope and unique internal diversity to become an international leader in the pursuit, dissemination and analysis of knowledge, particularly in the disciplines of accounting, banking, econometrics, economics, finance, management, marketing, and tourism. By the application of such knowledge, its staff and students will contribute to the economic, social and commercial development of Australia and other countries in an increasingly globalised environment. 1. 3. 2 Faculty structure The Faculty of Business and Economics is the largest faculty in the university, with more than 17,000 students enrolled over five Australian campuses at Berwick, Caulfield, Clayton, Gippsland and Peninsula, as well as in Malaysia and South Africa. In addition to a diverse range of undergraduate bachelors degrees, the faculty offers a comprehensive range of graduate courses including an executive certificate, graduate certificates and diplomas, masters degrees by coursework and research, the Master of Business Administration, the Doctor of Business Administration, the Master of Philosophy and the Doctor of Philosophy. Courses are delivered on campus, usually through lectures, tutorials and WebCT Vista, while offcampus students are catered for by distance education. 1 The Dean and the main faculty office are located on the Caulfield campus. In addition, there are faculty staff located at the other campuses. Go to http://www. buseco. monash. edu. au/student/contact/ for location and contact details. 1. 3. 3 Departments and centres The Business and Economics faculty is subdivided into organisations that are responsible for particular areas of knowledge. There are six departments and two research centres. The departments are: Accounting and Finance, Business Law and Taxation, Econometrics and Business Statistics, Economics, Management, and Marketing. The research centres are: Centre of Policy Studies, and Centre for Health Economics. They cover fields of study including accounting, banking, business law, business statistics, economics, econometrics, finance, international business, management, human resource management, marketing, taxation and tourism. Whatever your major or areas of study it is essential that you have an understanding of each of the disciplines and how they interact with each other in the overall operations of a business organisation. 1. 3. 4 Aims for learning at Monash University and in the Faculty of Business and Economics The university and the faculty recognise the needs of students for their lives following graduation. As a Monash graduate you will be operating in a globalised and rapidly-changing world, and the university and faculty aim to develop in students’ attributes beyond the ability to understand and operate competently with course and unit content. The aims are that students will develop in ways that will enable them to: †¢ Engage in an internationalised and increasingly globalised world; †¢ Engage in discovery, analysis, integration and application for problem solving and learning with knowledge; †¢ Communicate competently orally and in writing across cultures and settings, including their specific disciplines. As you undertake your studies, you will notice an emphasis on these attributes and you will be engaged in activities and tasks to help you develop them. In the following chapters of this guide, we explain the influences of these attributes on your approach to study. 1. 3. 5 Units Each department offers a wide range of undergraduate and postgraduate units. In a three-year undergraduate degree, there are twenty-four units, with four units to be taken in each semester (parttime students would normally undertake two units each semester). The unit leader or coordinator is responsible for the administration of the particular unit. You can consult with your unit leader, and or coordinator in larger units you may also consult with the other lecturers and tutors. 1. 3. 6 Role of lecturers/tutors Lecturers and tutors have a key role as facilitators of your learning. They are able and most willing to help you with your studies and can be contacted using your student email account. Their email addresses are located in the unit outline. Alternatively, academic staff can be contacted during their consultation hours which are often posted on their door or outside the main administration office. 1. 3. 7 Role of on-line sources of information Monash has adopted a learning management system which provides you with access to on-line unit information. The web contains information that you need to know for the unit, both of an administrative nature as well as useful material for your studies. 2 1. 3. 8 Role of course directors/coordinators If you are encountering academic performance issues, course progression and similar problems you should initially discuss these with enrolment officers or course advisers. You may, occasionally, then be referred to course directors or course coordinators to help with these issues. Undergraduate students are referred to course directors or course coordinators by the faculty office and postgraduate students by departmental administration staff. If referred, course directors and coordinators are available during their consultation hours. 1. 3. 