Claudius the Machiavelli Essay

There are many kinds of people in the world. Some people are kind, generous, caring, etc. But there are the kinds of people who are selfish deceiving and very cruel to those around them and only puts themselves before other people, these are characteristics of a Machiavellian character. In the story of Shakespeare, Hamlet, shows a great example of a Machiavellian character Claudius. Claudius is the type of man who is willing to go to the extremes in order to keep high position of power. He doesn’t care for the well being of others and only cares about himself. In Hamlet Claudius faces many threats to his position of power that has brought out his Machiavellian characteristics. Some of which are his willingness to kill and end the lives of other people, being very deceitful and trickery to those around him and manipulates and uses other people without thinking about the negative consequences it might have on the people he is using, all for his high position of power. One of the characteristics that make Claudius a Machiavellian character is his willingness to end other people’s life for his own gain whether it is directly or indirectly. In the beginning of the play the previous king hamlet is bit by a snake and dies, as the people were told. The truth is Claudius, the previous king Hamlet’s brother murdered him married his wife and gained the title of the new king. Claudius admits to his murder in the play in a form of a soliloquy, â€Å"Thanks, my dear lord/ O my offence is rank, smells to heaven./ It hath the primal eldest curse upon it,/ a brother’s murder. Pray can i not./†¦Can serve my turn? ‘ forgive me my foul murder’?/ That cannot be since I am still possessed/ Of those effects for which I did the murder/ May one be pardoned and retain the offence?/†¦ Be soft as sinews of the newborn babe!/ all may be well.† (Shakespeare III. III 38-75). In this scene Claudius admits to the audience through a soliloquy that he had murdered the previous king Hamlet and has gained a lot of things through the murder and he is not sorry for what he has done in order to gain his new title as the king. This shows the Machiavellian side of Claudius because he selfishly made the decision of killing someone just for his own selfish gain. There has been more than one time where Claudius shows his Machiavellian trait of trying to end someone’s life in order to keep his high position and power. In the play Claudius sees Hamlet as a threat to his life and safety. So Claudius arranges an execution for Hamlet in England. â€Å"†¦ And, England, if my love thou holdest aught-/ As my great power thereof may give thee sense/ Since yet thy cicatrice looks raw and red/ After the Danish sword, and thy free awe/ Pays homage to us- thou mayest not coldly set/ Our sovereign process, which imports at full,/ By letters congruing to that effect, / The present death of Hamlet. Do it England,/ For like hectic in my blood he rages/ And thou must cure me. Till i know ‘tis done,/ However my haps, my joys were never begun.† (Shakespeare IV. III 64-74). The previous quote is said by Claudius. Claudius shows his Machiavellian side through this quote, in this quote Claudius shows his true intentions of why he is sending Hamlet to England which is to get him executed. The reason why is because he feels threatened about Hamlet’s existence and is in the way of his plan in keeping his seat as the king of Denmark. Claudius has many more characteristics that label him as a Machiavelli. Besides killing people directly/ indirectly he also deceives and betrays those around him in order to cover up his true intentions. In the play, Hamlet, Hamlet accidentally kills Polonius who was hiding behind the curtain in the queen’s room, thinking it was Claudius. Hamlet finds out it wasn’t polonius and soon people in the palace found out what recently took place and Claudius feeling threatened plans on sending Hamlet to England. Claudius tells Hamlet â€Å"Hamlet, this deed, for thine especial safety,/ which we do tender, as we dear ly grieve/ for thou hast done – must send thee hence/ with fiery quickness. Therefore prepare thyself/ the bark is ready, and the wind at help , thy associates tend, and everything is bent for England.† (Shakespeare IV. III 43-49) in this scene of the play Claudius tells Hamlet he is sending Hamlet to England in order to reflect upon himself and his actions, but his true intention is being hidden which is Hamlet’s execution in England. This proves that Claudius is a Machiavelli because he is very deceitful to and disloyal to Hamlet by lying to Hamlet telling him that he is getting a sometime away from the kingdom in England for his own benefit but is actually being sent off to get executed just so Claudius can keep his position of power and his life. There is more than one time Claudius has shown his Machiavellian traits through trickery, betrayal and lies. One part in the play Claudius says to Laertes: â€Å"To thine own peace. If he be now returned,/ As checking at his voyage, and that he means/ No more to undertake it, I will work him/ To an exploit, now ripe in my device,/ Under the which he shall not choose but fall./ And for his death no wind no wind of blame shall breathe,/ But even his mother shall uncharge the practice/ And call it an accident.† ( Shakespeare IV VII 66-73). During this quote the story has progressed to which Claudius’ first plan to get hamlet killed has failed and Hamlet has come back from England. In these lines Claudius reveals that he is going to trick Hamlet to which will bring hamlet to his certain death to Laertes. Later on in the scene Claudius plans to trick Hamlet to drink a poisoned drink and to sabotage the fight between Laertes and Hamlet by poisoning the tip of Laertes’ blade. These actions that Claudius is making proves that he is a Machiavellian because Claudius is using tricks and deceit in order to get what he wants, which is Hamlet’s death. Other than using deceit, direct and indirect murder Claudius also shows his Machiavellian characteristics through manipulation and tricking other people to do things in order to cover up his true intentions and to keep him out of harms way and he doesn’t think of the negative consequences it might have on other people. Claudius shows a perfect example of this through the use of Laertes in order to kill Hamlet. â€Å"Not that I think you did not love your father/ But that I know love is begun by time,/ And that I see, in passages of proof,/ Time qualifies the spark and fire of it./ There lives within the very flame of love/ A kind of wick or snuff that will abate it./ And nothing is at a like goodness still./ For goodness, growing to a pleurisy,/ Dies in his own too-much. That we would do,/ We should do when we would, for this â€Å"would† changes/ And hath abatements and delays as many/ As there are tongues, are hands, are accidents./ And then this â€Å"should† is like a spendthrift sigh/ That hurts by easing.—But to the quick of th’ ulcer:/ Hamlet comes back. What would you undertake/ To show yourself in deed your father’s son/ More than in words?/ (Shakespeare IV VII 122-138). In this line Claudius tricks Laertes into falling into his hands allowing him to be manipulated. Claudius tricks Laertes to fight Hamlet with a poisoned sword not thinking about the negative consequences it might have. In the end of the play hamlet gets slain by the sword but Laertes ends up dying with his own sword as well. This is proof that Claudius is a Machiavelli because of using his cunning mind in order to trick people into doing his dirty deeds for him. Another point in the play where Claudius uses the art of manipulation for his benefit is when he uses Rosencrantz and Guildenstern to accompany Hamlet to England for hamlets execution. â€Å"Follow him at foot.tempt him with speed aboard,/ delay it not. Ill have him hence to night/ away for everything is sealed and done/ that else leans on the affair. Pray you make haste†¦/† (Shakespeare IV. III 60-63) In the previous quote Claudius is ordering Rosencrantz and Guildenstern to follow Hamlet to England not knowing the letter they were carrying for England’ king decided their fate. Claudius thinking that Hamlet might not read the letter for his execution, actually did read it but then rewrote the letter and changed it so that Guildenstern and Rosencrantz will be executed in his place. Throughout the whole play Claudius has constantly used Guildenstern and Rosencrantz as his spies for Hamlet. Hamlet realizing this lost all trust and faith towards Rosencrantz and Guildenstern leading them to their downfall. Knowing this Claudius still pursued in using Guildenstern and Rosencrantz for his own benefit without realizing the negative consequences it might have on them. Claudius is a Machiavellian who uses deceit and trickery, murder, and manipulation all for his own benefit. He shows these through the murder of his brother numerous attempts to kill hamlet by using other people and manipulating the people around him to keep his title as the King of Denmark. By doing things that will cause others pain and suffering for your own benefit may help you gain what you want in a short while but for the long run it will bring you to your downfall for no good deed goes unpunished.

