Persuasive Essay About Dancing - 1571 Words

(1) Believe it or not, I have been told a few times that I am quite a good dancer. Shocker right? I’m not really the type of person you would associate good dancing with. And yes, I am speaking the truth. I have in fact been told I am a good dancer. But truth be told, I’m actually quite bad, I just embrace it and dance anyway. I have wanted to go to a dance class for the longest time to actually improve my moves. I have yet to do that, and probably never will. But ask anyone on the hockey team, I am always jammin out to the music before games and practices. Not only does dancing before a workout pump me up, but it also puts me in a good mood. There’s a reason why you always see people in movies or TV shows dancing when they’re sad- it’s an†¦show more content†¦But honestly, it’s a blessing in disguise. I showed up to the dance and just forced myself to dance with my friends and try to shake off the loss. I ended up having a ton of fu n at that dance despite being pretty down when I showed up. Anna Duberg, a physical therapist and doctoral candidate at (5) Ãâ€"rebro University, conducted a study that included 112 Swedish girls, 13 to 19 years of age. Her study discovered that regular dance practice helped prevent and and decrease mental illnesses such as mood disorders and depression. Furthermore, she found that many of the girls’ self confidence was boosted from the practice. I was diagnosed with anxiety freshman year of highschool(6) and I have found that turning up the music and jumping around in the locker room or my own room makes me more relaxed. Many people who have dealt with with severe anxiety, mental and physical trauma, depression, and/or substance dependence oftentimes use dance as therapy, there are literally dance therapy sessions. 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Xerox Is A Leading Business Process Outsourcing - 1570 Words

1: Frame: A: Overview Xerox is a leading business process outsourcing and document management technology and services firm operating out of 180 countries around the world. In 2014, Xerox reported year end revenues of $19,540 million, down 2.3% from 2013, and a net profit of $969 million, up 17.7% from 2013. Xerox’s operations are broken down in to several main segments: Business Process Outsourcing (BPO): Xerox business process outsourcing services provide support functions such as customer care, transaction processing, finance and accounting, and human resources to a broad range of firms and organizations. The BPO services segment is focused on providing support functions to select business groups and industries including healthcare, commercial industries, public sector, and government healthcare. Through its healthcare provider solutions, the firm supports health providers operating in varying capacities to better access patient data, comply with industry regulations, reduce administrative costs, and provide better healthcare services. To commercial and public sector entities, Xerox provides support with transportation and logistics, electronic toll collection, parking management, health and human services, administrative support, and various taxation related functions. Xerox also offers many of these services across major global markets. Document Outsourcing: In its document outsourcing capacity Xerox offers both managed print services and centralized print services.Show MoreRelatedXerox Is A Leading Business Process Outsourcing1570 Words   |  7 Pages1: Frame: A: Overview Xerox is a leading business process outsourcing and document management technology and services firm operating out of 180 countries around the world. 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Cross-Cultural Communication Game Free Essays

Introduction Cross cultural communication becomes an essential element in the organization because of the increase and interest in globalization and the diversity in the work environments. The employees in the company will be separated into diverse groups and sub-groups, those groups will have their own verbal and non-verbal communication styles which may create disagreement or conflict within the organization, especially in the multinational company. Objectives of the game The major goals of the games are: I) Introducing to a group about communication pattern change when there are cultural differences, II) Understanding both cultural behaviors and communication patterns can impact negotiation between two groups. We will write a custom essay sample on Cross-Cultural Communication Game or any similar topic only for you Order Now Equipment and materials required In terms of resources needed, an overhead projector, a computer and blackboard are needed during the game. Also, paper and gifts would be prepared too. Procedure 1. Divide the students into two groups which are Alpha group and Beta group, they will have a paper showing their own characteristics in the game 2. Choose two leaders in Alpha group and two leaders in Beta group 3. Solve the distribution of reward problem in their own group first. The first round discussion will be recorded by the game holder. 4. After 10 minutes, half of the members in each group will exchange to another group, they will discuss the problem again. They will have cross cultural communication through the group exchanging. The discussion will be recorded by the game holder. 5. Based on the above discussion, each group requires to reporting the results of the negotiation. Time allocation Our management game is â€Å"Alpha-Beta partnership†. Firstly, 3-5 minutes would be allocated on giving students the background information and objectives of the game, and separating them into 2 groups. Then 22 minutes would be the management game session. Lastly, the rest of time would be used to be a debriefing session and a simple conclusion on the management game. Activities| Time spend| Introduction| 3 minutes| Dividing into groups| 2 minutes| Game on Alpha-Beta partnership| 22 minutes(2 minutes for them to exchange)| Conclusion and feedback| 10 minutes| Reference: http://books. google. com. hk/books? id=49L0vgdcdLACpg=PA11hl=zh-CNsource=gbs_toc_rcad=4#v=onepageqf=false How to cite Cross-Cultural Communication Game, Essay examples

Social Media Argumentation and Critical Writing

Question: Describe about theSocial Media for Argumentation and Critical Writing?. Answer: Introduction Social media is playing an active part in our lives and the dependence of the present human being has become more and more prominent. The present lifestyle has become very fast and we find little time to interact with our family and friends. This is the area that is being exploited by social media and social networking websites. The impact is so grave that this has become as an addiction to most of the users. Children are the worst affected group in the current population ("Internet Addiction Disorder - What Can Parents Do?", 2016). Claims and Analysis This article will focus on the ways to identify children with such addiction to social media. This is also known as Internet Addiction Disorder. In such a situation, it is imperative to understand the psychology of children in this regard (Woda, 2016). Several symptoms can be noticed in children with such addiction to social media. These symptoms are as follows: The child has a name for his/her smartphone They have to res[pond to everything they see in the social media platform They fear of missing out things available in the social media Conclusion It can be concluded from the above discussion that social media does affect our lives in a significant manner. Its effect on children has often resulted in unfortunate incidents involving physical and psychological injuries. References Internet Addiction Disorder - What Can Parents Do?. (2016).Webroot.com. Retrieved 25 June 2016, from https://www.webroot.com/in/en/home/resources/tips/ethics-and-legal/family-internet-addiction-what-can-parents-do Woda, S. (2016).6 Key Indicators Showing Your Teen's Addiction To Social Media.Resources.uknowkids.com. Retrieved 25 June 2016, from https://resources.uknowkids.com/blog/bid/283748/6-Key-Indicators-Showing-Your-Teen-s-Addiction-To-Social-Media

The Old Religion Why Are They Pagans free essay sample

The Old Religion: Why Are They Pagans? Essay, Research Paper The Old Religion An extract from the Malleus Maleficarum written by Heinrich Kramer and James Sprenger reads, # 8220 ; Enchantresss are so called on history of the inkiness of their guilt, that is to state their workss are more evil than those of any other criminals. They stir up and confuse the elements by the assistance of the Satan and arouse awful hailstorms and storms. They distract the heads of work forces driving them to madness, insane hatred, and excessive lecherousnesss. By the awful influence of their enchantments entirely as it were by a draft of toxicant they can destruct life. # 8221 ; The mere reference of the words enchantress or witchery automatically convey to mind either the green skinned broom-riding beldam of The Wizard of Oz or visions of some Devil-worshipping cult. Witchcraft is non a cult. It is a heathen Earth faith that has origins dating back before any other formalistic faith. We will write a custom essay sample on The Old Religion Why Are They Pagans or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Some enchantresss prefer to idolize in groups, normally known as covens. However, since there is no individual worldwide establishment for the practicians of witchery others are free to idolize entirely as lone enchantresss. Witchcraft in one signifier or another has existed longer than Christianity. This is evidenced by the Christian holidays that have been adapted from older Pagan jubilations. Long before the universe had heard of Jesus. Wiccan # 8217 ; s had been detecting the season by conveying in the Yule log wishing on it and illuming it with the remains of the last old ages log. The Roman Catholic vacation of Candlemas is an version of the heathen Celebration of Imbolc ; this twenty-four hours is besides known as Brigit # 8217 ; s Day. The Goddess Brigit symbolized the fire of birth and healing. Early heathens celebrated her twenty-four hours by inflaming sacred fires. The Roman Catholic Church adopted the fire symbolism and used this twenty-four hours to bless all the church candles that would be used during the coming twelvemonth. The name Easter was taken from the name of a heathen travel ddess Eostre whose Symbols were the bunny and the egg. Aside from that symbolism most heathen faiths speak of the goddess falling into the Underworld for a period of three yearss. This is reflected in the Christian tradition that Jesus died on the cross, descended to hell ( during the three yearss he was entombed ) , and on the 3rd twenty-four hours he arose and ascended into Eden. Witchcraft may be the oldest faith. It is really different from all the alleged great faiths. The Old Religion, as enchantresss call it, is closer in spirit to the Native American traditions or to the Shamanism in the Arctic. It is non based on a tenet or a set of beliefs. Witchcraft takes its instructions from nature. To the enchantress the rhythms of the seasons and motions of the Sun, Moon, and stars are beginnings of inspiration. Neither Jehovah, # 8220 ; the Lord # 8221 ; , or Satan are portion of the Wiccan pantheon of Deities. Witches worship a apparently eternal figure of pre-Christian divinities but these three are non included. Wiccan # 8217 ; s do non believe there is an absolute immorality or absolute good ; there are merely appropriate or inappropriate actions. The Devil is a Judeo-christian innovation, most likely devised from a heathen God. The God of the Old Religion was the Horned God ; hence, Christianity associated this God with the Devil and the church deemed enchantresss Devil believers. Witchcraft is a manner of looking at the universe merely as Christianity, Islam, and Buddhism. Unlike cults, enchantresss do non look to a individual leader to work out all their jobs ; alternatively they tend to be really individualistic and freethinking people. Witchcraft has ever been a faith of poesy instead than divinity. The enigmas of the unknown can neer be explained, merely felt. Just as some people are good at repairing autos or computing machines, some enchantresss can and make, develop proficiency with enchantment work and healing. However, there is a cosmopolitan moral principle by which the Wiccan community adheres. The # 8220 ; Wiccan Rede # 8221 ; provinces, # 8220 ; An it harm none, do what you will. # 8221 ;

