Global Financialization Essay Example | Topics and Well Written Essays - 750 words - 2

Global Financialization - Essay Example In fact, massive inflows of capital followed by sharp and sudden reversals of capital flow result in crises of exchange rates that have characterized developing and emerging nations (Stiglitz 1081). The macroeconomic troubles stirred by volatile flows of capital have been acutely felt in developing and emerging countries such as Turkey and Argentina in 2001 and the late 90s South East Asia financial crisis, which were all related to flow of capital. These countries suffered from sharp declines in real GDP. A particular reason that leads to rates of exchange having such a significant effect is because, in liberalization and financialization of global markets, it is profitable to be involved in interest arbitrage, which means that one borrows from a specific currency and lends or invests in other currencies, also referred to as carrying trade (Rodrik 1). For example, if interest rates of the Turkish Lira were higher compared to those of the Euro, taking rates of exchange to be stable, it tempts to borrow in Euro credit and then invest or even lend in Turkish Lira. This implies that liabilities, as well as assets, will be in currencies of different countries. Therefore, abrupt realignments in rates of exchange could end up having disastrous effects on the balance sheets of banks or organizations. In addition, capital flow liberalization also lets developing nations accrue current account deficits for a longer time, and at a higher level than they could be during the reign of the Bretton Woods organizations. Financial globalization and liberalization have led to an increase of potential difference in development among countries if the global market financial markets retain their stability and calmness. The revaluation, typically, of financial markets has been accompanied by abrupt reversals of capital flow, as well as crises in exchange rates, all of which show that global financialization is not good for developing countries (Rodrik 1). Governments play a crucial role in the evolution of global financialization, as well as its effects on individual countries and their development. All governments at national level possess a specific responsibility to ensure security and stability of the domestic financial, banking, and monetary systems, which are vital to any economy’s functions. The vulnerable nature of financial and banking systems to crises, failure of markets and instability has virtually produced regulatory authorities and central banks that are aimed at protecting their social interests, as well as for the mediation of their countries’ interactions with international financial markets (Doyran 32). Effective stability and functioning of the financial and monetary systems have become a fundamental requirement as far as development is concerned, which is only achievable via the effective actions of nations.

Iconic Architectural Structures Essay Example | Topics and Well Written Essays - 6750 words

Iconic Architectural Structures - Essay Example By understanding the denotation and connotation attached to iconic architecture, the role of the same can be understood. In the particular case of the World Trade Center, it is observed that the meaning or significance of the architecture has been changing over time with the time period almost divided as before and after the September 2001 attacks or more popularly known as 9/11. It is further observed that the new architectures are increasingly instrumental in defining the places which can be attributed more to the increased influence of myths and the political ideologies than the more subtle semiotics and the simpler symbolism. This dissertation work titled 'Will the new iconic architectural structures carry the same intrinsic meaning in defining the cities' is carried out to study and understand the various aspects of building iconic architectures and the different meanings attributed to the visual structures. The various monuments or architectures built in the different time periods have attained an iconic status and always remain to occupy a special place in the history of the place and time. These structures have been conveying a myriad of simple to complex meanings. The theories proposed by various cultural theorists and urbanists like Gaston Bachelard in his 'Poetics of Space' (Ockman, 2001), Roland Barthes's theory of 'language of Signs' (Barthes, n.d.), Pirece's 'Threefold approach in understanding the complete meaning of any iconic architecture' (Chandler, 2005)

Philosophy of managing people in higher educational settings Essay Example for Free