9 Additional important information The Undergraduate and Postgraduate Handbooks and the Student Resource Guide provide important information regarding various aspects of university life. The Student Resource Guide is distributed to all students at the time of initial enrolment and is available on-line at www. monash. edu. au/pubs. It contains details of the university’s code of practice for teaching and learning, as well as grievance and appeals procedures. Further copies can be obtained from Student Service Centres on all campuses. An excellent resource for students is also available on-line via the student link on the Business and Economics Faculty webpage at http://www. buseco. monash. edu. au/student/. The site contains links to important information regarding: courses and units, admissions and enrolments, schools and departments, exams and results, administration, study resources, calendars and timetables, IT and computing, support services, careers and employment, international students, and clubs and associations. 1. 4 Faculty expectations of student performance As students of the faculty, there are a number of units that you will study as part of your course. Although these units may have differing methods of assessment, the faculty has the following expectations of your behaviour and performance. 1. 4. 1. Attendance and participation at lectures and tutorials Lectures and tutorials are central to your performance in the university. Lectures provide the material you require in order to understand the overall nature and direction of the unit. Important concepts and analysis can be emphasised by the lecturer and put into context for the student. Tutorials are a vital part of your studies. They reinforce lecture material and provide you with an opportunity to discuss material presented in lectures, as well as to ask questions. Tutorials also provide you with the opportunity to develop your oral communication skills. The material presented is not designed to give you one view on a topic but to facilitate your understanding of the issue under discussion. Where there are alternative views on an issue, you should learn to articulate, critically approach and assess these differing positions. 1. 4. 2 Special consideration and extension of time for submission of an assessment task Students need to use a Special Consideration Application when applying for Special Consideration for overall assessment, end-of-semester examinations, or additional assessment for a unit (or units) studied during the current semester. Please refer to the following webpage for information on both faculty and university special consideration policy and procedures: http://www. buseco. monash. edu. au/secretariat/policies/spec-con. html Students who require more time to complete a piece of work should apply for an extension of time for submission of an assessment task. Reasons for special consideration include serious short term circumstances beyond the student’s control, such as illness, accident, personal trauma, family emergency or compassionate grounds. Applications should be discussed with the examiner/lecturer/tutor responsible for assessing the task. Please refer to the current student faculty webpage for forms and further information: http://www. buseco. monash. edu. au/student/exams/specconsemester. html 3 1. 4. 3 Workload You are expected to undertake private study in addition to attending lectures and tutorials. Preparation of work to be discussed in tutorials is essential. You will also be required to complete assignments and projects and submit them on the due dates. When taking into account the work carried out during mid-semester breaks and exam weeks, you would expect to study more than thirty hours each week. 1. 4. 4 Self-reliance Compared to your school experience, at the university you are expected to be more independent and self-reliant. In contrast to teachers at school, lecturers and tutors usually teach large numbers of students, sometimes as many as one thousand. They are happy to assist you, but you need to approach the staff member and be clear about what you wish to discuss. It is also your responsibility as a self-reliant student to attend lectures and tutorials, prepare your tutorial work and submit all written work on time. 1. 4. 5 Time management. The expectation at the university is that you learn to manage your own time. This applies to full-time students who have a great deal of time available outside of classes, as well as for part-time students who have to balance work and study. The following chapter on study techniques in this manual provides, among other things, some helpful hints on how to best manage your time and get the most out of your career as a student. 1. 5 Student assessment Assessment in a unit may be made up of several components: a formal examination, essays, tests, assignments, oral presentations and tutorial participation. Assessment details for each unit are provided in the unit guide that you will receive in the first week of each semester. The final mark that a student receives in a unit will be determined by the board of examiners on the recommendation of the chief examiner, taking into account all aspects of assessment. The rights of students to have assessed work re-marked are determined at the departmental level. A student can only be failed after the exam paper has been marked by two staff members. All results are reviewed by the unit leader. You can find further information relating to the university’s assessment in undergraduate units and the responsibilities of examiners using the main policy bank link at: http://www. buseco. monash. edu. au/secretariat /policies/ 1. 5. 1 Examinations For details of examination regulations, please refer to the Monash University Calendar: http://www. monash. edu. au/pubs/calendar/ 1. 5. 2 Use of English dictionaries and calculators As English is the language of instruction within Monash University, foreign language translation dictionaries are not permitted to be used by students sitting examinations. Calculators are permitted if specified on the examination paper, but some units may have a calculator restriction. Students are advised to familiarise themselves with any calculator restrictions applying in units they are studying. For permitted calculator(s) for examinations and units of study go to the faculty policy link at: http://www. buseco. monash. edu. au/secretariat/policies/calculator. html 4 1. 