C-141vsC-17compare&contrast essays

C-141vsC-17compare&contrast essays For the past 39 years, the C-141B Starlifter cargo jet has served the United States Air Force as its primary workhorse for handling transport duties during armed conflicts, as well as, peacekeeping and humanitarian missions throughout the world. However, the needs of todays military in the ever-changing worldwide environment have begun to reveal the C-141Bs age. In recent years, threats to the United States national security have increased the immediacy of replacing the C-141B with an aircraft that meets the current needs of our military, yet is flexible enough to meet future needs as well. The C-17 Globemaster III, originally developed to complement the C-141B, has now become the heir apparent to the aging Starlifter. Developed in 1991 and operational since 1995, the C-17 Globemaster III is in every way superior to the aging C-141B. With its four engines each producing 40,500 pounds of thrust, the C-17 is capable of a maximum speed of 515 mph and a service ceiling of 45,000 feet. Its powerful engines allow the C-17 to use a runway only 3,000 feet long. By comparison, the C-141Bs four engines produce only 20,250 pounds of thrust. This limits the aircraft to a maximum speed of 475 mph and a service ceiling of 41,000 feet. The C-141B requires a runway of at least 6,000 feet, which makes it impractical for many of the worlds runways. A big advantage of the C-17 is its minimal crew requirements. A crew of three is all it takes to fly this aircraft. A pilot and a co-pilot handle flying duties, while only one loadmaster is responsible for the cargo bay, cargo, and passengers. The C-141B, however, requires as many as six crewmembers to operate. A pilot, co-pilot, engineer, and scanner are necessary to fly the plane, and 2-3 loadmasters are required to manage the cargo and passengers. Of course, this also means twice as many crew need to be trained, and the training per person is generally more exp...

Culture Appropriate Essay Example | Topics and Well Written Essays - 500 words

Culture Appropriate - Essay Example The story showed the fusion of the American and Mexican culture as the characters, who were of Mexican heritage tried to integrate themselves into the American society. The fact that story focuses on the issue of gender equality from a feminist perspective, the role of women in the society and cultural integration justifies the work as a culturally appropriate one and underlines its importance as a good cultural source for the American literature. It could be seen that Cisneros tried to draw reference from the American society that has women withdrawing themselves from the role that culture assigned to them and make attempt to attain a certain degree of independence. It also shows the extent at which women struggled against stereotypes and taboos that have a cultural undertone (Perkin & Perkins 2038-2042). What you Pawn I will Redeem by Sherman Alexie shows the journey of the protagonist, Jackson, a Spokane Indian to repossess the powwow regalia of his grandmother. The cultural appro priateness of the Alexie’s work is evident from Jackson’s description of the oppression and violence which is common with indigenous America.

Gene One - Not Going Public but Seeking Alternative Investors Essay

Gene One - Not Going Public but Seeking Alternative Investors - Essay Example However, going public includes a series of challenges, such as: high costs for developing the relevant process, meaning especially ‘the legal fees’ (Marcus and Wallace 1997, p.275), the ‘high costs for maintaining the public company status’ (Lipman 2005, p.179) and the continuous monitoring of all the firm’s important transactions (Marks et al. 2009, p.308). For the above reason, before going public, a firm should try to identify alternative sources of funding. Gene One should also use this practice. The firm’s performance up to now has been significant, if taking into consideration its rather short presence in the market. It would be preferable for the organization to avoid the exposure to the risks and challenges of going public and seek for additional funds through an alternative source of funding. As noted in the case study, the firm needs to secure its source of funding within a particular deadline, i.e. within the next three years (case s tudy, p.1). Three are the key organizational sectors that would have increased funding needs within this period: new development, advertisement and marketing. Three will be the criteria used for deciding the alternative source of funding available to the organization for covering its financing needs: the firm’s current financial status, the level of annual growth that the organization has to achieve within the next 3 years, and the potentials of the alternative source of funding to support the growth of the firm in the long term. The funding by a Peer-to-Peer network is considered as an appropriate solution, following the following advantages: a) the firm can borrow a high amount of money without using its assets for backing the loan given; b) the firm can choose the lender that offers the best terms in regard to the particular transaction; in other words, the firm can choose a loan the terms of which are more favorable for the organization, compared to the terms of loans off ered by other lenders; in this way, the firm could secure the level of funds necessary for improving its new development, marketing and advertising sectors so that an annual growth of 40% is achieved; c) the particular process can be managed and monitored by an intermediate, i.e. a firm specializing in this field, such as the firm Prosper. In this way, the risks involved are minimized; d) the firm would not have to meet the strict requirements, such as the requirements that a firm would have to meet if it decides to go public; Gene One is not prepared to meet such requirements, as noted by Michelle in Slide 8 of the case study; e) the completion of the process does not require the legal binding of the members of the organization; in case that any mistake takes place in applying for the loan, the members of the organization cannot be held responsible, an issue that has caused the concerns of the executives in Gene One (Slide 8 of the case study); f) the firm could use the same proces s for gathering additional funds, if necessary, without following complex processes; in this way, the firm could be able to meet not only its current funding needs but also any emergent future funding needs, and g) the above process could be completed quite quickly. In 2005 the firm announced the development of a new research project that would highly enhanced the firm’

Revaluation of Yuan Essay Example | Topics and Well Written Essays - 750 words

Revaluation of Yuan - Essay Example Although this devaluation will help the exports of the foreign countries to grow, it will hurt the domestic growth perspectives of China, including preservation of domestic growth and stability, and also the stability of political power. Unlike other countries, the communist political party of the country has maintained an equal distribution of goods and services and income among the poorest section of the country, being consistent with the high rate of economic growth. The author has opined that a sudden devaluation of Yuan will hurt the employment structure of the formal as well as the informal sector of the country. This reduction in employment will occur through shifting of â€Å"low-wage manufacturing to countries such as Vietnam and Sri Lanka†. This will cause the domestic rate of growth of income to reduce and thus the level of domestic protests and the degree of political instability will be accelerated in the country. However, as the country is willing to maintain its 8% annual rate of economic growth, with low rates of annual inflation of about 3%, the national propaganda of the country’s communist party is to stick to its current exchange rate determination process. Hence, the foreign countries and business organizations are expecting a much appreciated value of Yuan in the future; however, the future expectations of the economic and trade related effects on the Chinese and the global economy are required to be evaluated before proceeding with the revaluation policy (Lamont). The writer has wrongly revealed the point of view of the communist government of the country regarding the decrease in the amount of employment in the formal sector of the country. The devaluation of the Chinese currency in terms of other currencies will reduce the level of employment in the formal sector of the country and will increase the level of unemployment in the country as large section of the country’s industrial sector is dependent upon the indigen ous technologies. If the country is made open with significant reduction in the value of the Yuan, then it is most likely that the business leaders of the global enterprises will start investing in the industrial sector of the country. This will induce significant level of foreign technologies across the country that will increase the level of unemployment consisting of those laborers who are unable to work with those foreign technologies. However, the notion that the devaluation will reduce the level of employment and will hurt the growth process of the country is not entirely true. This is due to the fact that currency devaluation will increase the level of country’s exports of different goods and services. This will also induce the indigenous products and services to reach the global market and thus the level of production of these goods and services will rise up. This will essentially increase the level of income in these indigenous industries and thus the level of invest ments in technological development will be raised. Hence, not only the future level of income will rise up, this will lead to greater level of development of various indigenous technologies (with the help of significant integration of indigenous technologies with global technologies). Hence, the level of future growth rate of income will also rise up in the country and this will be sustainable as well. Greater amounts of exports will also help the informal