Philosophy of managing people in higher educational settings Essay Capability to manage a team effectively is one of the main qualities which any professional seeking success needs to possess. However, the position of a leader requires many outstanding skills, and it may be very challenging at times. According to Sun Tzu, Chinese General who lived in the 5th century B. C. , â€Å"when one has all 5 virtues together: intelligence, trustworthiness, humanness, courage, sternness, each appropriate to its function, then one can be a leader† (Deal, Kennedy, 1988). Leadership means the ability to influence other people and guide them to the success. During many centuries it has been believed that the key to success in a team lies in the skills of the manager. No company can remain on top unless it has an outstanding manager who guides it into the right direction. Management of people in higher educational settings is a very challenging task due to the complexity of the field of education. Some of the general principles of management can be applied efficiently, but at the same time additional attention needs to be devoted to characteristic features which are common only for educational sphere. The task of the leader in higher educational settings is to manage the staff in such a way that all the skills which the members of the staff possess turn out applied at their maximum. This task is very complicated because â€Å"building the winning team requires more than just hiring a bunch of talented people. It means hiring people who will work well together. It means developing a shared vision and commitment. It means physically bringing people together in formal group meetings for open discussion of broad-based issues. It means encouraging positive, informal interactions between group members. It means instilling a â€Å"winning attitude throughout the organization. It means watching for and quickly trying to reverse team-building problems such as jealousy, cynicism, and defensive behavior. † (Building a winning team. Retrieved on November 14, from source: www. businesstown. com). The most important issue in managing the team in higher educational settings is choosing the right form of motivation for them. Since all people in the staff are different, all of them need different forms of motivation. For some staff members, only money works, and they do not get motivated by any other benefits. For others, there is nothing more important than social recognition of their efforts. Other staff members will care about the possibilities of future promotion in case of their successful performance. Therefore, in order to manage the staff effectively, the first task to do is to define where the needs of employees fall in Maslow’s hierarchy of needs. After some communication with the members of the team it is easy to discover what staff members are very ambitious. They have a very high need of esteem. They need to be praised for the work they do, get recognition from senior-level management, be aware about the possibilities of their future promotion, and fulfill tasks which require lots of responsibility. These staff members are very experienced, they have already made large contributions into the university’s success, and therefore they can be motivated only through getting more and more complicated tasks to fulfill. Other staff members will not be as success-oriented, and not as experienced. They can be rather knowledgeable in the field of education but they do not seek promotion because they are quite happy with their present work. Therefore, they can be motivated by money awards and praise for their work because their needs fall into the category of belonginess and love. The next step of successful staff management in higher education setting is defining relationships between staff members, and making a sociogram which identifies the types of interactions within the social network. Without the knowledge of interactions between the staff members, there is no way to manage the team effectively. In order to manage the members of the team, it is useful at times to apply the approach of influencing some members of the team through other members. It is necessary to identify the member of the team who has the strongest influence on other members because teams are usually aligned to such staff members. It is also necessary to keep up â€Å"healthy culture† in the educational setting. â€Å"A healthy culture can promote identification (who we are), legitimation (why we need to do) communication (with whom we talk), coordination (with whom we work) and development (what are the dominant perspectives and tasks)†. (Davies, 1997, p. 135). The last step of managing the team is choosing the leadership style. Such styles include â€Å"considerate, structuring, autocratic, democratic, laissez-faire and the like† (Bjerke, 1999, p. 57). Some authors determine supporting, directive, coercive, transformational leadership styles. The most efficient styles in the majority of establishments of higher education are democratic and supportive styles, but for some types of situations autocratic and directive styles might be appropriate. For example, when the faculty leader wants to set direct goals for the staff members and make them increase their performance, it can be appropriate to use directive style. The choice of the style mainly depends on the environment in the organization and the goals which it needs to achieve. Autocratic and directive styles can sometimes represent some danger of faculty leaders becoming power-oriented. When managers care only about their own power, they tend to choose those 2 styles of leadership. It is well-known that leadership styles can be oriented on the performance of the team or on the concern about staff members. The analysis of these theories is particularly important for managing staff members in educational settings. Blake and Mouton (1964) have introduced a grid in which they identified the main styles of leadership according to those 2 characteristics. Orientation on the performance of the team means that the manager is very concerned about the results which they are going to have in the end of the period, the extent to which goals will be met. Orientation on people means that the leader will pay lots of attention to maintaining trust in the company, establishing warm relations with all the employees, giving them only appropriate tasks and motivating them. Blake and Mouton have come up with several types of managers based in their grid. â€Å"Under the style referred to as impoverished management, managers concern themselves very little with either people or results and have minimum involvement in their jobs. † (Bjerke, 1999, p. 59). Such managers usually do not achieve good results because they show minimum concern about the activity of the company. â€Å"Team leaders†, on the contrary, manage to combine both concern about people and achieve great performance of the company. This type of managers cannot be accepted in education settings because it prevents the faculty staff from making large contributions to the development of the educational establishment. â€Å"Another style is management called country club management, in which managers have little or no concern for results but are concerned only for people. † (Bjerke, 1999, p. 59). Such companies might not have great results because employees will not be working to the fullest. â€Å"Autocratic task managers are concerned only with developing an efficient operation, who have little or no concern for people and who are quite autocratic in their style of leadership. † (Bjerke, 1999, p. 59). This type of manager is more favorable than the previous one, but it is also inefficient in the educational setting. In order to make the staff work efficiently, the faculty leader needs to choose the style combining both concern about staff members and concern about the performance of the team. It is very difficult to make the faculty function effectively, but this task can be achieved through the right choices of staff members’ motivation and leadership style. The field of education requires a leader with good communication skills, able to provide success-oriented policy, capable of solving all the possible problems which may arise in the team. Bibliography. 1. Alison, H. Managing people Managing Universities and Colleges Guides to Good Pratice Open University Press McGraw Hill. 2003. 2. Bjerke Bjorn. Business Leadership and Culture: National Management Styles in the Global Economy. Edward Elgar. 1999. 3. Blake, R. R. and J. S. Mouton. The Managerial Grid, Houston, TX: Gulf Publishing Company. 1964. 4. Building a winning team. Retrieved on November 14, from source: www. businesstown. com. 5. Davies, J. The evolution of university responses to financial reduction. Higher Education Management, 9(1), 127-140. 1997. 6. Deal, T. and A. Kennedy. Corporate Cultures, London: Penguin Books. 1988. 7. Garvin, David A. What makes for an authentic learning organization? Management Update: Newsletter from Harvard Business School 2, no. 6 (July 1): 7-9. 1993.