5. 3 Results At the end of each semester, following the completion of examinations, a board of examiners considers student performance as a whole before the results are published. All undergraduate and coursework graduate students who pass are graded into the categories of high distinction, distinction, credit and pass. Honours courses use a different grading system, classified into first class, second class division A, second class division B, third class and pass. 1. 5. 4 Marks and grades Following is a list of marks and grades used within the faculty: 0–49 40–49 45–49 50–59 60–69 70–79 80–100 N NS NP P C D HD NE WH Fail Fail, supplementary exam awarded by Board of Examiners only to graduate students and under special circumstances Near pass is only awarded to undergraduate students. It may be awarded for the last unit to complete a degree. Pass Credit Distinction High distinction Not examined. Used when a unit is taught over two semesters Withheld. Used, for example, when assessment is outstanding due to a special consideration application or incomplete assessment. DEF Deferred examination granted SFR Satisfied faculty requirements This grading system will be current until 2009. For amendments after this time go to: http://www. buseco. monash. edu. au/secretariat/policies/methods-assessment. html 1. 5. 5 Honours grading Honours units are graded as follows: Below 50 50–59 60–69 70–79 80–100 Fail HIII HIIB HIIA HI 5 1. 5. 6 Examples of grades and corresponding achievement levels HD High Distinction 80–100% D Distinction 70–79% A very high standard of work which demonstrates originality and insight C Credit 60–69% Demonstrates a high level of understanding and presentation and a degree of originality and insight Thorough understanding of core texts and materials P Pass 50–59% Satisfies the minimum requirements N Fail 0–49% Fails to satisfy the minimum requirements General description. Outstanding or exceptional work in terms of understanding, interpretation and presentation Strong evidence of independent reading beyond core texts and materials Demonstrates insight, awareness and understanding of deeper and more subtle aspects of the topic. Ability to consider topic in the broader context of the discipline Demonstrates imagination or flair. Demonstrates originality and independent thought Highly developed analytical and evaluative skills Ability to solve very challenging problems Reading Evidence of reading beyond core texts and materials Evidence of having read core texts and materials. Very little evidence of having read any of the core texts and materials Knowledge of topic Evidence of an awareness Sound knowledge of and understanding of principles and concepts deeper and more subtle aspects of the topic Knowledge of principles Scant knowledge of and concepts at least principles and concepts adequate to communicate intelligently in the topic and to serve as a basis for further study Articulation of argument Evidence of imagination or flair. Evidence of originality and independent thought Clear evidence of analytical and evaluative skills. Well-reasoned argument based on broad evidence Sound argument based on evidence Very little evidence of ability to construct coherent argument Analytical and evaluative skills Problem solving Evidence of analytical and evaluative skills Some evidence of analytical and evaluative skills Very little evidence of analytical and evaluative skills Ability to solve non-routine Ability to use and apply problems fundamental concepts and skills Well developed skills in expression and presentation Good skills in expression and presentation. Accurate and consistent acknowledgement of sources. Adequate problem-solving Very little evidence of skills problem-solving skills Expression and presentation appropriate to the discipline Highly developed skills in expression and presentation Adequate skills in expression and presentation Inadequate skills in expression and presentation. Inaccurate and inconsistent acknowledgement of sources Source: University of Adelaide 2005 6 Chapter 2 Approaching study in the Faculty of Business and Economics Introduction Study at university is like a full-time job that requires commitment, and cannot just be added on to a range of other interests. It differs in many ways from study in other educational settings. A major difference is the independence and self reliance expected of students in their study. This idea concerns: †¢ Managing your time, balancing your study with other commitments. †¢ Your approach to learning in your units. In this chapter, we discuss the implications of independence and self reliance for the way you approach your studies. Assistance with time management is also available from university learning and personal support services, go to http://www. monash.edu/pubs/handbooks/srg/srg-266. html for faculty and campus contacts. 2. 