Assess the Aftermath and Impact That the First Opium War Had on China

Question: Assess the aftermath and impact that the first Opium War had on China Essay: The First Opium War fought between Britain and China from 1839-1842 was a clash between two vastly different cultures, one struggling to control trade rights, and the other desperate to limit the impact of foreign trade upon the local population. The war changed the way China acted towards its foreign counterparts, exposed the weaknesses of the Chinese feudal system and forcefully opened-up China to the rest of the world. There were severe economic, social and political consequences that the war had on China. Prior to the war China had believed that the Chinese empire was the ‘Heavenly Middle Kingdom’ and superior to all other civilisations. China had very little contact with the West and foreigners were continually looked down upon. Despite strict government regulations, foreign trade with the West in China grew during the late 18th & early 19th century. The West became desperate in trying to balance their thirst of coveted Chinese goods for their own goods but China showed little interest in Western products until 1817 when Britain sold 240 tons of opium into China and when the West found a product which China did not have, opium. Opium smuggling developed rapidly and the trade literally produced a country filled with opium dens and drug addicts. Thus the government decided to do something about this problem and sent Commissioner Lin Zexu to sort things out. However it was Zexu’s actions that eventually started a war in which brought China into a humiliating defeat. The Treaty of Nanking is an official document that marks the conclusion of the First Opium war; it is also considered an unequal treaty by the Chinese. China was ordered to handover Hong Kong, open up five more ports for trade and pay 21 million ounces of silver to Britain. Britain also received fixed tariffs, the ‘most favoured nation’ status and imprisoned British nationals were not to be tried under Chinese law. This treaty caused many problems for China as no restrictions were placed on British merchants who were free trade in China, the opium trade more than doubled in the three decades. As Hong Kong was to be ceded to Britain, it gave the British a base for further military, political and economical penetrations of China. Import duties were lowered from 65% to 5%, effectively traumatizing China's home industries. The treaty also exempted British nationals and any Chinese person who had either dealt with the British, lived with them or were employed by them, from Chinese law. This provided a refuge for Chinese criminals. No sooner had the Chinese emperor made concessions to Britain, he was faced with similar demands from US, French, Belgium, Sweden, Norway and Russian governments. Greatly weakened by war he had no choice but to grant their requests. Seeing China’s weakness, the foreign powers sailed up to impose treaties similar to that of Nanking. By 1860, a massive amount of 6400 tons of opium was being annually imported into China. Western merchants mainly bought silk and tea from China and the export of tea from China increased to 42,000,000 kg in 1855 from only 7,500,000 kg in 1843. The export of silk rose to 56,000 bales in 1855 from a relatively small sum of 2000 bales in 1843. The tea and silk producing regions around the treaty ports expanded and benefited from the foreign trade and resulted in more and more farmers who abandoned the production of food stuffs to produce silk and tea. When Shanghai opened up to foreign trade, the occupation shift for the coolies and boatmen who would transport tea and silk throughout the regions in Canton were now unemployed since the majority of trade moved from Canton to Shanghai. This caused a food price hike and the unemployment rise. As Canton wasn’t the only port open for trade, the inland boatmen who transported goods to Canton from other areas before the war, lost their business. The amount of European goods and opium that flooded china severely strained the economy and provoked an economic crisis which resulted in the shortage of the Spanish silver dollar. The Spanish dollar appreciated so much that Canton abolished it and introduced the Mexican dollar. The monetary disturbances in China was enhanced by the internal monetary crises in China were the Chinese copper cash continued to devalue due to poor management and insufficient supply of copper. The monetary crises devastated the Chinese financial system and caused the loss of morale. With the rush of cheaper Western machine-made products, the home textile industry in China was almost destroyed. For many centuries, clothes were made by hand so this business was heavily impacted by foreign trade. In order to survive, this industry had to decrease the price of their products but, because the production methods remained basically untouched, the cost of production was also unchanged. Therefore the lower price came at the cost of the lower of the living standards of the textile workers. The Opium War almost entirely collapsed China's economy. However, it also forced China's economy to quickly adapt and evolve. The war rushed China's development of capitalism. Even before the war, a market economy was already developing in China's urban areas. The â€Å"invasion† of foreign capitalistic powers enhanced this change. However, the coming of outside influences did not result in the independent development of capitalism in China; rather it turned China into a semi-colonial semi-feudal state. This happened because Chinese industries were exposed too soon to the outside world, being insufficiently prepared and poorly equipped to compete in international or even domestic markets. Western capitalism greatly changed and influenced the Chinese economy as on one hand, the opening of China damaged the basis of China's self-sufficient economy, the urban handicraft and rural homestead industries. But on the other hand, it greatly enhanced the development of China's urban market economy. After China's disastrous defeat in the Opium War, the Chinese realized that they were no longer the â€Å"Heavenly Middle Kingdom†. Having lost at the hands of the â€Å"barbarians†, Chinese intellectuals recognized that in order to deal with the strangers from the West, they must understand the Westerners and the place they came from. Before the Opium War, the Chinese concept of European countries was very vague and in some cases, even ridiculous. After the Opium War, China intellectually discovered the West as Western political ideas, social structures, and in some areas, new technologies were introduced. Western ideas of parliamentary democracy and capitalism were vaguely made known and international alliances became a concept. One of the writers, Wei Yuan, first proposed that in order to fight the West, China must learn from the West. Wei's proposal received many positive responses as it was after all that China lost to the Westerner's â€Å"strong ships and sharp weapons†. So, China for the first time established something on the equivalent of a foreign ministry which was mainly occupied with the study of Western technology, modernization of the Chinese army and the open of modern factories. The first factories opened were for the military, and specialized in the production of modern weapons and ships. The running of these factories did not depend on the profit it made, nor the demands of the market so money making was not a concern. This meant that administration techniques of managing a large commercial enterprise were not yet developed. Even so, seeing that Western enterprises made a profit, the Chinese government began to establish commercial enterprises. Immediately after the Opium War, Western merchants had not yet fully entered the Chinese market. The Manchu government, although short in profits, could still find enough funds to start new industries. The private sector also was quite wealthy. With the collapse of the feudalistic economy and the stimulations by Western capitalism, it was willing to invest in modern enterprises. At the same time, Western companies absorbed some Chinese capital. It could be said that shortly after the Opium War, Chinese capitalism had a good chance to develop. The Opium War exposed the weaknesses of the Chinese feudal system. The cost of the war and later the compensation all fell onto the shoulders of the farmers and civilians. The Manchu government could no longer protect, and govern its people and as China's economy collapsed, poverty was wide spread, and insurrection sprang up all over the country. The Manchu government showed its weaknesses when it signed the Treaty of Nanjing without using all possible methods of resistance. The Opium War helped to discredit the Manchu government and encouraged popular movements. For many Chinese, the Treaty of Nanking was a signal that the Manchu dynasty was at its end – humiliated, weak and corrupt. A republican movement ran across the political landscape, stimulating nearly fifteen years of civil war. Seeing the social chaos and the weakening of the Manchu dynasty, Chinese intellectuals sought to make China strong. Unlike the government, the intellectuals believed that adapting Western technologies and industries was not enough and that China must undergo political changes as well. Chinese intellectuals began to study Western countries and at the same time, the Chinese government imported Western technologies and industries. They, like the officials, believed that the government should allow and protect the growth of capitalism and that the army must be modernized to fight Westerners on the battlefields. But most importantly, private enterprises should be formed without government interventions and companies must be created to compete in the market place. The intellectuals also proposed a parliamentary system as a new, more democratic political system. This proposal was the first attempt of private citizens to get involved in the government. The Opium war created an entire new level of crime and disorder in Southeast China. The British navy drove away the pirates along the coast and up into the Kwangtung-Kwangsi highlands. There, the pirates would periodically raid plentiful villages up the river. To add to this, former militiamen used their weapons for banditry. The Opium War had led the people of China to witness the destruction of their military and navy by the strongest military force at the time. It led to a greater understanding and appreciation for West, despite their hatred for it. This led many people to consider and try to understand Western doctrines and beliefs. Also some British missionaries, who had knowledge of China and the language, played in the embarrassment of the country to which they had come perceived with no object other than to preach Christianity. Thus for the first time instances of foreign religion was seen. The Opium War was also one of the many factors that led on the famous Taiping Rebellion. Directly after the war feuds between the Punti and Hakkas clans rose. The Hakka people were Chinese that came from the north and had immigrated to southern China. They were treated as ethnic minorities by the Punti’s who were the Cantonese natives. This led to competition between the two in farming and economy. In the 1850’s the feuds and wars between these two clans resulted in the loss of hundreds of thousands of lives. The dislike towards the Hakkas eventually led them into following the Taiping Rebellion’s leader Hung Hsiu-chuan. Hung Hisu-chuan was the revolutionary leader who incorporated the Western ideals and beliefs of Christianity with classical Chinese themes. He believed himself to be the younger brother of Christ, and was sent on a mission to return Christianity to China. This belief was soon adopted by thousands of Hakkas alike, because of the loss of faith in the Ch’ing dynasty partially due to the defeat in the Opium War, it’s social and economic effects afterwards and the silver & copper crisis. The movement to change and restore China with Christianity finally resulted in the Taiping rebellion against the Ch’ing dynasty. The Taiping rebellion lasted from 1851 to 1864, causing the loss of millions of lives. The Ch’ing dynasty’s power was questionable during this time because the rebellion lasted so many years. Finally, the Ch’ing dynasty managed to organize an new army to overthrow the Taipings. This new army and organizations was aided by Western countries who wanted the Ch’ing dynasty to continue. If the Ch’ing dynasty was overthrown it would end the unequal treaties with between China and the West. The Opium War resulted in the dramatic changes in China economically, socially and politically. It no doubt opened China's doors to the outside world while changing China’s view and relationship with the Western world incredibly. The war shattered the idea that China was the ‘Heavenly Middle Kingdom’ as well as breaking China’s false sense of superiority over other nations. It resulted in a major change in the economy and the social relationship between the people of China and because of the Opium War, China was left with internal struggles and warfare, increased crime, an economy downfall in Canton and people without work or money. The Opium War led to the major influence of the Western cultures and belief in China, and the loss of power and control China had over Western nations. The unfair treaties that were created left China in weak position to the West, and opened China to Western influence which is still observed to this date. Bibliography: China, Opium Wars to Revolution by Michael Gibson. Wayland publishers, 1975 From Opium War to Liberation by Israel Epstein. New World Press, Beijing, 1956 The Chinese Opium Wars. by Jack Beeching. Harcourt Brace Jovanovich, 1975 The Inner Opium War by James Polachek M. Harvard University Press, Cambridge, 1992 The Opium War Through Chinese Eyes by Arthur Waley. George Allen and Unwin Ltd. , 1958 The Treaty of Nanking, signed on the 29th of August, 1842

Sales and Marketing Essay Example | Topics and Well Written Essays - 2000 words

Sales and Marketing - Essay Example mportant factor among qualification, skill, knowledge and experience Fig 1: Factors important for graduate employment (Source: Author’s Creation) The responses from the respondents indicate that experience and skill matters the most in case of employment in the marketing and sales. Knowledge and qualification count only as the third and fourth important factor. The justification is that experience and skill set matters the most since the ability to close deals and ability to negotiate and bargain does not come from knowledge or qualification. It can be gained only through hands on experience. These factors matter in the area of hard core sales although there are certain areas like developing the marketing mix and promotional mix or choosing the pricing strategy, which can be gained from knowledge and qualification. Another important factor that needs to be pointed out is the fact that the sample is taken not from a few particular institutions only. The institutions that are co nsidered for the creation of the sample have institutional ranks that are comparable to each other. So some form of homogeneity has already settled in the sample due to which the views and opinions can have degree of bias, although it has negligible effect on the outcome of the analysis. Secondary research Andrews and Smith (2010) conducted studies with the data obtained from the employment board of both developed and developing countries. The studies indicate that companies that employed graduates as relationship manager or marketing officers in the sale and marketing domain. They gave more preference to experience and skill set of the students. Although exceptions are observed where more preference is given to knowledge and qualification but only to those who graduated from reputed and well...The developing countries on the other hand represent vast untapped markets with little product and service penetration. Thus, there is immense chance to carry out massive sales and marketing activities in areas like insurance, banking services as well as products like cell phones (Das, Quelch and Swartz, 2000). The career opportunities are found in both client side marketing roles as well as agency side marketing roles. The client side marketing roles which have strong job opportunities are marketing assistant, marketing officer, marketing executive and junior marketing assistant. These are entry level jobs in the sales and marketing roles. In the agency side the roles which are offered are market research positions, account management positions and public relations officer positions (David, James and Arthur, 2011). The roles mentioned in the agency side are mainly strategic in nature, so the graduates who have more knowledge and qualification in comparison to skills and experience are given more preference.

