The Color Purple vs. The Joy Luck Club Essay example

The Color Purple is a biased, unbalanced view into the life of black women during the early to mid-nineteen hundreds. While it is obvious that a woman who in her own right is racist, chauvinist, and ignorant to the way that the world really works wrote the novel, it has been requested that the class write a paper on the story. Whilst this writer does not agree with this novel or anything that Alice Walker thinks or feels, obligingly this paper is been written. The Color Purple and the Joy Luck Club had many similarities, the most notably the presence of weak, ill bred, and quite frankly embarrassing male characters. nbsp;nbsp;nbsp;nbsp;nbsp;The most obvious example of one of these unfortunate male characters is of course Albert from†¦show more content†¦So instead I tell my mother this: â€Å"I don’t really know. It’s something we started before we got married. And for some reason we never stopped.† (Tan 177) It is clear from the tone of the discussion that the idea hurts Lena inside, especially since she makes less than Harold. Amy Tan wrote it this way so that the reader would pity Lean and see Harold as a money grubbing bastard. nbsp;nbsp;nbsp;nbsp;nbsp;Rich is the second example of a weak male character in The Joy Luck Club, and his main flaw is gross ignorance. His new live in girlfriend is Waverly. An entire section of the book is dedicated to the first meeting between Rich and Waverly’s mother and father. During the entire section, Rich makes one blunder after another. He brought a lovely bottle of red wine for dinner, not knowing that the Chinese do not stereotypically drink wine. He fumbled with the chopsticks, took huge portions and refused seconds, and regrettably added a hefty amount of soy sauce to all of the food. In possibly the biggest blunder of the night not only did he call â€Å"Lindo and Tin Jong by their first names but he butchered them calling them Linda and Tim. At the end of the night his ignorance came into play again; I knew he had failed miserably in her eyes. Rich obviously had a different opinion on howShow MoreRelatedBrief Survey of American Literature3339 Words   |  14 PagesRevolution(1789—1799) Romantic vs. Neoclassic (1) Neoclassicism: - reason, order, elegant wit - rationalism of enlightenment in 18th-cent. Romanticism: - passion, emotion, natural beauty - imagination, mysticism, liberalism (freedom to express personal feelings) Romantic vs. Neoclassic (2) Innovation: - subjects: common life; the supernatural; the far away and the long ago - style: common language really used by men; poetic symbolism Romantic vs. Neoclassic(3) Good poetryRead MoreFundamentals of Hrm263904 Words   |  1056 PagesAction Plans 59 Demonstrating Comprehension: Questions for Review 80 Key Terms 80 81 HRM Workshop Linking Concepts to Practice: Discussion Questions 81 Developing Diagnostic and Analytical Skills 81 Case Application 3-A: Diversity Is the New Color This Year 81 Case Application 3-B: When Oversight Fails 81 Working with a Team: What’s Your Perception? 82 Learning an HRM Skill: Investigating a Harassment Complaint 82 Enhancing Your Communication Skills 83 DID YOU KNOW?: Suggestions for RecruitingRead MoreLogical Reasoning189930 Words   |  760 Pages.............................................................................. 299 CHAPTER 10 Deductive Reasoning .......................................................................................... 312 x Implying with Certainty vs. with Probability ................................................................................ 312 Distinguishing Deduction from Induction ..................................................................................... 319 Review of MajorRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesArendt, University of Wisconsin, Green Bay Anke Arnaud, University of Central Florida Mihran Aroian, University of Texas, Austin Gary Ballinger, Purdue University Deborah Balser, University of Missouri at St. Louis Christopher Barlow, DePaul University Joy Benson, University of Wisconsin at Green Bay Lehman Benson III, University of Arizona Jacqui Bergman, Appalachian State University Anne Berthelot, University of Texas at El Paso David Bess, Shidler College of Business at the University of Hawaii Bruce

Lexis Nexis Uk Newspaper Database Article Education Essay Free Essays

string(128) " Recent surveies show that the deficiency of male instructors is due to low wages and issues associating to gender stereotypes\." This annotated bibliography will see issues associating to a male influence within a schoolroom environment and to detect whether or non it benefits kids ‘s acquisition. Why is there a deficiency of male instructors in the twenty-first century? Do male instructors deliver a better acquisition experience than female instructors? Cardinal Footings â€Å" male instructors in early instruction † â€Å" male instructors † â€Å" pupil reaction to male instructors † â€Å" male influence in school † â€Å" learning males in school † â€Å" work forces in the schoolroom † â€Å" work forces in early instruction † . Beginnings Education Resource Information Centre ( ERIC ) Sumsion, J. We will write a custom essay sample on Lexis Nexis Uk Newspaper Database Article Education Essay or any similar topic only for you Order Now ( 2005, 1st One-fourth ) . Male instructors in early childhood instruction: issues and instance survey. In Diamond, K, E. Early Childhood Research Quarterly 20 ( pp.109-123 ) . USA. Searched for â€Å" male instructors in early instruction † in ERIC. Full text version was non available. Full article provided by SciVerse database through a journal hunt on Strathclyde Universities SuPrimo. This subdivision of the diary identifies positive statements for the enlisting of work forces in early instruction. The research was compiled in three bunchs of statements: benefits for society, for the instruction business and for the infant pupils. This first statement declares that with an increased figure of males in the instruction profession that there would be an altered attitude to premises in relation to gender functions and duties. This is briefly conveyed ( Cameron A ; Moss 1998 ) that differentiates between male and females in relation to childcare – contradictory of sensed stereotypes. Additionally, the following bunch argues that with more male input in the profession there would be an addition in the position and of instructors ( Lyons et al. , 2003 ) and besides would better workplace kineticss and staff interrelatednesss. Besides there is grounds that supports work forces keep higher paid administrative places that could potentially be transferred to the learning profession. The 3rd statement is that work forces can assist develop kids ‘s attitude for a diverse hereafter. By exposing kids to non-traditional buildings they can get down to go more compassionate and morally right. Sternod, B.M. ( 2011, Issue 2 ) . Role Models or Normalizing Agents? A Genealogic Analysis of Popular Written News Media Discourse sing Male Teachers. In Thiessen, D. Curriculum Inquiry. ( pp.277-286 ) . California, USA. Searched for â€Å" work forces in the schoolroom † in ERIC. Full text version was non available. Full article provided by Wiley Online Library through a journal hunt on Strathclyde Universities SuPrimo. This diary identifies adult females as a menace to the development of immature males as they override the masculine impact that is attempted to be conveyed. Evidence supports the deficiency of male instructors in simple schools with merely 9 % being male. Some school kids have no male influence in their lives and urgently necessitate an influential figure to larn and draw a bead on from. Male instructors besides supply concrete subject within the schoolroom but besides can understand immature male behaviorism. Males are besides, more austere doing kids more alert within the schoolroom and they besides are able to link with pupil, in bend bettering acquisition. Michael Gurian ( Hein, 1998 ; Peterson,1998 ) claims that male childs learn through a â€Å" masculine nurturing system † which revolves around â€Å" regard. Male childs can derive regard from an older/wiser male and this has to be earned. If a male child acts unsuitably the higher ranking male will loss regard for that person and it is up to the person to accomplish it back. This relationship has a inclination to be around males – therefore it would be good for male influence to be in school community. Lack of male influence both in and out of school physiques up a inclination for Acts of the Apostless of force and other offenses. Without a powerful influence in a kid ‘s development their natural maleness is free to make what it wants. Without positive counsel immature male could easy fall in to the incorrect paths and may non hold good ethical motives and could arise against what is really good. This diary continues to look at different facets of what makes a function theoretical account and what it has been based on. Lexis Nexis UK Newspaper database article Clark, L. ( 2012 ) . 1 in 5 male childs at primaries have no male instructors while some could travel through their full instruction without one. MailOnline, 16th November. Retrieved from hypertext transfer protocol: //www.lexisnexis.com/uk/news/ . Searched for â€Å" Male instructors † on hypertext transfer protocol: //www.lexisnexis.com/uk/news/ . This newspaper article presents an statement that there is a demand for male primary pedagogues. The article cites that there is a astonishing sum of female instructors in relation to male instructors with 360,485 male childs aged 4 – 10 holding attended a school with no qualified male presence. Within these statistics 61,060 of the pupils are having free school repasts due to low income – highlighting that the job is countrywide. There is a deficiency of male influence within primary students taking to claims that excessively many male childs are holding small or no interaction with males before making high school. With a altering nature within places there potentially may be pupils who reach early maturity and holding no male influence – making a ‘distorted ‘ position of society. Professor John Howson at Oxford Brookes University agrees stating: â€Å" If you ne’er acquire a opportunity to interact with one gender, so you are non acquiring a rounded instruction † . The article continues, speaking about how immature professionals can be persuaded to come in the instruction profession and how bad imperativeness and other influential factors can do this hard. Internet Research Article Koutros, M. ( 2010 ) . The Lack of Male Teachers and it ‘s Effect on Student Development. Brooklyn College: USA. Retrieved from hypertext transfer protocol: //earlyactionresearch.wikispaces.com/file/view/koutros_actionresearch.pdf/ . Searched hypertext transfer protocol: //www.google.co.uk for â€Å" student reaction to male instructors † . This article was produced by a pupil at an American University who was bring forthing an Action Research Project on the deficiency of male instructors in a schoolroom. The survey identifies that the National Education Association ( NEA ) , revealed that less than one-quarter of all instructors were male. Recent surveies show that the deficiency of male instructors is due to low wages and issues associating to gender stereotypes. You read "Lexis Nexis Uk Newspaper Database Article Education Essay" in category "Essay examples" The paper is garnering research on the deficiency of a strong male function theoretical account in schoolrooms holding a harming impact on a kid ‘s sustainable development. Male instructors are viewed as function theoretical accounts ( Martino, 2008. p.192 ) . â€Å" Recuperative Maleness Politicss † are a agencies to change stereotypes and convey back a male influence into the schoolroom. This is significantly of import for immature male childs as they look for a function theoretical account, person to draw a bead on to. Gender besides plays an impact on schoolroom direction techniques which differ from male and female. Males within a schoolroom have a better impact in relation to females as kids respond to bids from a male more instinctively ( Kesici, 2008 ; Bryce A ; Blown, 2007 ) . The article continues to detail the sum-up of the pupil ‘s research and his program of what he is traveling to make to garner relevant grounds. Andersonian library Book James, A.N. ( 2007 ) . Teaching the Male Brain: How male childs Think, Feel and Learn in School. ( pp. 157-159 ) . USA. Searched â€Å" learning males in school † in the University of Strathclyde ‘s SuPrimo database. This book analogies ‘ that maleness is an indispensable facet of a kid ‘s development – kids should be able to see that there are many alternate ways of seeing the universe from a gendered position. Male function theoretical accounts are critical: with many an increasing figure of one-parent households a dominantly female influence disenable male childs to specify what it means to be a male child ( Neall, 2002 ; Pollack, 1998 ) . A job arises with a chief female influence on a immature male: what if in seeking to move like a male, a child Rebels against the influence of a female and acts the complete antonym. He may hold decided that the right behavior for work forces is ill-mannered, angry, noisy and vocal. This acts as a cardinal defect to a feminist position within a school environment ( Mac and Ghail, 1994 ) . A male instructor can besides impact originative subjects such as art in a positive mode. By giving the kids a mechanical point of view the pupils took it in on their pace and completed a undertaking as holding thought about it alternatively of a stereotyped female originative expressional side. The book is all about the manner boys learn and how they can be influenced and taught in different ways. Online Library Article Bittner, M. T. and Cooney, M. H. ( 2001 ) . Work force in Early Childhood Education: Their Emergent Issues. In Jalongo, M. R. Early Childhood Education Journal. ( pp. 77 – 82 ) . USA. Searched â€Å" male instructors early childhood † on Strathclyde University ‘s SuPrimo library hunt engine. This subdivision of the diary explores the different issues that affect work forces within a schoolroom environment. It looks at influential factors such as salary, household reaction and pre-conceptual stereotypes of being male and a member of the instruction profession. The goes on to look at the advantages and disadvantages of holding a male influence in a schoolroom. Children can profit both straight and professionally from a skilled, good educated male instructor. There are two analogies that back this up both giving grounds that male pupils have wholly altered behavior, assurance and ability with the impact that a male presence has had on the persons. Besides experiments have revealed that pupils are more watchful and concentrate on a adult male within a category – therefore would larn more. However, male instructors have a inclination to experience stray and uncomfortable being in a female dominant environment. This was besides apparent from one of the focal point groups the research workers carried out: one individual declared that some pupil ‘s parents were non happy with a adult male assisting their kids with toilet demands and another instructor disclosure that he feels judged when a kid harmlessly sits on his articulatio genus. To try to decide this ‘touch ‘ issue the group devised a procedure of constructing positive relationships with both pupils and parents in an effort to attest this issue. This article concludes by placing a demand for a declaration in the manner male instructors are perceived within the schoolroom. Comparison Sternod, B.M. ( 2011, Issue 2 ) . Role Models or Normalizing Agents? A Genealogic Analysis of Popular Written News Media Discourse sing Male Teachers. In Thiessen, D. Curriculum Inquiry. ( pp.277-286 ) . California, USA. Bittner, M. T. and Cooney, M. H. ( 2001 ) . Work force in Early Childhood Education: Their Emergent Issues. In Jalongo, M. R. Early Childhood Education Journal. ( pp. 77 – 82 ) . USA. Sternod and the Bittner, Cooney partnership both conducted research into what portion a male instructor dramas in the development of an early twelvemonth ‘s pupil. Sternod declares that there is a despairing demand for a male figure in the successful development of kids, particularly boys. The laterality of female staff overruling the really few male instructors highlights a defect in the instruction system with a deficiency of right gender stereotype instruction. Cooney and Bittner look at the learning profession and how it affects work forces. They besides explore the influence a male has on the schoolroom and how it can be perceived by others. Bittner and Cooner found that work forces may experience uncomfortable and uneasy with a schoolroom when kids are trying to be fond and ‘touchy-feely ‘ – non due to the males personal edginess but by the fact that in today ‘s milieus that would be judged by others and seen as incorrect. This provides grounds in favor of female instructors as they are conveyed as loving and lovingness. This stereotype besides differs from sternods article as he argues that adult females are the 1s doing the deficiency of full development chances of kids. Particularly, Sternod looks at male childs larning through a â€Å" masculine nurturing system † where regard is indispensable. Male instructors can utilize different methods of learning kids and have fluctuations in schoolroom behavior direction which differ from females. This method gives male instructors a measure up on females as they have an about point system with male pupils and that the pupils will take to affect -work harder- their male instructor. This strong personal instructor pupil relationship contradicts Cooney and Bittner as they argue that male instructors can non hold a strong relationship with pupils. It is deserving observing that both research workers agree that there is a demand for more male ‘s instructors within the learning profession. They merely somewhat differ on the methodological analysis in which should be set in topographic point to further better male standing in the schoolroom and for the development of kids. Decision A male influence within the learning profession decidedly has an impact on how kids are educated, the manner kids are educated and the effectivity of schoolroom behavior direction. Without surrogate, new methods of educating our immature people there would be a deficiency of effectual instruction manners that push and develop kids to endeavor to what they can go. A male function theoretical account is critical in guaranting that kids understand the difference between muliebrity in being a miss and maleness in being a adult male. As it is chiefly female instructors in early phases so kids develop more feminine properties and hence deficiency in maleness which is particularly refering for immature male childs. If there was no male presence so at that place would non merely be a deficiency of confident important figures but there besides would be an underlined defect in a kid ‘s gender stereotype instruction. A adult male in a schoolroom gives kids a modern point of view that kids aspire that anyone can make anything they want – non all instructors are females, non all pilots are male. There is grounds that supports males have a better controlled schoolroom with kids holding a inclination to hold better behavior in the pretension of a male. It could be the fact that kids are scared to how a male may respond to bad behavior or it could be due to the regard that the kids have for the pedagogue. Young boys normally behave better around older males as they are seeking to affect them and derive regard. Personally, I think that without males in the instruction profession there would be a batch less compassionate and credence within this modern, of all time altering epoch. Male teacher partly maintain kids up-to-date with altering tendencies within society and hence do the coevals of tomorrow more diverse and accepting. Besides without the first male instructor to animate the following coevals at that place would n’t be draw a bead oning instructors such as me. How to cite Lexis Nexis Uk Newspaper Database Article Education Essay, Essay examples