1 The study â€Å"mindset† The units that you study present information, concepts and theories. It is expected that you will understand these fully. In addition, you must think critically and analytically so that you can evaluate and apply the knowledge, concepts and theories to different situations. You also need to think about the information from international and global perspectives, and to communicate your thinking clearly and appropriately orally and in writing. This means that you must do more in your written work than merely describe the concepts and knowledge, which will not get you good marks. There are times when you do need to provide definitions and an overview of concepts and theories, but such information usually only functions as an introduction for your integration of ideas, critical analysis and application, in relation to the issue, topic and task. Integration of information and critical and analytical thinking are central to the idea of independence in study. It means that you take an objective approach to the knowledge, concepts and theories. Such an approach is necessary so that you can: †¢ Integrate sometimes contrasting ideas from a range of sources and develop your own perspective on an issue or topic in relation to these; †¢ ‘Pull apart’ the knowledge in your units and explain how the parts all work together (analysis); †¢ Evaluate the strengths, weaknesses, advantages and disadvantages of knowledge, concepts and theories for particular situations (critical approach). This emphasis may differ from how you approached your study in other educational settings. For instance, you may have expected there to be one right answer, or two sides to an issue or topic. In your university studies, you need to understand that there are multiple views surrounding a topic or issue. The suitability of the view that you develop, often by synthesising several views, depends on the perspective from which you look at the issue. Such a concept of the relativity of knowledge applies to all the business and economics disciplines. In accounting, for instance, particular accounting situations are interpreted in terms of the Standard Accounting Concepts, and in econometrics and business statistics, a set of data is interpreted in relation to a particular purpose, or the needs of a particular user. Your ability to operate in the way explained above is based on you understanding the nature of academic enquiry and discovery, as we explain in the next section. 7 2. 2 Academic enquiry, discovery and independence in study Academic enquiry and discovery are concerned with the development or advancement of knowledge in a field of study, which occurs through research and investigation. Students engage in academic enquiry and discovery, to some degree, when they integrate and apply knowledge, concepts and theories to different situations. Thus, in university study, there are: †¢ No absolutes †¢ Knowledge evolves as researchers challenge, confirm or modify earlier understandings. When investigating an issue for an assignment task that is based on evidence from the literature, you need to overview and integrate the range of views surrounding the issue or topic. When you have formed your response and structured your written work to express this, you must indicate to your reader how you have arrived at that view. That is, the ideas and views that you read in the literature function as the ‘building blocks’ of your response. In your writing, if you do not explain to your reader the evidence or the building blocks for your view, you are only expressing opinions. These are ideas unsubstantiated by evidence and are not valued in university study. Another perspective The manager has a range of roles that are significant in the operations of an organisation, and decision making is one of these (Mintzberg, 1979) One perspective Decision making is an important aspect but only part of the manager’s role (Lee, 2000). Decision making in the manager’s role. Further perspective Decision making is the foundation of a manager’s role (Brown, 2002) Figure 1: Multiple views of a topic or issue Figure 1 depicts the situation in relation to a topic in a unit that relies on views in the literature. Note how decision-making in the manager’s role is seen from different perspectives by different authors. In a unit such as econometrics and business statistics, you may be required to analyse a set of data from a perspective of, for instance, a marketing manager, or a city council. Thus, the information in the data that would be relevant for the former would be on aspects such as sales, while for the city council which is concerned with providing services, the emphasis would be on the city’s population and its needs. Thus, in units that rely on data such as econometrics and business statistics, you need to analyse the data, form a perspective on the issue from the data analysis, and then select from your data to support the viewpoint you have developed. In a unit such as economics, it means being able to distinguish between facts and value statements. 8 2. 3 Approaching study in the faculty disciplines As you continue with your faculty study, you will realise that the approaches to knowledge in the disciplines of the faculty differ in some ways. Understanding such variation will help you adjust your thinking and approach across your units of study. This is particularly applicable if you are a double degree student and studying across two faculties. For instance, when you are studying a first year law unit in your Business and Economics degree, you will be presented with problem question assignments. You approach and think about these, and structure information differently, than you would for essays in a unit such as management, or, for example, reports in a marketing unit. You are using different forms of data and evidence, and applying critical analysis in ways that are particular to the unit and its discipline. The approach that the disciplines take to knowledge is reflected in the way information is put together in the texts and in lectures. These exemplify the characteristics of the particular discipline. To develop some understanding, you should think about your units in terms of: †¢ The type of data and info.