Tragedy in Romeo and Juliet Analysis

Tragedy in Romeo and Juliet Analysis At the heart of the plays themes of feuding families, ill-timing, and misfortune lies the true agent that defines Romeo and Juliet as a tragedy; the impulsive and reckless decisions of the young lovers determine, in some way, the tragic outcomes that are mistakenly attributed to fate throughout, and Shakespeares exaggerated account serves as moral instruction of what can happen when choices of this magnitude are made unadvisedly. Although fate does play a part in the actions of the play, it merely serves as instruction to the protagonists. Fate is responsible for maintaining natural order and, as long as this is achieved, the destiny of the lovers lies in their own decisions. Fate serves as a guide, giving moral lessons to the protagonists and even warns them of future disaster. Despite the generosity of the stars, however, they continue to rebel and this, in turn, leads to their demise. A common device of Shakespearian tragedy is the tragic flaw, also known as hamartia, defined as an inherent defect or shortcoming in the hero of a tragedy, who is in other respects a superior being favored by fortune (hamartia, def.). Ultimately, the tragic flaws of both Romeo and Juliet are their beliefs that, without regard to the warnings and guidance of a higher order such as fate, they are above the laws of man; they make decisions without regard to consequence or accountability for the chaos they produce. It is evident in Romeo and Juliet that the impulsive actions of the protagonists are not attributed to inexperience in youth, but rather a reflection of their tragic flaws. In the fourth act of the play where her father asks where she has been, Juliet replies, Where I have learned me to repent the sin of disobedient oppositionà ¢Ã¢â€š ¬Ã‚ ¦ (4.2.17-18). Shakespeares audience, of course, knows that this statement is merely Juliets method of sustaining peace at home until she c an go through with her plan to fake her own death. Regarding the father-daughter patriarchal structure during this time, however, her words are a distinct reflection of what is expected of her in obeying the laws her father demands. This is, perhaps, Shakespeares way of ironically revealing his moral lesson to his audience through the very character who provides the example, revealing what Juliet should do. These words expose her knowledge that obedience provides order, and subsequently, the audience is less sympathetic to her because she does not listen to her own words, those of Friar Laurence, or the warnings of fate. Romeo also reveals his awareness of the Princes law and suggests its importance for social order. In the beginning of Act 3, when Mercutio and Tybalt are fighting, Romeo comes between them and says, The Prince expressly hath forbid this bandying in Verona streets (3.1.82-83). Romeo seems to abandon his recklessness here, but it doesnt last long; he kills Tybalt only a few lines later. Granted, he is revenging his friends death, but this action marks the beginning of the deadly chaos seen throughout the rest of the play. Although he doesnt agree that a tragic flaw leads to the lamentable ending of the play, Fredson Bowers, in his article Dramatic Structure and Criticism: Plot in Hamlet, does, however, believe that the climax in Romeos decision to fight Tybalt involves a personal choice that carries moral responsibility and is therefore morally determinate (210). As the reader can see, tragedy follows a course of increasingly destructive events, and following the scene which marks the point of no return for Romeo, in this case the murder of Tybalt, madness inevitably follows. A. C. Bradley describes this sequence of events in relation to chance by stating that, à ¢Ã¢â€š ¬Ã‚ ¦any large admission of chance into the tragic sequence would certainly weaken, and might destroy, the sense of the causal connection of character, deed, and catastrophe (Bradley 64). Character represents the tragic flaw; the deed is the climax that leads, then, to madness which is the catalyst for catastrophe. Romeos madness becomes more evident as the reader can see his actions become increasingly less reasonable, beginning with the climactic scene and only ending with his death. Romeos madness is displayed through both his irrational actions and the reactions of Friar Laurence and Romeo himself. After Romeo learns of his banishment from Verona, his response, in both la nguage and action, provokes Friar Laurence to proclaim, O, then I see that madmen have no ears (3.3.61). Here, he recognizes the madness, so quickly evident in Romeo, spawned from Romeos banishment following the death of Tybalt. Later in the play, Romeos madness intensifies to such an extent that he himself recognizes it when he says, The time and my intents are savage-wild, more fierce and more inexorable far than empty tigers or the roaring sea (5.3.37-39). Here, Romeos admission of his madness is Shakespeares way of explicitly informing the audience that Romeo has indeed lost his sensibilities. The madness seen in the previous lines leads directly to catastrophe, namely the death of Romeo. His insanity, before an internal conflict, is now outwardly admitted to Paris when he says, Live, and hereafter say a madmans mercy bid thee run away (5.3.66-67). These lines represent Romeos submission to his madness as he rushes to his intended suicide. Much like Romeos insanity, Juliet exper iences symptoms following the climactic scene of the play. This is recognized by Juliets mother when she states, Some grief shows much of love, but much grief shows still some want of wit (3.5.72-73). Although Lady Capulet believes she is seeing Juliets despair over Tybalts death, her visible display of sorrow is derived directly from her grief over Romeos banishment, and this grief is but the first sign of a creeping irrationality that will lead Juliet to her end. Her irrationality lapses into madness as Juliet begins to hallucinate before drinking Friar Lawrences potion, as can be seen when she says, O, look! Methinks I see my cousins ghost seeking out Romeo that did spit his body upon a rapiers point (4.4.57). Directly after this statement, she drinks the potion, an act that even Friar Lawrence deems desperate (4.1.69), exorcising, through her action, the madness that has acutely built up in her since Romeos banishment. Throughout Romeo and Juliet, fate is referenced in many different ways, yet all passages seem to be directed to the same idea of a higher power watching over the natural order (Kastan 16) of the characters, but the protagonists of the play use fate as a source in which to place blame so not to be held accountable for the decisions they make. Throughout, this higher power has been named the stars (1.4.107), fortune (1.2.57), heavens (4.4.121), fate (3.1.114) nature (3.2.80), and each time Romeo or Juliet makes a rash decision and faces the consequences of the same, they complain that fate is the cause. Fate serves as a help for the young couple, however, and this becomes evident in that, each time the play reaches a critical point important to the plays outcome, the protagonists are warned. This idea of warning from a supernatural or ghostly source is a common strategy in Shakespearian tragedies. Here, Romeo is first warned in a dream which Mercutio calls Queen Mab (1.4.53), right bef ore he is about to meet Juliet for the first time. The dream warns him not to go to the Capulet ball, and fate further guides his decision by planting uncertainty in his decision as a warning of what will happen if he does go. Romeo states, I fear too early, for my mind misgives some consequence yet hanging in the starsà ¢Ã¢â€š ¬Ã‚ ¦ (1.4.106), and although he is affected by this warning and aware of the consequences if he goes, only five lines later, he ignores the warning with On, lusty gentlemen (1.4.113). This is an active decision by Romeo to go to the ball, yet in the previous sentence, he says Direct my sail! (1.4.113). Thus, although Romeo receives help from fate through guidance, warnings of impending disaster, and the free will to avoid decisions, he repeatedly makes bad choices of which he is not willing to take responsibility, but rather, blames the very source that helps him. Another example of this warning comes when Romeo is leaving for Mantua, and this is the last t ime Juliet sees him. This time, both have a feeling of impending doom. Juliet says, O God, I have an ill-divining soul! Methinks I see thee, now thou art so low, as one dead in the bottom of a tomb (3.5.54-56), and Romeo responds with, And trust me, love, in my eye so do you. Dry sorrow drinks our blood. (3.5.58-59). Juliets lines are spoken just three lines after she asks Romeo if they will ever see each other again. Of course, they do not meet again, and these lines mark the next phase of chaos, death, and bad decisions which conclude the play. There are, however, two more references to dreams that correctly reveal encounters, tragic in nature, which could have been avoided. First, Juliet imagines going mad inside the Capulet tomb, blatantly declaring a warning from fate that is being played inside her own daydream. When she says, O, if I wake, shall I not be distraught, envisioned with all these hideous fears, à ¢Ã¢â€š ¬Ã‚ ¦ and, in this rage, with some great kinsmans bone as wi th a club dash out my desprate brains (4.4.49-53), her concerns are actually a proclamation of fates warning that this rash action will eventually lead to her demise, a warning which she promptly dismisses as she drinks the vial only a few lines later. The second of these references to dreams lies in Romeos statement, I dreamt my lady came and found me dead strange dream, that gives a dead man leave to think (5.1.6-7). Romeo does not recognize the implications of this dream, which serves as the voice of fate. Instead, his irrationality spins this message into a form that he is willing to accept, as is seen by the following lines, and breathed such life with kisses in my lips that I revived and was an emperor (5.1.8-9). Due to Romeos maddening obsession with his infatuation, he is unable to decipher the true message of this dream. His irrational actions have set him on a path that will lead to his death. A.C. Bradley believes that tragedy is generally based around a character of prominence and is a story of human actions producing exceptional calamity and ending in the death of such a man (Bradley 64). This element of tragedy, consisting of specific actions that lead to a catastrophe and result in the death of a prominent character, is a classic theme among Shakespearean tragedies. One of the most common aspects of this basis is the element of death, both foreshadowed and realized, as a conclusion to the deranged actions of the primary characters in Shakespeares works. This theme can be seen in many of his plays, such as Hamlet and Othello, but none more so than Romeo and Juliet, where the theme of death is constantly reiterated from the initial prologue to the conclusion of the play. For instance, when paralleling the young lovers courtship to the different stages of the play, one can see these recurrent statements explicitly stated, all of which indicate deaths impending arrival as the natural conclusion of the couples consistent irrational actions. The first of these decisions occurs before Romeo is to attend the Capulets ball. He begins to feel himself traveling down an unnatural path and says, my mind misgives some consequence yet hanging in the starsà ¢Ã¢â€š ¬Ã‚ ¦of a despised life, closed in my breast, by some vile forfeit of untimely death (1.5.106-111). Although Romeo, to some extent, feels fates warning and the consequences of his actions, he proceeds to Capulets ball, taking his first step toward his ultimately tragic end. Furthermore, after they meet, Juliet immediately decides he is married and says, à ¢Ã¢â€š ¬Ã‚ ¦my grave is like to be my wedding bed (1.9.131-132) before she even learns the name of her idol. This is only the first of many such examples of an irrational thought process that will continue throughout the rest of the story; examples of this unreasonable belief that death is their only alternative further displays their refusal to ac cept the situation and work toward a solution. Instead, death provides an easy solution. By limiting herself to only two options, Juliet consistently bases her decisions on this belief, despite all warnings that she is essentially running headlong to her own death. The next step in the progression of this affair, the marriage of the young lovers, is yet again marked by the presence of death. Upon arriving at Friar Lawrences cell for the proximate ceremony, Romeo declares that, love-devouring death do what he dare it is enough I may but call her mine (2.5.7-8). Once again, the presence of death is foreshadowed at a pinnacle point, and Romeo and Juliet make another aberrant decision. By explicitly challenging death, Romeo is seemingly aware that his mortality is imminent, but he still continues down this path. He does not consider that Juliets actions are mirroring his and leading her to the same conclusion. The couples impetuous drive toward rash decisions is unmistakable throughout the rest of the play. Although they are aware that the opportunity of their continued relationship will ultimately never be presented, the two protagonists pursue death from the beginning. These examples solidify the argument that Romeo and Juliet is a prime example of Shakespeares lesson that death as a natural consequence of the impetuous actions of those who disregard the admonitions of fate. Throughout the realm of Shakespeares tragedies, another theme persists. While the protagonists in Shakespearean tragedies make conscious choices determining their own paths, most commonly against the subtle and blatant warnings of fate, there is a constant element that renders the execution of these decisions compulsory; this idea is known as situational conflict. In his article Art and Artifice in Shakespeare, Elmer Edgar Stoll states, The core of tragedy is situation; and a situation is a character in contrast, and perhaps also in conflict, with other characters or with circumstances (Stoll 69). This idea that there must be a conflict to a tragedy is not a novel idea, but the idea that there must be a situation in conflict with character or circumstance suggests that an author would need to define this situation, either implicitly or explicitly, at some point prior to the climax of the story. Following this design of creating a situational conflict that will force the protagonists to make decisions that will lead them down either fates implied path of natural order or along a course of their own devising, a tragic plot must contain an action that forces this conflict. Shakespeare was not oblivious to this motif; in fact, the construction of his tragedies suggests his acceptance of this template as a method of depicting a tragic plot. In the bulk of Shakespeares tragedies, there is a common event that, apart from the climax and generally between the middle and end of the first act, explicitly defines this situation. The act typically causes conflict in the protagonists state of affairs, which sets the stage for the downward spiral of decisions that the characters make. While in most cases influenced by another character in the play, such as Iagos announcement of his plot to deceive Othello or Lady MacBeths persuasion of MacBeth to kill King Duncan, this triggering event causes the protagonists in Shakespeares tragedies, either immediately or inevitably, to mak e the initial decision that will decide their fate. Romeo and Juliet does not differ from this scheme; the triggering event and the situational conflict are both present within the same location stated previously. Specifically, this event is caused by the attempts of Benvolio and Mercutios to assuage Romeos concerns about attending the Capulets ball. While Romeo initially agrees to accompany them to the event, he soon shows no interest in the nights activities. He says that he will be a candle-holder and look on, and shortly thereafter begins to question his decision to attend the ball at all when he states, à ¢Ã¢â€š ¬Ã‚ ¦we mean well in going to this masque, but tis no wit to go (1.4.38, 1.4.46-47). Although he is persuaded by Benvolio and Mercutio, the final decision to attend is ultimately made by Romeo. This choice places Romeo in a situation where conflict is eminent; he walks into the house of the Capulets and woos a lady who he knows, by being present at this event, has ties to his enemy. Therefore, although Benvolio and Mercutio attempt to persuade Romeo to attend the ball and examine other beauties (1.1.221), his choice to do so is the triggering event. This is Romeos first chance to decide whether or not to enter into a situation of conflict and, as with many of Shakespeares tragic protagonists, Romeo makes the wrong choice. There is some debate about the effectiveness of the moral lessons in Shakespeares tragedies. In his article Shakespeare, Walter Raleigh believes, There is no moral lesson to be read, except accidentally, in any of Shakespeares tragedies (Raleigh 66). John Dryden, on the other hand, argues, in his article entitled The Grounds of Criticism in Tragedy, that tragedy is an imitation of one entire, great and probable action; not told, but represented; which by moving in us fear and pity, is conducive to the purging of those two passions in our minds (Dryden 24). The conscious decisions of the characters in Shakespearean tragedy are not only pertinent to the advancement of the tragic plot, but also morally determinate. Shakespeare reveals this idea through fates warnings, the dialogue of the characters, imagery, the advice of characters such as Friar Laurence, finally, in the epilogue, a common element in Shakespeares tragedies. The definition of a morally determinate action is significant in the argument of free will versus fate in Romeo and Juliet because it signifies that the character is aware of the issue and nevertheless makes a choice that is inherently fatal (210). This allows for an exchange of the audiences sympathy for the lovers with a feeling of contentment in knowing that, instead of a dismal view of fates inevitable defeat of innocent lovers, the protagonists have control of their lives and pursue tragedy through their own disobedience. The audience is able to enjoy the play because they too have free will to determine their own fates, yet they also come away with the lesson Shakespeare teaches about the moral responsibility of ones actions. Although the interjection of fate has been discussed previously, the moral reprehension announced by some of the characters in the play regarding Romeo and Juliets actions also serve as a measure by which to gauge the moral accountability of the couples ac tions. For instance, Friar Lawrence is appalled by Romeos exploits with Juliet at the Capulets ball, which is evident when he states, Is Rosaline, that thou didst love so dear, so soon forsaken? Young mens love then lies not truly in their hearts, but in their eyes (2.2.66-68). Essentially, Friar Lawrence is expressing his distaste in the immorality of his decision to wed another woman not a day after his lamentation for Rosaline. This decision is morally reprehensible because it exposes the fickleness of Romeos love and the significance of entering into a marriage without understanding the significance of such an act. This type of reaction is evident again when Friar Laurence castigates Romeo, this time for his effeminate tears and unreasonable fury (3.3.110). Here, Friar Laurence remarks, Hast thou slain Tybalt? Wilt thou slay thyself, and slay thy lady that in thy life lives by doing damned hate upon thyself? (3.3.135-137). Romeos decisions, in this case, are blameworthy because of the selfishness of his statements of suicide, as he does not consider Juliets welfare. He is further subject to blame when one contemplates Romeos previous actions and his failure to recognize the mercy that the Prince has shown him. His selfishness is directly related to the disjointed nature of Romeos decisions; rather than considering the implications of his decisions, he initiates a course of action based on his brash and reckless predilection. The epilogue in Romeo and Juliet repeats the events that unfold in the private counsel of Friar Lawrences cell, and while his account describes the rash actions of Romeo and Juliet, he openly accepts responsibility for his own part in the scandalous event. Friar Laurence is quickly pardoned for his misdeed. The outcome of the epilogue reveals the moral lesson; one must face responsibility for his or her actions, and it is better to accept the outcome than to run away. This is evident when Friar Lawrence pronounces, if aught in this mis carried by my fault, let my old life be sacrificed, some hour before his time, unto the rigour of severest law (5.3.266-268). He accepts complete responsibility for his part in the events that lead to the young lovers deaths and implies his foreknowledge that his actions could result in punishment, indicating that the Friar considered this before acting and juxtaposing this with the actions of Romeo and Juliet. By revealing to the audience both an avoidable situation and the reasons for the tragic ending, Shakespeare succeeds in providing a moral lesson that serves to purge the passion (Dryden 25). The implementation of a tragic flaw, madness, neglecting fates warnings, death, a triggering event, actions which are morally determinate, and the moral lesson provide a clear view of Shakespearean tragedy. The causal relationships between the elements of tragedy, combined with common literary features associated with plot, identifying the triggering event that presents the situational conflict which will lead to the climatic peak of the narrative, the resulting madness that builds in the principals, the ineluctable conclusion of death, and the consummate lesson learnt upon the end of the tale. Throughout this chronology, each step is traversed by a morally determinate adjudication based from, in this case, the main characters tragic flaws, and neglecting the karmic guidance offered by other characters as well as by their own admissions of feelings and dreams. Romeo and Juliet adhere to each of these elements, not on a scarce occasion or two, but continuously and doggedly throughout the course of the story, with each factor intertwining with another to form the basis for which the primary idea related to the main characters decisions may rest; Romeo and Juliets actions were undertaken too impetuously, and while fate did play a role in attempting to advise the young couple as to the natural order of their situation, they exercise their free will to interminably disregard these warnings and set themselves down the slippery slope that results in their undoing.

