Music Custom Paper – Biographical Information “Bon Jovi – It is my life”

Artist I choose: Bon Jovi  

Song I choose: “It is my life”


Here are the requirements details:


Section II. Biographical Information and Online Sources – 30 points Due Monday, March 28

A. In your own words write a brief biography (bio) about the band, or artist you selected in Research Section I.

Using online sources, find the information for each of the points listed below to include in your bio.

Your bio should be no fewer than 300 words, but a maximum of 400 words to replicate what could appear in a magazine article.

Please note: Although spelling and grammar are not the focus of this assignment, poor attention to your writing may result in a lower grade. 

1. Include the name of your chosen band, or artist? (1)

2. (a) What country, (b) state, and (c) city/town is the band / artist from? (3)

3. List (a) the official members of the band and (b) the instrument they each play? (2)

4. What year did your band, or artist form as a musical entity? (1)

5. Provide a general overview of your band / artist. (4)

6. What was/is (a) the most popular period for your band / artist? And (b) why? (2)

7. Provide career hi-lights and details of select best charting single(s) or album(s). (4)

8. Provide an anecdote (i.e: not common knowledge) about your band / artist. (3)

9. In one to two sentences explain why you chose this band, or artist to research. (5)

B. You need to use at least two separate online sources for this part of the assignment.

C. It is important when you are researching information on the Internet that you use credible sources. Although, hard copy books and journals usually provide you with the most reliable information, for this assignment, I want you to find and use credible online sources. How do you determine if a website is credible?1

1. Evaluate your Internet sources!

2. Never use Web sites where an author cannot be determined, unless the site is associated with a reputable institution such as a respected university, a credible media outlet, government program or department, or well-known nongovernmental organizations.

3. Beware of using sites like Wikipedia, which are collaboratively developed by users. Because anyone can add or change content, the validity of information on such sites generally do not meet the standards for academic research.

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D. Using Refworks, on the UNLV Libraries website, create a bibliography* for all of the sources you used to locate the information in this part of the project. (5) *The style of the bibliography (Chicago, MLA, APA etc.) is up to you.

and 1 From the Purdue OWL: – this is an excellent resource for

style, grammar and general tips with academic writing.

Social Movements as a Standard Form of Politics between 1850 and 1914

Social Movements as a Standard Form of Politics between 1850 and 1914

The desire to talk on behalf of the interest of the people necessitated the rise of social movements as a standard form of politics. Before the nineteenth century, social movements were not common. However, the nineteenth century saw the rise of social movements as they had gained much popularity across territories. Social movements aimed at supporting of or opposing enunciated programs through various means of coordinated actions such as petitions, meetings, demonstrations association and strikes. By 1850-1914, social movements became a standard form of politics. These was caused by various reasons and occurred in different regions.

Several factors influenced social movements becoming a standard form of politics between 1850 and 1914. The increase in state capacity and the rise of democracy made social movements became a popular tool for policy. Moreover colonial territories as well as other countries that had states that a close relationship with the Western democracies adapted social movements as a platform for making claims. Social movements were more suitable for the existing power structures, and such the authorities learned to bargain with their leaders. Democratization especially in high capacity states influenced social movements and contributed immensely towards making them a standard form of politics. Through democratization social movements were able to coordinate their actions over vast spaces. Social movements became a suitable platform to practice politics outside the electoral ground.

In Britain, social movements were most remarkable in the year 1815 when activists were able to constrain the supremacies of slave owners in British colonies. Between the years 1815 and 1867, Britain, through social movements, was able to influence sanctions to slave trade in Spain and Portugal. Brazil abolished the slave trade in 1888 as a result of social movement influence. In the USA, social movements gained strength in the 1860’s. Abolitionist movements began to have an impact in the political space in the 1860s. The Boxer Rebellion in China promoted the adoption of the standard means of social movements. For instance, a boycott of American goods happened in 1905-1906 as a retort to the oppression of Chinese immigrants in the USA. Argentina had seen only a little of social movements politics until the late nineteenth century. However in 1889, Buenos Aires students formed the Youth Civic Union that contributed immensely in opposing government policies.

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In conclusion, social movements played a fundamental role in fostering political reforms all over the world. They had a huge influence on the patterns and trends of politics and by the late nineteenth century, they became a standard form of the policy between 1850 and 1914. This situation occurred especially in the Great Britain, the United States of America, China and Argentina.