Smallest Contribution Towards the Society

How can we contribute towards our society in the smallest possible way? We are apes,copycatsof west in Culture,Fashion,Independence,Freedom. We as individuals need to understand our responsibility. Our youths have loved their dresses,became party animals,night owls have engaged live-in relationships. Teenagers can be seen flaunting in front of their comrades. But friends i would like to raise a question ain't we trampling our freedom? Are we really behaving as human beings and not opportunist animals who encroach the shelters of others?In abroad no one makes parks,streets,pathways dirty by spitting,spilling left over drinksor beverages,chips wrappers,beverage cans etc. every Indian may be living in a small town,district,city,metro enjoys same menatility â€Å"keep your house clean† . If a person is living in a flat , they are not worried about the cleanliness of the space around stairs ,lift, outside their flat. If a person residing in a independent house they are not bothered about the street just following to their house ,opens stinking potholes.I want to cater attention of the so called civilised individuals busy discussing about politics ,technologies , duties , knowledge, when they themselves make the nation gardens ,streets deterrant by throwing away non-renewal plastic bags , banana peels disposable plats on the road. People blame goverment for not placing dustbins but what about places where scrap container are available but still we don't realize our duty and dispose garbage not in place. we go for picnics , parties ,long drives to enjoy nature ,food and return home after having a blast leaving that place in a mess.It leaves me flabbergasted that the destination point or the road leading to it can remain so beautiful if we are not selfish and think of others and make it a point that we are not going to dispose any waste in open surroundings. We are 1. 2 billion why engage more people in maintaining or cleaning but to emphasize that large chunk o f our population should be engaged in creation . We can have not only our homes clean but offices,markets,parks,colleges,,schools,temples,mosques,churches,railway stations,cinema halls/multiplexes,toilets etc.Only one thought of treating every public place as your own home and trying to keep that place clean for the next user can be real help for our society. A large amount of money to maintain public places can be saved if we show our concern and just dispose garbage at proper place allocated for it. Large amount of funds which are wasted in cleaning the clutter can be channelised and used for the upliftment of the under privileged,downtrodden. May lord convey this polite request of care and concern about others to all the citizens

Collectivism vs. Individualism Essay

The research to examine the cultural norms of Korea as compared to that of US, is based on two particular core dimensions: United States as an individualistic country, and Korea as a collectivistic country. In fact, this is the first thing that comes to mind, knowing that collectivism vs individualism is a major characteristic that differentiates these two countries. Lifestyle and living arrangements In a study by Lee and Ro Um (1992), it is discussed about the major difference between Koreans and Americans in their evaluations of product attributes was the different weights each put on the importance of the family. Koreans tended to be more family oriented in their product evaluations than the Americans. This meant that the products were selected. Korea has a family-oriented culture. For a young couple, living with elders (parents) has been a cultural norm in Korea, although in United States this living style is unusual normatively and behaviorally. According to Korean National Statistics office, 1993, almost three out of four Koreans people aged 60 and over live with their children, a percentage of 74.7%. The percentage that lives with a spouse only is 13.2% and living alone, 10.6%. Explore the gaming culture of Korea Why South Korean people play games In South Korea more than half of the 50 million populations play online games frequently. Gaming in this country is not just a hobby but a way of life. Currently in the country are 10 professional gaming leagues which are sponsored from the successful corporations such as SK Telecom and Samsung.   According to a news article published CNN , in South Korea almost half of all games have been sold since the game launched in 1998. StarCraft is a legitimate business, ranking in hundreds of thousands of dollars in earning. According to a news article published in BBC [4], in South Korea games are nationally televised and they fill-up stadiums. Extremely popular is the multi-player gaming. Being a professional video-gamer is a serious business. They attract huge sums in sponsorship and can make more than $100,000 a year. Professional players in South Korea are treated like  sports stars. Some of the most famous players from league matches and sponsorship could earn more than $400,000 per year. South Korea hosts the annual World Cyber Games. The country registered more than 15 million people for online gaming, which is 30% of the population. Gaming Addiction and the Government Intervention in South Korea As a consequence as a strong video game culture, South Korea since early 2000s reports of addicted gamers dying or murdering loved ones in order to satisfy their addiction. When a mother tried to stop her son from playing games, he killed her. Approximately 14% of Koreans between ages 9 and 12 suffer from Internet addiction because there are cable channels devoted solely to the games.[5] South Korea has been treating the disorder for years. In 2002 the government opened an Internet-addiction treatment center. In 2005, a 28 years old South Korean man went into cardiac arrest and died after reportedly playing an online game called StarCraft for 50 hours straight. The man did not sleep properly and did not eat well. He just made few bathroom breaks and for very short periods of sleep. In 2006 the government opened a hotline for gaming addicts. Moreover, hundreds of private hospitals and clinics in the country opened specializes units to treat the disorder. In 2010 the government ordered a â€Å"nighttime shutdown† for gamers. This happened after police discovered a 3-month old baby who starved to death while her parents were busy with their virtual baby on a game. The Ministry of Culture, Sports and Tourism ordered the three most popular operators of the games to block people under age 18 from playing games between midnight and 8 a.m. The government has significantly slowed down the Internet connections of young players