Her Family Seed :: Short Story Stories Farming Essays

Her Family Seed It is the dawn of summer; in a large open corn field, a tiny girl with skinny legs stands at the edge. Far from her, a giant tractor ravishes and cracks the earth. The sharp deadly blades cut deep. With each cut, a fresh color of the earth appears, much darker than the layer before. With each slash, the air fills with fresh earthy scents of dead-decayed corn plants. In another gash, another grasshopper flies into the air, away from danger. With each catastrophic advance, the tractor makes, a seed of corn is planted. In a similar way the tiny girl’s family seed is planted within her. Within the seed’s embryo lies her family history and individuality. At this tender age, community and family values are continually deposited on her without her realizing it. The seed is buried into a graveyard of corn plants; where she can’t see it, just as she does not feel her family seed being planted. Even worse, it was planted into a field of innocence, constantly haunted by desires to run around half-naked in the rain when the rains finally came and a ride on the tractor. She does not realize that her family depends on these corn fields for food. At nights, she sits by the open fire roasting corn with her many brothers. The tiny girl does not know that her many brothers are actually her cousins and sons of her mother’s friends. As there is plenty of corn, her mother provides a home for all her sons. The corn fields also provide food for her neighbors that do not have enough. Her neighbors, the Bulunga family, live in three beautiful stick and mud huts, with thatched roofs. Like a centripetal force, the corn fields pull together her sense of family. Her innocence nurtures the seed until it slowly crawls out and bursts into green. And grows. This is the story about the 'seedling hood' within her, a part of her childhood unearthed. Right now, standing here by the old thatched hut, she looks up and sees a carpet of green. Their corn plants. Like broken pieces of glass on a side walk, the droplets of dew on the leaves reflect early morning light. She picks up her hoe. With a single hand she places it on her tiny fragile shoulders.