Vocabulary On Writing In EFL Learners

Vocabulary On Writing In EFL Learners Vocabulary knowledge has been considered as basic principles of learning English and it also has a determinant impact on EFL Witting skills. Writing is one of the important ways to learn English language that involves students ideas into the written text. Vocabulary mastery is one of knowledge that important to learn writing, listening, reading, and speaking A good writer has to know a set of vital items to enrich his writing such as grammar punctuation, capitalization rules; figurative language; rhyme; rhythm; and vocabulary. One item that can power up writing is a strong vocabulary. Spoken and written words are used to communicate ideas, thoughts, and emotions and they are so common among EFL learners, sometimes communicating will be successful and sometimes its quite reverse. To write an article, essay or even a composition which is written at school by students, good vocabulary is an essential object. Knowing synonyms and using strong vocabularies, give readers a good sense of meaning and information will make the writing more influential. In Santos, 1988; Astika,1993 study(cited in Lee,2003) has shown that lack of vocabulary contributes to writing difficulty for foreign language learners and that vocabulary is one of the most important features that determine writing quality The current article focused on the impact of vocabulary on writing in EFL learners. Importance of Vocabulary in Writing Vocabulary is defined as knowledge of words which is considered vital for language development and acquisition and is recognized as an essential factor in writing. It can also describe as the ability to use words in the generation and understanding of sentences. Beck, McCaslin, McKeown, 1980 study(cited in Yonek,2008)There is a substantial body of evidence demonstrating a link between vocabularies and students ability to read and comprehend passages. Researchers have also explored the role of vocabulary in three main aspects of students writing performance: (a) shaping teachers perceptions of writing quality; (b) predicting students overall writing performance, and (c) enhancing the quality of students written compositions( Papadopoulou, 2007,p.35). Papadopoulou,2007 said that there is a positive relationship between mature vocabulary (assessed by lexical choice) and high quality ratings. Particularly, when Neilsen and Piche (1981) compared the effects of syntactic complexity versus lexical choice on the ratings of writing quality, they reported high quality ratings for passages with mature vocabulary regardless of the passages syntactic complexity. Similarly, according to Papadopoulou,2007 examined the role of vocabulary in formatting teachers judgments of college freshmens written arguments:. It was reported that the appropriateness of words used, rather than the simple production of words, was more important in influencing teachers judgments of writing quality. The number of diction or word-choice errors per 100 words written was found to be a particularly strong predictor of writing quality. (Papadopoulou,2007,p.102) Vocabulary is also considered as a strong predictor of students overall writing performance when vocabulary scores are compared to more elaborated criterion measures of written expression such as the Test of Written Language (Towel;Hammill Larsen, 1978), the Stanford Achievement Test (SAT; Madden, Gardner,Rudman, Karlsen, Merwin, 1978), and the Developmental Sentence Scoring System (Lee Canter, 1971). Significant research has been conducted on the effects of vocabulary instruction on reading performance but studies investigating vocabulary instruction and writing are few (Duin Graves, 1987). It also illustrates the effects of vocabulary instruction on the quality of students written products. (Yonek,2008,p.68) Despite the correlations between verbal ability and writing, the nature of the relationship between the two is less certain. A rich vocabulary allows writer to get a richness of thought onto paper. However, the writers real pleasure comes not from using an exotic word but from using the right word. In other research, effective writing has also been shown to be reliant upon verbal working memory . Those students who have considerable difficulty in producing well written compositions suffer from underdeveloped oral proficiency levels. According to Bereiter Scardamalia, 1987 study,(cited in Lee,2003)Further research shows that verbal memory limitations impact both quantity and quality of writing . In writing, using correct verbs, propositions and grammatical point is so important. Vocabulary and writing: Finding the right words In some ways, the ability to write effectively hinges upon having an adequate vocabulary even more than does the ability to read. Once students have learned to decode words, they may be able to read and pronounce many words that are unfamiliar to them. They may even be able to determine accurate meanings of unfamiliar words simply by examining the context in which those words are used. During the writing process, however, a student does not have the luxury of examining the context in which a word is used; he or she is creating the context. Therefore, the writer must be able to spontaneously recall words that are known not only by sight, but that are understood well enough to use correctly. Writing is dependent upon the ability to draw upon words to describe an event. The breadth and depth of a students vocabulary will have a direct influence upon the descriptiveness, accuracy, and quality of his or her writing. Yonek( 2008) notes, variety in selecting words to convey accurate meanings is necessary in speaking and writing, the outgoes of the language arts and at any level, written communication is more effective when a depth of vocabulary and command of language is (p. 25-26). Principles of vocabulary development Since words are the writers most important tools, vocabulary development must be an important and ongoing part of classroom learning. In Laflamme (1997) study( cited in yonek 2008) offers several key principles that should guide the creation and implementation of a comprehensive vocabulary development program. 