Altius VA Ltd assignment Example | Topics and Well Written Essays - 1250 words

Altius VA Ltd - Assignment Example These tasks should be delegated to well-trained people who are fully aware of the long and short term objectives of the company. Training staff as well as delegating marketing duties in tandem with the laid down strategies enables working towards achieving them. Therefore, a marketing strategy is aimed at ensuring that a company is able to concentrate its resources towards the very important aspects of its core functioning; thus, minimizing wastage (Blythe 2006). Resources are always scarce; hence the need utilize them in a manner that ensures they are preserved for future use. A company must also ensure that the cost of production is kept at a minimum; while at the same time ensuring that it is making profits. Therefore, this paper will look at the marketing strategies that Altius VA Ltd need to better their business. Discussion The Altius Brand Strategic Analysis and Vision for the Compliance Software Altius VA Ltd is a vendor assessment company that keeps tabs of products from the said vendors and ensures that they meet the required standards as dictated by the different clients. This is attributed to the fact that it is always imperative for anything sold in the market to consumers to meet the laid down regulations and standards. As they have clearly stated in their website, â€Å"they believe that both clients and vendors have the right to expect a robust, fair and consistent assessment service, backed up by great customer support† (Altius 2013). They have taken the responsibility of ensuring that both the stakeholders get fair treatment as well as what they deserve out of any transaction or undertaking within the market setting. Without a brand name, Altius VA Ltd has made great strides in ensuring that their compliance software referred to as Supplier Assessment and Management System (SAMS) by their customers is well marketed in their website From their websites, they have shown and advertised to the vendors why they should be part of the Altius V A Ltd family. The benefits listed include: saving time and resources such as money, reducing duplication, aiming higher, among others (Altius 2013). These are straight to the point objectives that Altius endeavours to provide to their member vendors at all times and cost. The advantage of these to the vendors is that it helps in reducing the cost they would have incurred in performing the stated functions for themselves. By evaluating and analyzing the above advertisements on the Altius VA Ltd website, they have gone a long way in ensuring that the targeted stakeholders join them when fully aware of what they are, or could be drawing themselves into (Kelley & Jugenheimer 2009). Therefore, the vendors have an opportunity to make a decision for themselves to either be part of Altius VA Ltd or not. Altius VA Ltd services Altius VA Ltd has provided in their website what they do and how they are capable of helping both the vendors and clients. The vendors are assessed while the clients g et consultation services. This is a well-developed plan that attracts stakeholders as it indicates the need to join, and the efficiency that comes with receiving the services of Altius VA Ltd. SWOT analysis, for example, brings out how an organization can get to use the analysis of its strengths, weaknesses, opportunities and threats

Child J and Langford E (2011) Exploring the learning experiences of Essay

Child J and Langford E (2011) Exploring the learning experiences of nursing students with dyslexia - Essay Example However, the title somehow implies that it is a research study concerning how nursing students with dyslexia naturally learn and behave in the classroom setting. Nevertheless, the study is actually one focused on how nursing students with dyslexia should be able to cope with the rigors of clinical practice, not of classroom work. Therefore, the title should have been â€Å"Exploring the learning experiences and coping mechanisms during clinical practice of nursing students with dyslexia.† As to the authors, both are credible. Both Jenny Child and Elizabeth Langford are senior lecturers of adult nursing of the University of England. Therefore, their profession as well as the fact that they are members of the faculty of a prestigious British university makes them credible. However, it would have been better if it was clearly stated that both authors were nurses, although it is most likely so. Moreover, the abstract does summarize the key components of the study: the aim, the met hod used, findings and conclusions. However, it should have had elaborated a little bit more on the three points that it mentioned in the Findings summary section. Just like the abstract, the rationale for undertaking the research is clearly outlined. In fact, the research study flowed smoothly from its aim to how it was conducted and to the results that it yielded. Moreover, the aim of the research is clearly addressed. Nevertheless, the authors say that the study aims to â€Å"examine the learning experiences† of nursing students with schizophrenia. This examination of learning experiences may not have exactly been in a traditional classroom but are actually of a clinical setting. Furthermore, the statement of the aim of the study should have been at least two sentences for such length. There must also be an â€Å"and† between the word â€Å"placements† and the phrase â€Å"to establish ways,† and this syntax problem may somehow disrupt an average stude nt’s reading. Regarding the ethical issues, the study clearly states that â€Å"the participants gave informed consent in writing to take part in the study† (Child & Langford 2011). This statement alone implies the idea that care has been taken to ensure that the proper ethical issues have been addressed in the study. Moreover, individual interviews have been conducted obviously in order to make sure that the privacy of the nursing student is protected. Moreover, there is a separate subsection called â€Å"Ethical considerations,† where it is stated that the study has been approved by the university ethics committee and that programme managers have also expressed their prior approval to it. Still, more on the subject of ethics, the questions used in the interviews of nursing students have been properly structured so as not to get any of the participants to be emotionally hurt. For example, only the words â€Å"disabilities† and â€Å"difficulties† have been used to refer to a possible case of dyslexia, which was not mentioned in the original questionnaire. Moreover, the data taken from the questionnaires have been â€Å"anonymised† in order to protect the identity of the participants (Child & Langford 2011). There seems to be no available literature on what type of questionnaire should be made available to students with dyslexia but the questionnaire used in this study seems very practical

18th and 19th century creative artists role Essay

18th and 19th century creative artists role - Essay Example The features of art movements reveal a lot about the times in which the artists lived. The mid-eighteenth century saw the rising of an art movement called rococo. Previously, baroque dominated art in Europe, specifically in France where rococo emerged. The emergence of rococo resulted from the extreme use of the baroque in court paintings during the reign of Louis XIV (Sheriff and Watteau 27). Architecture, painting, sculptures and any art form in that era exhibited the baroque features. With some creative artists feeling that it was time for France to explore more in art and its different tastes, rococo emerged. With the new art culture, artists assumed the role of â€Å"social leaders.† During the emergence of rococo, the creative artists played the role of conveying changes in society to the people. Creative artists represented each of the social changes in their work. The death of Louis XIV motivated artists to adopt a new art style to mark the end of reign (Sheriff and Watteau 27). Artists sought to create a transition from the stringent use of baroque effects. In addition, the control of artwork shifted to aristocrats. Before rococo emerged, artists emphasized the value of power in society in most of the art pieces. In the period of rococo, many artists utilized art to emphasize the importance of entertainment. In this era, the attitudes of society had changed because of a new reign in the royalty. Creative artists sought to represent the political changes in society in their artwork and opted for a relaxed style that could emphasize the shift. In addition, the artists also acted to sensitize people on the changing roles of women in society. Europe was beginning to accept contribution of women to society. Although this was to a less extent and women did not have many rights, the theme appeared greatly in rococo work. The creative artists were sensitizing society on the change of attitude towards women. Moreover, some paintings and sculptures by

Market segmentation in the airline industry Essay

Market segmentation in the airline industry - Essay Example This research will begin with the statement that success in marketing can be achieved by matching the organizational capabilities with the requirements of the marketplace. This matching is based on market segmentation. Market and their segments are clusters of potential customers. Market segmentation is a proactive process which involves the application of analytic techniques. Market segmentation has been defined as the process of dividing the total market into a number of smaller, more homogeneous submarkets, termed market segments. A heterogeneous group of customers is grouped into homogeneous groups or segments. Each of these segments requires a different marketing mix to service their needs. The concept of segmentation comes naturally to human beings. This categorization reduces uncertainty and simplifies procedures. This very principle, when applied to marketing, is known as market segmentation, which helps to unify groups of consumers. The market has to be first defined in term s of the product’s end users and their needs. It is then divided into various groups according to different characteristics. To reach the customers in the most effective way, market segmentation can be based on general variables like demographics, socio-economic, geographical, or psychographic. While demographics look at the general characteristics of the age, income, education, and occupation, psychographic variable delves deeper into people’s lifestyles and attitudes.

Great Gatsby (FS Fitzgerald), Passing (N Larson), and poems of Essay

Great Gatsby (FS Fitzgerald), Passing (N Larson), and poems of Langston Hughes - Essay Example But let us look again at the mountain.'(1) Larsen's second novel (The Passing) tells the story of two light skinned women: Irene Redfield and Clare Kendry. Clare Kendry is of mixed heritage, while Irene Redfield is fully African American but both are light enough to pass. Clare fully commits herself to passing and marries John Bellew, a white man who knows nothing of her heritage and affectionately and jokingly calls her "Nig" for her "tan" complexion. Irene lives in Harlem, commits herself to racial uplift, and marries a black doctor. The novel centers on the meeting of the two childhood friends later in life, and the unfolding of events as each woman is fascinated and seduced by the other's daring lifestyle. The novel traces a tragic path as Irene finds out about the affair between Clare and her husband and Clare's race is revealed to John Bellew. The novel ends with Clare's sudden death by "falling" out of a window. As for the Great Gatsby,Nick Carraway, a young man from Minnesota, moves to New York in the summer of 1922 to learn about the bond business. He rents a house in the West Egg district of Long Island, a wealthy but unfashionable area populated by the new rich, a group who have made their fortunes too recently to have established social connections and who are prone to garish displays of wealth. Nick's next-door neighbor in West Egg is a mysterious man named Jay Gatsby, who lives in a gigantic Gothic mansion and throws extravagant parties every Saturday night. Nick is unlike the other inhabitants of West Egg-he was educated at Yale and has social connections in East Egg, a fashionable area of Long Island home to the established upper class. Nick drives out to East Egg one evening for dinner with his cousin, Daisy Buchanan, and her husband, Tom, an erstwhile classmate of Nick's at Yale. Daisy and Tom introduce Nick to Jordan Baker, a beautiful, cynical young woman with whom Nick begins a romantic relationship. Nick also learns a bit about Daisy and Tom's marriage: Jordan tells him that Tom has a lover, Myrtle Wilson, who lives in the valley of ashes, a gray industrial dumping ground between West Egg and New York City. Not long after this revelation, Nick travels to New York City with Tom and Myrtle. At a vulgar, gaudy party in the apartment that Tom keeps for the affair, Myrtle begins to taunt Tom about Daisy, and Tom responds by breaking her nose. As the summer progresses, Nick eventually garners an invitation to one of Gatsby's legendary parties. He encounters Jordan Baker at the party, and they meet Gatsby himself, a surprisingly young man who affects an English accent, has a remarkable smile, and calls everyone "old sport." Gatsby asks to speak to Jordan alone, and, through Jordan, Nick later learns more about his mysterious neighbor. Gatsby tells Jordan that he knew Daisy in Louisville in 1917 and is deeply in love with her. He spends many nights staring at the

(Marketing Report)write a marketing report in the role of the Essay

(Marketing Report)write a marketing report in the role of the consultant to the Board of The Birmingham Library - Essay Example It is a 360 degree approach in marketing which enables the marketer raise brand awareness and subsequently brand experience though various touch points. However, electronic marketing can only be successful if it is accompanies with strategies influencing the customer perception from different touch points also, such as print media, advertising, television, outdoor media, etc. In the present report, a situational analysis has been done. E- Marketing has been taken as a strategy for branding and promotions of the newly established library in Birmingham. The target customers fall in the age group of 18-25 years. Since this generation is mostly customer savvy and addicted to internet and other social media activities, using electronic marketing to target these customers will be of sustainable advantage. SOSTAC format have been applied for the development of situation, objectives and strategies. From the specified strategies, tactics, applications and action plans have been recommended. A proper control analysis has been done to identify the future issues and recommended future strategies to control them. Introduction The Library of Birmingham is the new library that has recently completed its construction. Upon completion, this will replace the Birmingham Central Library, based in Birmingham, United Kingdom. The Library of Birmingham is the new extension of the Central Library having modern technology and state of art infrastructure. The new library is a 188 million pounds project. The central library was completed in the year 1983 and was opened for public in the year 1984. Central library is considered as one of the most popular and visited libraries of the country. With the opening of the new library, many new services will be launched. Since it is completely new establishment, most of the products and features of the library will be ungraded and advanced. E-Marketing A description of electronic marketing will be use for digital technologies and electronic devic es in order to sell and promote products and services. According to authors like Xing et al (2004) and McQuitty and Peterrson (2000), the percentage of people accessing the internet and involving in online data gathering about products and services has grown over the years. Business has grown all over the world with the advent of electronic marketing (Joines, Scherer and Scheufele, 2003) and it will create huge marketing opportunity for the organisations (Pollack, 1999; Hoffman, 2000). Electronic marketing can also be defined as an online channel through with customers and marketers enter into a transaction phase for sale and purchase, which benefits both parties. According to Meuter et al, (2000) internet marketing can be explained as a virtual platform where services and products existing as digital information can be exchanged with the help of channels which are informative. In this type of media, people and groups create, share and exchange ideas and information through online c ommunities and networks (Mangold and Faulds, 2009). Electronic media is different from traditional media in many ways such as reach, quality, frequency,