Depression And Suicide In Adolescents Essay Example For Students

Depression And Suicide In Adolescents Essay Depression and Suicide In Adolescents.As a state of extreme grief and all-encompassing sadness, depression, if left untreated, may lead to a deliberate murder of oneself, suicide. Depression effects individuals with out discriminating against race, gender, or age, yet among adolescents, the incidents of depression have increased significantly. Such increase is the potential cause of the rise of suicide rates amidst adolescents. Therefore it is imperative to treat depression before attempts of suicide are made, for if neglected, such attempts could become successful. Through out the years, adolescence has been regarded as the most confusing and difficult part of life, for teenagers deal not only with hormonal and bodily changes, but also with changes of their position in the society. Responsibilities for and ambiguities about the future, along with romantic relationships or alienation from such, are substantial causes of anxiety and stress to an adolescent. We will write a custom essay on Depression And Suicide In Adolescents specifically for you for only $16.38 $13.9/page Order now Teenagers today face problems different from those faced by teens of previous generations. Few of such problems are freedom, to engage in sexual activity and to abuse drugs, experiences in loss due to the soaring divorce rates, and the sense of loss of any kind of progress. Moreover, societal pressures to conform to an ideal physical model induce emotional distress onto young males and females. During adolescence teens thrive to find their identity and this identity is fragile and is threatened by fears of rejection, feelings of failure, and of being different. Commercialism of the favored looks and possessions may become unpleasant to a psychologically and emotionally stable individual, who does not posses the means advertised by the society. Such commercialism could be devastating to a less fortunate, in regards of monetary and psychical status, adolescent trying to find his or her identity. According to the researches of Herman-Stahl and Petersen, highly stressed adolescents display poor coping skills, low perceptions of efficacy, pessimism and withdrawal. Such combination of negative emotions may be concomitant of the depressive experience (Herman-Stahl and Petersen 1996). In other words, regardless of its source, stress is the leading cause of mental, otherwise called emotional or nervous, breakdowns, which in return can cause depression. Another highly effective factor of depression is the genetic predisposition. According to Garlson and Hatfield â€Å"†¦both simple depressive disorders and manic-depressive disorders are genetically transmitted† (Garlson and Hatfield 290). Therefore if a teen is genetically predisposed to depressive symptoms, the surrounding society only adds onto the chances of such adolescent becoming mentally depressed. Depression itself, according to Multiscore Depression Inventory, assesses nine components such as low energy, cognitive difficulty, irritability, sad mood, guilt, low self-esteem, social introversion, pessimism and instrumental helplessness (Wilcox and Scatter, 1996). Thus withdrawal from social interaction and alienation of oneself, along with the nine components, is a sign of depression. As stated in The Journal of the American Medical Association, adolescent suicide may be a very different phenomenon than suicide among adults, particularly the elderly. Elderly people who commit suicide seem to be more likely to have a clear and sustained intent to do so. Young people, on the other hand, are impulsive and not particularly skilled in communication (Rosengberg, Mercy, Houk 1991). According to the American Journal of Community Psychology, suicidal rate has gone from 3.6 per 100,000 people in 1960 to 11.3 per 100,000 in 1988, whereas the rates have increased only slightly in the total population (Reifman and Windle 1995). Such high rise in suicide rates was partially influenced by the way suicide is viewed. In the current society, suicide, along with its attempts, is considered an evidence of a character flaw, rather than a result of a serious psychological disorder. Such ignorance is a significant cause of the alienation process which prevents an adolescent from seeking help. In fear of being regarded as weak and helpless, some teenagers take matters into their own hands, so it seems to them at that particular moment. .u255490cad4452fce678dba2e68f07195 , .u255490cad4452fce678dba2e68f07195 .postImageUrl , .u255490cad4452fce678dba2e68f07195 .centered-text-area { min-height: 80px; position: relative; } .u255490cad4452fce678dba2e68f07195 , .u255490cad4452fce678dba2e68f07195:hover , .u255490cad4452fce678dba2e68f07195:visited , .u255490cad4452fce678dba2e68f07195:active { border:0!important; } .u255490cad4452fce678dba2e68f07195 .clearfix:after { content: ""; display: table; clear: both; } .u255490cad4452fce678dba2e68f07195 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u255490cad4452fce678dba2e68f07195:active , .u255490cad4452fce678dba2e68f07195:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u255490cad4452fce678dba2e68f07195 .centered-text-area { width: 100%; position: relative ; } .u255490cad4452fce678dba2e68f07195 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u255490cad4452fce678dba2e68f07195 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u255490cad4452fce678dba2e68f07195 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u255490cad4452fce678dba2e68f07195:hover .ctaButton { background-color: #34495E!important; } .u255490cad4452fce678dba2e68f07195 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u255490cad4452fce678dba2e68f07195 .u255490cad4452fce678dba2e68f07195-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u255490cad4452fce678dba2e68f07195:after { content: ""; display: block; clear: both; } READ: Pratyogita Darpan Essay This fear comes from the notion of the society on suicide being sinful and equivalent to murder, when in fact it is an act triggered by an illness. Moreover, according to the American Journal of Psychiatry there is growing evidence of an association between suicidal tendencies and a low level of the neurotransmitter serotonin. A higher rate of suicide attempts has been found in depressed patients whose spinal fluid contains low levels of a breakdown product of neurotransmitter serotonin. In addition, several studies have also found higher numbers of serotonin nerve receptor type in the brains of the suicide victims (Pandey, Pandey and Dwivedi 1995). Lack of the normal amount of serotonin is a chemical imbalance, it affects the prefrontal cortex of the brain, which seems to be the area most impacted by an serotonin system dysfunction (Larkin and Marilynn 1996). Such evidence of a chemical imbalance in a brain, corroborates a statement that suicide attempts are not of a character flaw, but a chemical. Since even before the days of Hippocrates, who referred to depression as a â€Å"black bile† scientists have been working on finding the cure for depression and suicide. Psychotherapy and prescribed drugs are currently the dominant treatments for mentallydepressed patients. According to the research conducted by The American Journal of Psychiatry in a San Diego Study, twelve percent of victims of suicide were on a some sort of an antidepressant and seeking some sort of psychiatric counseling at the time of death (Isacsson, Rich and Bergman 1996). Thus, supporting the statement that psychotherapy, along with antidepressants, significantly reduces the chances of a depressed patient committing suicide. Another factor, along with psychotherapy and antidepressants, which could help reduce the rate of suicides, is the social aspect. Such institutions as schools, where teenagers spend most of their adolescence, need to be more aware and alert of depressive and suicidal symptoms. Teachers and school psychologists need to attend to the needs of students, for adolescents are highly competitive and discriminatory against each other. In order to prevent depression, and thus the suicide attempts, parents need to involve themselves in the lives of their adolescent child. In result, the teenager will be more frank and free to suggested guidance through the rough episodes. In conclusion, to someone who is profoundly depressed, suicide seems to be an easier escape from the unbearable pain that placed the individual in such depressive state. Moreover, the contemporary society regards depression and suicide as character defect, rather than a cerebral chemical imbalance. Thus to a developing adolescent, who might also be genetically predisposed to depression, who has not yet learned the proper skills of coping with stresses of life and surviving the misfortunes of it, reaching out for help could become more difficult than committing suicide. Therefore, in order to prevent such an escape, parents, along with teachers, and responsible adult individuals need to educate and be more aware of depression and its consequences. Psychology Essays