1. Teachers must offer direct instruction of techniques or procedures for developing a broad and varied vocabulary. This instruction can be provided both formally through the language arts program, and informally through various classroom interactions-such as story time-with students. 2. New vocabulary terms must be connected to students previous knowledge and experiences. If students are unable to contextualize new words by attaching them to words and concepts they already understand, the words will likely have little meaning to them, and if meaning is lacking, the chances are pupils will memorize terms and concepts for testing purposes only or largely. 3. Students should be able to contextualize the vocabulary terms they have learned and use them in society. In order for students to do this successfully, they must first learn to become comfortable using these words in the classroom. Students should be required or encouraged to incorporate new vocabulary terms into their oral and written reports and presentations. 4. Practice and repetition are important methods by which students can become familiar with new words and under- stand how they may be used correctly .Students should be frequently exposed to the same words through practice exercises, classroom use, and testing. 5. Teachers should model an enthusiasm for and curiosity about new words through their own behaviors and attitudes. Teachers who are enthusiastic about vocabulary development will automatically look for teachable moments throughout the day, pointing out interesting words as they crop up in texts, stories, or conversation; asking students to explore alternative ways of expressing concepts; and helping identify colorful, descriptive ways of speaking and writing. 6. Schools, teachers, and students must be committed to vocabulary development over the long term. The teaching of vocabulary must be an interdisciplinary project, integrated into the curriculum at every level. Effects of vocabulary Instruction on writing and using vocabulary to improve writing skills Efforts to improve writing performance through vocabulary instruction have been limited making generalizations about the role of vocabulary instruction unwarranted. However, a few studies examining the effects of vocabulary instruction on writing reveal some promising findings between the two. While improved vocabulary can enhance students writing skills, there is no guarantee that it will do so automatically. Improvement in vocabulary will result in improved writing skills only if the teacher is able to create a classroom that takes writing seriously. In Corona, Spangenberger 1998 study (cited in lee 2003) in such a classroom, process and environment are closely intertwined and interdependent. The process does not come alive unless the environment is conducive to it. The following are techniques teachers can use to create a writing-centered classroom. 1. Sharing vocabulary-rich literature by reading books, poems, and stories that contain interesting vocabulary, teachers can both introduce new words and provide a forum for discussing them. It helps the students become better writers, 2. Helping students to look for interesting words. There are many different forms this can take. For example, students could pair up and look through books for words that catch their attention, then write down common words that the author could have used instead. 3. Offering a variety of writing opportunities. A writer-centered classroom emphasizes using written expression to communicate ideas. Writing is an important part of all areas of the curriculum. The authors go on to note that students have a greater investment in their writing when they are given choices about their assignments. Such choices may include journal or diary entries, weekly logs summarizing journal entries, book reports, outlines, poetry, autobiographies, short stories, or any number of variations on the above. 4. Providing sample time for students to fully experience the writing process . The teaching of writing should be approached as a process that must be studied in depth, and substantial blocks of time should be devoted to writing. 5. Allowing students to conference with teachers and fellow students. When writing topics are chosen, students should meet with their teacher to discuss ideas and answer questions. The teachers role is to encourage, build on existing strengths, and help the student expand his or her abilities. Conferencing with fellow students gives the budding writer the opportunity to share ideas, brainstorm, and rework his or her project. Research (Henry, Scott Wells, 1999;cited in Yonek 2008) has shown Teachers who are following principles relating to vocabulary development: valuing words is critical to student learning, wide reading and direct instruction are critical components to vocabulary learning, and modeling word consciousness with a focus on language use encouraged students to pay attention to words Conclusion: In Scott 2004, study (cited in Lee 2003) research shows that having a large and sophisticated vocabulary helps a writer produce quality text by limiting the cognitive demands during a writing task. Though research connecting effective vocabulary instruction and writing is limited, some studies suggest that rich vocabulary instruction and developing word consciousness can positively influence writing. Principles identified from the research relating to generalized effects in comprehension as a result of vocabulary instruction may serve as the basis for effective instructional methods designed to increase word knowledge to a degree that can affect writing.