How can managers add value

How managers can add value to the organization Managers can add value to their organization in many different ways. First, they can like other employees, add value by simply doing their job well. Managers are performing the leading and motivating function, and a lot more depends on their successful work than on the work performed by other employees. Disruptions in managerial functions are bound to disorganize the work of other members of the organization as managers are supposed to add coherence to the organization’s activities. Thus, efficient and coherent leadership is the most important way in which managers can contribute to the success of their company. To carry out this challenging task, managers need to present a consistent policy to the rank-and-file employees so that managerial decisions do not conflict with each other. In fact, a discrepancy in the guidelines established by different members of the managing team can be most detrimental to the progress of business, and thus is one thing managers should most definitely refrain from. A person in a managerial position is certain to interact with other people including those who are their subordinates and can therefore be more easily influenced by managers. Consequently, a manager can promote the organization by influencing these people developing their understanding of business, skills and expertise, as well as supporting the ethical code of the organization. Of course, the manager is not always able to improve the potential of the workforce drastically in one sweep, but they can strive and work to achieve this purpose by raising their requirements to employees’ level of knowledge, skills and expertise. Managers can influence employees by setting a positive example themselves. The preservation and realization of the moral and ethical norms in an organization is dependent in the first place on the styles and practices at the top. Yet another way in which managers can make a contribution is choosing experienced, motivated personnel that can successfully achieve the goals set by the organization. The management usually makes staff decisions, and their correctness is of crucial importance for the benefit of the cause. The people are the primary value of any organization, and the ability to find able workforce and use it effectively for the benefit of the organization is the chief strength of any manager. Managers also add value by pursuing the interests of the organization in the external environment, for example, by advertising, crafting the public relations policy, promoting the image of the organization to the public. Various promotional events and participation in the life of the community can be of help here. It is also important that managers put the interests of the organization they serve above their own pursuits. The temptation to use a position of power to capitalize on it for the achievement of one’s won enrichment or attainment of some other, for example, political goals. A manager needs to avoid that if he or she is determined to enhance the value of the organization. Thus, managers as people who are holding in their hands the levers to the control of the organization can add value to it in a number of different ways. They can offer their subordinates a consistent, coherent and effective policy, contribute to the evolution and development of the workforce, make wise decisions on the recruitment of the personnel, further the interests of the organization in the external environment, and uphold ethical standards within the organization. It is perhaps easier to say in which ways they cannot assist the organization: they cannot change the situation in the external environment, such as modify the external environment to a significant extent. The latter statement, however, is not absolute truth, since any organization influences its environment promoting new ways of competition, giving new ideas to the public, prompting new moves of regulating authorities. Therefore, the potential for managers to contribute to the development of their company is virtually unlimited and only restricted by their abilities and expertise. Â  

Expert help with scholarship essay

Expert help with scholarship essay Scholarship essay You may be assigned to produce a scholarship essay in any subject. When writing this paper, you should share your experience and describe what you have learnt from it. If you need help with preparing this work, you should take the following logical steps: First, you should pay scrupulous attention to the topic of your paper Thus, you will understand how to write a scholarship essay properly and what to start with. It is important to have enough time for developing ideas about how to explore the issue fully. At this stage, you may even pick the topic you have not thought about before. The next step is to represent your achievements. You should explain why you think that you have done something significant. By the way, you should not write about your current accomplishments only. You may also describe the events that have happened in the past, but mean a lot to you. Thus, you will be able to produce an original paper with the right scholarship essay format. If you want to provide readers with valuable information about yourself, answer the following questions. They will help you understand how to start a scholarship essay.Do you possess any extraordinary skills that differ you from other applicants? How do you master them? What are your favorite movies or literary compositions? Have they changed your outlook? Describe the most complicated situation you have ever faced. Have you drawn valuable lessons from it? It is rather interesting to analyze such points in scholarship essays. Have you ever put considerable efforts to achieve the set goals? Have you ever failed in anything? How did you feel about it?When producing scholarship works, you may talk about the things you would like to possess most of all You may also describe the places where you would like to be with someone you admire. You should not be shy to describe your feelings when discussing unbelievable moments of your life. Remember to make a proper scholarship essay format. Below, there is a list of question you should consider when writing scholarship essays:What are your strong points? What can your friends tell about you? Imagine that your friends have to prepare a scholarship essay instead of you. What topic would they cover? Did you participate in extracurricular activities at high school? Why? Which one did you like the most?Students may also talk about their aspirations and future plans in their scholarships essays. Can you imagine yourself in twenty years? Will you have achieved your goals by that time? If you follow the afore-mentioned scholarship essay tips, you will write an outstanding paper.

Conflicts in Solon essays

Conflicts in Solon essays In this paper, I would like to discuss the conflicts between Athenians in Solon fs time. In order to do so, I divided the paper into three sections. In the first section, I will discuss the conflicts between peasants and aristocrats. After that, I will talk about the conflicts between aristocrats themselves. Finally, I will discuss how the political laws at that time show these situations. For the source, I would use  gThe Rise and Fall of Athens: Nine Greek Lives h, written by Plutarch, and  gThe Constitution of Athens h, written by Aristotle (in J.M. Moore, Ed.). This is the first section of the paper. In this section, I will talk about the conflicts between aristocrats and peasants and the solutions Solon tried to give. I will divide the section into five parts. 1. Two classes: aristocrats and peasants In Solon fs Athens, people were divided into two classes: one rich and one poor. The rich class is called aristocrats, and the poor class is called peasants. Aristocrats only covered two percents of the population. Most of them were big landowners and had inherited wealth. Unlike nowadays, aristocrats acted as more than one groups; they also were politicians, warriors and priests. Peasants are farmers who grow things themselves and sell goods for their families and subsistence, which means not market oriented. Some peasants had land and others had not, but both of them are free citizens. There was no middle class, which means there was no social mobility; that is, a peasant is a peasant for his whole life and could not become an aristocrat no meter how much he can earn (Tr). In fact, for more accurate speaking, there were totally four income groups in Solon fs Athens:  gThose who received an annual income of 500 measures or more of wet and dry produce, he placed in the first class and called Pentacosiomedimni. The second class consisted of men who could afford a horse, or possessed an income of 300 measures, and ...

Therapeutic Communication Essay Example | Topics and Well Written Essays - 1250 words

Therapeutic Communication - Essay Example Message can be verbal or nonverbal and it can be the expression of anything, which may include a feeling, an opinion, an order, or a suggestion. Encoding is the third component. Use of pictures, words, and body language to send a message properly to the receiving end is known as encoding of the message. The fourth component is channel. The channel is the way through which a sender sends a message to a receiver. In case of long-distance communication, the channel can be electronic mail, telephone, or web chat. Whereas spoken words are used in case of personal contacts where no electronic channel is required for the delivery of message. Next component, receiver, is the person or a group of people who receives the message sent by the sender. Receiver can be anyone to whom the sender sends the message. For example, in organization settings, the receiver can be anyone related to the organization. Decoding is also a major component. Decoding means to understand the message sent by the sender. Decoding is the job of the receiver who tries to understand the meaning of the received message using common perceptions and understanding the word meanings. The last component of communication is. It not only encourages the sender of the message but also helps the sender know whether he/she is going in the right direction or not. If we talk about levels of communication, we can say that there are three levels of communication, which include positive communication, intimate communication, and physical communication. In positive communication, more time is dedicated for speaking what one has to speak. Nursing professionals can make use of this level of communication to make the patients comfortable with the treatment procedure by talking with them and listening to their concerns. Next level is intimate communication. It is a form of friendly communication, which makes the communication process effective and result-oriented. Nursing professional can make use of this level of communication by talking with the patients in a friendly and joyful manner instead of making them feel ignored and unnoticed. The last level is physical communication. At this level of communication, people make physical contact with each other. It may be handshaking or giving hug to each other. In nursing profession, the physical contact be tween the patients and nurses is known as physical communication, such as, helping a patient move to the bed from wheelchair or checking a patient physically. Communication is of two main types, which include verbal and nonverbal communication. In verbal communication, people make use of tongue for the exchange of information whereas in the process of nonverbal communication, people make use of body language, eye contact, gestures, and appearance to send nonverbal messages to other people. In creating and maintaining a therapeutic nurse-patient relationship, the role of a nurse is very important. It is the process by which nurses provide effective nursing care for patients in need of psychosocial intervention (Therapeutic Communication, 2011). This relationship is based purely on mutual trust and respect. In this relationship, a nurse dedicates herself to the well-being of her patients by providing them with effective treatment, care, and physical and spiritual assistance. This rela tionship develops when a nurse shows extreme concern for the well-being of

Social Responsibility of a Business Term Paper Example | Topics and Well Written Essays - 1000 words