Organizing a Typical Day’s Reading Instruction to Fulfill the Requirements of a Balanced Approach to Literacy

Classroom management and the organization structure of a year one class had a great influence on the effectiveness of a formal or reading instruction class setup. It is, therefore, paramount that organization is done to ensure that the reading instruction class is a success. There are various issues that one could take into account while organizing for a typical day’s reading instruction for a year one classroom. However, it is paramount that these organizational strategies and approaches help in fulfilling the requirements of a balanced approach to literacy.

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First and foremost, when organizing for a reading instruction, making arrangements in the physical classroom environment should be the first step. The physical classroom is necessary to support education. Organizing the classroom helps to avoid unpremeditated obstruction to the operative learning system. Thus the importance of accessing the classroom before the first day of school. This step should be followed by ensuring the class receives the regular inventory supplies and reading materials. The reading instruction materials should be made available. Nonetheless, physical preparation should include setting up of a classroom library. In additional to that, literally spaces need to be labeled around the classroom.

In organizing for a reading instruction, developing an effective classroom plan is vital. The expected code of conduct should be stated by the teacher to the student and rules and consequences for failing to abide should be stipulated. Nonetheless, having an effective plan includes having an interactive engagement with the students that is meaningful. This program is supposed to create a positive attitude among students towards reading. Students bring different attitudes about reading to the classroom; these attitudes influences students’ motivation to involve themselves in learning lessons and related activities (William Peter Grabe, 2011). Therefore, using an approach that sparks the correct attitude towards reading to students could yield positive benefits.

Adoption of concept-oriented reading instructions would be a suitable while organizing a typical reading instruction for a year one classroom. This approach engages the student more and also gives a student more conceptual knowledge. One of the best features of CORI is that it is a framework for organizing and integrating the formal process with content knowledge. There is no prepackaged way to teach (Swan, 2002). The concept-oriented reading instruction involves creating interest in the student through engaging them in activities, teaching students strategies for finding and accessing different kinds of information, schooling values strategies for creating and extracting meaning from the gathered information and coaching students to converse this information to the actual audience.

To conduct a successful typical day’s reading instruction, planning to get started each day is necessary. It would involve taking note of the attendance which is mostly in the morning,  a lunch count record, and any imminent school announcement made. The morning of the day when the reading instruction for a year one class is supposed to happen, a daily routine has to be formulated.In addition to that, it is necessary to have a set of written down series of activities that the students are required to achieve. As part of the organization process, it is important to display the morning message. A comprehensive list of the activities that the students should engage in must be complete. Such activities many include reading a book independently or doing it with a friend. Journal writing also could be a possible activity.

It would also be important to design an efficient diurnal literary institutional block schedule. The activities that would thus follow from this undertaking would include establishing a daily schedule on the first day of a year one first day of school. The routine for daily reading instructions should include activities such as reading with the children or rather reading by the children. In addition to that, students can also be paid for oral reading in class.

When we review our teaching log entries, we will do our best to determine which types of children pairings result in the most efficient oral paired rereading. The goal is to identify pairing configurations that lead to notable fluency improvement, greater cooperation between the students and the most positive attitudes towards reading and the task.(William Peter Grabe, 2011)

How the Approach to Instruction would fulfill the Requirements of a Balanced Approach to Literacy.

            The above organization is a suitable for a year one class for reading instructions. This reason is that it leads to the fulfillment of the requirements for the balanced approach to literacy. The various aspects of a balanced literacy block are: writing, word study, independent reading, guided reading, shared reading and read aloud. However to balance literacy more has to be included other than what is captured in the teaching-learning. Various instructional approaches have to be adopted by teachers and students provided with them so as to benefit and become adept in the purviews of literacy.

Through organized pair reading, students can read allowed to their fellow students as well as to the teacher. Moreover, via shared reading the students can practice guided reading skills together with their classmates. The activity, in turn, develops other reading skills of the student such as fluency and eloquence. AS such the teacher can attain a successful reading instruction that meets not only the basic requirements for a balanced approach to literacy but also other soft skills that are related to reading. Guided reading is essential as it helps the teacher to pronounce words and read through a given text. This activity, in turn, develops the capability of students to develop close reading skills.

Word study enables the teacher to enhance book and print familiarity among the students. Reading materials and activities done with the students helps in achieving this objective. Moreover, setting up of a class library enables the teacher to fulfill this essential requirement of attaining a balanced approach to literacy.