Literary Analysis About “Hills Like White Elephants” free essay sample

She apparently wants to have the baby and settle down to a normal life, but he wants her to abort their baby so that they can continue their adventures for the world. The girl and the American desperation revels the necessity of taking responsibility for the one’s own life. The theme, character and symbols of the role of the woman in Hills like White Elephants, are helpful to discuss the story because many sides of being a woman are shown, even though there hourglass are only two female characters. The theme in this story is talking versus communication. Hills like White Elephants are a short story about a conversation between the American man and his girlfriend. Neither of the speakers can communicate with the other. The story is mostly about how they discuss the issue, what choices they explore, what choices they do not explore, and how they go to get a clear resolution about the issue. We will write a custom essay sample on Literary Analysis About â€Å"Hills Like White Elephants† or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Both persons are talking, but neither wants to understand the other’s point of view of the issue. The American man is trying to convince the girl to have an operation, which is understood to be an abortion that never mentioned by this name in the story. He tells her he loves her, and that everything between them will go back to the way it used to be. Meanwhile, she wants the child, she knows that have a child will destroy their relationship, and if she goes through with the abortion their relationship will alter radically. Here is somewhat that the girl and the American reaches a crucial point, If Jig gives in to her lovers wishes, their live cannot, as she well knows, be the same as before (Wyche 59). They struggle to communicate their opposing viewpoints on the course their relationship should take. But the story ends without clear resolution, so this does not show is they manage to find common ground. The character of the woman in Hills like White Elephants is less assertive and persuasive. According with the literary criticism of Paul Rakin that says, â€Å"The story emerges as a series of parries that demonstrate the girl’s superiority is terms of her cognitive and cognitive intelligence, as well as her experience, her scathing wit, and her facility with ironic sarcasm† (Rakin 234). She appears confused and mentally/emotional weak. She is unclear about what she wants and needs, and she is unable to make up her mind. She is unfamiliar with the language of Spain. Everything she does in influenced by the American man, in fact she cannot order drinks from the bartender on her own without having to rely on the man’s ability to speak Spanish. She is seen as a victim of the American man. She looks like a woman forced into having an abortion against her will. She is unlikely to encounter even the limited insight and empathy that a well-intentioned, loving man might provide alone with the American. She has an ability to take in her surroundings and find ways to diffuse the mans anger as are showing here, â€Å"She makes another observation and changes the subject† (Rakin 235). She could also expect a wide variety of assistance if she did choose to raise a child on her own. She wants to accept the new identity of being parent, while he wants to reject it. She is willing to try new things, but she doesnt know what is right or not. The symbols in this story are vague leaving much to interpretation and imagination for the reader. These symbols from the story are the hills, white elephants, and the railroad station. The hills symbolize big obstacles that she must climb, but they are not enormous mountains. This represents the fact that the girls baby is a major obstacle in her life and the Americans life, but it is not the end of their life. She thinks they could make it through, but he doesnt wants to accept it. Hills are beautiful and natural. In other words, they have always been in the same place, and they will always be that way they are. This shows that being pregnant is no simple thing. It also shows how the girl and the American settling down would be a necessity with a baby. In spite of the girls decision, it is not something that the girl and the American man will be able forget about. The white elephants symbolize the girls unborn child. This is the reality of what Jig is going through. She has a baby which is, at this time in her life, useless to her. This story uses this play on words to develop the idea of Jigs possibility of having an unexpected child. The girl later retracts the observation, so this means that she wants to keep the baby after all. This can be thought of as the image of the swollen breasts and abdomen of a pregnant woman, and the prenatal dream of mother. The symbol of the railroad station is symbolic of being at the crossroads of life during a time of crisis. The American man and the girl cannot stay at the station forever because they are traveling and there will be change. This is symbolizes the decision of whether or not to keep the child. There must be a decision of where to go next, either keep or abort the child is a difficult decision. In conclusion, Hills like White Elephants are a story about crisis. The American and the woman have a relationship, and they have been traveling for Europe. They are talking about an operation sitting at the train station.

Telecom act of 1996 essays

Telecom act of 1996 essays In an attempt to take control of telecommunication technology, congress passed the Telecommunications Act of 1996. This massive act comprehensively addresses virtually every current aspect of telecommunications. It is the first major telecommunications legislation enacted since the Communications Act of 1934, which essentially established the air waves as public property, regulated by the government. Major provisions in the media include major restructuring of the telephone industry, deregulation of the cable industry, and limitations in content of broadcast and network media. In the Bell breakup of 1984, the seven regional bells were now able to compete in the long distance arena. Long distance companies may now offer local service. There are no more prohibitions on cross-ownership in the telephone or cable industries. In fact, phone companies may now offer cable service and cable companies may offer telephone service. While much of the bills spirit is that of deregulation, some of the Act imposes strict new regulation. Chief among these is the Communications Decency Act, which is embedded in the Telecommunications Act of 1996. This is, by far, the most controversial and disputed portion of the Telecom Act. The Communications Decency Act, which is aimed at the internet, imposes stiff criminal penalties for any person who transmits obscene materials over a computer network. The American Civil Liberties Union, upon passage of the Act, promptly filed an injunction in the United States District Court in Pennsylvania. The ACLU contended that indecent material was constitutionally protected under the first amendment and that any regulation thereof was forbidden. The future of the Communications Decency Act looks shaky. Unless it is rewritten with the questioned portions repealed, it is unlikely to survive in this day and age. In the telephone industry, The Act permits Bell Opera ...

Symbols and Motifs in Literature

Symbols and Motifs in Literature When you read a book, you might notice recurring themes within the text, which usually influence the storyline and provide clues into the plot or conflict occurring. In order to build and explain the theme, the author will use symbols and motifs. Many readers fully understand what a symbol is, but not everyone is as familiar with motifs. While they are similar and both serve to help us understand the material at hand, these two types of language arent the same. Both are crucial parts of creating a strong storyline that will draw in the reader and hold his attention. What is a symbol? A symbol is an object that represents something else, and in fact, are a part of your daily life, not just a piece of literature. You may not realize it, but you  encounter millions of symbols in your everyday life, such as: Traffic lights: Red light means stop, green means go, and yellow means cautionThe arrow means this wayA cross represents religion, or more specifically, ChristianityLight bulb means new ideaNumerals 1 and 0, put together, mean tenA heart means loveLogos represent brands, like the Nike swoosh or Macs AppleEven our names are symbols that represent us as individual humans Symbols can hold unexpected meaning, but upon further investigation, can make a lot of sense. For example, if you read a scene that involves a skunk lurking in the background, you might wonder what that animal could signify. But, if  theres something that foul in the works of your story, like a breakup or a bit of bad luck, the skunk begins to bring up imagery of something that is less than pleasant to experience. Thus, the symbolism.   To better understand symbolism, you might  ask yourself to consider what a variety of everyday objects might stand for if they were used in a piece of literation. For example, think about emotions or thoughts that come to mind when you see the following: Flowers (represent nature, birth, growth, femininity, beauty)Lightening bolt  (represents speed, strength, power, electricity)  Spider web (represents entanglement, entrapment, mystery) What is a motif? While a symbol might occur once in literature to signify an idea or an emotion, a motif can be an element or idea that repeats throughout that piece of literature. It is closely related to a theme but is more of a supporting role to the theme than a theme itself. It is within the pattern of repetition that the power and impact of a motif are found. A motif could, in fact, be expressed by a collection of related symbols. How do symbols and motifs work together? Since multiple symbols can be used to explain a motif, lets break down a few examples. Lets say we have a story about a family struggling to stay together, parents considering divorce. We might encounter a motif of fragmentation that could come from several symbols that appear in a book: Shattered glassA runaway (pet, teen, car)An explosionA scattered puzzle Sometimes a motif can also be a study on contrast, like the theme of good versus evil, or light and dark. A series of symbols that could represent this motif might be: Moon shadows (shades of darkness)A candle (a light in the darkness)Storm clouds (temporary darkness)A ray of sunshine (emerging from darkness)A tunnel (through the darkness) The symbols and motifs you discover in your reading will lead to the understanding of an overall theme of your book. To find the theme of a book, you should look for an overall message or lesson. If you do encounter the motif of light and dark in a book, you should think about a message that the author is trying to send about life. The light and dark of a story might tell us: Love survives deathLife renews itselfKnowledge conquers fear Tip: if you see a series of symbols or a collection of motifs, but you cant come up with a theme, try inserting a verb to describe the object.  If you see a lot of references to fire, for example, you can ask yourself what action we might associate with fire. Fire burnsFire destroysFire warms Consider which of these behaviors make sense in the context of the novel or story you are reading.