if they play for lots of hours into the night. More over in the National Assembly several other bills were pending that would control kids gaming habits. Where South Korean people play games South Korean entertainment industry is note based on home entertainment system such us console video game system, home theater etc. Instead it is created outside of the home in various places called â€Å"Bangs†. Recently South Korean people play games in the country’s Internet cafes, known as â€Å"PC- Bangs†. The PC Bangs are especially dominant in big cities like Seol, where  is a density of population. It is important that the PC-Bang industry now can provide computers and Internet service to those that previously did not have the economic conditions to possess these technologies. Analysts consider that the social environment of the PC-Bang is the most important factor to make the PC Bang attractive and popular to users. Other factors are: the high-performance computers, high-speed internet connection and low fee usage. [6] Most bangs are cheap; the patrons pay an hourly fee, ranging from $1.00 to $1.50 USD an hour. In South Korea going to a bang is the sam e as going to the bar in USA. Economic Conditions According to an article in About.com , the industry of video game has a large share of South Korea’s GDP. â€Å"According to the Ministry of Culture, in 2008 the online-gaming industry earned $1.1 billion dollars in exports. Nexon and NCSOFT, South Korea’s two largest game development companies reported a combined net income of over $370 million in 2012. The entire game market is estimated at approximately $5 billion dollars annually, or about $100 per resident, which is more than three times what Americans spend. Games like StarCraft have sold over 4.5 million copies in South Korea, out of a worldwide total of 11 million.† The same article says that video games stimulate the black economy of the country. What they play Relatively a small number of games are played in South Korea, the most popular of them are: League of Legends, FIFA Online 3, Sudden Attack, Lineage, Dungeon & Fighter, Blade & Soul, Aion: The Tower of Eternity, Echo Soul, Cyphers, World of Warcraft, StarCraft, Warcraft 3. [9] StarCraft- The most popular game in South Korea of all the times is StarCraft. Star Craft is a military strategy game, which is developed by Blizzard Entertainment. [10] World of Warcraft (WOW) – Another popular game at most of the time is the World of Warcraft, developed by Blizzard Entertainment. World of Warcraft is a massively multi-player online role-playing game or MMORPG.

Managerial Role Essay

Even though the employees are the prime workers in any organisations managers have to manage their employees and even he has to manage the external atmosphere at and around the organisation to run the organisation in an admirable path and their by achieving the predetermined goals. Here I would like to present the manager’s job in an organisation with an example of an interview and with my research work. I took an interview from a manager of software Solutions Company a small scale information technology based company in Australia. hile interviewing him we come across some of the important qualities of a manager According to him a manager should have a good academic qualifications like a bachelor’s degree and a master’s degree in any of the administrative fields, unless and until if a manager have a good academics he may not be able to solve academic problems in his company. He should also have good communicative skills and interactive skills, marketing ability, managing the customers and a good personality. R. W. Griffin defines manager as a person who first of all is responsible for realization of management process. In particular manager is â€Å"the person, that makes plans and decisions, organizes, supervises and controls human, finance and information resources† (Griffin 2000). I totally agree to the above statements as they said a manager should have a good academic qualification and he even should have a good personality to operate all the above mentioned functions. Unless a manager possesses them he/she can’t keep his company in a better position. He also stated that he has to interact with many people in his day to day life as his company is an IT based company deals with the problems in the technological aspects in hardware and software. He should have proper capability to face many new customers in his day to day life and to a lot his employees for the solution of the customers’ problem. He should attend the customer in his own office or at other private places in favour of customers’ flexibility. He has to take care of his employees, the resources he is utilizing, the marketing staff, more important the customers who are their bread and butter. Doing this he has to keep an eye on the technical advances in his field and on his competitors. So here I understand that managers’ job is much crucial job in any company and he has to be in up-to-date at things that are happening at and around his company. Many managers attain success by coordinating his/her employee effect, in turn obtaining success to the organisation. He states that in his list of people he has to interact in his everyday life the customers are his prime concern because they the main source of the companies’ income unless a customer satisfied with the employees work, he would not pay the amount. So in this relation I came to know that there exists a mutual benefit relationship between the customer and the company hence it is a good example for reciprocal relationship. â€Å"The needs to better understand customer behaviour and the interest of many managers to focus on those customers who can deliver long-term profits have changed how marketers view the world† (Russell S. Winer). The author says that consumers can change the performance of a market and the running style of an organisation hence a good manager should always keep his eye on such type of consumers. Next comes his employees, a good manager should maintain a good interaction with his employees. According to him â€Å"a good manager should look after their employees and he should be their well-wisher†. He says that a good interaction between a manager and his employees builds up a positive energy in the workplace results in better performance of the employee leading to success of the employee as well as the company. He even said that he will help his employees in various ways like allotting them regular and flexible working hours, monitoring their work, giving feedback whenever necessary and solving their issues regarding their work and in their lives. This shows there exists a reciprocal relationship with