What do you learn about the First World War from your reading of :: English Literature

What do you learn about the First World War from your reading of Wilfred Owens poetry? From Wilfred Owens poems you can learn so many different things. He was one of a group of soldiers, he wrote about the war as he experienced it. So all of his poems are primary evidence because the poems were wrote by him when the war was going on. We can prove that Wilfred Owen was in the War by using a quote from a poem he wrote. The poem is titled 'Dulce et Decorum Est'. In the poem he gives his opinion on war. He says "Dulce et decorum est Pro Partria mori" This means it is good and beautiful to die for your country. He wrote it in Latin, the rest of the poem is english. By using Latin I think it creates a distinguished impact on the reader. It draws their attention to it. Honestly, Wilfred Owen does not believe it actually is good to die for your country. He is being critical. The opposition to this view of war would be a poet named Jessie Pope. Wilfred Owens and Jessie popes' poetry is very different, Jessie Popes' is usually more of a poem to recruit soldiers and get the point across that if you fight for your country war is good. Wilfred Owens poems are far more descriptive and appeal to the senses, giving us an insight on life in world war one. In the poem 'The Sentry' he appeals to the senses by describing the weather as "water falls of slime" and describing the smell "Stank old and sour." We can learn from this poem that physical conditions in the war were awful. There would be high danger of dying and injuring yourself because bullets were being shot everywhere and gas attacks were occuring frequently. "Gas! Gas! Quick, boys!"(From Dulce et Decorum Est) We learn how the gas attacks effect the soldiers in the poem 'Dulce et Decorum Est' there is a section in the poem where Wilfred describes a gas attack. "Dim, through the misty panes and thick green light, A under a green sea I saw him drowning." The misty panes were Wilfreds eyes; they were misted because of the gas in the air. He describes the colour of the gas as 'green' and the amount of it as a 'sea' so it spreads quite a distance and widths as seas are generally known for being large. Green is known as the colour of envy and maybe the gas is representing the opposisitions jealously towards the enemy that they are winning. In this poem Wilfred describes what the soldiers are like in their