Social Responsibility of a Business - Term Paper Example This famous claim by Friedman however triggered a debate on what the social responsibility of a business is. The businessperson Mackey disagreed with Friedman’s thought terming it as narrow and underselling humanitarian aspect of capitalism. Mackey strongly believes that the social responsibility of a business is not only to increase profits but also to create value for all the stakeholders in the business. Mackey argues that the social responsibility of a business to shareholders, society, and the stakeholders are varied and all are satisfied in different ways, which should be taken seriously by any kind of business to be successful. I strongly agree with Mackey that the social responsibility of a business is not only to increase profits, but also to satisfy the needs of the society, shareholders, and stakeholders, which are as well important. Social responsibility of business to stakeholders The stakeholders in a business comprise the community, employees, suppliers, and cli entele. According to Mackey (2005), all these stakeholders draw the meaning of the business in their own way of satisfaction. It is worth noting that the groups’ needs are varied as well and the needs are satisfied in different ways. ... Satisfied employees in any business will translate into efficiency and quality output, which are valuable assets to the business. The social responsibility of a business to employees include, good working conditions and attractive salaries and wages, social security such as insurance and pension schemes, better living standards among others. Suppliers are as well important to a business and therefore there is need for a business to satisfy the suppliers socially. Mackey believes that all the stakeholders in a business are important for a business to attain its goals. Suppliers supply business raw materials needed to produce certain goods or services and it is their responsibility as well to get the finished products close to the customers. For the smooth functioning of the business, the social function of the business is to give them a fair deal in the business. Social responsibility of a business to shareholders The shareholders in layman’s term are the owners of a business a nd the social responsibility of the business is to satisfy their needs. Although most shareholders majorly focus on increased profits, Mackey admits this though in a different perspective. According to Mackey, profits maximization should not be the soul goal for a business but the business need to put first the interest of the entire stakeholders. Mackey (2005) argues that by putting first the interest of the stakeholders by value creation, this will act as a means to an end. As the business works hard towards maximizing profits for the investors, it is important to bear in mind that by satisfying the customers and other stakeholders, the profits are likely to increase. The shareholders being the owners of

Cannell Ltd Case Study Example | Topics and Well Written Essays - 750 words

Cannell Ltd - Case Study Example There is very little likelihood of profitability increasing in the near future, so either labour costs or materials costs will have to be cut back. Materials can be very hard to get at low prices, so Cannell would likely have to remain with its current suppliers. One area where Cannell could cut back is with its labour costs. But, to reduce its workforce could cause profitability to fall even further. The only way to decrease the percentage of labour costs is to increase labour productivity. This could be done in a number of different ways. One of the most common is by offering bonuses to employees who reach a certain level of output. This, in turn, encourages workers to increase their output so they can receive the benefits that Connell offers. Also, the company would benefit because input would remain the same but output would grow. If this occurred, then the company could possibly increase its profitability by reducing its prices and offering large sales. Once Connell Ltd’s profitability is high enough, the Connell Ltd can try to increase its output further by purchasing new machinery. One positive to this would be that labour costs would decrease compared to the total costs. However, if Connell Ltd is to increase labour productivity, then it will need to reduce its labour turnover of 11.4 percent. The problem with high labour turnover is that is takes new employees a while to get up to speed, and this reduces labour productivity. As long as the company is offering competitive wages and also providing employee benefits, then there is no reason to believe that this high labour turnover figure will remain high for too long. (b) The employees of any workforce are a large reason behind the success of a company. The case of Connell Ltd is no different—the manufacture of soaps, shampoos and other complimentary toiletries is a labour-intensive process. It is for this reason that the role of the employees is a huge determining factor in the success or failure of the company. I agree with the managing director in that the company should double its spending on training. A well-trained workforce can increase labour productivity and also produce goods at a faster rate. Because employees of Cannell Ltd work in teams, the collaboration among workers helps to either increase or decrease labour productivity. Training can take on many different meanings. Training about how to get along with fellow co-workers is perhaps just as important as learning new skills to perform a job. Increasing human capital can help Connell Ltd to match its larger competitors. Also, by training workers, they are more likely to enjoy their working environment because they will feel as though they are qualified to be employed by the company. One thing that Connell Ltd would have to watch out for is employees moving to a rival competitor after they have been trained by the company. Connell Ltd can help avoid this situation by (1) offering wages above the industry average; (2) Rewarding long-term employees through promotions and bonuses; and (3) only giving training appropriate to an employee’s stature in the business. As long as training costs do not get out of hand, then there is no reason why the company should

Someone Who Inspires Me Essay Example for Free

Someone Who Inspires Me Essay There are so many people who have influenced my life, but the person that stands out the most is my grandmother. I call her my Nee because I couldn’t say â€Å"Grandma† when I started talking. She always is a happy person every time I see her; she always tries to make herself a better person no matter what. I look up to her every day, and I want to grow up and be respected like she is. She has influenced me by her actions to respect elders, respect my parents, and the most important one is to always have a smile on my face even when I’m down. Nee always tells me to respect my elders. She always leaves an impression to my eyes for the reason that she still respects her elders to this day. I can remember from day one that she always tells me to use my manners no matter who it is. I would always get in trouble for not saying â€Å"Yes Ma’am†, â€Å"No Sir†, â€Å"Please and Thank You†. When we go out in public she always sees someone she knows, and I will always catch her saying those words. Even if they aren’t older than her, she still uses her manners. I know she always reminds me to have respect because she will always compliment kids that use manners towards her. By her telling me that she loves and respects it when kids use manners, then I know the elders love and respect it when I use my manners. I get complimented all the time for having such great manners and I will always tell everyone that it’s all because of my grandmother. Respecting my parents is very important to her also. She always would tell me when I went over to her house to never be rude to my parents. They are the reason I am here today, and have such a fantastic life. I will ever forget the day when I had to go clean her house, because at a family outing I yelled at my parents for a dumb reason, and my grandma got mad. She told me that I had to come over for the weekend and she was going to teach me a valuable lesson about respecting my parents. I had to clean all the floors and windows, and let me tell you that was not enjoyable. I learned my lesson real quick and I would never yell at my parents again. My grandmother taught me that I am disobeying God by yelling at my parents. Nee always has a smile on her face no matter what her day been like. She is always a happy person and just brings a happy mood to the room. I look up to that greatly because I want to be happy all the time, and I want people to want to be around me. She would always tell me that nobody likes being around sad and gloomy people since it will just make them in that mood also. One weekend I was very cheerless and I walked into the room that had a joyful atmosphere, and then it just dropped to pure unhappiness. I could hear Nee inside my head telling me â€Å"People don’t like to be around others who are not cheerful†, and right then I changed my mood. I didn’t want to make those happy people all gloomy because I was; I wanted them to want to be around me. She would also tell me that going to church and worshiping The Lord will forever make you in such a joyful mood. I have gone to church since I was little, and every Sunday when I leave, I always have a smile on my face. As Nee continues to teach me respect and how to become a better person, her influence on me will just keep increasing significantly. Her teaching me to respect my elders no matter how old I am shows me that I still have to use my manner when I am an elder; because that’s how I want to be treated by younger people. She always will tell me that I need to respect my parents no matter what the situation is and to view the fact that one day they won’t be here and I’m going to be a parent. Last but not least, I always need to remember to have a smile on my face. I will always hear Nee tell me that nobody wants to be around depressing people, so I better turn that frown upside down. By Nee teaching me to respect elders, respect my parents, and always keep a smile on my face, I have no doubt that I will be an influence on someone else in the future.