Independent reading is one of the core requirements of achieving a balanced approach to literacy. Individualized student- teacher reading instruction sessions that aim at enhancing the same contributes majorly towards achieving the goal. This objective is quite fundamental as it supports the attainment of other goals such as writing. Reading is supposed to mold students towards being better writers. As such, via assessment and student analysis as suggested in the organization plan above, the teacher can build the writing capabilities of his or her students.

In conclusion, a year one reading instruction class has to be well organized if a successful reading instruction is to be carried out. Holding a typical day’s class helps a teacher to determine the strength and weakness of the students. As such he or she can formulate the best strategies towards helping the student develop his or her reading instruction skills. However, an organization of the class should be done with an aim of meeting essential requirements of a balanced approach to literacy.

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Donohue, L., & Mototsune, K. (2012). 100 minutes: making every moment count in the literacy block. Markham, Ontario, Canad: Pembroke Publishers Limited.

Policastro, M. M., McTague, B., & Mazeski, D. (2016). Formative assessment in the new balanced literacy classroom. North Mankato, MN: Maupin House Publishing, Inc.,

Rief, S. F., & Heimburge, J. A. (2007). How to Access and teach all children through balanced literacy. San Francisco: John Wiley [distributor].

Swan, E. A. (2002). Concept-oriented reading instruction: engaging classrooms, lifelong learners. New York: Guilford Press.

William Peter Grabe, F. L. (2011). Teaching and Researching: Reading  (Applied Linguistics in Action). London: Routledge.

Knowledge Management Audit Georgia Pacific

Knowledge Management Audit Georgia Pacific

To understand the position of a firm regarding knowledge management and its knowledge assets, a firm conducts knowledge audit. Additionally, knowledge audit provides precise identification, quantification, and measurement and evaluation of the totting up total of implicit and explicit knowledge in the organization. A typical knowledge audit will look at the organization’s knowledge assets and point out through knowledge mapping the inventory, gaps, duplication, etc. in knowledge, (Srikantaiah & Koenig, 2008). The preceding chapters will focus on the importance of knowledge audit and knowledge management SWOT (strengths, weakness, opportunities and threats) format of Georgia Pacific.

Knowledge audit plays a vital role in the performance of Georgia Specific Company as it has the following advantages. Knowledge audit helps Georgia Specific Company identify the amount of knowledge they require to support overall firm goals and individual and team activities. Equally important, knowledge audit provides evidence showing up to what extent the management of knowledge is effective, and also it highlights the areas that need improvements regarding knowledge. Furthermore, knowledge audit reveals knowledge gap and plots a map of what knowledge exists. Also, knowledge audit reveals the new knowledge in a firm.

Georgia Specific Company organizational knowledge resources are of two types, structured organizational knowledge and unstructured organizational knowledge. Structured organizational knowledge source represents the knowledge derived from structured data and information sources like a database, data marts, data warehouse and knowledge bases, (Kondalkar, 2013). Unstructured organizational knowledge resources represent knowledge derived from texts, workers and graphic presentation made by the staff or the guests. There are two types of knowledge, tacit knowledge which is characterized by being more personal, investigational, and content specific, and difficult to formalize. The other type of knowledge is explicit knowledge which has the characteristics of being easily communicated and is shared in a solid form such as scientific formulas, principles or codified procedures.

            Georgia Specific Company organizational structure encourages knowledge flow. Also, a  the companies policies shape the knowledge flow in the organization.  Georgia specific company policy which ensures that the employees undergo a cadet training program focusing on the nature of business the company is indulging in ensures that there is sufficient knowledge flow.

Knowledge gaps arise from soon to retire experts expert who is likely to go with away with the knowledge they acquired in the company. Jay Liebowitz shows that for the organization to close the knowledge, it should enact knowledge sharing from the official strategy.

Knowledge management is the process of capturing, allocating and efficiently using knowledge. (Wiig, 1993), describes knowledge management in the organization in three perception, business perspective, management perspective and hands-on perspective. (Dalkir, 2011), describes knowledge management cycle which includes the capture, codification, sharing, accessing, application, and reuse of knowledge within and between organizations.