Extended Families :: essays research papers

Extended Families in the African American Culture   Ã‚  Ã‚  Ã‚  Ã‚  There are some lines attributed to Victor Hugo which read: â€Å"She broke the bread into two fragments and gave them to her children, who ate with eagerness. ‘She hath kept none for herself,’ grumbled the sergeant.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"’Because she is not hungry,’ said a soldier   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"’No,’ said the sergeant, ‘because she is a mother.’†   Ã‚  Ã‚  Ã‚  Ã‚  These lines of writ are truly identifiable in my past. I have no doubt that my mother would sacrifice her own comfort, as she often has, in order to assure that I, myself, have that which I desire and need. However I would surely be remorsed if I failed to admit that my happiest times come not only when I am in the company of my mother but also in the company with my father, brothers, and sister. The joys of a family are surely among the great gifts of God. It is this feeling of unity that I hate to see withheld from any human being, having experienced this fullness of joy myself. It is this reason among others that pains me to read the accounts of early African Americans that were enslaved and oft robbed of their biological families.   Ã‚  Ã‚  Ã‚  Ã‚  The two pieces that I have most enjoyed reading, Equiano and Douglas, talked of this most severe suffering and pain. Equiano writes, â€Å"I remember in the vessel in which I was brought over in, in the man’s apartment, there were several brothers, who, in the sale, were sold in different lots; and it was very moving on this occasion to see their distress and hear their cries at parting†¦Why are parents to lose their children, brothers their sisters, or husbands their wives? Surely this is a new refinement in cruelty, which, while it has no advantage to atone for it, thus aggravates distress, and adds fresh horrors even to the wretchedness of slavery.† Equiano who had already been stripped of his sister, with whom he was taken captive, would learn that if they had been brought to the auction block together, they still, most assuredly, would have been taken by two distinct masters and hence forced to live their confinements apart.   Ã‚  Ã‚  Ã‚  Ã‚  Frederick Douglas recounts quite a different way in which he was stripped of his family. Following popular practice, his mother was sold while he was still an infant to a neighboring farm and he recalls seeing her only â€Å"four or five times. Extended Families :: essays research papers Extended Families in the African American Culture   Ã‚  Ã‚  Ã‚  Ã‚  There are some lines attributed to Victor Hugo which read: â€Å"She broke the bread into two fragments and gave them to her children, who ate with eagerness. ‘She hath kept none for herself,’ grumbled the sergeant.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"’Because she is not hungry,’ said a soldier   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"’No,’ said the sergeant, ‘because she is a mother.’†   Ã‚  Ã‚  Ã‚  Ã‚  These lines of writ are truly identifiable in my past. I have no doubt that my mother would sacrifice her own comfort, as she often has, in order to assure that I, myself, have that which I desire and need. However I would surely be remorsed if I failed to admit that my happiest times come not only when I am in the company of my mother but also in the company with my father, brothers, and sister. The joys of a family are surely among the great gifts of God. It is this feeling of unity that I hate to see withheld from any human being, having experienced this fullness of joy myself. It is this reason among others that pains me to read the accounts of early African Americans that were enslaved and oft robbed of their biological families.   Ã‚  Ã‚  Ã‚  Ã‚  The two pieces that I have most enjoyed reading, Equiano and Douglas, talked of this most severe suffering and pain. Equiano writes, â€Å"I remember in the vessel in which I was brought over in, in the man’s apartment, there were several brothers, who, in the sale, were sold in different lots; and it was very moving on this occasion to see their distress and hear their cries at parting†¦Why are parents to lose their children, brothers their sisters, or husbands their wives? Surely this is a new refinement in cruelty, which, while it has no advantage to atone for it, thus aggravates distress, and adds fresh horrors even to the wretchedness of slavery.† Equiano who had already been stripped of his sister, with whom he was taken captive, would learn that if they had been brought to the auction block together, they still, most assuredly, would have been taken by two distinct masters and hence forced to live their confinements apart.   Ã‚  Ã‚  Ã‚  Ã‚  Frederick Douglas recounts quite a different way in which he was stripped of his family. Following popular practice, his mother was sold while he was still an infant to a neighboring farm and he recalls seeing her only â€Å"four or five times.