Erikson’s Psychosocial Theory: A Qualitative Study

Erikson’s Psychosocial Theory: A Qualitative Study From the time of conception until death, humans undergo incessant changes. One would experience biological, psychological and cognitive changes as one progresses in life. It leads to a change in the way one thinks and behaves. Development is the systematic change that takes place in an individual over the course of life (Shaffer and Kipp 2009: 2). The development of a human being is influenced by factors of nature and nurture. Based on these factors, various psychologists have proposed theories pertaining to human development. Particularly, psychologists have been interested in how one’s personality develops; whether personality is inherent or whether it is shaped by one’s experiences and environment. Among such psychologists was Erik Erikson who proposed the psychosocial theory of development. Erikson was a follower of Freud and accepted many of the idea’s that Freud introduced, however Erikson made modifications to Freud’s ideas and introduced the theory of psychosocial development (Erikson 1963, 1982 cited in Shaffer and Kipp 2009: 44). Freud believed that the stages of personality development was influenced by the maturation of sex instinct, this theory was termed psychosexual development (cite needed). Psychosexual theory of development focuses essentially on the unconscious mind. The id, ego and superego are the components of personality and these three components develop in accordance to the stages of psychosexual development. There are 5 stages of psychosexual development; the oral, anal, phallic, latency and finally the genital stage. The extent to which conflicts are resolved in each of these stages influence one’s personality later in life. Erikson modified this theory by emphasizing more on social and cultural influences on development and personality, rather than the influence of sex instinct and urges. The psychosocial theory of development constructs a series of 8 stages of psychosocial conflict that one would encounter at various stages of life. Each stage consists of a major crisis. The time at which each crisis emerges is dependent on factors of biological maturation and social demands that one would encounter during various phases of life. The extent to which an individual resolves each conflict affects the psychological development and personality of the individual (citation needed). Early life experiences, therefore, are assumed to have a significant impact on the way in which one would think about the world, the way one would form social relationships and on what one would think about oneself. To determine how Erikson’s psychosocial theory of development may contribute in explaining how interpersonal relationships, emotion and personality are shaped, particularly in individuals of the Sri Lankan context, a structured interview was formulated and 2 individuals were interviewed based on how he/she looks back on his/her life. The interview provides means of obtaining qualitative data about the participants’ lives with respect to the psychosocial development that has and is taking place. The sample for the interview consisted of a 25 year old Sri Lankan male who was married and a 50 year old Sri Lankan female who was divorced, single and had 2 children. The occupation of the participant A (the male participant) was mechanical engineering and participant B (the female participant) worked as a confidential secretary. Before the interview was conducted, each participant was briefed on the purpose of the interview and the method in which the interview would take plac e, then were asked if he/she would like to participate in the study. Information regarding the expected duration of the interview and the nature of the questions that would be asked was also given to the participants prior to the interview so that the participant would be fully aware of what the consequences of taking part in the study would be. The interview was a structured interview; 38 open ended questions were devised and there was an average of 4 questions relating to each of the 8 stages of Erikson’s theory of psychosocial development. After the participants agreed to participate in the study a face to face interview was conducted at each of the participants’ homes. Before the interview began the participants were briefed on confidentiality being maintained, their rights to not answer questions that they wished not to answer and they were given the right to withdraw at any moment they wished. The participants then signed a consent form and the interview proceeded. Stage 1: Trust versus mistrust The first stage of psychosocial development is believed to take place during infancy (0 – 1 year). At this stage the relationship between the infant and mother is of importance. In order to cultivate a healthy balance between trust and mistrust the infant should not be overprotected and overindulged yet the infant should be cared for and not neglected. If the infant is abused or neglected at this stage the infant’s basic trust will be destroyed and mistrust would be fostered. When one has mistrust one tends to expect that the world would bring more bad his/her way than good. One may find it difficult to trust friends and loved ones, even society. Mistrust may even cause an individual to be more avoidant of exposure to risks because the individual feels that the world is dangerous and inconsistent. Contrastingly, if the infant is overprotected by the mother the infant may develop a false sense of trust. Insulation from any form of unexpectedness may amount to sensory dis tortion and the individual may become naive. Such individuals are generally optimistic. In the interview conducted, questions were asked to determine how trusting the participant was of the world. When asked about what the participant thinks the future holds, participant A stated that he was optimistic to a certain extent about the future and the responses that participant A provided revealed that he did not seem to have difficulty in trusting other individuals. Participant A believed that the world is good yet has its ugly when asked whether the participant thinks the world is a bad place. Using the psychosocial theory of development participant A appears to have a healthy balance between trust and mistrust. Therefore it can be inferred that as an infant the participant obtained sufficient affection and care without being overprotected. Participant B, however, was pessimistic about the future, failed to see any good in the world and did not seem to trust other individuals with ease . Mistrust seems to have fostered more in participant B and this may be as a result of neglect during infancy. However the degree to which this theory is effective can be of question. Participant B’s mistrust may not be a result of experience during infancy, instead it may be an experience from later in life. The individual is divorced and the failed marriage may be a better explanation for why the individual is pessimistic and finds it difficult to trust others. Stage 2: Autonomy versus shame and doubt Between the age of 1 and 3, exerting independence becomes a key challenge for the child. The child begins to gain control over his/her body and is able to explore surroundings. If the child is ridiculed for his/her attempts at autonomy the child may become doubtful and ashamed of handling situations and problems on his/her own. Participant A’s responses to the questions based on autonomy took no extremes but rather fell on middle ground. The responses revealed that the participant made decisions independently and did not rely on others for matters that needed to be handled himself, however would seek help occasionally when in doubt. Participant B, however, still relied on parents for assistance when making important decisions in life and would ask for assistance when facing difficulty or if doubtful about what to do. Therefore, it can be assumed that participant B is less autonomous than participant A. However in the Sri Lankan culture it is not common to find adults still see king his/her parents for advice. Families in Sri Lankan culture are closely knit. Even as children grow into adults, the relationship with parents remain strong and it is quite common to find that elderly parents continue to live with their adult children and grandchildren. This closeness and confidence could be the reason why individuals still ask parents for advice even as an adult, not because of autonomy as a toddler. In this sense Erikson’s theory may be ethnocentric and not quite applicable in Sri Lankan culture. Stage 3: Initiative versus guilt This stage takes place between the age of 3 and 6 years. In addition to autonomy, the child now learns qualities of planning and undertaking tasks for the sake of being active. Guilt is a result of being reprimanded for adventure and experimentation. At this stage in a child’s life Erikson highlights the importance of adventure and play no matter how puerile it may appear to the parent of supervisor. Preventing an individual from initiation at this stage may have an effect on the individual’s confidence to initiate in later life and may instil fear that the individual is wrong or would be disapproved. However the child should still experience the consequence of mistakes and learn through trial and error so that the child does not turn out to be irresponsible so that the child’s conscience develops and so that he/she does not become boastful in nature. Stage 4: Industry versus inferiority From the age of 7 to 12, the child’s cognitive capabilities increase drastically. The competence of the child develops and the child begins to engage in meaningful activity. Involvement in extracurricular activities in school may help the child prepare to enter life and become industrious as an adult. Contrastingly if the child does not experience the satisfaction that achievement brings, experiences failure in school work and activities, or is denied the opportunity to develop his/her unique potential and participate in school activities, in later life the individual may feel useless, unable to contribute or work in teams. Moreover, a certain amount of failure is important too so that the child has a sense of modesty. The balance between modesty and competence if important. One develops the virtue purpose if successful in this stage. Stage 5: Identity versus role confusion Adolescence (age 12 to 18 years) is a major stage of development of an individual. One becomes increasingly independent, one begins to think of the future in terms of the career one wishes to occupy and the type of lifestyle one wishes to follow. In making such decisions one must learn the roles that one will occupy as an adult. What should happen at the end of this stage, according to Bee, is â€Å"a reintegrated sense of self, of what one wants to do or be, and of one’s appropriate sex role† (Bee 1992 cited in McLeod 2013). Individuals begin to explore possibilities and based on the result of such explorations, one’s identity is formed. Forcing an identity upon a youth would cause diffusion in which the individual lacks any form of commitment or passion. The youth would become rebellious or unhappy. In failing to form one’s identity, one may experience foreclosure where the youth adopts an identity of convenience precipitately. The youth that is unable t o form his/her own identity becomes confused about his/her role in society. Individuals would develop the virtue of fidelity if successful in this stage. Although Erikson’s theory describes the development of fidelity the theory does not explain how the development takes place. It is difficult to test the theory in this area and it is not falsifiable. The relationship between exploration as a youth and development of identity is vague. Participant A in the interview had strict parents and was not allowed to explore and adventure as a teenager yet seems to have fidelity and a strong identity. This contradicts the psychosocial theory of development. Stage 6: Intimacy versus isolation In young adulthood (18 to 40 years), one starts to share oneself and one’s space more intimately with another individual. It starts with exploring a relationship with an individual other than a family member, which in turn could lead toward a long term commitment to that individual. Avoidance of intimacy and commitment to a relationship could lead to isolation or even depression. If an individual succeeds in this stage the individual develops the virtue of love. However in a country that has arranged marriages it is difficult to see how willing one is to share one’s personal space with another. It could just be that the individual is forced to be in a committed relationship with another individual. The obligation to remain in the relationship would be present without love. In this case determining the successfulness of an individual at this stage is difficult. Stage 7: Generativity versus stagnation This stage occurs during middle adulthood (between 40 and 65 years). The individual starts to feel more involved in the world and a part of a bigger picture. Moreover, one would become more productive in terms of one’s career or in terms of raising one’s children. Some may even become involved in community activities and organizations that would benefit society. Failure in being generative in these ways would cause an individual to feel unproductive and stagnant in society. This stage is important for the development of the virtue care. Stage 8: Integrity versus despair As one steps into old age (65 years and over), one becomes unable to be as productive as one use to be. Therefore at this stage one starts to reflect on one’s life in terms of how satisfied one is with how he/she lived life. Integrity develops as a result of one seeing oneself as successful in life. According to Erikson, if one is disappointed and feels one did not accomplish the life goals one had, the individual would develop despair. Whilst the psychosocial