Intertestamental Period Essay Example for Free

Intertestamental Period Essay INTRODUCTION The overarching goal of the Christian church is to model a Kingdom lifestyle and in so doing facilitate a change in the world towards a lifestyle approved of God. That goal is accomplished by (1) being in the world, but not of the world, (2) being one and (3) using Kingdom methodology to achieve God’s objectives. But achieving the goal using that strategy is made difficult when it must be done in the midst of competing lifestyles. Especially when there is a desire to fit in rather than being ‘peculiar’. During the Intertestamental Period, also called the Second Temple Period by some authors, the Jews experienced cultural and environmental pressures which forced them apart and set the stage for the ministry of Jesus. The following is a brief summary of those pressures. 1. The Jews were bounded on all sides by other cultures and this caused them to compromise their life style to fit in with the world giving up any real distinction between a righteous lifestyle and a worldly lifestyle. Bruce stated that â€Å"the Greek way of life was attractive to many, and slowly but surely it continued to make headway among large sections of the population, including even the great priestly families in Jerusalem. This tendency was inimical to the true calling of Israel, and tended to break down the wall of partition between Jews and Gentiles in the wrong way, by blurring the sharp distinction between Israel’s revealed religion and Greek heathenism.† 2. The Jews moved from ‘being one’ to being ‘standalone competing sects’. It is readily observable that this caused infighting and an inward focus that was detrimental to their inherent mission. This problem was highlighted in later years when Jesus said â€Å"Neither pray I for these alone, but for them also which shall believe on me through their word; 21 That they all may be one; as thou, Father, art in me, and I in thee, that they also may be one in us: that the world may believe that thou hast sent me.† 3. The Use of Political Means to Achieve Kingdom Ends Instead of being in the world, but not of the world, the Jews readily became part of the world by entering into the political system of the culture in an attempt to develop some level of security and ensure their prosperity. The use of political maneuvering was used during the entire 400 year period. For the most part it would be impossible to distinguish the political wrangling of the Jews from that of any other self-interest groups of the day. 4. The combining of church and state in the office of High Priest. The High Priest was supposed to monitor and ensure the spiritual welfare of the Jews. However in during the Intertestamental period, governmental authority was vested in that position by the ruling factions. We can observe the same thing in some churches today. We have Pastors who are not only empowered with the spiritual welfare of the church but are also given carte blanche authority over the governance of the church. And balancing those requirements is difficult at best. We must also consider the varying conquest strategies used by the nations that existed around the Jews. The Semitic nations, which included the Assyrians, the Babylonians, the Ammonites, the Moabites and the Esau-ites deported those they conquered to be settled in foreign lands. Additionally, they had a policy of destroying the religion and culture of those they conquered. The Japhetic nations, which included the Medo-Persians, generally sent the conquered back to their homelands and granted some religious and political self-rule. The Hamitic nations, which included the Egyptians, the Canaanites, the Philistines and the Phoenicians, deported those they conquered and destroyed their culture and religion. Several sources were used to conduct this analysis and as can be expected, various divisions and time periods were used. For the purposes of this paper, we will divide the time period into the following divisions and use these associated dates: (1) 722-433 BC Antecedent Events; (2) 559-331 BC Persian and Medo-Persian Rule; (3) 368-323 BC Hellenistic (Greek) Rule; (4) 323-166 BC Ptolemies and Seleucids Rule; (5) 166-63 BC Jewish (Maccabean and Hasmonean) Self-Rule; (6) 63 BC AD 663 Roman (Herod) Rule. It is noted that the Intertestamental or Second Temple Period ended with the destruction of the Second Temple in AD 70. ANTECEDENT EVENTS722-433 BC There are events that took place prior to the Intertestamental Period that must be considered in this analysis. In 722 BC, Sargon the king of Assyria captured the Northern Kingdom (Israel) and deported the higher Jewish classes to Babylon. These deportations created spiritual crises for the Jews. But in addition, a lot of the cultural aspects of being a Jew were destroyed. According to Kostenberger, the monarchy was destroyed and the sanctuary which was the central focus for the Jewish faith was lost. The Jews, who apparently had a penchant for fitting in with foreign cultures found themselves in close proximity to Gentiles. This created moral and ceremonial problems for those living outside of Judea. In 587 BC, the exact same situations occurred when Nebuchadnezzar the king of Babylon captured the Southern Kingdom (Judah), destroying the Temple and Jerusalem. In 583 BC Cyrus, king of the Medo-Persian Empire, came to power and sent the captives home but only fifty thousand returned to rebuild the Temple. It is suggested that an equal number simply stayed in place opting not to return to an uncertain situation. With the goal of rebuilding the Temple, the Jews forbid the Samaritans to participate due to their mixed race heritage. Offended by this, the Samaritans became obstructionists delaying the building and eventually built their own temple further increasing the schism between the Jews and the Samaritans So we enter the Intertestamental Period with the Jews dispersed in several locales, experiencing and in some cases embracing foreign cultures to the detriment of their culture and faith and having been ruled and subjugated for generations. PERSIAN AND MEDO-PERSIAN RULE559-331 BC Historical Developments The Jews were delivered from their previous captivity by the Persians and for the most part were left undisturbed by the Persians. But they had new and enthusiastic rivals among the Samaritans who had not only delayed the building of the Jewish Temple, but had initiated their rival temple on Mount Gerizim, overlooking the ancient city of Shechem. Impacts on the Jews The remnant of Jews that returned was idolatrous and had lost any sense of reverence for the Scriptures. During this period, idolatry was purged from the Jews. They gained a new sense of reverence for the Scriptures. The Jews developed a firm grasp for the concept of monotheism and completed the Temple reaffirming it as the center of worship. HELLENISTIC (GREEK) RULE368-323 BC Historical Developments It can be defended that the Hellenistic (Greek) Rule Period actually started with the rule of Philip. Philip had brought the whole of Greece under his rule, and intended to lead the combined forces of his empire against the Persians. Some view this as a Macedonian event, but Philip had already embraced the Greek culture. One of Philip’s first acts was to have his young son, Alexander trained in Greek culture. However before Philip could complete his military efforts, he was assassinated and it was left to Alexander to complete his plans. Alexander the Great conquered Persia, Babylon, Palestine, Syria, Egypt and western India. Alexander’s Empire did not last long. In 323 he died of a fever at Babylon, before he had completed his thirty-third year. But even before his death, his followers carried the Greek language and culture all over the Eastern Mediterranean and Western Asia. Impacts on the Jews Caught between opposing forces the Jews lost all sense of security once again. They were immediately between two warring factions being pulled in both directions. This may have been one of the times when the Jews felt an overwhelming desire to fit in to avoid destruction. Hellenization, or embracing the Greek culture, was so powerful that from a cultural standpoint, the Greeks conquered Philip, Alexander and even the Romans when they showed up. The conquerors assumed the Greek language and eventually brought about the translation of the Old Testament into Greek (the Septuagint). Doing so also caused a rift between the Jews who were more traditional. PTOLEMIES AND SELEUCIDS RULE323-166 BC Historical Developments Pursuant to his death Alexander’s generals quarreled over who would succeed him. Alexander’s Empire was eventually divided into several parts. Of these parts only two are of any real concern as they had a major impact upon the Jews. These are the Macedonian kingdom of Egypt, with its capital at Alexandria ruled by the Ptolemies, and Macedonian kingdom of Syria with its capital at Antioch ruled by the Seleucids. By 300 B.C. we find two Macedonian dynasties firmly established in these capitals. Palestine lay between these two kingdoms. Impacts on the Jews Hayford indicates that the Jewish faith was seriously undermined by being in close proximity to Hellenism. The Jews started to neglect Jewish religious rites and customs. But this is not to say that the Jewish faith is inherently weaker than Greek culture. For the Jews, adherence to Greek culture was easier and it was simply more acceptable. But it did cause a schism between the Jews. Two sects emerged which included the Hellenizing party, which was pro-Syrian and the Hasidim party, which eventually became the Pharisees. Once again, we see a division among the Jews. JEWISH (MACCABEAN AND HASMONEAN) SELF-RULE166-63 BC Historical Developments As they were pulled in both directions by two Macedonian dynasties, a Jewish revolt erupted. A Syrian official pushed for a heathen sacrifice in the Jewish village of Modein. Led by the priest Mattathias and his sons Judas, Jonathan and Simon this revolt eventually led to Jewish independence. The Jews retook Jerusalem, cleansed the Temple and restored worship starting a period of Jewish self-rule. However, this was a period of self-rule with major factions competing against each other. Impacts on the Jews In addition to the conflicts with the Syrians, the position of high priest took on political overtones with the high priest being chosen not by Aaronite lineage but by political strength. It is even suggested that bribes were being paid to secure the office. This caused further schisms among the Jews strengthening both the Pharisees and the Sadducees. ROMAN (HEROD) RULE63 BC to AD 663 Historical Developments The self-rule of the Jews ended in 63 BC when Pompey took Syria and entered Israel. Under Roman rule Antipater the Idumaean was appointed procurator by Julius Caesar and was later succeeded by his son Herod. Herod was a converted Jew and yet was one of the most heinous leaders the world had ever seen. A summary of his reign would include marrying the Asmonaean princess, Marianne to secure the support of the Maccabeans; murdering Marianne and her two sons at the behest of his mother; executing his mother Alexandra; murdering forty-three members of the Sanhedrin; Hellenizing the country by erecting a Greek theatre in Jerusalem; restoring the Temple to increase his popularity with the Jews; murdering his son Antipater; and finally committing the slaughter of the infants at Bethlehem. Impacts on the Jews These atrocities by Herod led to the development of three other sects developed during this time which included the Zealots, the Herodians and the Essenes. So near the end of the Intertestamental Period, we find the Jews more fractured than ever before, under the rule of a foreign power and turning to some very questionable means in an attempt to bring about God’s ends. MAJOR PROBLEMS AND RESPONSE 1. With the collapse of the Persian Empire, which had a very lenient attitude toward self-identity and religious freedom for those they had conquered, the Jews had to deal with a series of Greek kings who had a strong belief in their cultural superiority. The Jews were bounded on all sides by other cultures the principle of which was the Greek culture. Bruce calls this ‘the progressive Hellenization of Palestinian Judaism’.. The Jews started to compromise their life style to fit in with the world. In so doing, they give up any real distinction between a righteous lifestyle and a worldly lifestyle. The Jews made the decision to assume the Greek culture in whole or in part with some of them totally abandoning the faith. Others developed a sort of bi-faith practice where they embraced some of their Jewish faith as well as some of the Greek culture. This alone put them at odds with some of the more hardline practitioners of the faith. 