SWOT analysis is a special process that evaluates four elements (Strengths, Weaknesses, Opportunities, and Threats) of a firm. Georgia Specific Company has the following strengths in knowledge management. The company has a Knowledge-based system (KBS), which captures and stores expertise knowledge. Knowledge-based system captures and stores knowledge information from expertise that is just about to retire. Since Georgia specific company has Koch Industries under its management, the knowledge-based systems help the company to retain the special technical know-how that the industry needs to make the products. Furthermore, Georgia specific company retains the explicit knowledge type which is easily transferable from one person to another.

Georgia Specific Company organizational structure and company’s confidential policy are some of the weaknesses of the company. The vertical organizational structure of the company inhibits downward communication especially in the relay of information. The company’s bureaucracy when relaying the information inhibits passing of explicit knowledge in the company. Additionally, the confidential policy of the organization limits the expertise in the company not to disclose any knowledge of crucial processes and products of the company.

Georgia Specific has the opportunity of increasing its knowledge base and knowledge management by merging with other firms. For example, if the company merges with organizations that have an advanced technology in retaining information in sales and marketing such as Alibaba would enhance how the knowledge management. Likewise, the company has a series of stores country wide and a variety of products which makes the company require close working with marketing research firms such as Nielsen to increase the quality of knowledge the company has on its products, current market and target market.

The major threat facing knowledge management of Georgia Specific Company is the constant and rapid changes that are occurring in technology. The advancement in technology makes the file formats that are storing information which is knowledgeable obsolete. Additionally, the firm’s expertise knowledge in technology becomes obsolete when that technology upgrade, making the knowledge redundant.

In conclusion, Georgia Specific Company has sound knowledge management, but it needs to upgrade its knowledge management tactics to cope up with sudden and rapid changes in technology.

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Dalkir, K. (2011). Knowledge Management in Theory and Practice. Cambridge: Massachusetts Institute of Technology.

Kondalkar, V. (2013). Organization effectiveness and change management. Delhi: PHI Learning.

Srikantaiah, T., & Koenig, M. E. (2008). Knowledge management in practice: connections and context. Medford, N.J.: Information Today.

Wiig, K. (1993). Knowledge management foundations. Arlington, TX: Schema Press.

Georgia Pacific AUDIT REPORT Custom Paper

My Topic is the company Georgia Pacific

OPTION #1: Abbreviated Knowledge Audit Report

In this brief Knowledge Audit report, the student will select a familiar organization or an organization (or a focused unit of an organization) from the Bank of Knowledge Assets to conduct an abbreviated Knowledge Management Audit. The student should select an organization with Knowledge Management intensive teams or Knowledge Management intensive process.


Topics must be approved by the Instructor. Post in the Graded Assignments discussion area.

Course materials and readings must be applied to be successful in this assignment.

The assignment is drawn from Liebowitz (2000) The Knowledge Audit. This article is required reading for this assignment. Other materials include Dalkir (2011) Chapter 2; the wisdom hierarchy (Data, Information, Knowledge, and Wisdom) framework by Rowley (2006). You should know this material.

Required Elements to include in the Abbreviated Knowledge Audit Report:

  • ? Provide an introduction of why a Knowledge Management Audit is important;
  • Apply the classroom concepts to the organization’s knowledge resources including a discussion of the types and characteristics of knowledge required for the organizational unit;
  • Examine what encourages or impedes the flow of knowledge;
  • Discuss the gaps in knowledge in the organization based on the Liebowitz article;
  • The Knowledge Management audit should help to describe an organization’s knowledge by using the Knowledge Cycle (Wigg, 1993) and the DIKW (Data Information Knowledge Wisdom) framework by Rowley (2006). You must include these important sources whenever applicable;
  • Use the Knowledge Management SWOT format: Strengths include the knowledge and characteristics of this knowledge. Weaknesses include individual, team, and organizational factors which inhibit knowledge. Opportunities include the potential for the organization to operate at a higher level of effectiveness if other sources of knowledge were available. Describe what type and where the organization could acquire this knowledge. Threats are those factors which may place the organizational knowledge at risk. Explain why this knowledge is threatened. For example is the organization’s knowledge threatened because the organization gives away knowledge free? Is it because other organizations replicate the knowledge easily? Is it because the human resources are retiring/leaving?Click Here to Place your order and Get 100% original paper on any topic done for Your


Required Formatting of Paper:

  • This report should be double spaced, 12-point font, and two to three pages in length excluding the title page and reference page;
  • Title page with your name, the course name, the date, and instructor’s name;
  • Include reference page;
  • Write in the third person;
  • Use APA formatting for in-text citations and reference page; Do not use direct quotes but paraphrase;
  • Submit the paper in the Assignment Folder.