theory is an aid in capturing central development issues in the 8 stages, it is still difficult to use the theory as an explanation of as to how and why such development comes about and Erikson acknowledges this (Erikson 1964 cited in McLeod 2013). There is no explicit explanation for how the degree of development at one stage affects the degree of development at another stage. The psychosocial theory of development is claimed to be universal however it is difficult to apply in certain cultures. For the solution of crises there is no universal mechanism that can be applied. It may vary from culture to culture. Moreover, the psychosocial theory of development, similar to the psychosexual theory of development, is not falsifiable and is difficult to test empirically. The lack of empiricism is one reason why developmentalists prefer other viewpoints of development, typically the learning viewpoint, rather than the psychoanalytical viewpoint. Despite the criticisms of the psychosocial theory of development, there is still support for Erikson’s 8 stages of personality development (McAdams 2001). The emphasis on the fact that individuals undergo development actively rather than passively and that humans are not subject to irrational urges is a quality that Erikson introduced after improving Freud’s psychosexual theory (Erikson 1963 cited in Shaffer and Kipp 2009: 44). Many find it easier to accept that humans are rational and there is interaction of both biology and social influences, with ego playing a greater role than id. The psychosocial theory indeed has provided understanding to the development that occurs through various stages of life. The impact that relationships with family, friends and peers has on development has been brought to light and this theory can be applied to the education setting, work setting and even help improve parenting methods. Therefore despite the limitations of the psychosocial theory, the contribution to the field of developmental psychology that Erikson has made, in terms of the psychosocial stages of development, is certainly valuable. List of References McAdams, D. P. (2001) ‘The Psychology of Life Stories’. Review of General Psychology 5 (2), 100 McLeod, S. (2013) Erik Erikson [online] available from www.simplypsychology.org/Erik-Erikson.html> [19 March 2014] Shaffer, D. R., and Kipp, K. (2009) Developmental Psychology: Childhood and Adolescence. 8th edn. Australia: Cengage Learning TWas The Dopolavoro A Success? TWas The Dopolavoro A Success? To What Extent Was The Dopolavoro A Success? Plan Of Investigation This essay will analyse the extent of the Dopolavoros success within Italian society between the years 1925 and 1939. The Dopolavoro was a leisure program under the organization Opera Nazionale Dopolavoro (OND) and was created initially to help gain the support of the Italian working class after the ban on trade unions. In addition to controlling Italian dissatisfaction within the state, the OND saw these programs as a further area of competition with the Socialists, who had similar social organizations. Seeing that it tried to gain the support of employers, there was nothing characteristically fascist about it. However, after Augusto Turatis rise to party secretary in 1927, the Dopolavoro became another supporting element of Mussolinis regime. Despite propaganda having a wide range presence, Italian society was not affected to the extent that the government wished, leading to the question, to what extent was the Dopolavoro a success? The two sources presented approach the topic in a relatively different manner. John Whittams Fascist Italy describes the course taken on this subject by a purely subjective viewpoint and analyses the factual information. Martin Blinkhorn on the other hand, in Mussolini and Fascist Italy, promotes a objective opinion on the Dopolavoro and the Italian state while criticizing it for its manipulation and deceptive attitude. Conclusively, an evaluation of the extent to which this program was a success will be presented through the analysis of key factors. Summary Of Evidence Mussolini was appointed Prime Minister in 1922 The Dopolavoro was formed on the first of may in 1925. The Dopolavoro included adult leisure programs, facilities and welfare programs. This idea was introduced by an engineer Mario Giani. Edmondo Rossoni promoted Gianis schemes. It was ran by a government agency called Opera Nazionale Dopolavoro. It aimed at decreasing tension created after the ban on trade union-sponsored clubs. In the 1930s the Dopolavoro ranged from theater to bands and libraries. Initially, membership was limited to 300,000, in 1926 and grew to 4 million by 1939. The OND was the answer to Gianis plea for a national state sponsored plan. The OND took over former socialist buildings and used them as its facilities. Turati was appointed leader of the OND in 1927. The ONDs initial purpose was to deliver news on the agricultural sector. Increased membership urged the OND to put more emphasis on recreational activities. Sports activities and welfare programs were heavily funded and journeys to favorable locations were subsidized. In 1936, twenty per cent of urban workers joined, 7 per cent of rural members and 80 per cent of employees in state and private sectors. Company employees were granted better facilities and lounge areas. Class divisions were evident. The poorer classes were given the cheapest seats in addition to being separated from the higher classes. Evaluation Of Sources Fascist Italy by renowned historian John Whittam, is a concise introduction on the nature of Italian Fascism under Mussolini. This book was written to inform the reader of the Italian Fascist state in terms of politics, diplomacy and military developments, and in what ways the domestic sector was neglected. The provision of documents and recent research aided in analysing the origins of the movement and its political success. Within its far-reaching analysis, Whittam emphasizes Mussolinis attempt for social control and party-state tension. The successes and failures of the fascist state, as well as the collapse of the regime are analysed objectively. Mussolini and Fascist Italy, also written by renowned historian Martin Blinkhorn, explains the importance of Mussolini, the movement and the regime which overlooked Italian society between 1922 and World War 2. Furthermore, he examines the fascist partys rise to power and the creation of Mussolinis dictatorship through reason and rational arguments. Nevertheless, Blinkhorn portrays his argument by criticizing the fascist state for subjecting society totalitarianism and deception. Although he makes brief comments on certain aspects of the Dopolavoros success, his argument largely consist of its â€Å"abysmal failures†. Furthermore, the age of the book must be questioned. In contrast to Whittam who has exploited certain recent revelations, Blinkhorns resources rely on documents preceding 1980. Analysis Like several other dictators, Mussolini too tried to tie his people closer with fascist beliefs and incorporate the masses to the fascist regime. An attempt was made to achieve this by introducing certain programs to the Italian people. These included adult leisure programs, facilities and welfare programs. On May first 1925 the Dopolavoro was formed, ran by a government agency called the Opera Nazionale Dopolavoro (OND). Initially, this idea of social engineering was introduced by Mario Giani, an engineer and a former manager of Westinghouse plant at Vado Ligure. Edmondo Rossoni, an Italian Fascist politician, acknowledged Gianis schemes for common activities and arranged for them to be introduced to his rapidly growing syndicalist organization. The upholding of the relationship between employers was crucial, seeing that such a project required increased funding as well as buildings and recreation grounds. Gianis plans seemed to be put in peril by suspicion placed on Rossoni on beha lf of the employers. Giani saw the risk in going through with his schemes under the current situation so he requested a national, state-sponsored plan. The solution to this appeal was the Opera Nazionale Dopolavoro. The remains of the Socialist Partys establishments aided the emergence of the Dopolavoro â€Å"with its chambers of labour, co-operatives and leagues many of them with mutual aid societies, communal halls and facilities for social and sporting events.† The squadristi, commonly known as The Blackshirts, destroyed many of these; the fascists simply took over those which remained intact. Mussolini appointed Turati, the party secretary, as leader of the OND two years after its establishment, and proceeded to integrate it as a central aspect of the National Fascist Party. The party representative in the provinces was responsible for assembling a board to supervise the area, and all Dopolavoro activities, as well as those sponsored by the employers, would be managed by its members. Originally, the OND was meant to inform the workers of new techniques and developments in the industrial sector. However, as the organization grew, more efforts were put in enhancing sports activities, summer camps, subsidized journeys to the mountains and the sea, cheap rail fares and welfare programs. It aimed at â€Å"re-educating† the Italian people as a whole, instead of brain washing them from an early age. It aimed at providing leisure/after-work activities within a fascist atmosphere. Also the Dopolavoro aimed at decreasing the workers irritation with the fascist ban on the trade union-sponsored clubs. Reaching the 1930s the Dopolavoro ranged from theater to bands and libraries. Initially, membership was estimated at 300,000 in 1926 and grew to almost four million by 1939. Reaching 1936, twenty per cent of urban workers took part, 7 per cent of rural members and 80 per cent of employees in state and private sectors. Many of the state and private employees were granted access to clubs, shops and athletic facilities provided by their respective company. What separated these benefits from the publicly used ones was the difference in their superiority. Even though organization was used to â€Å"demolish† barriers, class divisions were evident. During their excursions boarding railways or steamers, lower classes were separated from the higher ones and were given the poorest seats. Nevertheless, they saw no reason to complain, seeing that it was the first time for most of them to ever board a train or a boat, let alone go to the sea and the Alps. In order to clarify the extent of the Dopolavoros success, we must first distinguish the nature of its success. In this respect there are two criteria which have to be taken in mind. Social indoctrination of fascist ideology and diversion of mass awareness and attention. The ONDs initial cause was to provide after-hours leisure activities, so it should come as no surprise that they neglected direct ideological indoctrination as priority. However, during the 1930s (with Starace as party secretary) the importance of the OND as an instrument of propaganda was understood. In the cordial environment of the OND clubs and excursions, the masses were exposed to the success, failures and problems of the party. This was particularly worrisome for the regime as they made great efforts to avoid fanatical reactions. All they wished for was for passive acceptance of the given situation. The OND distributed government issue radios. Although these were considered a luxury item (300,000 in 1932, over a million in 1938), collective listening was encouraged. This was a measure taken for regulating information. The regime issued these radios so as to censor most information and prevent any public aggravation. Due to its recent appearance, the radio was highly favored. Moreover, through the OND, millions of people were exposed to propaganda and entertainment plans. This was an advantageous step for both the government and the illiterate. The ONDs use of the radio as well as the cinema was very efficient in distracting the masses. The Dopolavoro even purchased mobile projectors and sent them to remoter areas. Despite the Dopolavoros efforts to create a â€Å"laid-back† atmosphere so as to keep a sense of serenity among the people while in parallel integrating them in the fascist regime, it is argued that the members were not affected by fascist propaganda, hence failing to meet the goal set from 1927 onwards which included fascist indoctrination within the masses. Conclusion Among the fruition of many institutions brought forth by the Italian government, the Dopolavoro (or OND) was without doubt the most popular. Evidence of its popularity lies in the fact that it survived even Mussolinis fall, at which point its name was altered to Ente Nazionale Assistenza Lavatori (National Organisation for Worker Assistance) in 1945. Throughout the course of its existence, the Dopolavoro proved to be invaluable in its efforts to divert attention from the partys social and economic issues by providing a widespread and diverse range of cultural and recreational activities. Moreover, it served as a buffer in response to societys discontent. Be this as it may, criticism is present in the fact that it facilitated the infiltration of government branches and aided the meeting of enemies of the regime without attracting attention of the police. The Dopolavoro attempted a more active approach in fascist indoctrination in the late 1930s, however due to the lack of radical thinking, it failed to meet the regimes wishes. As far as public unrest is concerned, the Dopolavoro was successful in toning it down by introducing various leisure activities aimed at decreasing social irritation. However, in its goal to instill the fascist ideology within the Italian people, not only did it meet a miserable fail, it proved to be highly inefficient and showed a direct contrast to the regimes intentions. Bibliography Blinkhorn Martin, Mussolini and Fascist Italy, Routledge 1987 De Grand J. 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