2. The Jews moved from ‘being one’ to being ‘multiple standalone sects’. The rise of the Jewish sects resulted from the clash between Hellenism and the Jewish religion and culture. Taylor states that the Hellenism elements were dangerous to the purity of the Jewish faith and formed the new temptation to unfaithfulness just as idolatry had been to their forefathers. The Sadducees Under Jewish self-rule the Sadducees emerge as the party closely associated with the leading priestly families. It is thought that their name was derived from the priest Zadok, whose descendants are commended as faithful priests in Ezek. 44:15. The Sadducees observed only the Pentateuch and were the major supporters of the Hasmonean dynasty. As the ruling aristocracy in Jerusalem, they had a vested interest in maintaining the status quo and with pressure from other sects there was a need to align themselves with the non-Jew ruling powers. They held a majority on the Sanhedrin and were allied with the Pharisees in having Jesus crucified. They held to a literal interpretation of the Law, liberal religious views and feared trouble with Rome. The Pharisees The Pharisees were the largest and most influential Jewish sects. They practiced a form of righteousness that observed a complex system of oral traditions in an effort to flesh out the implications of scriptural commends for everyday life. They were dedicated to teaching both the written and the oral Law attaching great importance to traditions. Consequently they practiced ritual prayer, fasting and tithing. They strictly kept the Sabbath and many other rules for everyday life; devised legal loopholes for their convenience. Their main goals were the restoration of religious freedom and the cessation of the connection between politics and the high priesthood. Their popularity among the people increased steadily. Most of the scribes, or popular teachers of the law, belonged to the Pharisaic party. Politically, the Pharisees were the power brokers between the masses and the aristocracy. They were scrupulous about the Law and viewed themselves as separate from those who were lax about keeping it. The Zealots The Zealots were almost a military arm of the faith and were increasingly interested in political freedom. Their means were very aggressive and won the bulk of Jews to their cause They advocated the violent overthrow of Rome, refused to pay taxes and regarded any loyalty to Caesar or Rome a as sin. Their opposition to Jesus may have come from His discourse â€Å"They say unto him, Caesars. Then saith he unto them, Render therefore unto Caesar the things which are Caesars; and unto God the things that are Gods.† The Essenes The Essenes were one of the smaller sects and little is known of their origins. Their solution to the pressure and sects was to completely withdraw from society. They formed a sect that completely lived in seclusion. They turned to a philosophy that said we’re not of the world; neither will we be in the world. The Herodians The Herodians were a sect of influential Jews who were wholly politically minded. They still called themselves Jews but had pretty much left the faith. Even with his long list of atrocities, they completely supported Herod and by implication the Romans. This was their method of surviving when facing the pressures and challenges of the occupation and the various sects around them. 3. The Use of Political Means to Achieve Kingdom Ends The Jews, having lost belief in the ability of their faith to support them in their occupied and factional state turned to the use of secular politics to control their environment. Eventually, they came to pay little attention to the spiritual ideals of Israel. Their chief aim was secular power and aggrandizement. This can only be viewed as completely giving up the idea of being God’s people and in effect just throwing in the towel. 4. The combining of church and state in the office of High Priest. Carroll speaks of the evils involved with combining church and state. First you have religious power and governing power all handed to one individual. This can open to door to the state then having a say in who should receive those powers. Having this much power up for grabs sooner or later will result in the position becoming a matter of barter and sale. CONCLUSION These are major problems facing the Jewish people, but of them all, the greatest has to be the continued fracturing of the people into smaller and smaller self-interest groups. So the greatest threat to the Jewish people during the Intertestamental Period was not the warring factions around them. Not even the heinous actions of a tyrannical leader, but rather their own willingness to cease ‘being one’. There is an African Proverb that states â€Å"when there is no enemy within, the enemy without can do us no harm.† The Jews, in their attempts to meet the challenges around them were doing themselves great harm. But the Intertestamental period is a preface to the coming of Jesus. And it would be difficult to find a better time for the One who would unite all things under Himself. BIBLIOGRAPHY Bruce, F.F. The Period Between The Testaments: I, Political Development. Department of Biblical History and Literature in the University of Sheffield, 1949, 64. Carroll, Benajah Harvey. Between the Testaments, A Class on Biblical History. Southwestern Baptist Theological Seminar, Fort Worth, Texas. 1914. Gene Taylor. 2005. Between the Testaments: A Study of the 400 Years of Biblical Silence and the Relevant Empires. http://www.padfield.com/acrobat/taylor/between.pdf [Accessed July 25, 2013]. Hayford, Jack W. 1995, Hayford’s Bible Handbook: The Complete Companion for Spirit-Filled Bible Study. Nashville: Thomas Nelson Publishers. Kostenbergen, Andreas J., L. Scott Kellum and C. L. Quarles. 2009, The Cradle, The Cross and the Crown. Nashville: BH Publishing Group. [ 1 ]. F.F. Bruce, The Period Between The Testaments: I, Political Development. Department of Biblical History and Literature in the University of Sheffield, 1949, 12. [ 2 ]. John 17:20-21 [ 3 ]. Benajah Harvey Carroll. Between the Testaments, A Class on Biblical History. Southwestern Baptist Theological Seminar, Fort Worth, Texas. 1914, 6-8. [ 4 ]. Andreas J. Kostenberger, L. Scott Kellum and C. L. Quarles, The Cradle, The Cross and the Crown, (BH Publishing Group, 2009), 63. [ 5 ]. Benajah Harvey Carroll. Between the Testaments, A Class on Biblical History. Southwestern Baptist Theological Seminar, Fort Worth, Texas. 1914, 6-8. [ 6 ]. Jack W. Hayford, Hayford’s Bible Handbook: The Complete Companion for Spirit-Filled Bible Study Nashville: (Thomas Nelson Publishers, 1995), 507. [ 7 ]. F.F. Bruce, The Period Between The Testaments: I, Political Development. Department of Biblical History and Literature in the University of Sheffield, 1949, 10. [ 8 ]. Jack W. Hayford, Hayford’s Bible Handbook: The Complete Companion for Spirit-Filled Bible Study Nashville: (Thomas Nelson Publishers, 1995), 507-508. [ 9 ]. F.F. Bruce, The Period Between The Testaments: I, Political Development. Department of Biblical History and Literature in the University of Sheffield, 1949, 10. [ 10 ]. Jack W. Hayford, Hayford’s Bible Handbook: The Complete Companion for Spirit-Filled Bible Study Nashville: (Thomas Nelson Publishers, 1995), 508. [ 11 ]. F.F. Bruce, The Period Between The Testaments: I, Political Development. Department of Biblical History and Literature in the University of Sheffield, 1949, 11. [ 12 ]. Jack W. Hayford, Hayford’s Bible Handbook: The Complete Companion for Spirit-Filled Bible Study Nashville: (Thomas Nelson Publishers, 1995), 508. [ 13 ]. F.F. Bruce, The Period Between The Testaments: I, Political Development. Department of Biblical History and Literature in the University of Sheffield, 1949, 11. [ 14 ]. Jack W. Hayford, Hayford’s Bible Handbook: The Complete Companion for Spirit-Filled Bible Study Nashville: (Thomas Nelson Publishers, 1995), 509. [ 15 ]. Ibid, 510. [ 16 ]. Ibid, 510. [ 17 ]. Ibid, 511. [ 18 ]. Benajah Harvey Carroll. Between the Testaments, A Class on Biblical History. Southwestern Baptist Theological Seminar, Fort Worth, Texas. 1914, 42-43. [ 19 ]. Jack W. Hayford, Hayford’s Bible Handbook: The Complete Companion for Spirit-Filled Bible Study Nashville: (Thomas Nelson Publishers, 1995), 511. [ 20 ]. F.F. Bruce, The Period Between The Testaments: I, Political Development. Department of Biblical History and Literature in the University of Sheffield, 1949, 11. [ 21 ]. Gene Taylor. 2005. Between the Testaments: A Study of the 400 Years of Biblical Silence and the Relevant Empires. http://www.padfield.com/acrobat/taylor/between.pdf [Accessed July 25, 2013], 33. [ 22 ]. F.F. Bruce, The Period Between The Testaments: I, Political Development. Department of Biblical History and Literature in the University of Sheffield, 1949, 63. [ 23 ]. Andreas J. Kostenberger, L. Scott Kellum and C. L. Quarles, The Cradle, The Cross and the Crown, (BH Publishing Group, 2009), 72. [ 24 ]. Ibid, 95. [ 25 ]. Gene Taylor. 2005. Between the Testaments: A Study of the 400 Years of Biblical Silence and the Relevant Empires. http://www.padfield.com/acrobat/taylor/between.pdf [Accessed July 25, 2013], 35. [ 26 ]. Ibid, 34. [ 27 ]. F.F. Bruce, The Period Between The Testaments: I, Political Development. Department of Biblical History and Literature in the University of Sheffield, 1949, 64. [ 28 ]. Andreas J. Kostenberger, L. Scott Kellum and C. L. Quarles, The Cradle, The Cross and the Crown, (BH Publishing Group, 2009), 72. [ 29 ]. Gene Taylor. 2005. Between the Testaments: A Study of the 400 Years of Biblical Silence and the Relevant Empires. http://www.padfield.com/acrobat/taylor/between.pdf [Accessed July 25, 2013], 35. [ 30 ]. Mt 22:21 [ 31 ]. Gene Taylor. 2005. Between the Testaments: A Study of the 400 Years of Biblical Silence and the Relevant Empires. http://www.padfield.com/acrobat/taylor/between.pdf [Accessed July 25, 2013], 35. [ 32 ]. Ibid, 35. [ 33 ]. F.F. Bruce, The Period Between The Testaments: I, Political Development. Department of Biblical History and Literature in the University of Sheffield, 1949, 64. [ 34 ]. Benajah Harvey Carroll. Between the Testaments, A Class on Biblical History. Southwestern Baptist Theological Seminar, Fort Worth, Texas. 1914, 11.