Communication Audit – Presentation Custom Paper

What are the communication challenges within an organization? How does an organization overcome the challenge and improve communication?

You will:

      • Analyze and synthesize the results of the data from the communication audit.
      • Based on the data, identify one main communication challenge within an organization of your choice
      • Create and deliver a presentation that provides results and suggestions for improvement based on the data obtained from the audit and the literature on organizational communication


Assume you are the Director of Human Resources at your chosen organization. You are tasked with conducting a communication audit and then presenting the results to leadership. Your goal in conducting the communication audit is to identify three communication challenges within an organization. You will complete the following tasks:

Conduct a communication audit using the Communication Audit Survey located in course content.  In order to get good results, you should survey a minimum of 8 to 10 people.

You may print out the survey or you may put it online, for example, on SurveyMonkey or Google Form

This survey asks questions about 5 different areas: Receiving Information from others, Sending Information to others, Sources of information, Timeliness of information, and Channels of communication. 

Within these 5 themes of organizational communication, identify the major issues in your organization’s communication, based on the responses.

Then research the scholarly literature for recommendations on how the organization can address these issues.


Communicate the results of the Communication Audit through a presentation, using APA format.  Include a title slide with your project title (e.g., “Communication Audit”), the organization’s name, your name, class, instructor and date.

Present an introduction describing your research methodology providing details of the survey administration, response rate, and characteristics of the survey population. Clearly present a narrative to describe the data using appropriate tables, charts and graphs. Include a detailed analysis followed by findings. Identify the top three communication challenges from your survey, and present your recommendations to strengthen these communication challenges, based on the scholarly literature.

You should have an appendix with the scores and results of the survey.

Your presentation should be professional and creative. You may add audio and/or visual elements on the slides. Text should be proper size for viewing during a presentation. Your presentation will need title and citation slides. You must have a minimum of 3 reliable sources in your citations. Use APA format for your citations. Don’t forget to check your spelling! As a friendly reminder, all words must be yours and your own typing. You may not copy text directly from a source.

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** Review the rubric for grading criteria before you begin working on this assignment**

Collecting and Analyzing the Data from Your survey

Here is an example of a chart with the responses from 8 participants. Note that I have color coded the questions to make it easier for you to identify which area of communication these questions address:


1- 26 Receiving Information from Others

27- 40 Sending Information to Others

41- 50 Follow up on Information Sent

51 – 68 Sources of Information

69 – 74 Timeliness

107 – 122 Channels of Information


If you look at the average score for each item, you will be able to tell where the organization scored low.

For example, note that in the first section (Receiving Information from Others) several items were scored very low, including # 9, # 11 and # 13.

What does that mean?

If we look at those questions, they are asking about:

9) the amount of information I receive about technology

11) mistakes and failures of my organization

13) how I am being judged

Thus, I can say that this organization seems to have some gaps in the first area – Receiving Communication from Others – and specifically participants seem to note that they do not receive enough information about technological changes, mistakes the organization makes, and how they are being evaluated.

My second step would be to go to the literature and see what can we do about this? What are some suggestions to specifically improve these areas? I would give recommendations USING SCHOLARLY SOURCES.

What are two other areas that scored low? Remember that for this assignment you need to identify THREE areas of concern, as shown by the data, and then give recommendations.

Discourse on Colonialism and White Man’s Burden

Discourse on Colonialism and White Man’s Burden

The focal point of the discourse on colonialism is colonization and civilization. The debate seeks to establish the line of colonization and civilization and as such it suggests that colonialism does not necessary mean civilization. Rather, colonialism masquerades in the name of civilization, what the writer terms as ‘hypocrisy.’ This fact is true.  The idea and events that characterized colonization completely differ from the principle of civilization. For instance, colonization, in the long run, will decivilize the colonizer. Moreover, no civilization should justify colonization. A sick civilization is one which advocates for settlement. A good example would be the fact that colonization is responsible for the destruction of the classical Indian civilization. Also, colonization condemned civilization in the Southern Sea Islands, Nigeria, and Nyasaland to perish in the future.