What Exactly Is the American Dream

Aysia S. Bertrand What Exactly is the American Dream? The word â€Å"American Dream’’ is something that all Americans think about having every day. The â€Å"American Dream† can be used in many ways like having the dream job you always wanted, living a perfect and happy life, or owning a well money making business. Depending on how each person visualizes his or her â€Å"American Dream† determines whether he or she sees success or failure. The â€Å"American Dream† as something each individual would go through and not let anyone or anything stand in the way to achieve that dream.In my opinion the â€Å"American Dream† is like a goal. A goal one must follow to accomplish ones dream, whether it is a short or long term goal. The â€Å"American Dream† is what makes the society, because everybody is trying to make it to the top of being the best they can be. Determination, motivation, and patience can lead to a successful American Dream,â €  however, giving up, laziness, and lack of knowledge due to failure will keep one from achieving that dream.Determination is the act or an instance of making a decision. It is a choice one has to make in achieving into that â€Å"American Dream. † If it is something one must have; for example, a big time promotion of being a manager or finding a cure for cancer, then he or she should go out of their way to be successful in achieving ones â€Å"American Dream. † Motivation is the reason one has for acting or behaving in a particular way. In this case one might need motivation in achieving the â€Å"American Dream† it is an incentive.If there is somebody one really trusts or who he or she can really count on to help and motivate them in to achieving that â€Å"American Dream† then when the time has come that â€Å"American Dream† will be rewarded to he or she for their hard work all because of the motivation he or she is getting. By receiving th at â€Å"American Dream† ones need to have patience, the capacity to accept or tolerate delay, trouble, or suffering without getting angry or upset. To succeed at anything one must have patience and persistence.It requires hard work, persistence and a desire for something better, by having those qualities and the desire and ambition to carry the important part of the â€Å"American Dream. † Sometimes in getting the success in the â€Å"American Dream† one must have to be patience in order for that special dream to come a reality. The â€Å"American Dream† might not come till one least expected it. The â€Å"American Dream† might come the next day or it will probably come in two years or so. One must have patience in order be successful in achieving at getting the â€Å"American Dream. Individuals who are giving up, Laziness, and lack of knowledge will lead one into failure from achieving ones dream. When giving up on anything that is trying to hel p one achieve a successful â€Å"American Dream† most likely he or she is leading into the road of failure. Giving up is not going to get an individual anywhere. If your lazy one is not going to get anything accomplish whatever that â€Å"American Dream† might be to him or her will not be fulfilled. If one is trying to get a decent job he or she is not going to sit around waiting for the job to come to them.They are going to do whatever it takes to get that â€Å"American Dream† job. Success only comes to those who prepare well and put in effort. Having lack of knowledge can stop one from achieving the â€Å"American Dream† because without having an education it is kind of hard to achieve anything in life especially if one trying is to get a good paying job. Everybody needs to be educated if one is trying to achieve the â€Å"American Dream. † Education will always be the number one key to success. Martin Luther King Jr. tates in she speech,† I say to you today, my friends, that in spite of the difficulties and frustrations of the moment I still have a dream. It is a dream deeply rooted in the American Dream. †(691) In todays’ society, all Americans want what everyone dreams about want which is to live the â€Å"American Dream† by having a big house, dream job, and living a perfect life without stress or regrets. People think they have to be the best and have everything well organized, or they will feel that they are not getting anything accomplished in achieving the â€Å"American Dream. Similar to what is said in James A. Autry essay â€Å"If the â€Å"organization† does not exist in the minds and hearts of the people, it does not exist. No chart can fix that. An organization’s function is simple: to provide a framework, a format a context in which people can effectively use resources to accomplish their goals. † (136-137) Many Individuals should always follow the dream that t hey desire the most, follow that dream until it is accomplished.Some individuals see the â€Å"American Dream† as determining whether he or she sees his or hers as a success or failure. Determination, motivation, and patience can lead one to a successful â€Å"American Dream. † Works Cited Autry, James A. â€Å"Irrevent Thoughts About Organization Charts. † The literature of Work. Ed. Sheila E. Murphy, John G. Sperling, and John D. Murphy. Phoenix: U of Phoenix P, 1991. 136-137. Print. King, Martin Luther, Jr. â€Å"I Have a Dream. † Comp. Jean Wyrick. Steps to writing Well with Additional Readings. 8th ed. Boston: Wadsworth, 2011. 691. Print.