The Screenplay, Imagism and Modern Aesthetics - It's Evolution, Past Essay

The Screenplay, Imagism and Modern Aesthetics - It's Evolution, Past and Present - Essay Example Screenplays are rarely read outside the confines of the film world and academe, and they have been very little studied. Boon says this means that we should take care before we judge the genre because the facts are simply not adequately researched. The origins of screenplays are traced back to the early years of the twentieth century when cinema was just taking off. Prevailing ideas in the arts like imagism and an emerging modernism are suggested as the most suitable foundations for studying screenplays. Poetic works are cited as comparable to screenplays because they use â€Å"concrete images in a direct style that compacts the information into a tight rhetorical presentation.†3 Two further principles of imagism are suggested as belonging also to the screenplay, namely â€Å"1) the establishment of new rhythms and 2) a focus on common speech. 4 Because screenplays must be performable, they must remain very close to experience, and Boon sees their narrative rhythm, and also th e realism of the dialogue, matching modern fiction and poetics. On the format and layout of screenplays, Boon notes the rigid requirement for speaker name, colon, and spoken text in a screenplay, and argues that in novels and poems a similar approach is taken, usually but not always using quotation marks, and sometimes being omitted when the context makes it clear who is speaking. Boon notes these significantly different graphical methodologies, but somewhat perversely stresses what the two have in common: â€Å"Despite these differences, practical necessity guides the marking of dialogue in both modern prose and in the screenplay.†5 In one area Boon concedes that screenplays and novels or poems are different and that is in the impossibility of directly presenting introspection and psychological machinations in a screenplay. The use of symbolism, or of a rather intrusive narrative voiceover are the only techniques that allow the screenplay author to cover this important dimen sion. Boon finishes the article with a repetition of his main thesis: â€Å"Like any other more widely acknowledged literary forms (fiction, poetry, essay, drama), the screenplay is, in the final assessment, a creative literary form, and subject to the same historical and theoretical influences as any other creative writing.†6 There are some serious points in this article about the differences between a written text such as a screenplay and a motion picture which exists in film or nowadays also DVD form. It is certainly true that of all the participants in the making of a film the creator of the screenplay is often the least visible. Actors are used in all the publicity ventures, and the director usually takes part in interviews and is cited with the film title in all the catalogues. Authors of screenplays receive a mention the credits, and appear to receive prizes in their own special Oscar category, but beyond that, they mostly do not attain much public notice or fame. In a nother more lengthy work on the subject of screenplays, Boon reveals his own particular bias: â€Å"The lack of critical attention paid to screenplays has not been lost on screenwriters, many of whom expected screenwriters to achieve more status than they actually have.†

Poem Assignment Analysis or Character Example | Topics and Well Written Essays - 1000 words

Poem Analysis or Character - Assignment Example He yearns for the freedom of his earlier life. His lust for wandering is not yet over and he wants to roam the world with his old mariners. Although he is now back in his own kingdom with his wife and son he is still feeling restless and depressed. The poem brings out the agony of his heart as well as his indomitable spirit.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The contentment of domestic life is not for a man like Ulysses who is a traveler at heart and by soul. He misses his eventful past life and regrets that he has to now â€Å"mete and dole/Unequal laws unto a savage race,† (Tennyson, 1090, line3). Ulysses’ age is not a barrier to him. His soul still yearns for fresh adventures -â€Å"Come, my friends,/  Tis not too late to seek a newer world.† (Tennyson, 1091, line56) Some of the lines in this poem are enjambed. This means that the sentences often end in the middle rather than the end of the lines. Also the thought expressed in the line does not end with the li ne break-up -  Ã¢â‚¬Å"I cannot rest from travel: I will drink  / Life to the lees: all times I have enjoyed† (Tennyson, 1090, line6) Here the poet expresses different thoughts in different sections of the poem. Initially we see legendary warrior who has returned home and finds the daily routine of life boring and mundane. His yearning for fresh adventures comes through in nearly every line. His aged wife gets mentioned only in two lines of the poem. Likewise he does not seem to have any attachment towards the subjects he governs. His attention is focused only on traveling with his old companions in search of fresh adventures.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ulysses thinks his son Telemachus shall be a prudent king. Telemachus will inherit the throne from his father and govern Ithaca. As for himself Ulysses only wants to venture out in search of a new world- â€Å"Come, my friends/Tis not too late to seek a newer world.† (Tennyson, 1091, line57) Ulysses is we ll aware of the risks involved but this does not deter him. Neither old age nor the fear of death frightens this old warrior. Instead he exhorts his mariners to come with him on one last voyage. This poem also makes a statement about defying death and old age. Although death is inevitable we should not allow the fear of death to stop us from reaching our goal. A man should have the courage to live for the moment. Thus we might say this poem is an allegory about mortality. This idea is expressed vividly in the following lines:-   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å" We are not now that strength which in the old days     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Moved earth and heaven; that which we are, we are,     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  One equal-temper of heroic he arts,     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Made weak by time and fate, but strong in will     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  To strive, to seek, to find, and not to yield.† (Tennyson, 1091, line66) Thus the feelings of the poet are similar to the sentiments expressed by Ulysses when he tells his men â€Å"To strive, to seek, to find, and not to yield.† (Tennyson, 1091, line70) It is the indomitable courage of Ulysses that appeals to the poet and which finds expression in this poem. It is this fearlessness, which is an integral part of Ulysses’s character. The Ulysses we find in this poem cannot be called a perfect hero. There are several flaws in his character. Perhaps these imperfections make him more

Jim Goodnight Essay Example for Free

Jim Goodnight Essay Goodnight is driven by creating a culture that is full of employee engagement and motivation. On the SAS website, Jim Goodnight is quoted as saying, â€Å"Treat employees like they make a difference and they will†. In a publication from Harvard Business Review that Goodnight co-wrote with author Richard Florida he states, â€Å"companies prosper when they harness the creative capital of their employees, as those are the individuals that are creative thinkers and generate valuable products and services. † Mr. Goodnight understands that his product is a â€Å"product of the mind,† and therefore recognizes that maintaining an environment that retains employees and keeps them engaged is a requirement to be successfully. Jim Goodnight has entrenched motivator factors into his business, while minimizing and eliminating hygiene factors for his employees. SAS uses a vertical loading management style that allows employees to be more engaged and empowered in their work. Employees draw responsibility and challenge from this management platform. SAS employees are often only two or three levels down from the CEO, Jim Goodnight, and work alongside their management writing code and setting deadlines. These factors motivate employees and displays to them that managers can be technical in nature and work alongside them â€Å"in the trenches. † Also, SAS has a strong focus on employee satisfaction and uses all possible means to minimize and eliminate hygiene factors that could cause dissatisfaction. Mr. Goodnight pays his employees a competitive salary, however, he shows his commitment through other means such as; benefits, company programs, and employee facilities. SAS understands that work life balance is a conflict that most professionals have to deal with and overcome. SAS maintains flexibility by offering services that ease this burden such as; lunch programs, unlimited sick leave, and in house childcare. The fact that SAS has never had a layoff speaks volumes to its employees about the dedication that leadership has to its employees on job security and proper staffing levels. These factors have far reaching effects on employees and families, as they recognize and appreciate these benefits. My current employer offers a package similar to the one SAS provides its employees, and I experience similar results. For example, teams are more motivated and engaged in their work with minimal turnover and low dissatisfaction with their jobs, and teams are more likely to accept additional assignments with minimal pushback. Jim Goodnight is clearly motivated by offering his employees the highest quality of work life balance possible. He believes the culture is based on trust between our employees and the company.

Two Points Against Naturalized Epistemology :: Epistemology Research Papers

Two Points Against Naturalized Epistemology ABSTRACT: My aim is to raise two points against naturalizing epistemology. First, against Quine’s version of naturalizing epistemology, I claim that the traditional questions of epistemology are indispensable, in that they impose themselves in every attempt to construct an epistemology. These epistemological questions are pre- and extra-scientific questions; they are beyond the scientific domain of research, thus, for a distinct province of inquiry. Second, I claim that no naturalistic account can be given as an answer to the traditional question of justification. I take Goldman’s and Haack’s accounts as examples to support my claim. The traditional demand of justification is to start from nowhere. Naturalizing justification is to start form somewhere. The two approaches are, thus, necessarily incompatible with each other. So, the accounts given by the naturalists are not answers to the traditional problem of justification. To remain compatible with themselves, t he naturalists should have conceded that the problem of justification is illegitimate or incoherent. The fact that they did not I take as additional evidence to support my claim that the traditional questions of epistemology are indispensable: they impose themselves and are, thus, hard to eliminate. Introduction: When Plato tried to distinguish in "The Theatetus" between mere belief and knowledge, as an attempt to answer the skeptical doubts concerning the possibility of our knowledge of the external world , he has created what has become known throughout the history of philosophy as "epistemology" and what has since then, become a distinct province of inquiry whose main concern is determining the nature, the scope, the sources and limits of human knowledge. These problems, which are known as the traditional problems are to be determined, according to the traditional approach to epistemology, as exemplified throughout the history of epistemology, by using a priori methods such as conceptual analysis, not by any kind of empirical investigation. Such view of epistemology was rejected, partially or wholly in different ways and for various reasons by the recent trend known. as "naturalized epistemology". (1) The aim of this paper is to raise two points against two versions of naturalized epistemology; the first is that epistemology can be restricted to doing science, as held by Quine who is cited to having held the strong version of naturalized epistemology, (2) the second is that justification can be given a naturalistic account, as held by A. Goldman and others, from which I conclude that traditional epistemology survives the attempt to naturalize.

Compare and Contrast on Fibers Essay

As nutrition labeling becomes essential throughout the world, it is recognized that a single definition of fiber may be needed. New products are being developed or isolated that behave like fiber, yet do not meet the traditional requirements of fiber, either analytically or physiologically. Without an accurate definition of fiber, compounds can be designed or isolated and concentrated using available methods without necessarily providing beneficial health effects, which most people consider to be an important attribute of fiber. Most of us are familiar with the terms â€Å"soluble fiber† and â€Å"insoluble fiber† but what is the actual difference? Soluble fibers bind with fatty acids and slow digestion so blood sugars are released more slowly into the body. These fibers help lower LDL cholesterol and help regulate blood sugar levels for people with diabetes. Insoluble fibers help hydrate and move waste through the intestines and control the pH levels in the intestines. These fibers help prevent constipation and keep you regular. The three most commonly used fibers are dietary, functional, and total fibers. Dietary Fiber consists of non-digestible carbohydrates and lignin that are intrinsic and intact in plants. Functional Fiber consists of isolated, non-digestible carbohydrates that have beneficial physiological effects in humans. Total Fiber is the sum of Dietary Fiber and Functional Fiber. Dietary fiber comes from the portion of plants that is not digested by enzymes in the intestinal tract. Part of it, however, may be metabolized by bacteria in the lower gut. Different types of plants vary in their amount and kind of fiber. Dietary Fiber includes pectin, gum, mucilage, cellulose, hemicellulose and lignin. Pectin and gum are water-soluble fibers found inside plant cells. They slow the passage of food through the intestines but do nothing to increase fecal bulk. In contrast, fibers in cell walls are water insoluble. These include cellulose, hemicellulose and lignin. Such fibers increase fecal bulk and speed up the passage of food through the digestive tract. Dietary fiber may help reduce the risk of some cancers, especially colon cancer. This idea is based on information that insoluble fiber increases the rate at which wastes are removed from the body. This means the body may have less exposure to toxic substances produced during digestion. Dietary fiber is found only in plant foods such as fruits, vegetables, nuts and grains. The form of foods may or may not affect its fiber content. Canned frozen fruits and vegetables contain just as much fiber as raw ones. Other types of processing may reduce fiber content. Drying and crushing, for example, destroy the water-holding qualities of fiber. The removal of seeds, or peels also reduces fiber content. Whole tomatoes have more fiber than peeled tomatoes, which have more than tomato juice. Likewise, whole wheat bread contains more fiber than white bread. Functional Fibers are isolated, non-digestible forms of carbohydrates that have been extracted from starchy foods or manufactured from starches or sugars. Unlike dietary fibers which are consumed in whole foods like vegetables, grains and legumes. These added substances are considered fiber because, like dietary fiber, they resist digestion and perform some of the same functions when eaten. Functional Fiber may have some of the benefits of naturally consuming dietary fiber, such as helping to prevent constipation or lowering blood glucose levels after meals, but in contrast lack nutrients and phytochemicals that come with fiber found in whole foods. Functional Fibers include gums, pectins, polydextrose and inulin. Inulin and polydextrose are water-soluble fibers as well as pectin and gums found in dietary fiber. Inulin is one functional fiber that is now being added into many food products enabling an excellent source of carbohydrates for probiotic organisms populating the lower portion of the gastrointestinal system. Such fibers may increase beneficial bacteria in the gut, enhance immune function, add bulk to stools, and help prevent constipation. Most nutritionists encourage getting fiber from whole foods that we eat because they contain many other healthful plant compounds. However, if you don’t get enough fiber in your diet (25-38grams daily) added functional fibers can help fill in the gap. On food labels, functional fibers are usually included in the grams of dietary fiber. Eating a wide variety of fibers is the ideal solution to gaining all the health benefits. Total fiber is the sum of dietary fiber and functional fiber. It’s not important to differentiate between which forms of each of these fibers you are getting in your diet but that the total amount is moderate. Eating too much fiber (more than 50-60 grams of fiber a day) may decrease the amount of vitamins and minerals your body absorbs. To add more fiber to the diet, an individual can increase the amount eaten gradually, this gives the stomach and intestines time to get used to the change. In addition, fiber supplements could easily lead to excess, which may cause intestinal discomfort thus, adding fiber to the diet with the addition of fiber rich foods is a safer route. Eating too much fiber too quickly may cause gas, diarrhea, and bloating. Excessive use of fiber supplements is associated with greater risk for intestinal problems. Some of the benefits from a high fiber diet may be from the food that provides the fiber, not from fiber alone. For this reason, it is best to obtain fiber from foods rather than from supplements.