            According to Aime Cesaire, the European attitude towards the colonized people is very negative. They view them as inferior humans who have no essence other than being used as production tools. The Europeans perceives the colonized as a ‘thing,’ not people. The writer proves this when she clearly highlights about people forced to dig the harbor of Abidjan using their hand. Another example to justify this is the sacrificing of men in the Congo-Ocean by Europeans. She states that there is only room for forced labor, bullying, pressure, the constabularies, levy, robbery, rape, scorn, distrust, conceit, self-complacency, swinishness, dim elites, and degraded masses between the Europeans and the colonized.

There are similar ideas in the poem ‘A white man’s burden’ and the discourse on colonialism. Both the poem and the article show the how the colonized has been made inferior. In the poem, they are referred to as sullen people. In addition to this, just as in the disclosure on colonization, the poem has shown how the whites use colonialism to rip the colonized their entitlements and rights. The poem states, “seek another’s profit” to signify how the colonizer benefits from the gains of the colonized.  Nonetheless, the two works show the attitude of the colonizer to the colonized, a spiteful attitude. In the poem, this is signified by the phrases, “The hate of that ye guard,” and also “The cry of host ye humor.”

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The poem is satirical. The poet is satirical. For instance, the poets suggest that the colonizer sets his sons free so that they can serve the needs of their captive. This statement is satirical since it is the reverse that happens. The colonizer does not serve his captives. As compared to the discourse on colonialism written in a straightforward way, the poet is satirical in the poem.

HIS – Question & Answer Assignment

Read two PDF files I attached then write one page to answer these question briefly.

Each question needs one – paragraph answer.


a. what is the main point of “discourse on colonialism”? do you agree? discuss using examples from the reading/lecture.


b. according to aime cesaire, what was the european attitude towards colonized people? explain with 3 examples.


c. compare the ideas in the poem “white man’s burden” with the ideas in “discourse on colonialism”

– are the similar or different?

– discuss with examples


d. do you think “white man’s burden” is a satire?

– discuss in comparison with other readings

Discourse on Colonialism
A civilization that proves incapable of solving the problems it creates is a decadent civilization.
A civilization that chooses to close its eyes to its most crucial problems is a stricken civilization.
A civilization that uses its principles for trickery and deceit is a dying civilization.
The fact is that the so-called European civilization – “Western” civilization – as it has been shaped by two centuries of bourgeois rule, is incapable of solving the two major problems to which its existence has given rise: the problem of the proletariat and the colonial problem; that Europe is unable to justify itself either before the bar of “reason” or before the bar of “conscience”; and that, increasingly, it takes refuge in a hypocrisy which is all the more odious because it is less and less likely to deceive.
Europe is indefensible.

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Apparently that is what the American strategists are whispering to each other.
That in itself is not serious.
What is serious is that “Europe” is morally, spiritually indefensible.
And today the indictment is brought against it not by the European masses alone, but on a world scale, by tens and tens of millions of men who, from the depths of slavery, set themselves up as judges.
The colonialists may kill in Indochina, torture in Madagascar, imprison in Black Africa, crackdown in the West Indies. Henceforth, the colonized know that they have an advantage over them. They know that their temporary, “masters” are lying.
Therefore, that their masters are weak.
And since I have been asked to speak about colonization and civilization, let us go straight to the principal lie which is the source of all the others.
Colonization and civilization?