Poor Behaviour To Manage Education Essay

Poor Behaviour To Manage Education Essay An unfortunate term, perhaps, behaviour management, it implies that from the outset there will be poor behaviour to manage, and that we have precluded much about a student or cohort by considering management of behaviour from the outset. 1.0The truth though is that if we have not considered it at all, we will cause problems and noise between ourselves and our students. Much of that which we never would want to occur will occur if we do not, at the very outset, seek to understand; to provide frameworks of behaviour to follow for both the learner and the tutor to build trust and respect on both sides. We must examine what is meant by behaviour management, the factors involved in broad terms, and what we seek to achieve by it. 1.0 No learner comes to us as a blank sheet. No person is a blank sheet. We are not a blank sheet. We will have previous experience, and based on that previous experience we make a prediction of what will happen next. It will affect how we react, and how our students react. 4.1 Knowing this makes the tutor the most influential part of the learning experience. 3.1Adopting the correct stance and strategy for the psychodynamics at work within a classroom is crucial if we are to provide a positive and effective learning environment and learning experience. 1.0 Getting the dynamics wrong will lead to learners disengaging, becoming restless, attending badly and breaking rules of conduct and discipline agreed at the outset. 3.1 Careful attention to behaviourism in structure, policy and in recognition of it in the learners is fundamentally important for developing an environment that will be behaviourally stable. 2.0/ 3.1 Rules, that need to be agreed with learners if they are to be effective, will include organisational policy rules. These are likely to be rules over which there is little latitude for movement and provide the framework around which the agreements are structured. 3.1 2.0Attendance, for example, rules on bullying and respect, inclusivity and diversity. Assessment methods, professional standards and personal behaviour, roles and responsibilities. 3.1 2.0 They will also include disciplinary procedures that are clear and fair, structured to promote re-engagement and identify causes for varying from the code of conduct so that clear targets can be set to regain good behaviour. 2.0/3.1Without the framework of policy rules would appear unilateral and therefore polarising. 2.0/ 3.1 Understanding that the student and the tutor are bound under the same rules is a unifying experience, and helps 3.1learners build a rapport with their tutor without the interference of an unnecessarily polarised relationship. 3.1Yet the benefit of clear lines and boundaries exist for each party to rely on. Christine Richmond (Rogers, August 2002) (page 58) 3.1 1.0 As I have said, no learner comes as blank sheet. Most will have experienced positive experiences in education, along with negative ones at times. Others will have had very little positive experience at all. This will affect their expectations of what will happen in their next experience. 1.0 If the rules didnt help them achieve last time, why should they obey any rules this time? 1.0Perhaps not obeying the rules will get better results? 1.0 If a student has been excluded before, they may expect it again, and would rather you just got on with it. 1.0 Some have not achieved well before for a variety of factors, if they feel they are not likely to achieve they may be disruptive to avoid failure in the future; not doing an assignment doesnt mean they were not capable of it, they chose to not do it as a challenge to the rule, taking ownership of failure on their terms in a more acceptable form. (Miller, 2002)(Andy Miller/Bill Rogers 2002 (page 69) 3.1 The research referred to above relates to addressing this very early, on the first day your students are with you. At this point they have no rapport with you, all they know is their previous experience and perhaps will be predicting that you will be no different from those previous experiences, and that you will not make a difference. 1.0 It may also be social factors and peer expectation, a desire to be included in a groupà ¢Ã¢â€š ¬Ã‚ ¦ all these factors are part of what influences individual behaviour initial part of a study course. 4.1/ 3.2/ 3.1 Specifying and explaining a rule is crucial. We could say no talking while your teacher is teaching thats the rule. For students with fragile internal controls this is a target to aim at, a button to push( playing into the hands of a passive aggressive type). 3.1We could alternatively say its important that everybody hears instructions clearly for the best chance to achieve. Please make sure that you are able to hear, and your neighbours can hear clearly while any tutor is giving you instruction so that you understand. 4.1/4.2 This is explaining the same rule, but is also explaining why there is a rule and the benefits to the learner of that rule. 3.1There is certainly more likelihood of cooperation with rules given in this way, with reason and foundation, rather than as a totalitarian dictate. (OBrien, 2002) (2002) teaching leadership and behavioural management; page 93 3.1/4.1/4.2/For some students accepting the rules will need to follow very quickly with a positive result from those rules, reinforcing it is beneficial to them to follow it. This does not follow that breaking the rules should result in reprimand, but more a reminder of the rule. 3.1/ 3.2Moreso, to ask the student what the rule is, and why it is a rule, but without making it a humiliating affair. 3.1/4.2Keeping the event low key de-escalates the any spiralling frustration. Returning to the curriculum and the lesson objective is the only purpose here, not a public win for either side. Returning to the task is a win for the tutor, and a success for the learner in re-engaging 3.1/3.2/4.2. For some students, there will be no solution to behaviour that constantly trucks the rules, only good management of it so that it has least impact on the learning for the student and learners in the cohort. 3.2The humanistic view is that the teacher is not responsible for the behaviour, only the manage ment of it. 3.2/4.2Liberated from the feeling that you must get this class inside the rules leaves you free to focus energy on how to best manage the circumstances and achieve the curriculum. (Parsons, 2002, p. 117) 4.2/3.2 This does not mean that behaviour should go unchecked, but should be focused on low key solutions that avoid conflict (which is always a destructive force in relationship building) and engage respect, that does encourage relationship building and trust. The rules we make for students must have the aim of safety, trust and respect. We should be making sure our students are reaching the top of Maslows hierarchy or needs and that all of our rules and policy and dynamics are tilted only towards enabling learning. If they are not then they can be seen as rules without meaning. 4.1 This does not mean that some behaviour cannot be challenged directly and publicly. 4.2 Dangerous or abusive behaviour is often best dealt with quickly and publicly, reinforcing to the group that they can have confidence in your leadership and surety of safety. Always, though, making sure that the quickest possible return to task is achieved. 4.2/4.1 Once the incident is stopped, it is best then to return to low key treatment involving a private tutorial with the learner/transgressor, a least intrusive intervention (Rogers, 2002)page 7. Use positive words and statements rather than negative ones (Braithwaite 2001) et al. (Rogers, August 2002) Christine Richmond 4.2/ 4.1/ 3.1 4.1/4.2 We must de-escalate events and interventions. When a person is angry (Teachers included) they can make poor judgements. Far better to make an intervention that returns quickly to task and give all parties a chance to reflect and calm before addressing discipline or correction in a calm and cool manner, when it is easier to articulate and more readily accepted on all sides (particularly true of active-aggressive types). 4.2This may include a time out, or inviting the student or students to remain at the end of lesson for a tutorial. Remaining neutral and calm can be difficult but it is a professional imperative to achieve it. 1.0Reflect that the event may not be related to the underlying cause of the behaviour and assess it from a humanistic point of view. 1.0 Planning can do much to mitigate risks of behaviour from the outset. Students of different backgrounds, ethnicity, race and religion can be in conflict before they ever take a seat in the class. Some may be bringing pre-existing relationships and loyalties with them from previous schools or colleges, or from elsewhere. Having a policy of rules, across an entire campus, keeps consistency. 1.0 2.0 3.1 It avoids the risk of too many tutors and teachers applying rules confusingly differently giving learners sure ground to rely on. 4.2/1.0There are of course students with varying conditions that will appear often to overstep the line on behaviour and will remain unchallenged. We must be careful that accommodating our group profile does not undermine rules that all others are expected to adhere to, and yet accommodate these students fully, so that they are included fully and have the same opportunity of success. The process should be clear and transparent and include the learner in the planning as much as is practicable. This may include support professionals. (Learning Skills Development Agency, 2007) 4.1/4.2We can do this more easily if all behaviour management is kept low key and designed to re-engage a student to task. 4.2/3.1We must also work towards preventing and label that the learner feels they have been attached to becoming a self-fulfilling prophesy. 4.1/4.2Conceptualising behaviour in terms of Primary, secondary and residual behaviours (Rogers) is a useful process that allows refocusing of behavioural issues so that positive behaviour can be affirmed and rewarded. 4.1/4.2/3.2/3.1 This crucial if incremented step provides new experience for the learner, new confidence and eventually the chance of altered behaviour in the future, making all learning more accessible to that learner. Building bridges, not barriers. 1.0 Fundamentally destructive behaviour from a teacher can cause students to be uncomfortable, they will slip down the hierarchy of needs, trust is broken and then there is no respect. Some causes of destructive behaviour are obvious or at least should be. 1.0 Insults directed at a student or group of students, dont be thick Oi, youà ¢Ã¢â€š ¬Ã‚ ¦fattyà ¢Ã¢â€š ¬Ã‚ ¦. If we used them toward other adults in any other arena they would be unacceptable, and so they are here. They hurt, they are erosive and destructive. 1.0/2.0 Sarcasm is also destructive (as well as likely to be hard to perceive for those with Aspergers/autism). It is a cheap shot, and will not yield long term results other than a degradation of student / tutor relationship. This is such a fundamental and crucial area that it should be part of the organisational policy and not rely on individual teachers and tutors to establish. (OBrien, 2002) 1.0 What happens when we start to trade insults and sarcasm with students is a sarcastic and insulting response. We have set the trend by doing this and what follows is our fault. We will lose control of the lesson, the students will at some point say something that pushes all our buttons and we will react with anger. If we cant follow anger with apology and a climb-down and regain respect then we should not set foot on the road that leads to it. It is much the same for management in commerce. 1.0 One could simply not entertain behaviour of such nature and retain respect of staff, colleagues and superiors, nor the all-important customer (which in many ways a student is). At its extreme it is bullying. There are many parallels between classroom management and man management in commerce and industry. Its a people thing, students are people and so are teachers and tutors. 4.2/4.1 Keeping staff focused on their function is crucial to success and the extent of responsibilities must be very clearly understood for all parties. A manager of a workshop will be very clear that a worker is accountable to achieve a given level of output, and we must be clear with students that they are accountable for their output, and in return we are accountable to provide a structure in which that flow of work is constant yet manageable, as is the case of the workshop manager. 4.2Encouraging an environment where the roles are clearly understood, and e ach understands their responsibility, nurtures a culture of cooperation where hierarchy can be reduced and a partnership culture adopted through mutual trust. This means that instead of competing roles they become collaborating, symbiotic roles. (Robertson, 2002) 4.2Environmentally we can control the room layout, and to some extent the temperature and feel of the room. 1.0If it is hot and airless everyone feels stressed, as is the case if it is far too cold, too cramped or learners find it hard to see or hear what is going on. 4.2/1.0We can make an effort not to be intimidating; teachers can be intimidating on many levels without meaning to be. They have excellent subject knowledge, they know whats coming next, they are allowed to ask for your attention and expect to get it, they have voices that carry and they look comfortable in their environment. They can make the work look easy when the student doesnt understand it at all, all these things are intimidating, particularly to students with fragile internal controls. 4.2We can control the flow of information so the student is not overwhelmed, but so that they feel there is plenty to do and do not waste time, thinking that there is only one simple task. 4.2We can communicate clearly, in whichever way the learner accepts most readily. 4.2We must provide them with clear information of what is going to happen when, who we are, who others are and where to find things so that they acquire some ownership and belonging as immediately as possible. 4.2 We can focus on low key interventions that do not leave a student feeling excluded or highlighted in themselves, only in the action away from the task. 4.2Use of body language and eye contact can be quite enough to bring a student back on task (Rogers, 2002)4.2 give ownership of the behaviour to a student by asking them what the rule is and why it is a rule, then move on without further comment (Rogers, 2002). 4.2 Discuss the rules with students so they understand and agree the rationale behind the rule. Make sure the students are aware that there are rules for Teachers and Tutors too, and that we all are under these rules in the framework. 4.2/2.0Be clear on the procedures involved in the policy framework and how that policy is engaged with and what it seeks to achieve. 1.0Be aware that the students will be carrying past experience and that this may not always be positive. 3.1/3.2Be prepared to build bridges and not barriers. 4.2 Recognise achievement and try to divorce the student from the behaviour so that they are free to move their position in approach to learning. 4.2/3.1/3.2Build on good experience so that is supplants any negative experience. 4.2Always let a student move on from a confrontation with a clean sheet, avoid grudges on both sides. 4.2/3.2 Focus on managing behaviour and not waste energy trying to solve behaviour that some students will be unable to comply with. Always return to the objective of completing the task, the curriculum and how that can be achieved with the best management that can be achieved. There will always be times when we misjudge, or engage the wrong strategy. We must not make ourselves a victim, but accept any responsibility that is ours. We must be able to objectively review behaviour and strategy and be open to trying a new approach. We must be open to talking with colleagues and developing our own skills. We must be equally prepared to be wrong and be proven so. The only fault in this would be not being prepared to change or develop a new strategy, or listen to colleagues. References; Harvard; Learning Skills Development Agency, 2007. Whats your Problem. London: Learning skills Network. Miller, A. /. R. B., 2002. Teacher leadership and behaviour management. s.l.:SAGE. OBrien, T., 2002. Teacher leadership and behavioural management. s.l.:Sage. Parsons, L., 2002. Teacher leadership and behaviour management. s.l.:Sage. Robertson, J., 2002. Teacher leadership and behavioural management. London: sage. Rogers, B. /. R. C., August 2002. Teacher leadership and behaviour management. s.l.:Sage. Rogers, B., 2000. Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleage Support. London: s.n. Rogers, B., 2002. Teacher leadership and behaviour management. s.l.:sage. 1. Potential factors that lead to behaviour that can disrupt a learning environment Cross references P1p 1-2 P2p 2-3 P3p 1 P5p 3-4-5 P6p 1-2-3 P7p 1 P8p 2 P1p 3 P2p 1-2 P5p 4 P6p 1 P8p 1 2. Understand organisational policies relating to managing behaviours in the learning environment. 3. Promote behaviours that contribute to a purposeful learning environment. 3.1 Review ways of encouraging behaviours that contribute to an effective learning environment. 3.2 Use strategies for encouraging behaviours that contribute to a purposeful learning environment P1p 2-3 P2p 1-2 ref P3p 2-3-4-5 P4p 1 ref 4. Be able to manage behaviours that disrupt a purposeful learning environment. 4.1 review ways of managing behaviours that disrupt a purposeful learning environment. 4.2 Use strategies for managing behaviours that disrupt a purposeful learning environment