Did General Haig deserve to be the Butcher of the Somme?

1 July 1916, Battle of Somme started, fought by the armies of the British and French empires against the German Empire. It took place on either side of the River Somme in France, and it ended on 18 November 1916. The battle caused millions of deaths and injuries between both sides. The war changed peoples’ thinking towards war. From a great adventure, to a bloody event. General Douglas Haig was one of the commanders from the British army in the Battle of Somme, the battle with one of the highest casualties in British military history.Some people called him â€Å"Butcher Haig† or â€Å"Butcher of the Somme† after his death in 1928, because he sent thousands of British soldiers to their death. But does he deserve the title? Or was he just doing his job and was there any misunderstanding in the battle? I will talk about the evidences and explain why many people view both sides and if he deserves the title or not. The offensive (Britain & France) conceived the idea a s a battle of attrition, attacking the Germans, the aim being to drain the German forces of reserves, although territorial gain was a secondary aim.On the first day of the battle of the Somme, Commander Haig’s army (The fourth army of Britain) lost 57,470 casualties, of which 19,240 men were killed, for only one day. The French had a â€Å"complete success† which collapsed the German Defenders in south of the Albert–Bapaume road. South bank of the German defense was made incapable of resisting another attack. They retreated to the north bank which abandonment of Fricourt was ordered. The German army went to the north bank and inflicted a huge defeat on the British infantry, which killed so many Britain soldiers.A lot of people called Douglas Haig the Butcher of the Somme. Here are some pieces of evidence to support this point of view. â€Å"The biggest murderer of the lot was Haig. I’m very bitter; always have been and always will be and everybody else t hat knew him. He lived almost 50 kilometers behind the line and that’s about as near as he got. I don’t think he knew what a trench was like. And they made him an Earl and gave him  £100,000. I know what I’d have given him† (Fred Pearson, commenting on Haig in a local newspaper in 1966) Pearson was a private on the Western Front.This suggests where Haig’s position was and the opinion of the soldier in the Front line. It also tells us that General Haig received a large amount of money and an Earl given by the loyal afterward. And although there were a lot of murderer (Commanders in charge) during the war time, but Haig led a large amount of the British army to death as they called him the BIGGEST murderer. This source was written years after the war in a local newspaper called Pro Venanic.It can be trusted because it was written by a person who was in the battle who experienced what the war was like and what Haig was doing. â€Å"We were completel y exhausted. † Haig wrote, â€Å"If the war lasted, our army defeat seemed certain. † He really believed that he had won the battle. Although the Germans had lost 680,000 men during the war and had retreated 10 kilometers back from their trenches. They human cost of the Britain and French were also very high. Especially on the first day of the battle, which lost a massive number of casualties in the war history?Which made the people bitter and angry especially the anger from the men in the Front line, seeing Haig standing kilometers behind them, thinking that he was being a coward, and the ones who lost their family and relatives on the 1st of July? P. Smith was also a private in the 1st Border regiment fighting on the Somme. He was one of them who called Haig a Butcher. He wrote this in his diary, â€Å"It was pure bloody murder. Douglas Haig should have been hung, drawn and quartered for what he did on the Somme. The cream of the British manhood was shattered in less than six hours.†From this quote, we can see that this person who is angry at what Haig did in the war. He wrote this on July 1916, which was the first month of the battle of the Somme. Given that over 50 thousands soldiers died on the first day, Haig as the leader of the team, P. Smith wrote, â€Å"†¦Haig should have been hung, drawn and quarried for what he did on the Somme†¦Ã¢â‚¬  in his own diary, since the diary was only written for himself to read, he wrote down all his feelings towards the war as a soldier and this source is reliable, because no one would tell a lie in their own  private diary, and he was actually there at the battle of the Somme and he saw thousands of friends and family killed.The source supports the point that Douglas Haig is the Butcher of the battle of the Somme. â€Å"Haig was a second –rate Commander in unparalleled and unforeseen circumstances. He was not endowed with any of the elements of imagination and vision†¦ And he certainly had none of that personal magnetism which has enabled great leaders of men to inspire multitudes with courage, faith and a spirit of sacrifice†¦ He was incapable of planning vast campaigns on the scale demanded on so immense a battlefield.†This was written by David Lloyd George, British Prime Minster during the First World War, writing in his War Memoirs (1935). It gives us an idea of General Haig’s planning of war and he was incapable to be a great leader as immense a battlefield. He also describes Haig as a â€Å"second rate commander† because of the high death count at the Somme. This source is reliable because given the fact that it was written by a Prime Minister of Britain during WW1. â€Å"I want you to understand that there is a difference between a rehearsal and the real thing.There are three essential differences: first, the absence of the enemy. Now turning to the Regimental Sergeant- Major what is the second difference? † Ser geant Major. † The absence of the General, Sir. † This source was written in a cartoon from the British satirical magazine Punch (February 1917) the purpose was to make fun of the generals as we can see in the cartoon. This source is very useful for us knowing more about General Haig at the time, in the cartoon, the major general is addressing the men before an attack behind the lines.This is also reliable, because it was written in 1917, which was after the battle of the Somme. And it gives out information about Haig and his team. John Laffin, an author in modern days, wrote in his history book, British Butchers and Bunglers of World War One (2003), â€Å"Haig and other British generals must be blamed†¦ for willful blunders and wicked butchery. However stupid they might have been, however much they were the product of a system which obstructed enterprise, they knew what they were doing.There can never be forgiven. † Although Laffin earned his living taking p eople on battlefield tours and researched the war entirely from the soldiers’ standpoint, however he wasn’t in the battle, as he didn’t see what really happened and what Haig was doing at the time, he knew and heard all the things in the history by others. So this source can be either reliable or not and it might not be so fair to Haig saying that he is a butcher. On the other hand, the second interpretation is that Haig was just doing his job as a general.Different people have their different evidences for that. â€Å"The truth is that those ruddy-cheeked, bristling-mustached, heavy- jawed, frequently inarticulate generals rose to challenge after challenge, absorbed weapon after weapon into their battle-systems, and adapted themselves to constant change with astonishing success. But no one cared to make a legend out of that. † This was written by a historian named John Terraine in his Study of the Somme. â€Å"The Smoke and the Fire† in 1980.†Å"The truth is that those ruddy-cheeked, bristling-mustached, heavy- jawed, frequently inarticulate generals rose to challenge after challenge†¦Ã¢â‚¬  Terraine was talking about Haig, although Haig made a lot of success during the war, no one realized it and no one cares about it to make a legend out of that. This might be supporting the point that he was just doing his job and he made a great success in the war. A Lieutenant in the Yorkshire Light Infantry who was gassed on the Somme and invalided back to Britain, writing in a letter to the Daily Express (21st December 1916, â€Å"During the first half of the war, our leadership was flawless – perfect.There was an obvious genius for pure generalship which has made Sir Douglas Haig fit to rank with any general of past or modern times. † This source says that Haig was a flawless leader and a genius. The writer says that Haig led his team and Britain to victory and he is the hero of us. â€Å"Which has made Sir Do uglas Haig fit to rank with any general of past or modern times? † This quote tells us that Haig was one of the best Britain leaders who had quite a lot of support from the locals. This source is also reliable because it was written in December 1916, right after the war ended.The author knew what happened, although he didn’t really saw what happened in the trench. Here is a photograph showing crowds welcoming Sir Haig home from France. It was taken on 12th April 1919, a few months after the war ended. This gives us an idea that a lot of people welcoming him back and they didn’t blame him of such a massive number of death in total. They treated him as a hero of Britain who led his army to victory and saved Britain. However, this might not be such reliable as the other evidences. A photograph cannot represent the whole thing.And the photo might not be real, or it was just created by the government to raise the support to Haig. A video is more reliable then a photo because we can see the start to the end. A photo is just a capture of one single moment. There might be some other things happened in the past or later. â€Å"Blaming Haig the individual for the failings of the British war effort is putting too much of a burden of guilt on one man. Haig was the product of his time, of his upbringing, education, and training and previous military experience.One argument goes that he was, ultimately, victorious and, even if he had been replaced would there have been anyone better for the job? Even on the Somme a German officer called the battlefield ‘the muddy grave of the German army'. † This source was written by S. Warburton, in an article in the history magazine, â€Å"Hindsight†, which takes a fresh look at historical issues. The magazine was published in 1998, many years after the Battle of Somme. This source suggests reasons Haig are not a butcher and we shouldn’t blame him too much.â€Å"One argument goes that he wa s, ultimately, victorious and, even if he had been replaced would there have been anyone better for the job? † He says that Haig is a great commander at the war that no other can replace him for doing a better job. He tried his best and put a lot of effort on the planning and war, so that Britain had its victory at last. This source was written in 1998. Although the author might not be seeing the war time, it is reliable and it can be trusted that Haig was doing a great job during the war.There are more and more evidences to support both sides of opinion. They have their own point of view that we can’t say that they are right or wrong. In my own opinion, I think that General Haig deserves the title the Butcher of the Somme. He sent 50,000 Britain to death just for one day. He didn’t know what a war is like. His plan failed. Although it was the experts’ idea, but he should consider it was a good plan or not before actually doing it. He really believed that he won the battle, but in fact he did not.The Germans lost 680,000 men in the war, but at the same time, the deaths of Britain and French in total had the same amount of people died of the German empire. Haig refused requests for extra hospital trains to be made available before the attack beg. His outdated tactics led to the war being even more prolonged and unintentionally prevented a victory over the Germans. He had no idea what a real war is. He thought he was successful, but he was not. He wasn’t prepared for war, used people who were inexperienced soldiers at all.July 1 was one of the most deaths in war in the war history. He repeated the mistakes opposite of what was said organized. He is the Butcher of the Somme, I think. Overall, there is still a debate between he is a butcher or he was just doing his job. No matter which side wins, there were still a large number of people died in the Battle of the Somme. A lot of people lost their homes, and lost their family. Alth ough it was General Douglas Haig, who sent them to their death, there might be some misunderstanding in between.