In dealing with this subject, the commonest curse is to be the dupe in good faith of a collective hypocrisy that cleverly misrepresents problems, the better to legitimize the hateful solutions provided for them.
In other words, the essential thing here is to see clearly, to think clearly – that is, dangerously – and to answer clearly the innocent first question: what, fundamentally, is colonization? To agree on what it is not: neither evangelization, nor a philanthropic enterprise, nor a desire to push back the frontiers of ignorance, disease, and tyranny, nor a project undertaken for the greater glory of God, nor an attempt to extend the rule of law. To admit once for all, without flinching at the consequences, that the decisive actors here are the adventurer and the pirate, the wholesale grocer and the ship owner, the gold digger and the merchant, appetite and force, and behind them, the baleful projected shadow of a form of civilization which, at a certain point in its history, finds itself obliged, for internal reasons, to extend to a world scale the competition of its antagonistic economies.
Pursuing my analysis, I find that hypocrisy is of recent date; that neither Cortez discovering Mexico from the top of the great teocalli, nor Pizzaro before Cuzco (much less Marco Polo before Cambaluc), claims that he is the harbinger of a superior order; that they kill; that they plunder; that they have helmets, lances, cupidities; that the slavering apologists came later; that the chief culprit in this domain is Christian pedantry, which laid down the dishonest equations Christianity=civilization, paganism=savagery, from which there could not but ensue abominable colonialist and racist consequences, whose victims were to be the Indians, the yellow peoples, and the Negroes.
That being settled, I admit that it is a good thing to place different civilizations in contact with each other that it is an excellent thing to blend different worlds; that whatever its own particular genius may be, a civilization that withdraws into itself atrophies; that for civilizations, exchange is oxygen; that the great good fortune of Europe is to have been a crossroads, and that because it was the locus of all ideas, the receptacle of all philosophies, the meeting place of all sentiments, it was the best center for the redistribution of energy.
But then I ask the following question: has colonization really placed civilizations in contact? Or, if you prefer, of all the ways of establishing contact, was it the best?
I answer no.
And I say that between colonization and civilization there is an infinite distance; that out of all the colonial expeditions that have been undertaken, out of all the colonial statutes that have been drawn up, out of all the memoranda that have been dispatched by all the ministries, there could not come a single human value.
First we must study how colonization works to decivilize the colonizer, to brutalize him in the true sense of the word, to degrade him, to awaken him to buried instincts, to covetousness, violence, race hatred, and moral relativism; and we must show that each time a head is cut off or an eye put out in Vietnam and in France they accept the fact, each time a little girl is raped and in France they accept the fact, each time a Madagascan is tortured and in France they accept the fact, civilization acquires another dead weight, a universal regression takes place, a gangrene sets in, a center of infection begins to spread; and that at the end of all these treaties that have been violated, all these lies that have been propagated, all these punitive expeditions that have been tolerated, all these prisoners who have been tied up and “interrogated, all these patriots who have been

tortured, at the end of all the racial pride that has been encouraged, all the boastfulness that has been displayed, a poison has been instilled into the veins of Europe and, slowly but surely, the continent proceeds toward savagery.
And then one fine day the bourgeoisie is awakened by a terrific reverse shock: the gestapos are busy, the prisons fill up, the torturers around the racks invent, refine, discuss.
People are surprised, they become indignant. They say: “How strange! But never mind-it’s Nazism, it will. pass!” And they wait, and they hope; and they hide the truth from themselves, that it is barbarism, but the supreme barbarism, the crowning barbarism that sums up all the daily barbarisms; that it is Nazism, yes, but that before they were its victims, they were its accomplices; that they tolerated that Nazism before it was inflicted on them, that they absolved it, shut their eyes to it, legitimized it, because, until then, it had been applied only to non-European peoples; that they have cultivated that Nazism, that they are responsible for it, and that before engulfing the whole of Western, Christian civilization in its reddened waters, it oozes, seeps, and trickles from every crack.
Yes, it would be worthwhile to study clinically, in detail, the steps taken by Hitler and Hitlerism and to reveal to the very distinguished, very humanistic, very Christian bourgeois of the twentieth century that without his being aware of it, he has a Hitler inside him, that Hitler inhabits him, that Hitler is his demon, that if he rails against him, he is being inconsistent and that, at bottom, what he cannot forgive Hitler for is not crime in itself, the crime against man, it is not the humiliation of man as such, it is the crime against the white man, the humiliation of the white man, and the fact that he applied to Europe colonialist procedures which until then had been reserved exclusively for the Arabs of Algeria, the coolies of India, and the blacks of Africa.
And that is the great thing I hold against pseudo-humanism: that for too long it has diminished the rights of man, that its concept of those rights has been – and still is – narrow and fragmentary, incomplete and biased and, all things considered, sordidly racist.
I have talked a good deal about Hitler. Because he deserves it: he makes it possible to see things on a large scale and to grasp the fact that capitalist society, at its present stage, is incapable of establishing a concept of the rights of all men, just as it has proved incapable of establishing a system of individual ethics. Whether one likes it or not, at the end of the blind alley that is Europe, I mean the Europe of Adenauer, Schuman, Bidault, and a few others, there is Hitler. At the end of capitalism, which is eager to outlive its day, there is Hitler. At the end of formal humanism and philosophic renunciation, there is Hitler.
And this being so, I cannot help thinking of one of his statements: “We aspire not to equality but to domination. The country of a foreign race must become once again a country of serfs, of agricultural laborers, or industrial workers. It is not a question of eliminating the inequalities among men but of widening them and making them into a law.”
That rings clear, haughty, and brutal and plants us squarely in the middle of howling savagery. But let us come down a step.
Who is speaking? I am ashamed to say it: it is the Western humanist, the “idealist” philosopher. That his name is Renan is an accident. That the passage is taken from a book entitled La Refonne intellectuelle et morale, that it was written in France just after a war which France had represented as a war of right against might, tells us a great deal about bourgeois morals.