Roe v Wade Essay -- Abortion History Illegal Legal Pregnancy Essays

Roe v. Wade   Ã‚  Ã‚  Ã‚  Ã‚  Have you ever wondered how abortion came to be legal? It was decided in the Supreme Court case of Roe v. Wade. The 1973 Roe v. Wade decision was a major landmark in not only the abortion issue, but also in American government.   Ã‚  Ã‚  Ã‚  Ã‚  In 1970, Norma McCorvey, a single and pregnant woman in Texas wanted to get an abortion. The state laws of Texas at that time stated that it was illegal to have an abortion in Texas. Even though the state told her that she could go to one of the four states in which abortion was legal to have the procedure done, she decided that she could not afford to travel to another state to receive the procedure. Norma McCorvey decided that she would sue the state of Texas, claiming that her constitutional rights were being taken from her. She then changed her name to the pseudonym â€Å"Jane Roe† to protect her right of privacy. The district court found that Roe did have grounds to file the suit against the state of Texas. They ruled on the grounds that the abortion laws in Texas infringed on the first, fourth, fifth, ninth, and fourteenth amendments of the constitution. The first amendment states that, â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances† (http://www.house.gov/Constitution/Amend.html). The fourth amendment states that, â€Å"The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized† (http://www.house.gov/Constitution/Amend.html). The Fifth Amendment states that,   Ã‚  Ã‚  Ã‚  Ã‚  No person shall be held to answer for a capital, or otherwise infamous crime,   Ã‚  Ã‚  Ã‚  Ã‚  unless on a presentment or indictment of a Grand Jury, except in cases arising in   Ã‚  Ã‚  Ã‚  Ã‚  the land or naval forces, or in the Militia, when in actual service in time of War or   Ã‚  Ã‚  Ã‚  Ã‚  public danger; nor shall any person be subject for the same offence to be twice   Ã‚  Ã‚  Ã‚  Ã‚  put in jeopardy of life or limb; nor shall be compelled in any criminal case to   Ã‚  Ã‚  Ã‚  Ã‚  be a witness against himself,... ...them to a bigger risk of being pressured into an unwanted abortion. Many women are pressured from their male partner, physicians, parents, or others. 2. The question, â€Å"When does life begin†? was an unanswered question in 1973. Now there are answers that say that life begins at conception. 3. People need to protect unwanted children after they are born. Women should no longer be forced to dispose of unwanted children by ending human life.   Ã‚  Ã‚  Ã‚  Ã‚  Whether you believe in legalized abortion or not, the Supreme Court case Roe v. Wade has definitely changed the way most American women treat unwanted pregnancies. It will be interesting to see what changes may occur from the next â€Å"Roe† case. Bibliography â€Å"Is Cerebral Palsy Ever a ‘â€Å"Choice’?† Lifeissues.net. 2000. 31 July 2004.   Ã‚  Ã‚  Ã‚  Ã‚  . Palmer, Gary. â€Å"Roe V. Wade Exposed. 22 Jan. 2003. Alabama Policy Institute. 31 July   Ã‚  Ã‚  Ã‚  Ã‚  2004. . Pavone, Frank. Interview. Interview with Dr. Philip Ney. 16 Jan. 2001. 31 July 2004.   Ã‚  Ã‚  Ã‚  Ã‚  . â€Å"Roe v. Wade†. The case. 22 Jan. 1973. 12 July 2004.   Ã‚  Ã‚  Ã‚  Ã‚  . â€Å"Roe v. Wade – Then and Now.† Reproductiverights.org. Jan. 2003. 9 July 2004.   Ã‚  Ã‚  Ã‚  Ã‚  .

Extrinsic vs Intrinsic Motivation :: Teaching Education

Extrinsic vs Intrinsic Motivation What is the difference between intrinsic and extrinsic motivation? What would you do as a future teacher to enhance intrinsic motivation in your students? The main difference between intrinsic and extrinsic motivation is the goals of the students. With intrinsic motivation, the student studies subject material for the sake of learning. These students find studying enjoyable and learning new ideas as a reward itself. Extrinsically motivated students study for the sake of outside influences such as getting teacher and peer praise, acquiring a good grade or some other type of reinforcement that a teacher or peer might offer. Another difference that is worth mentioning is that research shows that intrinsically motivated learns more than extrinsically motivated students. This could be due to the fact that intrinsically motivated students are also extrinsically motivated. But on the other note, extrinsically motivated students are seldom found to be intrinsically motivated. Motivating students to become intrinsically motivated is no easy task for teachers. To some students, they enjoy learning. But for the others, this is where is the challenge really comes in. To facilitate material to students "dry" would totally be out of my agenda. I would try to teach to my students to the point where the material becomes alive within them. I to make their minds grow in curiosity of the subject so continual learning can take place. I would do this by means of relating material to what interests the students. I would also put as much energy into my teaching whether it be in my tone of voice, body language, appearance, or all of the above.

Revisions of Off-Balance Sheet Financing Essay -- Business Finance

During the 1990s, the United States had one of the most successful economic periods in history. The GDP of the country increased substantially and unemployment was at a historically low level. With the success of the U.S. economy during this period spilling over into the next decade, revelations of corporate scandal and corporate governance oversight came to light. The Enron scandal of 2001 and the Wall Street Meltdown of 2008 are two noteworthy events of inadequate accounting policies that led to economic catastrophe during the past decade. The Enron Corporation‘s flawed accounting practices were perpetuated through the utilization of fraudulent special interest entities that were used to hide losses and rising debt sustained by the company during previous fiscal periods. The Wall Street Meltdown can be highly attributed to the use of mortgage backed securities and other creative investment vehicles that were distributed throughout the world as safe investments with rewarding returns. Both of these events were a product of the improper use and abuse of off-balance sheet accounting methods. The government’s reactions included the creation and revision of new and existing laws and governing bodies. As a direct result of the current corporate scandals, The Sarbanes-Oxley Act of 2002 (SOX) was created. At the time, SOX was the first and most influential financial system overhaul in response to the current wave of corporate corruption. A provision of SOX established the Public Company Accounting Oversight Board (PCAOB). The intent of SOX and its provisions were â€Å"to protect investors by improving the accuracy and reliability of corporate disclosures made pursuant to the securities laws, and for other purposes† (Sarbanes-Oxley Ac... ....R. Res. 3763, Sarbanes-Oxley Act of 2002. 107th Cong., 107-204 Public Law 116 STAT. 745 (2002) (enacted). Kermis, George F. and Marguerite D. Kermis. â€Å"Model for the Transition from Ethical Deficit to a Transparent Corporate Culture: A Response to the Financial Meltdown.† Journal of Academic and Business Ethics, Fall, 2009. Weissman, Robert, and James Donahue. "Wall Street's Best Investment: 10 Deregulatory Steps to Financial Meltdown." Multinational Monitor January/February (2009): 10-31. Jeffrey, Peter. "International Harmonization of Accounting Standards, and the Question of Off-Balance Sheet Treatment." Duke Journal of Comparative & International Law 12.341 (2002): 341-51. Feng, Mei, Gramlich, Jeffrey D. and Gupta, Sanjay, â€Å"Special Purpose Entities: Empirical Evidence on Determinants and Earnings Management.† The Accounting Review (January 9, 2006). 1-55.