in them. He said that he has only 4 regular employees working currently with him and hires others whenever necessary. According to Katuria. M in his article named â€Å"three ways to built successful employee manager relationship† he stated that â€Å"the only relationship more important to an organisation than the ustomer-company relationship is the manager- employee relationship and according to the exit interview the no. 1 reason people leave their job is because of their improper relationship with the manager†. Going through all the above conversation I totally agree to both of them and I strictly believe in good manager- employee relationship which aids in success of the com pany and its employees. â€Å"An organisation grows and evolves new positions are added, senior managers have to find a way to tie all these departments together. Coordination refers to the quality of collaboration across the departments. It is required whether there is a functional, divisional or term structure†. (Draft 2012) this statement explains the most responsible duty of a manager in a growing company. It tells us that in a rapidly growing company the managers play a important role that is he has to do division and interlinking the departments there by forming more and more stronger work unit which helps them in solving more complex problems. When dealing with the suppliers he gave me the information that he is connected to many suppliers in his place and even in the Melbourne. As the company is based on the problems and solutions coming in the information technology, they have to be provided with plenty of resources. They need various types of computer spare parts, softwares and many advanced features which were been provided to them by many suppling companies. Even they dealings with vast companies like Harvey Norman etc. He explained me the advantages and disadvantages of maintaining such large groups of suppliers. Ha stated that trust is the main factor that works between suppliers and the company administrator. Many transactions run based on the trust philosophy only. Unless they trust a supplier and use their products they can’t run the company in some situations. I support this statement that trust is the main part of the business. I can state that trust should exist not only between a supplier and the management but also at all the levels in the business sector that is it should be in between the consumer-organisation-supplier. â€Å"Supplier Relationship Management is an all-inclusive approach to managing the affairs and interactions with the organizations that supply your company with goods and services. This includes communications, business practices, negotiations, methodologies and software that are used to establish and maintain a relationship with a supplier. Benefits include lower costs, higher quality, better forecasting and less tension between the two entities that result in a win-win relationship† (Bucki. j). The author explains us that for any company the supplier management relation should be in such a way that there is a benefit from both the sides and the tools were developed to reduce the work related problems between the supplier and the managers in the company who look after all these raw materials. I totally believe with the above discussions because unless there is an adequate amount of raw materials for a company they cannot reach the level of customer satisfaction which is their main goal and the supplier also has to be loyal to the company and supply the raw materials in time there by maintaining a mutual benefit relationship between them. The next I am going to discuss the other important environmental factor the labour market. In this case as the manager already stated that he hires the employees whenever he needs, in explanation to this he gave me the information that when his regular staff are not sufficient to complete a task which was assigned to them he hires some of the software professionals from the employment centres for a shorter period of time and assigns them to work with his regular employees. Without strategic planning it is unlikely that any organisation will be able to meet successfully numerous challenges that face them† (Bryson. j. m). This shows that planning and organisation is the main crucial duties of a manager. Manager has to plan the project prior to its start and distribute the work to his employees accordingly. If a manager fails to perform this step in his level he/she may not be able to reach the target level and fails in leading the organisation and its staff. Finally for an organisation to run in the way of profits and to sustain in this present competitive word the manager has to look after many types of environmental factors some of them which are prime concerned are discussed above the other factors which influence the organisation are Technology, Natural, Sociocultural, Economic, Legal, Political, International (all of these come under external environment) and Culture management. (Draft, R. L) in my opinion manager should have the capability in controlling all these environmental factors. This company having limited employees and being a small scale company the external environmental factors may not have such a great influence. Among them only the technology has a powerful impact because it is purely a software solution company so the employees and the manager should beware of the changing trends in the technology and should be in up to date daily. Recommendations: Keeping in mind the whole interview and with my research I would like to recommend some changes this organisation should implement for better progress they are 1. Increase the employee work ratio. 2. Use of the labour market for hiring the employees should be stopped because the information in the company regarding the projects and codes should be within the company. 3. Instead of hiring the employees from the outside try to increase the regular employees which helping him in planning the work and confidentiality 4. Being a software company I think he should organise some conferences such that his employee will get more latest technical skills 5. As the work hours were longer during the day he has to create work life balance to his employees and for him he. 6. Customer satisfaction should be increased to transform this to a large scale company. Conclusion: Finally I conclude that the environmental factors influence on any organisation is very much crucial and the managerial staff any company should keep an eye on it in order to run the organisation in an admirable way. Various people who are in close relation to the organisation should work together for the mutual benefit of the organisation as well as them.