Free Essays on Email Etiquette

Email etiquette refers to a set of dos and don’ts that are recommended by business and communication experts in response to the growing concern that people are not using their email effectively or appropriately. Since email is part of the virtual world of communication, many people communicate in their email messages the same way they do in virtual chat rooms: with much less formality and sometimes too aggressively. Email etiquette offers some guidelines that all writers can use to facilitate better communication between themselves and their readers. One overall point to remember is that an email message does not have non-verbal expression to supplement what we are "saying." Most of the time we make judgments about a person’s motives and intentions based on their tone of voice, gestures, and their proximity to us. When those are absent it becomes more difficult to figure out what the message sender means. It is much easier to offend or hurt someone in email and that is why it is important to be as clear and concise as possible. Electronic mail (E-mail) cannot replace personal contact. David Angell states that electronic email has many advantages, â€Å"†¦eliminates phone tag, †¦breaks down the distance and time barriers of telephone calls and traditional written communication, †¦shortens the cycle of written communication, †¦improves productivity, †¦creates flexibility†¦by reducing telephone interruptions.† (Angell-Heslop 2). There is a tendency to be less formal or careful, which can sometimes provoke anger. Remember that direct, person-to-person contact is best for handling sensitive, difficult, complex, or emotional issues. Therefore, a company needs to implement etiquette rules for the following three reasons: professionalism, by using proper email language your company will convey a professional image, efficiency, emails that get to the point are much more effective than poorly worded emails, and protection from liabil... Free Essays on Email Etiquette Free Essays on Email Etiquette Email etiquette refers to a set of dos and don’ts that are recommended by business and communication experts in response to the growing concern that people are not using their email effectively or appropriately. Since email is part of the virtual world of communication, many people communicate in their email messages the same way they do in virtual chat rooms: with much less formality and sometimes too aggressively. Email etiquette offers some guidelines that all writers can use to facilitate better communication between themselves and their readers. One overall point to remember is that an email message does not have non-verbal expression to supplement what we are "saying." Most of the time we make judgments about a person’s motives and intentions based on their tone of voice, gestures, and their proximity to us. When those are absent it becomes more difficult to figure out what the message sender means. It is much easier to offend or hurt someone in email and that is why it is important to be as clear and concise as possible. Electronic mail (E-mail) cannot replace personal contact. David Angell states that electronic email has many advantages, â€Å"†¦eliminates phone tag, †¦breaks down the distance and time barriers of telephone calls and traditional written communication, †¦shortens the cycle of written communication, †¦improves productivity, †¦creates flexibility†¦by reducing telephone interruptions.† (Angell-Heslop 2). There is a tendency to be less formal or careful, which can sometimes provoke anger. Remember that direct, person-to-person contact is best for handling sensitive, difficult, complex, or emotional issues. Therefore, a company needs to implement etiquette rules for the following three reasons: professionalism, by using proper email language your company will convey a professional image, efficiency, emails that get to the point are much more effective than poorly worded emails, and protection from liabil...

Being Lazy Means You’re Intelligentâ€According to Science

Being Lazy Means You’re Intelligent- According to Science According to a new study, brainy people tend to spend more time being chill than their less-intelligent, but more active counterparts- mostly because they have a higher IQ, get bored less and are thus more likely to be comfortable getting lost in thought. Active people, on the other hand, need constant activity to keep themselves stimulated, as they are more easily bored. Florida Gulf University gave a test to a group of students, asking them to rate how strongly they agreed with statements about engagement with tasks and problems, and from this, were able to select 30 â€Å"thinkers† and 30 â€Å"non-thinkers† from their pool.The 60 subjects then wore a movement/activity tracking device on their wrists for the next week, giving researchers a constant stream of data about their physical habits. Their findings, described as â€Å"highly significant† and â€Å"robust† in statistical terms, showed that the â€Å"thinkers† were far less active during th e week than their â€Å"non-thinker† counterparts. The weekends, strangely, were about the same.It may actually be beneficial, then, to spend an extra hour or two in bed thinking through tasks and schedules, revisiting and reimagining your goals. Your daydreaming might be twice as generative as a non-thinker’s doing.There’s a danger, of course, to less active people- no matter how brainy- and that is the danger of the sedentary lifestyle. So if you think you might be a â€Å"thinker,† and relishing those quiet moments lost in thought, you might also want to make a point of exercising enough. Just to make sure you stay healthy and nourish your body- not just your brain.In addition to this, you should also consider finding a job that is compatible with your personality. The sooner you find a job that you enjoy, the happier you will be, regardless of how intelligent or lazy you are.

Glass as a symbol of panoptical ideology Essay Example | Topics and Well Written Essays - 750 words

Glass as a symbol of panoptical ideology - Essay Example Glass as a symbol of panoptical ideology-especially as utilized in Paxton's Crystal Palace-is especially open to interpretation; often interpretation that oversteps the boundaries of intention. The complete opacity of glass offers the spectator a glimpse into another room, yet also leaves the viewer vulnerable to becoming an object of voyeurism. This analytical line of reasoning is perfectly exemplified by Graeme Davison who writes about the Crystal Palace that it "reversed the panoptical principle by fixing the eyes of the multitude upon an assemblage of glamorous commodities. The Panopticon was designed so that everyone could be seen; the Crystal Palace was designed so that everyone could see" (Davison 1982). Although that statement sounds really intelligent and well-considered, the fact remains that the Panopticon was designed with a purpose of surveillance in mind; the Crystal Palace was designed merely to house the Great Exhibition of 1851. ... Kahn even positions her argument from the viewpoint that the political functions of architecture are covert, and yet still manages to tie this ideological meaning to a very utilitarian description: "the structure was suited to its park site, quickly designed, and easily assembled" (Kahn 1991). Paxton's sketches were quickly designed, almost offhandedly, giving him doubtless little time to think about such things as the ideological meanings behind using glass as a building material. For Paxton, glass was simply available and experiential: he had worked in the medium before. For Paxton glass held no deeper meaning, the call had gone out for a building in which to house an exhibition. An exhibition was something that by its very nature needed to engender an ease with which it could be viewed. It is not difficult to suppose that Camille Pissarro viewed the great glass structure in much the same way. Pissaro's painting of the Crystal Palace, a subject he went back to twelve times (Nochlin 1989), do not frame the subject of a glass building in a way that presupposes its function as an emblem of modernity or as an ideological statement. For Pissarro, like Paxton, the glass functions in a predominantly utilitarian way. For Paxton, glass functioned as the best way to achieve exhibition; for Pissarro the glass functioned in much the same was as the haystacks functioned for Monet, as an interesting subject for capturing the unique differences in the behavior of light. For the Impressionists, nothing matter more than light. Monet painted haystacks over and over at different times of day, capturing the effects of light upon his subject. Pissarro return to the Crystal Palace because he saw it as a perfect subject for capturing the effects of light. Architecture can and

Brief the case of Holmes v. South Carolina, 547 U.S. 319 (2006) Coursework

Brief the case of Holmes v. South Carolina, 547 U.S. 319 (2006) - Coursework Example However Holmes denied the charges and confessed that the crime was committed by a third party named Jimmy Mc Caw White. Holmes was of the opinion that the police framed him in this crime. Defendant also produces several witnesses who claimed that the third party was found in the premises of the crime scene during the hours of crime. Holmes produced several witnesses to prove that he was innocent in this case and was trapped by the police. He also asserted that the forensic results were manipulated by poor handling by the police officer. Issue: Is Holmes guilty for the death of the old women in South Carolina? Any case in order to be justified needs solid evidence against the person who is guilty. Moreover there is argument from the defendant that police his trying to frame him .Holmes suggested that The crime was committed by a third party and also produced witnesses for the same. The only proof against Holmes was the palm print, fiber of clothing and DNA elements found at the vicini ty and on victim respectively. .It was a known fact that the police officer handling the case dealt with evidence collection in a negligent manner. He collected the samples with bare hand and henceforth the results were not trust worthy. The issue before the court is that, on what basis they can prove the guiltiness of the defendant as to the crime. How can the court claim that Holmes committed the crime on the women? Court draws conclusion based on evidence found at the crime scene .With regard to this case all the forensic evidence provided was unreliable due to the poor handling of samples by the police officer. Rule: According to federal rule of evidence, rule 702 is a key one. Cornell University of law(2010) states that â€Å"If scientific, technical, or other specialized knowledge will assist the trier of fact to understand the evidence or to determine a fact in issue, a witness qualified as an expert by knowledge, skill, experience, training, or education, may testify theret o in the form of an opinion or otherwise, if (1) the testimony is based upon sufficient facts or data, (2) the testimony is the product of reliable principles and methods, and (3) the witness has applied the principles and methods reliably to the facts of the case†. Analysis: The Federal rule of evidence is crucial here as the whole case is centered around the validity of the forensic evidence found on the vicinity and victim. Once a crime is committed there should be strong evidence against the defendant in order to sentence the defendant. Even though, the evidence is found, the authenticity of it cannot be established due to the manipulation of them by the police officer. . The forensic result of the crime scene was not authentic as the police officer collected the samples without using gloves. This is against the law as samples are not obtained following the principles laid down by the civil procedure. Since the reliability of the evidence is very questionable, the court ca nnot pass any order against Holmes which prove him guilty Conclusion: Since the U.S. Supreme Court was not satisfactory about the credibility of the forensic results, there are no grounds to accuse the defendant of the crime. At the same time the probability of the involvement of the third party was ruled out on the basis of evidence found on the crime scene. Finally it can be concluded that Holmes involvement in the rape and murder could not be established due to lack of genuine evidence. Work cited Law School, Cornell University. (2010, December).