Promoting Alcohol on Tv Essay

Alcoholism is the excessive and usually uncontrollable use of alcoholic drinks. There are many symptoms, complications, treatments and ways of prevention for alcoholism. Certain groups of people may be at a greater risk than others for several different reasons. There are numerous factors in why people may become addicted. Usually, a variety of factors contribute to the development of alcoholism. Social factors such as the influence of peers, family, society, the availability of alcohol, mental illness, stress, and not knowing how to cope with certain situations. It’s a common thing for an alcoholic to think drinking is the answer to all their problems, but in retrospect drinking is only adding to the multiple complications caused by being a compulsive drinker. Research has been done to explore the reason behind why people drink. However, â€Å"Exactly how alcohol affects the brain and the likelihood of reversing the impact of heavy drinking on the brain remain hot topics in alcohol research today. † (NIAAA) The effects of alcoholism have been divided into groups. There are physical effects, psychological effects and effects that contribute to many other health, safety, social and econimical problems. Some physical effects of excessively drinking alcohol can be extremely serious, or even fatal. One physical effect of alcoholism is causing cancer in the liver, kidney and stomach. Alcohol abuse is the leading factor to developing Cirrhosis of the liver. Alcohol related Cirrhosis usually develops after more then almost a decade of heavy drinking, but for some it may develop quicker; all depending on how your body reacts to alcohol. â€Å"In cirrhosis of the liver, scar tissue replaces normal, healthy tissue, blocking the flow of blood through the organ and preventing it from working as it should. Cirrhosis is the twelfth leading cause of death by disease, killing about 26,000 people each year. † Another physical effect of alcoholism is the altering of nutrients digestions which your body needs in order to remain healthy. Another physical damage that alcohol abuse brings is damaging of the neurons and thereby causing body movement alterations, depression and loss of appetite. Since drinking too much alcohol can raise some fats in the blood, that means it can also lead to high blood pressure, heart failure, and increased calorie intake which could lead to the development of diabetes. Liver diseases and illnesses aren’t the only complications of long term alcohol abuse. Alcohol abuse can also lead to birth defects. The most sever cases of birth defects are Fetal Alcohol Syndrome, and Alcohol-Related Neurodevelopment Disorder. Fetal Alcohol Syndrome is what can happen when a woman drinks an excessive amount of alcohol during the pregnancy. It’s been estimated that one in every seven hundred and fifty infants is born with a patterns of physical, developmental, and functional problems referring to Fetal Alcohol Syndrome. Some symptoms of Fetal Alcohol Syndrome may include premature birth weight, developmental delay, learning difficulties, and behavioral problems. Alcoholism also causes psychological effects as it changes your normal behavior and this is when you feel anxious and become depressed. Other psychological effects of alcoholism include violence, suicide, family and legal problems. Alcohol abuse can also cause economic effects. This is because getting an alcoholic drink is not cheap. If you drink several drinks on a daily basis you will definitely notice that you are spending a lot of money that can be used for other important stuff. An alarming amount of accidents, crimes and suicides, are the result of alcohol abuse by one or more family members. The latest death statistics released by the National Highway Traffic Safety Administration (NHTSA), In the United States, in 2010, more than 10,000 people died in alcohol-impaired driving crashes. That is equivalent to one every 51 minutes. Alcohol-impaired motor vehicle crashes cost more than an estimated $37 billion annually. These statistics are avoidable by not abusing alcohol or drinking in an environment that puts others at risk of becoming a statistic. Alcoholism is just as damaging to family members as it is to the alcoholic. Adult Children of Alcoholics often are in denial that their problems come from there parents or parent being an alcoholic. Many of them have severe problems with depression, aggression, or impulsive behavior. Most children of alcoholics make poor career choices and aren’t capable of being responsible parents, because they weren’t raised correctly themselves. Due to the large amount of money spent on alcohol and also possible joblessness the family may have to give up certain privileges that a non-alcoholic family wouldn’t. Being an alcoholic can totally disrupt family life and cause harmful effects that can last a lifetime. Thousands of alcoholics are helped to stop drinking every year. The chances of recovery are good if alcohol abuse or alcoholism is treated in its early or middle stages. Unfortunately, most alcoholics do not receive treatment therefore; over 90 percent of them will die as a result of their alcoholism. On the more positive side about 700,000 Americans receive alcoholism treatment on any given day. However, the techniques of alcoholism therapy only work if the patient is ready to seek help. One of the most traditional ways for an alcoholic to seek treatment is through the Alcoholic Anonymous 12 step program. Other then AA, there are many different programs available to help a person trying to seek recovery. Alcoholism is a disease that could consume ones life, but with support and treatment, many individuals are able to stop drinking and rebuild their lives. Work Cited Page â€Å"National Institute on Alcohol Abuse and Alcoholism†. 2007. NIAAA. July. 2007 Article Source: http://EzineArticles. com/? expert=Susan_B_Ward http://www. nhtsa. gov/Impaired.

Classical and Human Relations Theories Essay

Critically evaluate the classical and human relations approaches of management theory. Your essay must clearly define the term ’’ management theory’’ and include industry examples to illustrate your answers. The purpose of this essay is to provide a critical assessment of the strengths and weaknesses of the classical and human relations theories of management giving some industry examples which supports their applicability and importance or otherwise. â€Å"‘Critical evaluation is the skill of assessing the strengths and weaknesses of a piece of work, and of understanding the importance of its contribution to the subject’. Hulme, J.A. (2004). For the benefits of in-depth analysis we will look at the classical scientific of F. W. Taylor (and not the classical administrative approach of say Weber), identifying expert supported strengths and weaknesses of his approach. Equally, we will look at Herzberg’s human relations theory of motivation. Classical management was rooted on the belief that employees have only economical and physical needs, and that social needs and need for job-satisfaction either don’t exist or are unimportant. Accordingly, this school advocates high specialization of labor, centralized decision making, and profit maximization. The humanistic (or human relations) school recognized people as a special sort of resource. They not only work for the organization – they are the organization. Mary Parker Follett succinctly defined management as ‘†¦the art of getting things done through people.’ Management theory can be defined as a body of general principles on how best to manage a business or organization to achieve its goals and how to motivate employees to achieve highest possible performance. F. W. Taylor (the father of scientific management) was the intellectual leader of the efficiency or classical movement. According to him the main object of management ‘should be to secure the maximum prosperity for the employer, coupled with the maximum prosperity of each employee’. For employers ‘maximum prosperity’ not only means large profits but overall development in the enterprise to a state of permanent prosperity. Taylor was, therefore, driven to ask why is there so much antagonism and inefficiency? He suggested three causes: (1) the fallacious belief by workers that massive increase in output will ultimately lead to their unemployment; (2) the defective systems of management which make it possible for workers to restrict output so as to protect their interests; (3) effort- wasting methods of work. The aim of scientific management to him was to overcome these obstacles by a systematic study of work to discover the most efficient methods of performing the job, and then a systematic study of management leading to the most efficient methods of controlling the workers. As Taylor puts it: ‘What the workmen want from their employers beyond anything else is high wages and what employers want from their workmen most of all is low labour cost of manufacture†¦.the existence or absence of these two elements forms the best index to either good or bad management.’ (Pugh & Hickson, 1996) Taylor, therefore, propounded four principles of management: Development of a true science of work to replace the old rule-of thumb; those fulfilling optimum goals would earn higher wages; failure would result in loss of earnings. The Scientific selection and progressive development of the worker: Every worker can be trained to be ‘first- class’ at some task. The mental revolution in management: He argued that the major resistance to scientific management came from management as workers are all too keen to learn to do a good job for a high rate of pay. The constant and close cooperation of management and workers: Every job is divided into various tasks each of which is done by a specialist- this system he calls ‘functional management’. He also formulates the ‘exception principle’ where management reports only details deviation from the expected norm. In support of his approach, it has been argued that Taylor laid the foundation for the development of other management systems for decades to come. His thinking has been developed into what is now called Work Study or Industrial Engineering. Taylor’s focus is understandably narrow as he was writing from scratch. Few managements have been willing to put into practice one of his basic tenets that there should be no limit to earnings or bonus- most incentive schemes are restricted. This may inhibit the ‘mental revolution’ Taylor sought. The focus on division of labour leads to increased efficiency and productivity. This can be seen in many operations ranging from fast food to large industrial facilities e.g. MacDonald’s or the car industry. Ford is said to have adopted his approach in 1913. Taiichi Ono of Toyota, father of JIT acknowledges his debt to scientific management. The autocratic style of leadership also ensures a unity of command, clear lines of direction and control for a better focus on the job at hand. During his time, the work force was not highly educated or trained. For many, the opportunity to obtain a secure job and a level of wages to provide for their families was all they expected. Taylor, like the other classicists, have been criticised in that he heavily relied on experiences with large manufacturing companies enjoying stable environments. It may be unwise to generalize from those situations to others’ especially to young, high-technology firms of today that are confronted daily with changes in their competitors’ products. Taylor assumed that workers are only motivated by money and that productivity is the best measure of how well a firm is performing. These assumptions fail to recognize that employees may have needs unrelated to the workplace or may view their jobs only as a necessary evil. His approach tends to ignore informal relations as characterized by social interchange among workers, the emergence of group leaders apart from those specified by the formal organization, and so forth. When such things are not considered, it is likely that many important factors affecting satisfaction and performance, such as letting employees participate in decision making and task planning, will never be explored or tried. Taylor’s approach aim at achieving high productivity, at making behaviors predictable, and at achieving fairness among workers and between managers and workers; fails to recognize that several unintended consequences can occur in practice. A heavy emphasis on rules and regulations may cause people to obey rules blindly without remembering their original intent, defeating their objectives. The theory was dehumanising work processes – stripped jobs of skill and judgement, treating workers as machine parts. Organizations are influenced by external conditions that often fluctuate over time, yet his approach presents an image of an organization that is not affected by external influences. The Human Relations theories of Management The primary functions of any organization, whether religious, political or industrial, should be to implement the needs of man to enjoy a meaningful existence. Frederick Herzberg (Pugh & Hickson, 1996) Frederick Herzberg (1923-2000), an American psychologist, conducted research on 200 engineers and accountants that led him to develop the two-factor theory of job satisfaction and dissatisfaction. Herzberg’s two-factor theory separated the elements of a job into those serving economic needs (‘hygiene’ and maintenance factors/Adam) and those meeting deeper aspirations (motivational factors/Abraham). He also relates job satisfaction and dissatisfaction to mental health. The motivators include responsibility, a sense of achievement, recognition, promotion and job attraction. These things are likely to motivate workers and are related directly to the job. The ‘hygiene’ factors include company policy and procedures, supervision, pay, work relationships and working conditions. These factors can only reduce job dissatisfaction and they are not directly linked to the job. Making sure these factors are acceptable to the labour force prevents dissatisfaction ra ther than causing positive motivation. The ‘Adam’ factor seeks the avoidance of dissatisfaction and the ‘Abraham’ factor is linked to job satisfaction. Their absence will not cause dissatisfaction but will reduce job satisfaction. Man has the above two sets of needs explained Herzberg in a later book (work and the nature of man); his needs as an animal to avoid pain and his needs as a human to grow psychologically. A lack in one cannot be compensated by fulfillment in the other. Herzberg therefore advocates for an industrial engineering approach which would design the ‘Abraham’ factor into jobs. This he called job enrichment to produce an effective utilization of people and to increase job satisfaction. When a worker does more hours at work to save money for a holiday it is a movement, not motivation. From this, Herzberg suggested that reward based systems including bonuses, could only provide movement rather than long term motivation. The main criticism of Herzberg’s research was the fact that the sample he used consisted of only two hundred accountants and engineers. It was also overly simplistic and blurs the distinction between satisfaction and motivation. Being pleased with doing a more challenging set of tasks does not necessarily mean it will increase motivation. It was also suggested that his research understated the role of groups and teams within the workplace. This is because groups and teams can generate a great deal of motivational influence. Even though Herzberg’s work has its criticisms, his ideas have been shown to be valid in practice. This is evident in businesses because a pay rise or change in working conditions is rarely enough to produce a labour force that is highly motivated. It has also been shown that if workers perceive a wage increase to be inadequate or working conditions are less than ideal it can have major consequences on the business and its operations. (The annual series of strikes by LU workers springs to mind). Conclusion As Oliver Wendel Holmes quoted, â€Å"When we want to know what is going on today or want to make sure what will happen tomorrow, I will look back at the past.† One theory will not fit all businesses at all times, naturally. But management theories are useful in that they formulate principles of best practise. Their relevance will depend on the socio-economic, cultural and political environments in which they are applied. ‘The gurus have all the answers, but all the answers are different. No one knows the problem’ . (Owen, Jo, Management stripped bare, 2012, 3rd ed.) References Hulme, J.A. (2004). Critical Evaluation: A Student Guide. Psychology Review, 10, 6-8. Pugh & Hickson, (1996) Writers on Organizations, (5thed) George, Claude S.1968. The History of management thought (1sted). Englewood Cliffs: N.J. Prentice-hall Herzberg, F. (1959) Mausner, B; Snyderman, B. the motivation to work, NY Herzberg, F. (1966) Work and the nature of man, world publ. Herzberg, F. (1976) Managerial choice: To be efficient and to be human, Dow Jones, Irwin Owen, Jo, (2012) Management stripped bare, 3rd ed.