American Diet

A proper diet should be sufficient, reasonable and include a person’s other aspects, such as age, his food habits and food preferences. A proper diet should meet a person’s overall need for nutrition’s to maintain his overall health. Like all other people in different parts of the world, Americans have also become more health cautious and choosy about what they eat. People have become more concerned about the quality and safety of the food they consume. Awareness of nutritious foods has led to many people opting for organic, vegetarian and other healthy foods in the present market. â€Å"Lite food is in, and indulgence is out. But are Americans practicing what they preach?†(Line no.3, Dietary Trends, American) .   But different surveys indicate that, the diet consumed by majority of the people in America is still lacking in the required nutrition quantities, despite the health consciousness in people. Common Diet Of An American On an average every other youngster in America follow the same diet pattern, more than half of the Americans consume snack items or fast foods on a regular basis, which are high in calories. Consumption of fried chicken form KFC like chicken nuggets is also very high among youngsters. These snack items though very tasty are very high in salt and Monosodium Glutamate (MSG), which is very harmful.   The food that is easily available like potato chips, French fries and other canned and tinned foods also contain a high amount of salt to last for a long time, which is very risky to a persons health.   Consumption of cheese, meat, poultry and fish items have gone up compared to the past.   The reason for this can be that many youngsters either skip there breakfast or lunch, or tend to eat easy and fast food which is readily available in the market to overcome their hunger.All the fast foods are generally deep fried, high in sodium, fat and salt, low in minerals, vitamins and fiber, which are all the main cause for many diseases in Americans.   Some of the common diseases, which affect people who consume fast food are, asthma, autism, stress related problems, depression, cholesterol, diabetes, heart problems and obesity.   And adding to the woes, many KFC outlets offer discounts if a person purchases a larger quantity, which adds empty calories and results in eating more than the required amount, with lesser nutrients. Foods To Avoid The food available in most of the famous outlets for e.g. KFC, McDonald’s, Pizza Hut and other fast food outlets are some of the food that one should try to avoid.   Every person should try to avoid the following foods Sausages Scrambled Eggs, Grilled chicken, Hot and spicy chicken, pizza’s, hamburger’s, hotdog’s, French fries, other soups that contain soy sauce, noodles, pasta, white bread, tinned or canned food, instant soup and noodles mix, beef items, processed cheese, salad dressings, potato chips, canned tuna, yeast, dry mushrooms and other salty items. One should remember that, any food, which is high in salt, is also high in MSG.   Every person should carefully read the label to know what the tin contains, before purchasing any food item.   People should also avoid consuming sugar, sweets, aerated, soft drinks and sweetened dishes like pastries, cookies etc. which are high in calories. On an average, the percentage of people consuming soft drinks has been on an alarming rise compared to the past.   Every person who goes to work has a ready soft drink on his desk, to quench his thirst.   It has become impossible for the Government to estimate the soft drink consumption on an annual basis.Foods To Include Important changes in a person’s diet and lifestyle may go a long way in improving one’s health. People should be more inclined to consume raw food, food that has more fiber, fresh fruits and food that is not sprayed with any chemicals or contains any preservatives.   People should be encouraged to consume whole wheat bread, brown rice, legumes and more fresh leafy vegetables, which are high in fiber and more filling.   Foods that are rich in omega-3 and 6 fatty acids are very good for the health, e.g. sardines, mackerel, walnuts, olive oil, canned tuna in olive oil, flaxseeds are very good sources of these acids. An example of a proper vegetarian diet should include fresh fruits, vegetable, whole grains, nuts, eggs, skimmed milk, legumes and trimmed meat or other poultry. Care should be taken to include the necessary vitamins, which are not found in the above-mentioned food. To add more flavor to salad dressings lemon juice, pepper powder, ginger, rosemary and garlic can be used, instead of salt. Oils like, almond, canola, sunflower, flaxseed, olive and sesame oil can be used for cooking.   Taking homemade soups or salads before every meal, is more filling and helps us to eat less in the main course, which helps in not putting on empty calories. People should try to avoid skipping meals and eating at fast food centers and restaurants, and make it a habit to eat proper healthy and hygienically home-cooked meals, which are high in nutrients and fiber. One should avoid eating a meal in front of the television, as we may tend to eat more than the required quantity of food.   A combination of a healthy and nutritious diet, with proper exercise, good fitness, a positive attitude towards life and a healthy and happy lifestyle is the perfect remedy to every young American.Works CitedDietary Trends, American, 20 February 2007, http://www.faqs.org/nutrition/Diab-Em/Dietary-Trends-American.html.What Foods to Avoid, 20 February 2007, http://www.msgtruth.org/avoid.htm.