Civil cases Essay Example | Topics and Well Written Essays - 1000 words

Civil cases - Essay Example There are various factors in consideration before a case is allocated; case complexity, parties involved, financial worth of the claim, oral evidence, significance of claim to other people, kind of remedy being sort, and views of other parties. Cases allocated to this track are worth  £10,000 or less (Freer, 2006). These are the straightforward cases which do not require a prehearing procedure like in the case of a normal trial. Small claims cases incur a small legal cost. Cases in small claims include accident claims, consumer disputes, ownership of goods disputes, and disputes between tenants and landlords. Some cases however are not included in this claim even though they are worth less than the stated amount. These include, personal injury claim whose value for loss and suffering is more than  £ 1,000, repair claims by tenants of more than  £ 1,000, and disputed allegation claims (Freer, 2006). Cases allocated to the small claims track have restrictions on recovery costs and evidence. Hearing is short and the concerned parties represent themselves. Fast claims cases are worth up to  £ 25,000 in value (Freer, 2006). They have certain conditions that make them allocated to this claim. It is a requirement that the cases should not last for than one day, and that parties should have expert representatives in two areas of the case. Normal cases to allocate to the fast track include; personal injuries with a value of up to  £25,000, personal injuries with claims of pain worth more than  £1,000, and repair claims by tenants worth more than  £1,000 (Freer, 2006). As the trial is restricted to one day, it does not allow opening speeches. The multi claims track involves cases which have a value exceeding the fast track limit or other cases that have less value but are termed to be complex or too important to be allocated to the fast track and small claims. In essence multi track cases have a value exceeding  £25,000 (Freer, 2006).

Strategic Thinking In Logic Versus Creativity Commerce Essay

Strategic Thinking In Logic Versus Creativity Commerce Essay It is mutually agreed that the converses of intuition and analysis generate tension during the strategic thinking process. Researchers and contributors to strategic management making the case for logic argue that for strategy to be effective, the strategic thinking process must involve extensive formal analyses and objective collection and processing of data both from within and without the corporation (Hill and Jones, 2007; De Wit and Meyer, 2010). Rational reasoning enables managers gain an accurate perspective on the different options available before identifying the strategic option that best serves the organisations cause: achieving its goals and objectives. Logical analysis encompasses assessing internal and external risks, strengths and weaknesses, market need and so on; so that strategy can be thought out to fit each of the above factors. In contrast to logical thinking, creative thinking involves taking a leap of imagination (De Wit and Mayor, 2010, p. 60) without any logically defined reason for taking such a leap. Creative thinking is a divergence from the rules governing rational argumentation towards problem-solving. Strategic thinking from this perspective is therefore not governed by previous arguments or analyses, but is the generation of action plans using intuition (Hill and Jones, 2007). The strategy thinker will use intuitive judgement to derive a vision for the future. Proponents of this approach argue that it is the best way to define problems and generate innovative solutions since rationality has the potential to frustrate the process of generating novel insight, which, they say, should be the objective of strategic thinking (De Wit and Meyer, 2010). See (appendix A) Apple Inc. case study. Strategic Formation: Is strategy deliberate or emergent? From the dichotomy of rational versus creative thinking, the paradox of strategy deliberateness versus emergency arises. The deliberate doctrine opines that strategy creation ought to follow a coherent series of steps, a coordination of efforts, strategic resource allocation and utilisation and a prior, systematic programming of all processes and activities in the organisation (De Wit and Meyer, 2010). Strategy is a deliberate, systematic attempt to achieve fit between an organizations internal and external strengths and weaknesses, threats and opportunities (Sadler and Craig, 2003). The paradox of deliberateness and emergence comes courtesy of the cognitive school of thought. Managers who prefer logic in strategic thinking certainly believe that strategy formation is a deliberate process; whereas those who prefer intuition would go for the opinion that strategy formation is an emergent process. Managers who believe in emergence understand the process of strategy formation as anchored in an organisations capacity and willingness to stay open to new opportunities or trends, maintaining flexibility to changes in the internal and external environment being able to cognitively discern emerging ideas and concepts and the socio-political and cultural factors; and acting in response (Clegg et al., 2005; De Wit and Meyer, 2010). Strategy thus becomes a reactive process. The deliberate school of thought maintains that strategy has to be crafted; that responding to internal and external factors cannot solely be used to provide an organisation with a roadmap for achieving i ts objectives and realising its vision. See (appendix B) United Parcel Services (UPS) case study. Strategy Renewal: Is change Discontinuous or Evolutionary? Organisational change is an integral element of the strategy process. Strategy aims to outline an organisations plan for achieving its objectives. Sometimes, there are abrupt changes in the internal and external environment, shifts in production or project implementation life-cycles or changes in organisation dynamics (De Wit and Meyer, 2010). With such eventualities, the organisation has to renew its strategy. The paradox of revolution (discontinuous change) and evolution (continuous change) is occasioned by the two approaches to strategic renewal. Continuous change advocates for an evolutionary approach in increasing productivity and operational efficiency (Watson, 2000). Continuous change is feasible with emergent strategy formation since change motivators are everyday observed changes or trends in the internal and external environment. On the contrary, discontinuous (revolutionary) change involves performing a radical surgery to an organisations strategy. Unlike evolutionary strategic change, discontinuous change does not involve continual improvement of an organisations corporate strategy: strategic renewal is achieved by making distinct transformations from one strategic approach to another (De Wit and Meyer, 2010). Whether strategic renewal is achieved through revolutionary or evolutionary change is dependent on specific factors. In project management for example, revolutionary change is a suitable approach since typically, projects have predefined implementation timelines and budgets (Whittington, 2000). Continuous change becomes appropriate when the organisation undergoing change wants to maintain or improve its operational efficiency and competitive advantage in the long run. However, when organisations continuously evolve their strategies to maintain a competitive advantage, increase productivity and operational efficiency, counter the effects of changes in the external and external environment and meet changing customer or client requirements, revolutionary change is still unavoidable (De Wit and Meyer, 2010). Every once in a while, an organisation has to initiate revolutionary changes, processes and projects that wholly transform their strategic outlook and business processes. See (Append ix C) Ferrari case study. Conclusion From the analysis done in this report, it is evident that strategy dichotomies or the paradoxes arising from strategic thinking, strategy formation and strategy renewal are closely interrelated. They arise due to the diversity in the contexts with which strategy is interpreted and understood. Effective corporate strategising, it appears, must be conducted by applying opposing perspectives alongside each other. For example, some specific case may call for a combination of logical and creative thinking in strategy formation whereas others may call for logic only (Clegg et al., 2005). Effective managers should be able to identify which approach will be most effective for each specific case.

An Analysis of Wright’s Poem Saint Judas Essay -- Saint Judas

An Analysis of Wright’s Poem Saint Judas      Ã‚  Ã‚   Upon reading the poem "Saint Judas" by James Wright, the reader quickly realizes that the poem deals with Judas Iscariot, one of Jesus' twelve apostles.   The author describes Judas as "going out to kill himself,"(line 1) when he sees a man being beaten by "a pack of hoodlums"(2).   Judas quickly runs to help the man, forgetting "how [his] day began"(4).   He leaves his rope behind and, ignoring the soldiers around him, runs to help.   Finally, he remembers the circumstances that surround his suicidal intentions and realizes that he is "banished from heaven"(9) and "without hope"(13)   He runs to the man anyway and holds him "for nothing in [his] arms"(14)      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In order to understand James Wright's intentions in writing this poem, one must first have an understanding of the biblical story that it deals with.   According to the Bible, "Satan entered Judas, who was numbered among the twelve [apostles].   So he went his way and conferred with the chief priests and captains, how he might betray [Jesus] to them.   And they were glad, and agreed to give him money.   Then he promised and sought opportunity to betray Him to them"(Luke 22. 3-6).   The Bible goes on to document Jesus and the apostles during the Last Supper, and Jesus revealing his knowledge of Judas' plan to betray him.   He tells his apostles:   "But behold, the hand of my betrayer is with me on the table"(Luke 22. 21).   Judas later leads the officials to Jesus and identifies him to them by kissing Jesus.   "Now His betrayer had given them a sign, saying, 'Whomever I kiss, He is the One, seize Him...Then immediately he went up to Jesus and said, 'Greetings, Rabbi! and kissed Him"(Matt. 26. 48-49).   After Jesus is ta... ...ough Wright does not say it directly, this may even suggest that the victim Judas encounters could be Jesus on his way to be crucified.   Judas temporarily forgets his intent to kill himself and runs to the victim, ignoring the soldiers.   Then he remembers the Last Supper and the meal he ate with Jesus and the other apostles ("Bread my flesh had eaten"(12)), and his betrayal of Jesus with a kiss ("the kiss that ate my flesh"(13)).   He goes to the man and "[holds him] for nothing is his arms"(14).   In this line Wright compares Judas' payment for betraying Jesus to the fact that he now offers comfort for nothing.    Works Cited 1. The Holy Bible, New King James Version. Reference edition. Thomas Nelson, Inc. 1983. 2. Wright, James. "Saint Judas." Approaching Poetry, Perspectives and Responses. Ed. Meg Spilleth. Boston: Bedford/St. Martin's, 1997. 70.   