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The regeneration of the inferior or degenerate races by the superior races is part of the providential order of things for humanity. With us, the common man is nearly always a declasse nobleman, his heavy hand is better suited to handling the sword than the menial tool. Rather than work, he chooses to fight, that is, he returns to, his first estate. Regere imperio populos, that is our vocation. Pour forth this all-consuming activity onto countries which, like China, are crying aloud for foreign conquest. Turn the adventurers who disturb European society into a ver sacrum, a horde like those of the Franks, the Lombards, or the Normans, and every man will be in his right role. Nature has made a race of workers, the Chinese race, who have wonderful manual dexterity and almost no sense of honor; govern them with justice, levying from them, in return for the blessing of such a government, an ample allowance for the conquering race, and they will be satisfied; a race of tillers of the soil, the Negro; treat him with kindness and humanity, and all will be as it should; a race of masters and soldiers, the European race. Reduce this noble race to working in the ergastulum like Negroes and Chinese, and they rebel. In Europe, every rebel is, more or less, a soldier who has missed his calling, a creature made for the heroic life, before whom you are setting a task that is contrary to his race – a poor worker, too good a soldier. But the life at which our workers rebel would make a Chinese or a fellah happy, as they are not military creatures in the least. Let each one do what he is made for, and all will be well.
Hitler? Rosenberg? No, Renan.


In the article, Jerry B. Harvey uses the Abilene Paradox to explain how individuals and organization regularly take actions that are contrary to what they had planned to do, thus fail in the objective they are trying to achieve. In the Abilene Paradox, Jerry, his wife, mother, and father-in-law end up going to Abilene to have dinner, yet none of them wanted to go out for dinner since the weather was unfavorable and the means of transportation to Abilene not suitable for the weather. The author believes it is important for the readers to understand his point of view since most people and organizations have problems in attaining their well-stated goals, mostly due to the inability to manage agreements.

            The Abilene Paradox deepens the understanding of individuals in groups, group behavior, and group dynamics by explaining how poor agreement in groups would result in a lack of goal achievement. In most cases, poor agreements in groups are a result of improper communication among group members. Knowledge gained from the article by Jerry B. Harvey can be applied to group dynamics in ensuring effective communication and effective agreement, thus facilitating group goal achievement. Effective communication and agreement would, therefore, facilitate focus and clarity of objective; hence group goal achievement (Newstrom & Davis, 2011).

In my own experience, I have always ended up not meeting my daily goals due to engagements with other people. For example, I may sometimes not be able to make it for a group meeting due to other engagements that may not be of priority, in preparation for the meeting. The meeting preparation engagement may consume a lot of time, which results to the postponing of the meeting.

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Newstrom, J. W., & Davis, K. (2011). Human behavior at work. New York. McGraw-Hill.

Essentials of Applied Quantitative Methods for Health Services Managers

15.1 The quantitative factors are: patient origin analysis (relative importance of each community to your organization), market share (relative importance of your organization to each community)

Patient origin analysis from A =

Patient zip code Number of visits % of total patient visits Cumulative percentage
North 45 8.8 8.8
South 159 31.0 39.8
East 65 12.7 52.50
West 145 28.3 80.80
Central 32 6.3 87.10
Upper 29 5.7 92.80
Lower 37 7.2 100
Total 512 100.0  


Market share (relative importance of your organization to each community)

Market share of hospital A=

Patient zip code Total patient in the zip code Patients from hospital a *100
North 308 45 6.844444
South 1016 159 6.389937
East 537 65 8.261538
West 421 145 2.903448
Central 325 32 10.15625
Upper 972 29 33.51724
Lower 116 37 3.135135


15.2 workings

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Size of the service area  in ten years =

Number of admissions ( 1000 of 102) = admissions in the 10th year.

Assuming 365 days a year, the bed occupancy is given as 78% and the average length of stay as 4.7 days. However, the formulae for obtaining bed occupancy is given by

Making the number of beds available as the subject of the formulae