Literature review on contemporary HRD Essay

Critically discuss and evaluate current perspectives on the changing role and nature of training and learning in organisations and human resource development. This should include a critical appraisal of key theoretical perspectives on the strategic role of HRD within contemporary organisational contexts Within this submission, I have illustrated the changing role and nature of training and learning within context of a learning organisation. Training and learning in organisations. So what do we mean by training and learning within an organisation? One view is that it is about developing a learning organisation, an ‘organization that is continually expanding its capacity to create its future. For such an organization, it is not enough merely to survive, ‘Survival learning’ what is more often termed ‘adaptive learning’ is important, indeed it is necessary. But for a learning organization, ‘adaptive learning’ must be joined by ‘generative learning,’ learning that enhances our capacity to create’. Senge (1999:14) Further support for this ‘generative’ view is seen in Wick and Westley (1996) who take the perspective that a learning organisation should be seen against the backdrop of its culture. Arguing values, beliefs, feelings, artefacts, myths, symbols, metaphors’ form part of any approach taken by a learning organisation. It arguably impossible to clinically define what a learning organisation consists of in a generic form. By creating a learning organisation you create a learning climate, thus hopefully a training and learning culture. Senge takes the view that, what fundamentally will distinguish learning organizations from traditional authoritarian â€Å"controlling organizations† will be the ‘mastery of certain basic disciplines. That is why the â€Å"disciplines of the learning organization† are vital’. Senge (1999: 5). However, it is to be noted that Senge uses the word discipline to mean a set of practices rather than a rigid system of rules, which is often inferred understood in the modern use of the word. Going on to comment, ‘To practice a discipline is to be a lifelong learner. You never arrive; you spend your life mastering disciplines’. Senge (1999: 11) Futher confirming the view that, this area of management study is far from being a science, but he does present offer a few guiding principles in his best selling book, The Fifth Discipline, ‘Have realistic goals, challenge your assumptions, commit to a shared vision and that teamworking is good for you. We see here the dualistic approach of both the need for the organisation and the individual to become intrinsically involved in the concept. Although a popular view, others have felt that organisation learn in there own right, almost biologically. Schon for example sees organisations as, ‘repositories of knowledge’ independent of their members (Schon, 1983:242). There is a wide school of thought that learning organisations develop and are not imposed, ‘†¦as cultures develop and alter their expectations, (an example of which would include the demise of unions and the capitalist ideology of the Thatcher years) so must organisations change that employ within that culture.’ (Schon, 1983). Further cultural identities in terms of sector, product or organisations must also be taken into account, highlighted by the work of both Argyris (1960) and Hofstede (1994). One mistaken view is that the term a ‘learning organisation’ is a new concept. It is certainly true that as the world changes new approaches must be investigated to maintain both personal and organisational survival. However, the idea that organisations have only recently had to deal with changing situations, both operationally and strategically, is clearly absurd. Only the pace and scope of change in the last 50 years has brought the spotlight on organisations managing its human resource in a more effective manner. It remains a truism that it is not an argument about leaning and development, after all we have all learnt and development within any organisation we have been in contact with either consciously or subconsciously. The argument must surely be how we identify, focus and deliver that learning in an organisational context to produce value to the individual and therefore hopefully the organization. A view highlighted by Argyris and Schon (1974) Historically this point is confirmed, ‘We trained hard†¦ but it seemed that every time we were beginning to form up in teams we would be reorganised. I was to learn later in life that we tend to meet any new situation by reorganising†¦Ã¢â‚¬â„¢ Caius Petronius, AD 65. However, the key element of a learning organisation is that it is about people and how they learn, develop and ultimately (or hopefully) contribute to the organisation. The link with HRD is therefore both binding and key in determining how T&D takes place in an organisation. Yet we still come back to what is a learning organisation. One simple view that will form the basis of my assignment is, ‘A learning organisation can, in plain terms, be described as an organisation which anticipates changes in its environment by learning on a strategic level; deliberately aims at improving its ability for learning and which, in order to learn on a strategic level, makes use of the learning of all employees, therefore this employee learning is enhanced at all hierarchical levels. (Sambrook and Stewart, IDPM Paper 1999). Therefore, it can be argued that the development of a learning organisation the most important factor in the changing role of T&D within organisations. Human Resource Development (HRD) Having settled on a broad view of what a learning organisation is, fitting it within a HRD context can only be achieved if we understand what we mean by HRD. In a learning context, HRD has been described as, ‘Organised learning experiences in a definite time period to increase the possibility of improving job performance growth’. (Nadler and Nadler, 1990:1.3). However, HRD covers a much wider field, ‘HRD is the integrated use of training and development, career development, and organisation development to improve individual and organisational effectiveness. (McLagan and Suhadolnik, 1989:10). A further view, ‘HRD is a process of developing and/or unleashing human expertise through organisation development (OD) and personnel training and development (T&D) for the purpose of improving performance. Swanson (1998) confirms this view that HRD is about the relationship of individuals with the organisation in a learning environment. But surely, HRD can be defined more accurately? Presently there is no universal view or agreement on the theory or multiple theories that support HRD as a discipline. On one hand some have called for systems theory to serve as a unifying theory for HRD to access all useful theories as required (Gradous, (1989) and on the other hand many have proposed sets of principles in the forms of comparative lists of added value, products, processes, and expertise (Brethower, 1995). The alterative to having a sound theoretical and disciplinary base for the HRD profession is the present state of ‘rudderless random activity aggressively sponsored by a theoretical professional associations and greedy consultants’ (Micklethwait & Wooldridge, 1996; Swanson, 1997). This view, it is argued, is a short-term sell of perceived success without having a deep understanding of the key components of the concept. ‘For this reason, a discrete and logical set of theories as the foundation of HRD is proposed. It is comprised of psychological theory, economic theory, and systems theory’ (Passmore, 1997; Swanson, 1995, 1999). Economic theory is recognised as the primary force at the organisational level with the systems theory recognising the importance of direction, politics and purpose that could affect any organisational system. Psychological theory acknowledges human beings as a resource, whilst trying to understand the behavioural patterns that must be taken into account, opening the HRD function up to new ideas and concepts such as NLP and EQ. It is believed by Passmore, Swanson et al. that these three theories, more than any others, make up the modern view of HRD. Development of HRD Early incarnations of HRD concerned themselves with a personal management function, ‘Personal management function at an administrative level, independent of commercial realities, into a concept that has become central to the strategic and commercial success of the organisation.’ (Huczynski and Buchanan, 2001: 668) However, as organisations adapted to change and new ways of thinking so did its human resource function: 1964-70 – systematic approach to diagnosis of training 1968-75 – standardization training for job categories by industry. (Such as motor, construction and social work) Thorough off-job basic education for skilled occupations 1970-75 – systematic planning of training for all categories of employee 1974-80 – company contribution to training for young people and long-term unemployed to meet national needs 1979-90 – business-orientated training directed at improving organizational effectiveness (value added) 1988 – present – personal development with individualized plans for which each employee and their boss take responsibility. Sambrook & Stewart IDPM Paper (1999) The last of these observations highlights a move away from organisational directed learning, as it sees the individual start to take more control of their own development needs. Due to the differences in organisational needs, cultural context organisational structure and resources available, the concept of the individual taking more responsibility for their development is a significant shift away from earlier ideas. Additionally, there has been a shift in the last decade from organisations training to meet competence voids, towards a more learning environment that relies on experiential learning and self direction. It is argued, such an approached, does not limit itself to training, ‘†¦but stretched to facilitating and supporting learning processes within the organisation, with the aim to contribute to meaningful organisational learning processes. Sambrook & Stewart IDPM Paper (1999) This clearly has an impact on the concept of HRD and any approach it may take within an organisation. (cf. case study research by Tjepkema & Wognum, 1995). Once again, it can therefore be argued, that a key role of HRD is to create and/or maintain a learning organisational environment as the foundation to any training and learning within an organisation. Yet even with this backdrop, many commentators still take the view that HRD should be subject to tight quantitive justification, that HRD needs to demonstrate that their activities add value to the organisation which is their paymaster. (Walton 1999: 1). However, Walton falls short of believing that value is the only issue in developing a learning organisation through a HRD function. Yet there remains a broad body of support that does lean towards this view. Swanson and Arnold (1997) consider that HRD in an organisational context has no meaning unless the connection is made to performance. A point echoed, Welsh 1998 who contends, ‘An employer doesn’t teach for the sake of learning †¦ What are the rewards?’ (Welch, 1998). With Mayo adding softness to the argument by involving a learning process to the HRD list of ingredients, ‘there needs to be a systematic method of linking business goals with the learning process. Mayo 2001: 82 However, there remains a danger that the HRD function, however defined, becomes over indulgent, becoming the end rather than the means to add some value to the sponsoring organisation. Maybe it is this fear, which when added to high-level managerial naivety of modern HRD approaches, which has seen many a HRD organisation become the first casualty of any downsizing. But why has the evolution of HRD been necessary? Quite simply the world of people and the environments in which they work has changed. A decade ago, Peter Drucker anticipated this change when he said in The Age of Discontinuity. ‘Businessmen will have to learn to build and manage innovative organizations.’ Others continue to see change. Ansoff, a long-time student of business strategy, adds as he envisages organisations reducing its reliance on structure: ‘†¦ Structure will become a dynamic enabler of both change and unchange, the ultimate model of ‘organised chaos’. (Peters and Waterman Jr, 1995: 111) Thus asking the question, can HRD stand still in a world of chaos or will is need to develop further new strategies to protect its value to a given organisation? The world is changing and as long as the interpretation and subsequent management of the change is influenced by human organisations the HRD function, however loosely defined, will need to continually adapt if it is to both manage and influence organisational direction if it is find a place in this ever changing ‘chaos’. Strategic HRD With a change in the type of work being undertaken in the western economy over the last 50 years, less ‘dominated by labour-intensive, low-tech industries with semi-skilled operatives, to high-tech industries reliant on highly skilled knowledge workers in relatively short supply, individuals are now seen as the single most significant source of sustainable competitive advantage.’ Walton (1999: 85) The role of HRD has therefore needed to change to provide the level of support required from its parent organisation. The management, retention and developing of this organisational resource, ‘knowledge workers’,(Wilson 1999) has taken on greater importance at higher managerial levels. A reflection of this is the fact HRD/HRM in many large organisations plays a much more important role at boardroom level, contributing to the overall organisational strategy. But does a HRD manager sitting on the Board make HRD strategic? Walton (1999) argues that for HRD to become strategic is needs to be HRD with a holistic, long-term approach, that may or may not develop a strategic awareness of company goals. He defines the term as one, ‘undertaken with full strategic intent, with an understanding how the initiative being undertaken adds to the coherence of the SHRD effort, congruent with an explicit learning philosophy incorporated into the overall organisation mission’ In short, for it to be strategic the HRD function needs to be holistic with a function to integrate and develop into the overall strategic management system. A little clarification comes from Burgoyne 1988, ‘†¦strategic approach has to be conscious and reflective; unplanned, interpersonal and functional experiences cannot be classified as strategic in organisational terms unless explicitly linked to implementation of corporate policy.’ However, Burgoyne does takes the view that such an approach should be linked to the hard systems of HRD such as planning, recruitment and selection strategies, feeling that a more objective approach is better implemented and quantified within an organisation. As Harrison (1997) points out, ‘despite the hype that surrounds a number of organisations where the planned development of people has made a notable contribution to the achievement of business goals†¦research has failed to reveal any significant connection between HRD and business strategy across the UK.’ An example of a SHRD approach was for many organisations the move toward individual responsibility for there own learning, ‘At the beginning of the decade the strategic attention was focused on self-managed learning, continuous personal development, learning organisation and the people messages associated with Total Quality Management (TQM). Walton (1999: 85). Nearly 15 years later many organisations are still working at getting this message across to a workforce that has not fully grasped the concept. The debate about turning strategy into practice remains an issue that continues to find its way into many Board rooms and commented on by many and varied management writers. However, because SHRD has taken a holistic view, fully integrated into the organisational management strategy, is that all that is needed for HRD to become SHRD. Wilson (1999) argues that HRD will deal with detail whilst modern SHRD should do no more than provide a framework for guidance, a point touched on by Mayo, ‘ †¦the task for HQ†¦is to determine the frameworks of best practice which will enable diverse and locally owned implementation, and to provide consultant help built round the local need,’ putting the view that organisations operate better when decentralised and given there own accountability and responsibly. It is clear in this scenario that anything other than a SHRD framework would be difficult to implement. An example of such a framework maybe, ‘a successful learning climate’ Walton (1999: 11) Conclusion Over the last decade, the role of HRD has both, found a niche and come under fire in organisations trying to compete in an ever changing political, economic and cultural environment. Add globalisation, demographic changes and the ever changing world of information technology (IT) and not surprisingly, HRD has had to both adapt and show direction in its approach and function in modern organisations. Balancing between both an art and a science it has had to prove its value to organisations in what ironically is the very environment it should be showing its main worth – managing the human resource in a world of constant change in compressed markets. The struggle of organisations to produce strategy in Tom Peters world of innovation and creativity, often results in the crisis, tactical, and short term approach taken by many organisations that often goes on to see HRD as the first enemy target of this struggle. The need for definition and justification for a HRD component remains more real today than at any time if it is not to been see as a luxury component in a volatile world that, arguably under pressure, relies more on economic stability than a humanistic resource development approach that often produces results beyond a strategic planning horizon. However, HRD is not a science, and as such will continue to change, develop and find new roles in the adapting, fast moving world of the modern working environment.